Educational PsychologyPSI 1
Noella Piquette Tomei
Lecture 2
Overview Introduction to Development
Cognitive Developmental Theories
Personal, Social, and Emotional Developmental Theories
What is Development? Certain changes that occur in human
beings between conception and death Physical, personal, social, and cognitive
A. Development occurs at different rates. B. Relatively orderly. C. Takes place gradually.
Major Goals of Developmental Theories A. Describes what happens. B. Explains how and why people
develop as they do. C. Predicts how people will develop
over time.
Issues in Child Development A. Nature vs Nurture
B. Continuity vs discontinuity
C. Qualitative vs quantitative
Chapter overview Readings
Theory that resonates Theory that you have questions about
Cognitive Developmental Theories I. Jean Piaget
Child based theory. Developmentally ready. Strive to make sense of the world.
A. Biological maturation B. Activity C. Social experiences D. Equilibration
Equilibrium/disequilibrium
Piaget Points What is a schema?
Psychological structures used for understanding and interacting with the world.
Comprised of nodes which form the basis for elaborate networks.
Constantly develop new ones and build on old ones.
Piaget Points Adaptation - tendency to adapt to one’s
environment. 1. Assimilation - fitting new information into
existing schemas. 2. Accommodation - altering existing
schemas or creating new ones in response to new information.
Four Stages of Cognitive Development 1. Infancy: Sensorimotor. 2. Early childhood to early elementary:
Preoperational. 3. Later elementary to middle school
year: Concrete Operational. 4. Junior and Senior High: Formal
Operations.
Constructivism Individuals construct their own
understandings. Process of meaning-making. Authentic and traditional assessment.
Social Learning Theory II.. Lev Vygotsky
Sociocultural Perspective Culture shapes the child. Interaction - develop knowledge, ideas,
attitudes, and values. Symbolic Tools
Language
Language = expressing ideas and asking questions, the categories and concepts for thinking, and links between the past and the future Private Speech
Self-management/monitoring Internalization Unconscious speech
Directing attention, solving problems, planning, forming concepts, and gaining self-control.
Scaffolding Interaction with more capable members of
the culture, with adults, and with peers. Assisted/mediated learning
Clues, reminders, encouragement, examples, etc.
Interpsychological (between people) to intrapsychological (within one’s self).
Zone of Proximal Development Area where the child can master a task if
given the appropriate help and support Verbal prompts and structuring.
Authentic assessment
Example You are teaching a grade 7 social studies class. Based on your earlier
assignment (writing a comparison essay), you realize that the students don’t know how to write an expository paper. There appear to be a number of deficiencies in regards to essay formatting (e.g., micro and macrostructure) and argument development. You would like the students to learn how to write an effective essay. Using Vygotsky’s theories concerning language, scaffolding, and the zone of proximal development, how would you go about teaching the proper ways to write an expository essay? Where would you start and what types of strategies would you use to assist the students? Be specific.
Personal, Social, and Emotional Development I. Erik Erikson
Psychosocial theory of development. Stage theory. Developmental crisis.
Trust versus Mistrust: Birth to 1 year Will someone care for my basic needs?
Nourishment, warmth, contact, cleanliness. Role of helper: meet needs for
sustenance and comfort, usually with warmth and affection.
Autonomy versus Shame and Doubt: 1 - 3 years Can I learn to become self-sufficient
enough to experience independence? Walking, talking, toilet training, feeding. Mostly skill acquisition tasks.
Role of helper: Support and encourage control over environment without overprotecting.
Initiative versus Guilt: 3-6 years Can I act more like an adult?
Try on adult roles, but sometimes overstep boundaries.
Role of Helper: Encourage curiosity and inquiry. Avoid imposing guilt. Encourage play involving different roles.
Industry versus Inferiority: 6 - 12 years Can I be competent and productive?
Effort; willingness to try. Seek approval and/or acknowledgement of effort.
Role of Helper: Provide supportive and stimulating environment at
school. Encourage work-related skills. Build self-esteem.
Identity versus Role Confusion: 13-18 years Do I have a unique identity?
Form identities: sexual, cultural, career. Role of Helper:
Allow freedom to develop social roles in peer-groups.
Provide security when needed.
Intimacy versus Isolation: 19-30 years Can I find love, and a life-partner?
Selflessness Selfishness (meeting of emotional needs).
Role of Helper: Allow freedom to develop partnerships. Help discover needs.
Generativity versus Stagnation: 30-60 years How can I make a meaningful
contribution? Be productive. Perform meaningful work. Raise a family.
Role of Helper: Explore opportunities for contribution. Provide feedback on results.
Issues that impact the education of students Delinquency Divorce Abuse and neglect Suicide Bullying
II. Lawrence Kohlberg Stage of Moral Development
Stage of Moral Development 1. Preconventional Moral Reasoning
Reasoning is based on personal needs, absolute rules.
Stage 1: Punishment-Obedience Orientation Stage 2: Personal Reward Orientation
2. Conventional Reasoning based on social and family
conventions. Rules regarded as absolute and
sanctioned by lawmakers. Stage 3: Good Boy/Nice Girl Orientation Stage 4: Law and Order Orientation
3. Postconventional Reasoning based on acceptance of laws
as changeable. Abstract concepts of justice and equality
recognized. Stage 5: Social Contract Orientation Stage 6: Universal Ethical Principle Orientation
Criticism of Kohlberg’s Theory Stages Level 6 Innate Gender Universal Situational factors
Helping Unpopular Children:
Jeannie is 9. She talks loudly over the voices of the other grade 4 girls. Sometimes, out on the playground, she hits hard to get what she wants. Although her classmates may give way, later they complain about Jeannie, how bossy she is and how much they hate her.
Michael, 12, is a little older than many of his classmates, and not doing well in school. Maybe by keeping his grade 7 class in an uproar he is trying to ensure that others won’t do well either. In class a few boys sometimes get caught up in his disruptive games; mostly, though, other kids shun Michael. Out on the playground, he plays “Star Wars” alone.
David is disliked by his grade 10 classmates. He always seems hesitant and uncomfortable in social interactions. He is always alone. No one chooses him as a partner in class projects, and his classmates roll their eyes if he is assigned to their group for any type of activity. You suspect that David is receiving aggressive verbal and written messages from someone in the school as he always arrives late for school and leaves long after his classmates have left the premises.
Suggestions for coping with unpopular children:
1. Without overreacting, intervene early, before a pattern of rejection is established.
2. Set firm limits and stick with difficult children, but give them extra help in improving their behaviour. Do not give up on them. Try to establish a personal relationship.
3. Help all students learn social skills such as anticipating the consequences of behaviours, recognizing feelings, effective communication, etc.
4. Experiment with cooperative learning and peer tutoring to improve performance.
5. Establish clear expectations for all students’ behaviour.
6. Seek extra help if you suspect physical harm is imminent.
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