In a classroom setting, Piaget believed the learning process was more important than the end product, and that children can learn problem-solving skills only through active discovery. Vygotsky held that children’s cognitive development is heavily influenced by their culture and that they learn primarily by playing and interacting with older and more skilled children and adults. He is mostly known for his theory about the zone of proximal development, according to which one should respect each child’s individual space and readiness to learn a new concept.
