Jean Piaget1896-1980

• Born in Switzerland• Doctorate at 21 in Natural Science• Biology to Philosophy to Psychology• Inspired by work in Binet’s Psychological

Laboratory: -children’s incorrect answers -non-standardized testing -developmental levels

• Died at the age of 84

Piaget’s Theory of Development

Piaget’s basic assumption

Influences on development

Basic Tendencies in thinking

Four stages of cognitive development.

Piaget’s basic assumption

Development is

children’s attempts

to make sense

of the world

DevelopmentOrderly, qualitative, adaptive changes in:

PhysicalPersonalSocialCognitive.

Influences on Development

MaturationActivitySocial Transmission.

Tendencies in ThinkingOrganizationEquilibrationDisequilibriumAdaptation

AssimilationAccommodation

Cognitive Conflict

Four Stages of Cognitive Development

SensorimotorInfancy: 0-2

PreoperationalEarly childhood to elementary years: 2-7

Concrete OperationalLater elementary to middle school: 7-11

Formal Operational.Junior and senior high: 11-15

Limitations of Piaget’s Theory

Underestimates children’s abilitiesFixed stagesDoesn’t take role of culture or social context into account.

Lev Vygotsky1896-1934

• Born a Russian Jew• Privately tutored via Socratic Dialogue• Won the lottery for Moscow University• Writings translated first in 1962 Thought and Language (1962) Mind and Society (1978)• Died at the age of 38 of tuberculosis

VygotskyKey Principles

Children construct knowledgeLearning can lead development

The Zone of Proximal Development

Development cannot be separated from the social contextLanguage plays a central role in mental development.

Vygotskyand teachers

Continuous and Complete AssessmentScaffold and Assist LearningBe Aware of the Role of Culture and Social Context in Learning Facilitate Language for ELL Students.

Vygotskyand teachers

Pose Problems of Emerging Relevance to Students

Structure Learning Around Primary Concepts: The Quest for Essence

Seek and Value Students’ Point of View

Adapt Curriculum to Address Students’ Suppositions

Assess Student Learning in the Context of Teaching

Vygotskyand teachers

Constructivist Teachers:1. Encourage Student Autonomy and Initiative2. Use Raw Data and Primary Sources3. Use Manipulative, Interactive, and Physical

Materials4. Frame Tasks with Cognitive Terminology5. Allow Student Responses to Drive Lessons6. Inquire About Students’ Understanding7. Encourage Students to Engage in Dialogue

Constructivist Teachers: 8. Ask Thoughtful, Open-Ended Questions 9. Encourage Student Inquiry10. Seek Elaboration of Students’ Responses11. Use Cognitive Conflict to Encourage

Thought12. Allow Wait Time After Posing Questions13. Allow Time for Students to Construct

Relationships14. Nurture Students’ Natural Curiosity

Kohlberg’s DilemmaA man’s wife is dying. There is one

drug that could save her, but it is very expensive and the druggist

who invented it will not sell it at a price low enough for the man to buy it. Finally, the man becomes desperate and considers stealing

the drug for his wife. What should he do, and why?

Kohlberg’s Stages of Moral Reasoning

• Preconventional Moral Reasoning 1. Punishment-Obedience 2. Personal Reward

• Conventional Moral Reasoning3. Good Boy-Nice Girl

4. Law and Order• Postconventional Moral Reasoning 5.

Social Contract 6. Universal Ethical Principle

Gilligan’s Ethic of Care

• Self Interests (pre-conventional)

• Commitment to Specific Individuals and Relationships (conventional)

• Responsibility and Care for All People (post-conventional)

Justice/Care Debate in Moral Development

Care ethicContextual narrative

Responsibility in relationships

Relationship is primary

Relationship/Response

Conflicting loyalties/responsibilities

Attachment/Engagement

Connection/Interdependence

Maturity = ability to respond,

caring for self and others

Justice ethicAbstract Reasoning

Cognitive development

Individual is primary

Fairness/equality

Competing rights/rules

Detachment/autonomy

Separation/independence

Maturity = ability to detach,

personal autonomy

Bottom Line

• Male approach to morality– Individuals have basic rights– Respect the rights of others

• Female approach to morality– You have a responsibility to care for others

Erikson’s Stages of Psychosocial Development

• Basic Trust vs. Basic Mistrust (12-18 mos)– Develop a sense of trust in the word by having needs met

• Autonomy vs. Shame/Doubt (18 mos to 3 years)– Develop self control and confidence based on encouragement

and limit setting without rejection and blame for failure

• Initiative vs. Guilt (3 to 6 years)– Test personal power through exploration of their environment

with encouragement rather than overprotection or punishment

• Industry vs. Inferiority (6-12 years)– Complete work and master tasks of childhood based on

success and recognition of progress

Erikson’s Stages of Psychosocial Development

• Identity vs. Role Confusion (adolescence)– Answer "who am I?" based on success and satisfaction with peer

acceptance

• Intimacy vs. Isolation (young adulthood)– Relate intimately with another based on self-disclosure and

satisfying experiences with others

• Generativity vs. Stagnation (middle adulthood)– Caring extended beyond one person to future generations

based on a satisfying life and freedom from pressures

• Ego Integrity vs. Despair (late adulthood)– Adjustment to aging and death with satisfaction about past