Differences Between Jean Piaget’s and Lev Vygotsky’s Views on Egocentric Speech in Young Children
DOI:
https://doi.org/10.56380/mjer.v31.1.4Keywords:
Эгоцентр яриа, Төрөл, үүрэг, Эгоцентр ярианы коэффициентAbstract
Jean Piaget’s and Lev S. Vygotsky’s perspectives on language and cognitive development provide an important theoretical foundation for understanding early childhood development. This study aims to identify the similarities and differences between their views on egocentric speech in young children. Using a comparative theoretical approach based on document analysis, the study examines their original works and relevant literature, focusing on the origins, nature, types, functions, developmental trajectories, and research methods associated with egocentric speech.
The findings indicate that although both scholars acknowledged egocentric speech, they differed in their explanations of its psychological functions and development. Piaget associated egocentric speech with cognitive development and argued that its proportion decreases with age. In contrast, Vygotsky viewed it as originating in social interaction, serving to plan and regulate children's activities, and gradually transforming into inner speech. Methodologically, Piaget observed children's everyday speech in natural settings, whereas Vygotsky investigated its functions through experimentally induced difficulties.
This comparison contributes to understanding the psychological functions of children's self-directed speech and provides a theoretical basis for observing and interpreting speech in early childhood education.
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