1. Theories of Development
Chapter 3-3 & 4-2

2. Group Work
What characteristics would you give to students in the following age categories?
2-5
5-7
7-11
11-15
15-18

3. Theories of Development
Piaget’s Model of Cognitive Development
Erikson’s Model of Psychosocial Development
Kohlberg’s Model of Moral Development

4. Piaget’s Model of Cognitive Development
Children reason differently from adults and even have different perceptions of the world
Children learn through actively interacting with their environments
Child’s thinking progresses through a sequence of four cognitive stages
Sensorimotor Intelligence (birth- 2yrs)
Preoperational Stage (2-7yrs)
Concrete Operations Stage (7-11yrs)
Formal Operations Stage (11-15yrs)

5. Piaget: Preoperational Thought
2-7 years
Development of language and rapid conceptual development
Use symbols to think of objects and people outside of their immediate environment
Fantasy and imaginative play are natural modes of thinking

6. Piaget: Concrete Operations
7-11 years
Develop logical thought to solve concrete problems
Basic concepts of objects, number, time, space, and causality are explored and mastered
Through use of concrete objects to manipulate, children are able to draw conclusions

7. Piaget: Formal Operations
11-15 years
Can make predictions
Think about hypothetical situations
Think about thinking
Appreciate the structure of language as well as use it to communicate
Sarcasm
Puns
Argumentation
slang

8. Group Work Piaget: working with students
How would you work with students in the following stages in a science class teaching about electricity?
Preoperational Stage?
Concrete-Operational Stage?
Formal Operations Stage?

9. Erikson’s Model of Psychosocial Development
8 stages, each driven by a psychosocial crisis for the individual’s emotional and social growth
Stages start at infancy and go through old age

10. Erikson’s School Age Stages
Play age
3-6yrs
Initiative vs. guilt
Find independence
School age
6-12yrs
Industry vs. inferiority
More assertive, more initiative, more forceful leading to guilt
Adolescence
Identity vs. role confusion
Must learn new skills or risk a sense of inferiority, failure, and incompetence
Young Adult
Young adulthood
Intimacy vs. isolation
Teenager achieve identity in occupation, gender roles, politics, and religion

11. Kohlberg’s Model of Moral Development
Reasoning process people use to decide what is right and wrong evolves through three levels of development
50% late adolescents and adults are capable of full formal reasoning
Not related to IQ or verbal intelligence

12. Kohlberg’s Model of Moral Development Stages
Preconventional level
Individual decides what is right based on personal needs and rules developed by others
Conventional level
Moral decisions reflect a desire for the approval of others and a willingness to conform to the expectations of family, community, and country
Post-conventional level
Values and principles based on rational, personal choices that can be separated fro conventional values

13. Kohlberg’s Model of Moral Development Critiques
Too systematic and sequential
Limited focusing on moral reasoning instead of actual behavior
Biased looking at moral development from a male perspective

14. Kohlberg’s conditions to internalize moral principles
Exposure to the next higher stage of reasoning
Exposure to situations posing problems and contradictions for the child’s current moral structure, leading to dissatisfaction with his/her current level
Atmosphere of interchange and dialogue combining the first two conditions, in which conflicting moral views are compared in an open matter