Theories of Development

IP&T 301

First grade map

Third grade map

Sixth grade map

Compare & Discuss

Jean Piaget

• Cognitive Constructivism– What might this mean?– What are some of Piaget’s

assumptions?– According to Piaget, is learning

more individual or social?– What are schemes and what role

do they play in learning?

Process of Equilibration

Disequilibrium

Assimilation Accommodation

Equilibrium

Piaget’s Stages of Development

• Sensorimotor (0-2)

• Preoperational (2-7)

• Concrete Operational (7-11)

• Formal Operational (12+)

Current Thought• Criticisms?• How do we implement Piaget in the

classroom?– focus on process, allow students to

make connections– active involvement, use of

manipulatives– awareness of individual differences– awareness of schemes, assim/accom

Piaget Presentation

Lev Vygotsky

•Social Constructivism–What does this mean?–What are some of Piaget’s assumptions?

–How does Vygotsky’s theory differ from Piaget’s?

The role of society

•Socio-cultural learning•Guided Participation•Apprenticeship•Peer interaction

Zone of Proximal Development (ZPD)

Next LevelOf Development

Current LevelOf Development

Zone of Proximal Development

How do we know?

•How do we know where a child’s ZPD is?–Tasks they can do with assistance

–Worksheet

Scaffolding

•What kinds of scaffolding do parents use to help children develop new skills?

•What kinds of scaffolding can we provide in the classroom?

Implementation

•How do we implement Vygotsky in the classroom?–Mixed-ability grouping–Challenging tasks–Questioning, discussion–Self-instructions

Vygotsky Presentation

Erikson’s Psychosocial Crises•Uh…what?

Erikson’s Stages• Trust v. Mistrust (infancy)• Autonomy v. Doubt (toddler)• Initiative v. Guilt (preschool)• Industry v. Inferiority (elementary)• Identity v. Role confusion (adolescence)• Intimacy v. Isolation (young adulthood)• Generativity v. Stagnation (middle age)• Integrity v. Despair (retirement)

Show me!

Implications

•School plays a central role•Allow freedom, encourage

experimentation•Emphasize strengths•Support effort

Kohlberg’s Moral Development•Developing moral reasoning•Moral dilemmas cause

disequilibrium

Kohlberg’s Stages• Preconventional

– Punishment-avoidance and obedience– Exchange of favors

• Conventional– Good boy/good girl– Law and order

• Postconventional– Social contract– Universal ethical principle

How can we identify?

•Class discussions•Look for motivations•Practice – CD exercise

Implications• Weave discussions of justice and moral

issues into lessons, particularly classroom events

• Foster greater awareness of own and others’ feelings, social responsibilities, and ethical choices

• Provide a framework of expected behavior• Discuss, “What if…?”, • Allow cooperative groups to create their

own rules

Assignments

• Extra credit opportunity• Read Ch. 9 (pg. 298-328) • Read Ch. 4 (pg. 102-118) • Reading Quiz #2 • Presentations:

– Skinner– Gardner