1. Educational Psychology: Theory and Practice Chapter 2 Theories of Development This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. ISBN: 0-205-37338-0 Copyright © Allyn & Bacon 2003

2. Organizing Questions  What Are Some Views of Human Development?  How Did Piaget View Cognitive Development?  How Is Piaget’s Work Viewed Today?

3. Organizing Questions  How Did Vygotsky View Cognitive Development?  How Did Erikson View Personal and Social Development?  What Are Some Theories of Moral Development?

4. Issues of Development  Nature-Nurture Controversy  Continuous and Discontinuous Theories  Continuous Theory of Development  Discontinuous Theory of Development

5. Piaget’s View of Cognitive Development  Schemes  Adaptation  Assimilation  Accommodation  Equilibration  Contructivism

6. Piaget’s Stages of Development  Sensorimotor Stage (Birth to Age 2)  Reflexes  Trial and Error  Planned Problem Solving  Object Permanence

7. Piaget’s Stages of Development  Preoperational Stage (Ages 2 to 7)  Conservation  Centration  Reversibility  Focus on States  Egocentric

8. Piaget’s Stages of Development  Concrete Operational Stage (Ages 7 to 11)  Inferred Reality  Seriation  Transitivity  Decentered Thought  Class Inclusion

9. Piaget’s Stages of Development  Formal Operational Stage (Age 11 to Adult)  Hypothetical Situations  Systematic Reasoning  Monitored Reasoning

10. 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

11. Vygotsky’s View of Cognitive Development  Key Ideas  Historical and Cultural Contexts  Sign Systems

12. 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)

13. Vygotsky’s View of Cognitive Development  Private Speech  Zone of Proximal Development  Scaffolding

14. Applications of Vygotsky’s Theory  Provide Practice Within Students’ Zones of Proximal Development  Provide Cooperative Learning Activities Among Students with Different Ability Levels  Scaffolding through Graduated Intervention by Teachers and More- skilled Peers

15. Piagetian Ideas:   Four discrete stages   Cognitive development is limited by stages   Young children are schematic   Motivation to maintain cognitive equilibrium   Development occurs when assimilation is not possible (adaptation) Vygotsky's ideas:   Continuous development (no stages)   Zone of proximal development   Socially transmitted knowledge (cooperative learning and Scaffolding)   Private speech helps internalize knowledge   Both were constructivists   Both believed that social forces set the limits of development Comparing Piaget and Vygotsky’s Theories

16. Erikson’s Stages of Psychosocial Development  Trust Versus Mistrust (Birth to 18 Months)  Autonomy Versus Doubt (18 Months to 3 Years)  Initiative Versus Guilt (3 to 6 Years)  Industry Versus Inferiority (6 to 12 Years)

17. Erikson’s Stages of Psychosocial Development  Identity Versus Role Confusion (12 to 18 Years)  Intimacy Versus Isolation (Young Adult)  Generativity Versus Self-Absorption (Middle Adult)  Integrity Versus Despair (Late Adult)

18. Piaget’s Theory of Moral Development  Piaget  Heteronomous Morality  Autonomous Morality

19. Kohlberg’s Theory of Moral Development  Preconventional Level  Stage 1: Punishment and Obedience Orientation  Stage 2: Instrumental Relativist Orientation

20. Kohlberg’s Theory of Moral Development  Conventional Level  Stage 3: Good Boy-Good Girl Orientation  Stage 4: Law and Order Orientation  Postconventional Level  Stage 5: Social Contract Orientation  Stage 6: Universal Ethical Principles Orientation

21. 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

22. End of Chapter 2