Educational Psychology: Theory and Practice Chapter 2 Theories of Development

Educational Psychology:Theory and Practice

Chapter 2

Theories of Development

Organizing Questions• What Are Some Views of Human

Development?• How Did Piaget View Cognitive Development?• How Is Piaget’s Work Viewed Today? • How Did Vygotsky View Cognitive

Development?• How Did Erikson View Personal and Social

Development?• What Are Some Theories of Moral

Development?

Issues of Development

• Nature-Nurture Controversy

• Continuous and Discontinuous Theories• Continuous Theory of Development

• Discontinuous Theory of Development

• Nature-Nurture Controversy

• Continuous and Discontinuous Theories• Continuous Theory of Development

• Discontinuous Theory of Development

Piaget’s View of Cognitive Development

• Schemes• Adaptation

−Assimilation

−Accommodation

• Equilibration• Contructivism

• Schemes• 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

−Goal Directed Behavior

• Sensorimotor Stage (Birth to Age 2)−Reflexes

−Trial and Error

−Planned Problem Solving

−Object Permanence

−Goal Directed Behavior

Piaget’s Stages of Development

• Preoperational Stage (Ages 2 to 7)−Conservation

−Centration

−Reversibility

−Focus on States

−Egocentric

• 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−Symbolic Thinking

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

Implications of Piaget Theory on Teaching • Developmentally

Appropriate Education • Importance of Process • Active Learning• Self-Initiated Learning • Individual Learning

Needs• Deemphasize Attempts to

Make Children Adult like in Their Thinking

• Developmentally Appropriate Education

• Importance of Process • Active Learning• Self-Initiated Learning • Individual Learning

Needs• Deemphasize Attempts to

Make Children Adult like in Their Thinking

Discussion Questions• What Are the roles of assimilation and

accommodation in note taking?

• What are the implications of Piagetian theory if you were teaching a new concept in your subject area to eighth graders and to seniors?

Vygotsky’s View of Cognitive Development

• Key Ideas−Historical and

Cultural Contexts

−Sign Systems

−Cultural Tools

• Key Ideas−Historical and

Cultural Contexts

−Sign Systems

−Cultural Tools

Vygotsky’s View of Cognitive Development

• How Development Occurs• Learning Precedes Development

− Acquisition of Signs with Help of More Experienced Others

− Internalization of Signs− Autonomous Problem Solving (Self-regulation)

• How Development Occurs• Learning Precedes Development

− Acquisition of Signs with Help of More Experienced Others

− Internalization of Signs− Autonomous Problem Solving (Self-regulation)

Vygotsky’s View of Cognitive Development

• Private Speech• Zone of Proximal

Development• Scaffolding

Applications of Vygotsky’s Theory

5. Zone of Proximal Development 5. Zone of Proximal Development

Student KnowsStudent Knows Learning Goal Learning Goal

Zone of Proximal Development—Mentor scaffolds learning and the learner develops new knowledge using developmentally appropriate learning tasks.

Zone of Proximal Development—Mentor scaffolds learning and the learner develops new knowledge using developmentally appropriate learning tasks.

ZPD

ScaffoldingScaffolding

1. New Task = Mentor + Learner

1. New Task = Mentor + Learner

2. Time Passes = Gradual Release

2. Time Passes = Gradual Release

3. Learner Takes on the Responsibility for learning

3. Learner Takes on the Responsibility for learning

Applications of Vygotsky’s TheoryApplications of Vygotsky’s Theory

Applications of Vygotsky’s Theory

Provide Cooperative Learning • Activities Among Students with Different Ability

Levels

Provide Cooperative Learning • Activities Among Students with Different Ability

Levels

Piagetian Ideas:Four discrete stagesCognitive development is limited by stagesYoung children are schematicMotivation to maintain cognitive equilibriumDevelopment occurs when assimilation is not possible (adaptation)

Piagetian Ideas:Four discrete stagesCognitive development is limited by stagesYoung children are schematicMotivation to maintain cognitive equilibriumDevelopment occurs when assimilation is not possible (adaptation)

Vygotsky's ideas:Continuous development (no stages)Zone of proximal developmentSocially transmitted knowledge (cooperative learning and Scaffolding)Private speech helps internalize knowledge

Vygotsky's ideas:Continuous development (no stages)Zone of proximal developmentSocially transmitted knowledge (cooperative learning and Scaffolding)Private speech helps internalize knowledge

Both were constructivistsBoth believed that social forces set the limits of development

Both were constructivistsBoth believed that social forces set the limits of development

Comparing Piaget and Vygotsky’s Theories

Erikson’s Stages of Psychosocial Development

Stage Approximate Ages Crisis Significant Relationship Psychosocial Emphasis

1 Birth to 18 Months Trust vs. Mistrust Maternal Person To Get and Give in Return

2 18 monts to 3 Years Autonomy vs. Doubt Parental Persons To Hold on and Let Go

3 3 to 6 Years Initiative Vs. Guilt Basic Family Going After and Playing

4 6 to 12 Years Industry vs. Inferiority Nighborhood, School Work alone and with Others

Stage Approximate Ages Crisis Significant Relationship Psychosocial Emphasis

1 Birth to 18 Months Trust vs. Mistrust Maternal Person To Get and Give in Return

2 18 monts to 3 Years Autonomy vs. Doubt Parental Persons To Hold on and Let Go

3 3 to 6 Years Initiative Vs. Guilt Basic Family Going After and Playing

4 6 to 12 Years Industry vs. Inferiority Nighborhood, School Work alone and with Others

Erikson’s Stages of Psychosocial Development

Stage Approximate Ages Crisis Significant Relationship Psychosocial Emphasis

5 12 to 18 Years Identity vs. Role Confusion Peer Groups & Leadership Models To Be Oneself (Or Not to Be) & Share Being Oneself

6 Young Adulthood Intimacy vs. Isolotion Partners in Friendship, Sex, Competition, Cooperation To Lose & Find Oneself in Another

7 Middle Adulthood Generativity vs. Self-Absorption Divided Labor & Shared Household To Take Care of

8 Late Adulthood Integrity vs. Despair "Mankind," "My Kind" To Be, Through Having Been & Face Not Being

Stage Approximate Ages Crisis Significant Relationship Psychosocial Emphasis

5 12 to 18 Years Identity vs. Role Confusion Peer Groups & Leadership Models To Be Oneself (Or Not to Be) & Share Being Oneself

6 Young Adulthood Intimacy vs. Isolotion Partners in Friendship, Sex, Competition, Cooperation To Lose & Find Oneself in Another

7 Middle Adulthood Generativity vs. Self-Absorption Divided Labor & Shared Household To Take Care of

8 Late Adulthood Integrity vs. Despair "Mankind," "My Kind" To Be, Through Having Been & Face Not Being

Breakfast club

Kohlberg’s Theory of Moral Development

I. I. Preconventional Level Preconventional Level

Stage 1:Stage 1: Punishment and Obedience Orientation—Rules Set Down by Others

• Physical Consequence Determine Actions Goodness Or Badness

Stage 2:Stage 2: Instrumentation Relativist Orientation

• What is Right Satisfies One’s Own

Needs—Sometimes Others.

• “You Scratch My Back, I’ll Scratch Yours.”

Kohlberg’s Theory of Moral Development

II. Conventional Level II. Conventional Level

Stage 3:Stage 3: Subordinate Own Needs to Those of the Group

• “God Boy—Good Girl” Orientation

• Approval By Being Nice

Stage 4:Stage 4: “Law and Order” Orientation

• Right is Doing One’s Duty Others.

• Respect Authority and Social Order.

Kohlberg’s Theory of Moral Development

III. Postconventional Level – People Define Own Values in Terms of Ethical Values

Stage 5: Social Contract Orientation

• Right Determined by Societal Needs.

• Laws Can Change for the Good of Society.

Stage 6: Universal Ethical Principle Orientation

• Right is Determined by One’s Conscience.

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

• 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

Fostering Moral Development in the Classroom

1. District-Wide Approach

2. Classroom

3. Conflict Management

4. Co-operative Learning

1. District-Wide Approach

2. Classroom

3. Conflict Management

4. Co-operative Learning

Discussion Question• How do MS and HS teachers that have so many

students establish a culture of trust?

Reflection Reflection

Write Two Details for Each Theorist Write Two Details for Each Theorist Write Two Details for Each Theorist Write Two Details for Each Theorist

PiagetPiaget1. ____1. ____2. ____2. ____

PiagetPiaget1. ____1. ____2. ____2. ____

VygotskyVygotsky1. ____1. ____2. ____2. ____

VygotskyVygotsky1. ____1. ____2. ____2. ____

Erikson Erikson 1. ____1. ____2. ____2. ____

Erikson Erikson 1. ____1. ____2. ____2. ____

KohlbergKohlberg1. ____1. ____2. ____2. ____

KohlbergKohlberg1. ____1. ____2. ____2. ____