The role of peer interaction in cognitive development: Piagetian and Vygotskyan perspective

This paper deals with the role of peer interaction in cognitive development from
the perspective of Piaget’s and socio-cultural approach. The description of original
Piagetian and Vygotskian ideas regarding the mentioned phenomenon and their
comparison is given in the first part of the paper. Research studies of Piaget‘s and
Vygotsky‘s followers brought theoretical and methodological innovations in the
examination of peer interaction influence on cognitive development. At the beginning
they were devoted to different aspects of social interaction. Piaget‘s followers
recognized the importance of peer interaction for cognitive development and
created a rich corpus of empirical data. The authors from socio-cultural perspective,
following Vygotskian ideas, thoroughly investigated adult-child interaction and the
consequences of difference in partners’ competences on cognitive development
in the process of adult’s assistance within the child’s ZPD. In the meantime, those
two perspectives got closer and made the understanding of the phenomenon of
peer interaction and its role in thinking development broader and more profound.
Namely, Piagetians diverted attention to the importance of peer interaction for
cognitive development and Vygotskians emphasized the relevance of asymmetry in
peers’ cognitive competences. The last part of the paper deals with studies of peer
interaction which combine Piagetian and Vygotskian perspectives. The advantages of
integrative approach and new discoveries are discussed. In addition to this, potential
problems for future research are considered.