Vygotsky believed that private speech grows through interactions with adults; they begin to use parent’s instructions to direct their own behaviour (Sólrún B. Kristinsdóttir, 2008). Both Piaget and Vygotsky had a conflict when explaining that development theories should not be taught until the children are at the right development stage. Piaget believed that the children are the most important aspect of cognitive development which conflicted with Vygotsky’s zone of proximal development. However Vygotsky argued that the social environment can be of great help when it comes to cognitive development of the child. The social environment can help children adapt to new situations with ease. Both theorists had the same aim of finding out children think of ideas and translate them into speech. Piaget discovered that children like to explore for themselves the way the world works and what it has to offer however Vygotsky wrote in Thought and Language that human mental activity is the result of learning. This led to Vygotsky believing that acquisition of language has the biggest influence on a child’s life. Piaget had a huge emphasis on universal cognitive change and Vygotsky’s theory expected to have variable development depending on the cultural experiences a child has had. Piaget’s theory had an emphasis on the natural line whereas Vygotsky preferred the cultural line of development (Gallagher, 1999).>