Cognitivism is currently the predominant perspective within which human learning is described and explained. Contemporary cognitivism emphasizes mental processes and proposes that many aspects of learning may be unique to the human species. Cognitivism has affected educational theory by emphasizing the role of the teacher in terms of the instructor's effectiveness of presentation of instructional material in a manner that facilitates students' learning (e.g., helping students to review and connect previous learning on a topic before moving to new ideas about that topic, helping students understand the material by organizing it effectively, understanding differences in students' learning styles, etc.)
According to Piaget, he proposed the theory in order to provide a premise for the development of the ability to think and reason. The cognitive developmental theory centralizes on the concept that the way children learn and mentally grow plays an essential role in the learning methods and abilities they are capable of. Cognition is the effect of mental production; or rather, the steady and logical processes by which mental development become more absolute and refined. Piaget's developed this theory in order to offer an explanation for children's cognitive learning styles and abilities. In other words, it explains how children obtain the mental structure necessary to perceive the world, and initiates the concept of developmental stages in which the child is able to comprehend its surroundings. This theory suggests that a person's ability to learn is affected by the situation in which the person is educated; as well as their personal viewpoints and thoughts. Piaget's theory of cognitive development "proposes that a child's intellect, or cognitive abilities, progresses through four distinct stages" (Slavin, 2006, p. 31). While it is necessary to speak of Piaget because he is credited for the development of this theory, it is also important to note that several other theorists added pertinent information to the key concepts that Piaget focuses on during his development of the theory.
For example, Vygotsky's theories are constantly compared to that of Piaget's because they are both considered to be constructivists in the field of cognitive development. While there are many differences in their theories in the field of cognitive development, there are some similarities among the way they both, Piaget and Vygotsky, view the nature, or development, of human intelligence. For example, they both believe that students learn by fitting new information together with the information that they already know. They also believe that learning is affected by the context in which an idea is taught, as well as by beliefs and attitudes because the boundaries of cognitive growth are established by societal influences. They also agree that children's speech is an important part of their cognitive development and that it occurs in distinct stages. Unfortunately, this is where the similarities between Piaget and vygotsky's end.