THE EDUCATIONAL THEORIES OF PIAGET, VYGOTSKY, AND WALLON AND THEIR PRACTICAL IMPLICATIONS FOR THE TEACHING AND LEARNING PROCESS

Abstract

This article aims to establish a comparative analysis of three important educational theories that guided numerous studies in the field of education throughout the twentieth century, as well as to examine how these approaches influence the teaching and learning process, highlighting their potentialities and limitations. For this analysis, the contributions of Piaget, Vygotsky, and Wallon are considered, using the knowledge presented in various educational texts as a theoretical basis, with the purpose of revisiting the concepts of these schools of thought. The main differences and points of convergence among these theories are examined, as well as their practical implications for teaching and learning. For most educators, these relevant authors—scholars of education—remain current, influencing many other educational researchers and impacting teachers’ professional practice in the classroom, toward an education that promotes more effective teaching and learning, given the great relevance of each theory. There are no definitive solutions to the difficulties that arise daily in the school context; however, these approaches provide fundamental elements that help teachers rethink their professional practice. Once the specificities of each approach are analyzed, it is possible to identify valuable contributions to the planning and development of the educational teaching and learning process, as well as to all classroom work.