1. Educational Psychology: Theory and Practice Chapter 2 Theories of Development

2. Organizing Questions What Are Some Views of Human Development? How Did Piaget View Cognitive Development? How Is Piaget’s Work Viewed Today? How Did Vygotsky View Cognitive Development? How Did Erikson View Personal and Social Development? What Are Some Theories of Moral Development?

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

4. Piaget’s View of Cognitive Development Schemes Adaptation −Assimilation −Accommodation Equilibration Contructivism Schemes Adaptation −Assimilation −Accommodation Equilibration Contructivism

5. Piaget’s Stages of Development Sensorimotor Stage (Birth to Age 2) −Reflexes −Trial and Error −Planned Problem Solving −Object Permanence −Goal Directed Behavior Sensorimotor Stage (Birth to Age 2) −Reflexes −Trial and Error −Planned Problem Solving −Object Permanence −Goal Directed Behavior

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

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

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

13. 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

14. Implications of Piaget Theory on Teaching Developmentally Appropriate Education Importance of Process Active Learning Self-Initiated Learning Individual Learning Needs Deemphasize Attempts to Make Children Adult like in Their Thinking Developmentally Appropriate Education Importance of Process Active Learning Self-Initiated Learning Individual Learning Needs Deemphasize Attempts to Make Children Adult like in Their Thinking

15. Discussion Questions What Are the roles of assimilation and accommodation in note taking? What are the implications of Piagetian theory if you were teaching a new concept in your subject area to eighth graders and to seniors?

16. Vygotsky’s View of Cognitive Development Key Ideas −Historical and Cultural Contexts −Sign Systems −Cultural Tools Key Ideas −Historical and Cultural Contexts −Sign Systems −Cultural Tools

17. 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) How Development Occurs Learning Precedes Development −Acquisition of Signs with Help of More Experienced Others −Internalization of Signs −Autonomous Problem Solving (Self-regulation)

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

20. Applications of Vygotsky’s Theory 5. Zone of Proximal Development Student Knows Learning Goal Zone of Proximal Development—Mentor scaffolds learning and the learner develops new knowledge using developmentally appropriate learning tasks. ZPD

21. Scaffolding 1. 1.New Task = Mentor + Learner 2. Time Passes = Gradual Release 3. Learner Takes on the Responsibility for learning Applications of Vygotsky’s Theory

22. Provide Cooperative Learning Activities Among Students with Different Ability Levels Provide Cooperative Learning Activities Among Students with Different Ability Levels

23. 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) 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 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   Both were constructivists   Both believed that social forces set the limits of development Comparing Piaget and Vygotsky’s Theories

24. Erikson’s Stages of Psychosocial Development

25. Breakfast club Breakfast club

27. Kohlberg’s Theory of Moral Development I. Preconventional Level Stage 1: Stage 1: Punishment and Obedience Orientation—Rules Set Down by Others Physical Consequence Determine Actions Goodness Or Badness Stage 2: Stage 2: Instrumentation Relativist Orientation What is Right Satisfies One’s Own Needs—Sometimes Others. “You Scratch My Back, I’ll Scratch Yours.”

28. Kohlberg’s Theory of Moral Development II. Conventional Level Stage 3: Stage 3: Subordinate Own Needs to Those of the Group “God Boy—Good Girl” Orientation Approval By Being Nice Stage 4: Stage 4: “Law and Order” Orientation Right is Doing One’s Duty Others. Respect Authority and Social Order.

29. Kohlberg’s Theory of Moral Development III. Postconventional Level – People Define Own Values in Terms of Ethical Values Stage 5: Social Contract Orientation Right Determined by Societal Needs. Laws Can Change for the Good of Society. Stage 6: Universal Ethical Principle Orientation Right is Determined by One’s Conscience.

31. 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 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

32. Fostering Moral Development in the Classroom 1. District-Wide Approach 2. Classroom 3. Conflict Management 4. Co-operative Learning 1. District-Wide Approach 2. Classroom 3. Conflict Management 4. Co-operative Learning

33. Discussion Question How do MS and HS teachers that have so many students establish a culture of trust?

34. Reflection Write Two Details for Each Theorist Piaget 1. ____ 2. ____ Piaget 1. ____ 2. ____ Vygotsky 1. ____ 2. ____ Vygotsky 1. ____ 2. ____ Erikson 1. ____ 2. ____ Erikson 1. ____ 2. ____ Kohlberg 1. ____ 2. ____ Kohlberg 1. ____ 2. ____