PENDIDIKAN SPIRITUAL PRENATAL DALAM PERSPEKTIF ISLAM: KAJIAN PSIKOLOGI AGAMA DAN PENDIDIKAN KELUARGA

Abstract

Early Childhood Education (PAUD) is a vital foundation for children’s cognitive, social, emotional and language development. Various developmental theories have formed the basis for teaching practices in PAUD, including Jean Piaget’s theory of cognitive development and Lev Vygotsky’s theory of social constructivism. This article aims to analyse the similarities, differences and relevance of these two thinkers’ ideas to early childhood education. The research employs a literature review method, analysing various books, academic articles and research findings relating to the theories of Piaget and Vygotsky. The findings indicate that Piaget emphasises cognitive development as an internal process that occurs through an individual’s interaction with their environment, whilst Vygotsky views cognitive development as being influenced by social, cultural and linguistic interactions. Both theories make complementary contributions to early years education. Integrating these two approaches can create child-centred learning, encourage active exploration, and simultaneously strengthen collaboration and guidance from both teachers and peers.