ed psych development2009
DESCRIPTION
Overview of Piaget and VygotskyTRANSCRIPT
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What is Development?
• How people grow, How people grow, adapt and change adapt and change during their lives during their lives – Physical DevelopmentPhysical Development– Personality DevelopmentPersonality Development– Socioemotional Socioemotional
DevelopmentDevelopment– Cognitive DevelopmentCognitive Development
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History of Development
• Hall was First President of APA• Contents of Children’s Minds (1883)
– Ontogeny recapitulates phylogeny• Ontogeny is the growth (size change) and
development (shape change) of an individual organism; phylogeny is the evolutionary history of a species
– Children develop in regular stages– Deterministic
• Cultural Epochs Curriculum– Epochs of human history provide scope
and sequence of the curriculum– Differentiated curriculum
• Prepare boys for the world of work• Prepare girls for marriage and
motherhood
G. Stanley Hall
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Contemporary Principles of Development
• Development is OrderlyDevelopment is Orderly• Development is Development is
GradualGradual• Nature - NurtureNature - Nurture
– Learning changes the Learning changes the physical structure of the physical structure of the brainbrain
– Different parts of the Different parts of the brain are ready to learn brain are ready to learn at different timesat different times
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Piagetian Development
• Maturation• Activity• Social
Experience• Equilibration• Blog
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Piagetian Terminology
• Schemes• Adaptation
– Assimilation– Accommodatio
n
• Equilibration• Constructivism
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Assimilation/Accommodation
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Stages of Cognitive Development
• Sensorimotor• Pre-operational• Concrete
operations• Formal
operations
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Sensorimotor Stage: Ages 0-2
• Learning through 5 senses• Object permanence• Trial & Error• Reflexes
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Preoperational Stage: 2-7
• Egocentrism• One-way logic• Conservation• Language Development• Focus on states, not processes
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Preoperational
Researcher- Are Dreams true?Child- No, they are pictures we see.Researcher- Are your eyes open or shut when you dream?Child- Shut.Researcher- Could I see your dream?Child- No, you would be too far away.Researcher- Could your mother see it?Child- Yes, but she turns on the light.
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Preoperational
Researcher- If you stuck a pin in this stone, would it feel it? Child- No Researcher- Why not? Child- Because it is hard. Researcher- If you put it in the fire, would it feel that? Child- Yes, because it would get burnt Researcher-Is the sun alive? Child- Yes, because it gives light. Researcher- Is a candle alive? Child- No- Well, I guess it is when it is giving light. Researcher- Is a bicycle alive? Child- No, when it doesn’t go it isn’t alive!
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Conservation
The child agrees that each container holds the same amount of liquid
The child believes the tall container holds more.
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Conservation of Liquid
Preschoolers ignore the pouring process and focus only on the beginning state and the end state
Blog
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Concrete Operational Stage: 7-11
• Hands-on Thinking
• Two way logic• Transivity• Classification• Seriation
Blog
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Formal Operational Stage: 11-15
• Hypothetico-deductive reasoning
• Systematic reasoning
• Adolescent egocentrism
• Monitored reasoningBlog
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Applications of Piaget
• Awareness of student thinking• Individuals “construct” knowledge• Match teaching to cognitive stage
– presentation strategies– illustrations & examples– assignments
• Use disequilibrium to motivate
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Limitations of Piaget
• Stage theory inconsistencies• Under estimation of
children’s abilities• It overlooks cultural and
social influences (Development depends upon task and prior experiences)
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Vygotsky: A sociocultural Perspective
• Role of language & private speech
• Social transmission• self-talk & learning• Scaffolding & assisted
learning• Zone of Proximal
Development• Importance of
conversations
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Implementing Vygotsky’s Theory
• Imitiative Learning• Instructed Learning• Assisted Learning• Cooperative Learning• Alternative
Assessments
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Teaching Model Based Upon Vygotsky
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Limitations of Vygotsky
• Learning may be effected by:– knowledge base– existing thinking skills
• Environmental influences– transmission model of most American
schools– authoritarian environments and
unwillingness to allow socially transmitted learning