There are many evaluations of the work of Vygotsky and Jean Piaget during their life and death. Many of their theories went beyond what I'm sure they even expected of them. Teachers, researchers, and parents dabble in their theories of child development, social development, and other theories as they go about their lives. Whether it's work or parenting, it's a must to learn about these two philosophers and what they believed was real. Piaget is said to be the founder of cognitive development, he changed the field of developmental psychology and thanks to him we no longer discuss rule-governed strategies, behaviors and representations, but we talk a lot about generalization of stimuli, mental age, conditioning and learning set. To a large extent, Piaget altered the idea of ​​psychology by asking new questions that seem to have led psychologists to look at development through Piaget's eyes (Flavell, 1996). Piaget's theory of cognitive development is a theory that contains a mountain of information about the development of human intelligence developed by Piaget. Although this theory is known as developmental stage theory, it is mainly concerned with the nature of something that arises in us and that is knowledge. But Piaget speaks not only of the wonders of knowledge, but also of how human beings come to acquire and construct it. Piaget believes that cognitive development is the center of the human organism and that language depends on cognitive development. Piaget's model of cognitive development helps us understand cognitive growth, the active and constructive nature of the child. The model provides insight into the process of change in cognitive development. Because of Piaget's theory, many believe that... middle of paper... ugh I never thought I'd hear myself say this, I'm curious to know what kind of knowledge children have and educators of the future will draw from these theories that their discoverers. Works Cited1. Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: the role of mediation. Journal of Modern Language, 78(4), 453-464. doi:10.2307/3285842. Flavell, J. H. (1996). Piaget's legacy. Psychological Science, 7(4), 200-203. doi:10.1111/j.14679280.1996.tb00359.x3. Kravcova, E. E. (2009). The historical-cultural foundations of the zone of proximal development. Journal of Russian and Eastern European Psychology, 47(6), 9-24. doi:10.2753/RPO1061-04054706014. Mahn, H. (1999). Vygotsky's methodological contribution to sociocultural theory. Correctional and Special Education, 20(6), 341-350. doi:10.1177/074193259902000607