eed108+s1+2012+lecture+01+week+1
TRANSCRIPT
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CHILD DEVELOPMENT
EED108 Session 1, 2012Gerald Wurf (Bld 27 Rm 203)
Consultation: Monday 10:00-12:00; Thursday 10:00-12:00md
Wayne Parkins (Bld 27 Rm 201)Consultation: Monday 2:00-3:30; Wednesday 12:00-1:30pm
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Subject aims EED108
AITSL (2011) National Graduate Teacher Standards, Elements 1 & 7) “Know [primary] students and how they learn” & “Engage professionally with colleagues, parents/carers and the community”
Explore a range of topical issues and typical/atypical development
Apply the content of the subject to primary education (including an investigation of sex/gender differences)
Understand the effects of broader developmental processes on learning
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Today
Introduce the subject and some of the major debates in child development
Use a model of three interacting processes to describe development (biological, psychological & cognitive)
Describe major theories that explain child development and how they relate to primary classrooms
Learning community (rules: noise, mobile phones, “off task” behaviour, teachers’ responsibilities, prompts & seating plans)
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Workshops & Lectures
Workshops & lecture content will follow the schedule on p. 5-6 of the Subject Outline.
PowerPoint handout of Lecture will be available on Interact > resources
Text complements workshop/lecturesSantrock (2011). Expected to have read the associated
chapter for the weekly topic. A text is in closed reserve at the library (2 hour, within library only loan)
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Student consultation timesGerald Wurf (Bld 27 Rm 203)
Consultation: Monday 10:00am-12:00mdThursday 10:00am-12:00md
Wayne Parkins (Bld 27 Rm 201)Consultation: Monday 2:00pm-3:30pm
Wednesday 12:00pm-1:30pm
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Assessment Tasks
Assessment item 1 (Research item - 50%)
Workshop activities and data entry Week 4 (5%)
Written research report due 18/04/2012 (45%)
Assessment item 2 (Final Exam in Week 15/16 – 40%)
20 multiple-choice questions (20%)
1 essay question (10%)
1 case study question (10%)
Assessment item 3 (Workshop presentation 10%)
5 minute chapter review in allocated workshop
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Debates: Nature or Nurture?
Is development primarily influenced by nature or nurture?
Maturation (Nature) – Biological inheritance is most important.
Experience (Nurture) – Environment and experience is most important.
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Research
To answer the nature/nurture question we can use systematic research (a “scientific” approach)
different types of research: case studies (n = 1), observational studies, interviews and experiments.
Case studies of “feral children”/extremely neglected children – What happens if we raise a child without “nurture”?
Victor (Itard, 1801), “Genie” (1970) & Oxana Malaya Oxana video
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Interactionist position: Developmental Processes
Biological neural and physical changes
Cognitive changes in thought, intelligence and language
Socio-emotional changes in relationships, emotions and personality
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Child Development Processes
(Santrock, 2011, p. 16)
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1 Stage Theories: Freud’s Psychoanalytic Theory / Erikson’s Psychosocial TheoryI. Freud proposed children move through stages:
I. Oral
II. Anal
III. Phallic
IV. Latency
V. Genital
II. Erikson extended Freud’s stages and focused on psycho-social development (rather than sexual development) – First stage Trust Vs Mistrust
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2 The Behavioural Theories (+ Social –Cognitive-Behavioural Theories ) Traditional behavioural theories stressed
environmental conditioning (nurture)
Conditioning works by:pairing of events (e.g. eat bad prawns > food
poisoning > avoid prawns rewards and punishments
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Watson’s (classic) behavioural position
“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select–doctor, lawyer, artist merchant chief and, yes, even beggar-man or thief –regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing so for many thousands of years“ (Watson, 1924/2009, p. 82).
Think-Pair-Share: Examples of behavioural tradition in schools?
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Behavioural Theories (continued) Examples in schools:
direct instruction (DI)/explicit teaching. (e.g. Accelerated Literacy, Jolly Phonics, Ants in the Apple, SRA)
behaviour/discipline systems (levels/ merit certificates/rewards & punishments - typically taking away privileges)
Lovaas’ program for students with autism - Applied Behaviour Analysis
Modern behavioural theories include cognitive/social processes) Bandura’s “Bobo” doll experiments (modelling). Later work on
beliefs about success (self-efficacy) Tend to be more teacher-centred approaches
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3 Cognitive Theories: The constructivists (Piaget + Vygotsky) Piaget proposed children actively “construct” their thinking by
interacting with the environment and through maturation (stage theory). School examples: discovery learning inquiry-based learning (science) problem-based learning (PBL)
Vygotsky also believed children construct knowledge but by interacting with the social world (i.e. social constructivism). School examples: ZPD and teacher scaffolding (Bruner) reciprocal teaching cooperative learning
Tend to be more learner-centred
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Cognitive Theories: Information Processing Theories Another example of cognitive theories
Focus on processes like perception, attention, memory and recall
School examples Cognitive (+ meta-cognitive) strategy
instruction IQ (tests to determine additional resources
e.g. aide support) memorisation strategies (times
tables/spelling)
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4 Ecological Theories (Bronfenbrenner’s model) Focus on interacting environments
individual (biology) immediate family/school/neighbourhood
systemsmass media, government services, legal
systemsculture time
School examples: whole-school approach (bullying interventions) home/school/community link/partnership
programs
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Summary
Development a complex interaction between biological, cognitive and socio-emotional processes
A range of research strategies are used to study child development and learning
Psychoanalytic, behavioural, constructivist, IP and ecological theories introduced to explain child development
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References
Santrock, J. W. (2011). Child Development (13th ed). New York, NY: McCraw-Hill.
Watson, J.B. (1924/2009). Behaviorism. Piscataway, NJ: Transaction Publishers .