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2 Theories of Development

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12 views

2 Theories of Development

Uploaded by

farid aarab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Educational Psychology:

Theory and Practice


Chapter 2

Theories of Development
In the first week of school,
Mr. Jones tried to teach his
first-graders how to behave
in class. He said, "When I
ask a question, I want you
to raise your right hand,
and I'll call on you. Can you
all raise your right hands,
as I am doing?" Twenty
hands went up. All were
left hands
Because her students were getting
careless about handing in their
homework, Ms. Lewis decided to lay
down the law to her fourth-grade class.
"Anyone who does not hand in all his or
her homework this week will not be
allowed to go on the field trip." It
happened that one girl's mother
became ill and was taken to the
hospital that week. As a result of her
family's confusion and concern, the girl
failed to hand in one of her homework
assignments. Ms. Lewis explained to
the class that she would make an
exception in this case because of the
girl's mother's illness, but the class
Ms. Quintera started her eighth-grade
English class one day with an excited
announcement: "Class, I wanted to tell
you all that we have a poet in our
midst. Frank wrote such a wonderful
poem that I thought I'd read it to you
all." Ms. Quintera read Frank's poem,
which was indeed very good. However,
she noticed that Frank was turning
bright red and looking distinctly
uncomfortable. A few of the other
students in the class snickered. Later,
Ms. Quintera asked Frank whether he
would like to write another poem for a
citywide poetry contest. He said he'd
Why d o you think Frank
reacted the way he did? How
could Ms. Quintera alter her
approach so as to motivate
Frank?

Compare and contrast these


three scenarios. Explain which
case(s) involved a behavioral,
cognitive, social, moral, or
physical development
Issues of Development
 Nature-Nurture Controversy
 Continuous and Discontinuous
Theories
 Continuous Theory of
Development
 Discontinuous Theory of
Development
Piaget’s View of Cognitive
Development
 Schemes:
patterns of
behavior or
thinking
 Adaptation
 Assimilation
 Accommodation
 Equilibration
 Contructivism
Piaget’s Stages of Development

 Sensorimotor
Stage (Birth to
Age 2)
 Reflexes
 Trial and Error
 Planned
Problem Solving
 Object
Permanence
Piaget’s Stages of
Development
 Preoperational
Stage (Ages 2
to 7)
 Conservation
 Centration
 Reversibility
 Focus on States
 Egocentric
Piaget’s Stages of Development

 Concrete
Operational
Stage (Ages 7
to 11)
 Inferred Reality
 Seriation
 Transitivity
 Decentered
Thought
 Class Inclusion
Piaget’s Stages of Development

 Formal
Operational
Stage (Age 11
to Adult)
 Hypothetical
Situations
 Systematic
Reasoning
 Monitored
Reasoning
Criticisms and Revisions of
Piaget’s Theory
 Tasks Can Be Taught Earlier
 Exceptions to Egocentricity
 Earlier Mastery of Object
Permanence
 Development Depends on Task
 Development Influenced by
Experience
Vygotsky’s View of Cognitive
Development
 Key Ideas
 Historical and
Cultural
Contexts
 Sign Systems
Vygotsky’s View of Cognitive
Development
 How Development Occurs
 Learning Precedes Development
1. Acquisition of Signs with Help of
More Experienced Others
2. Internalization of Signs
3. Autonomous Problem Solving (Self-
regulation)
Vygotsky’s View of Cognitive
Development
 Private Speech
 Zone of
Proximal
Development
 Scaffolding
Applications of Vygotsky’s
Theory
 Provide Practice Within
Students’ Zones of Proximal
Development
 Provide Cooperative Learning
Activities Among Students
with Different Ability Levels
 Scaffolding through
Graduated Intervention by
Teachers and More-skilled
Peers
Comparing Piaget and
Vygotsky’s Theories

Piagetian Ideas: Vygotsky's ideas:


 Four discrete  Continuous
stages development (no
 Cognitive  Both were stages)
development is constructivists  Zone of proximal
limited by stages  Both believed development
 Young children are that social forces  Socially
schematic set the limits of transmitted
 Motivation to development knowledge
maintain cognitive (cooperative
equilibrium learning and
 Development Scaffolding)
occurs when  Private speech
assimilation is not helps internalize
possible knowledge
(adaptation)
Erikson’s Stages of Psychosocial
Development
 Trust Versus Mistrust (Birth to
18 Months)
 Autonomy Versus Doubt (18
Months to 3 Years)
 Initiative Versus Guilt (3 to 6
Years)
 Industry Versus Inferiority (6
to 12 Years)
Erikson’s Stages of Psychosocial
Development
 Identity Versus Role Confusion
(12 to 18 Years)
 Intimacy Versus Isolation
(Young Adult)
 Generativity Versus Self-
Absorption (Middle Adult)
 Integrity Versus Despair (Late
Adult)
Piaget’s Theory of Moral
Development
 Piaget
 Heteronomous Morality
 Autonomous Morality
Kohlberg’s Theory of Moral
Development
 Preconventional Level
 Stage 1: Punishment and
Obedience Orientation
 Stage 2: Instrumental Relativist
Orientation
Kohlberg’s Theory of Moral
Development
 Conventional Level
 Stage 3: Good Boy-Good Girl
Orientation
 Stage 4: Law and Order
Orientation
 Postconventional Level
 Stage 5: Social Contract
Orientation
 Stage 6: Universal Ethical
Principles Orientation
Criticisms of Kohlberg’s Theory

 May be biased against women


 Young children’s reasoning
about moral situations is often
higher than stage theory
suggests.
 Focus on moral reasoning over
moral behavior
End of Chapter 2

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