in order to appreciate the dimension of the details involved in the cognitive and sociocultural, one must observe their similarities. From these similarities, it is possible to establish a more universal definition of learning. For example, Piaget and Vygotsky agree that learning involves conflict
on assumptions that were made on how growing children learned by basing newfound knowledge upon prior knowledge. Lee Vygotsky, on the other hand, focused his theory on the effect social and cultural interactions play on the growing child and view cognitive development as a result of social interaction. Unlike Piaget, Vygotsky did not focus on individual children (Feldman, 223). Piaget believed that development occurs in four stages and children learned information from their environment; and children's