cognitive development theory
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Cognitive Development Theory. KEY CONCEPTS. Cognitive Development Theory We make conscious mental efforts to organize a chaotic world We can only acquire information/behavior when our minds are ready to handle it. Stages Of Development - PowerPoint PPT PresentationTRANSCRIPT
Cognitive Development TheoryCognitive Development Theory
KEY CONCEPTS• Cognitive Development Theory
• We make conscious mental efforts to organize a chaotic world• We can only acquire information/behavior when our minds are ready
to handle it.
• Stages Of Development• Stage One (prior to 3 year old): external cues, gender is changeable,
incapable of “conserving variance.”• Stage Two (3-4 years old): gender becomes an “organizing schema”• Stage Three (4-7 years old): children learn “gender constancy” and
want to master gender behavior, modeling after similar and powerful adults
• Stage Four (8 years and older): gender-role behavior becomes “right and good”
KEY CONCEPTS• Cognitive Development Theory
• We make conscious mental efforts to organize a chaotic world• We can only acquire information/behavior when our minds are ready
to handle it.
• Stages Of Development• Stage One (prior to 3 year old): external cues, gender is changeable,
incapable of “conserving variance”• Stage Two (3-4 years old): gender becomes an “organizing schema”• Stage Three (4-7 years old): children learn “gender constancy” and
want to master gender behavior, modeling after similar and powerful adults
• Stage Four (8 years and older): gender-role behavior becomes internalized, more “abstract,” and more flexible
KEY CONCEPTS• Cognitive Development Theory
• We make conscious mental efforts to organize a chaotic world• We can only acquire information/behavior when our minds are ready
to handle it.
• Stages Of Development• Stage One (prior to 3 year old): external cues, gender is changeable,
incapable of “conserving variance”• Stage Two (3-4 years old): gender becomes an “organizing schema”
• self schema – gender identity• group schema – gender roles and statuses• event schema – workplace, domestic “abuse”
• Stage Three (4-7 years old): children learn “gender constancy” and want to master gender behavior, modeling after similar and powerful adult
• Stage Four (8 years and older): gender-role behavior becomes internalized, more “abstract,” and more flexible
SchemaSchema: A set of interrelated ideas that guides and : A set of interrelated ideas that guides and organizes the way an individual processes and makes organizes the way an individual processes and makes sense of informationsense of information
KEY CONCEPTS• Cognitive Development Theory
• We make conscious mental efforts to organize a chaotic world• We can only acquire information/behavior when our minds are ready
to handle it.
• Stages Of Development• Stage One (prior to 3 year old): external cues, gender is changeable,
incapable of “conserving variance”• Stage Two (3-4 years old): gender becomes an “organizing schema”• Stage Three (4-7 years old): children learn “gender constancy” and
want to master gender behavior, models are similar & powerful adults• Problematic for girls because dads are powerful, but dissimilar.
Powerful moms are similar, but not especially effeminate.• Stage Four (8 years and older): gender-role behavior becomes
internalized, more “abstract,” and more flexible
KEY CONCEPTS• Cognitive Development Theory
• We make conscious mental efforts to organize a chaotic world• We can only acquire information/behavior when our minds are ready
to handle it.
• Stages Of Development• Stage One (prior to 3 year old): external cues, gender is changeable,
incapable of “conserving variance”• Stage Two (3-4 years old): gender becomes an “organizing schema”• Stage Three (4-7 years old): children learn “gender constancy” and
want to master gender behavior, modeling after similar and powerful adults
• Stage Four (8 years and older): gender-role behavior becomes internalized, more “abstract,” and more flexible
Gender Schema TheoryGender Schema Theory
KEY CONCEPTS• Schema
• A set of interrelated ideas that guides and organizes the way an individual processes and makes sense of information
• Three types: self schema, group schema, and event schema
• Habitus And Field• Habitus: subjective social processes . . . a set of acquired patterns of
thought, behavior, and taste• Field: objective social processes . . . laws or systems of relationships that
may constrain our behavior or attitudes
• Gender Schema Theory• Gender identities are part of our habitus• Habitus is structured through interactions with our field• Fields change, but incompletely
KEY CONCEPTS• Schema
• A set of interrelated ideas that guides and organizes the way an individual processes and makes sense of information
• Three types: self schema, group schema, and event schema
• Habitus And Field• Habitus: subjective social processes . . . a set of acquired patterns of
thought, behavior, and taste• Field: objective social processes . . . laws or systems of relationships that
may constrain our behavior or attitudes
• Gender Schema Theory• Gender identities are part of our habitus• Habitus is structured through interactions with our field• Fields change, but incompletely
KEY CONCEPTS• Schema
• A set of interrelated ideas that guides and organizes the way an individual processes and makes sense of information
• Three types: self schema, group schema, and event schema
• Habitus And Field• Habitus: subjective social processes . . . a set of acquired patterns of
thought, behavior, and taste• Field: objective social processes . . . laws or systems of
relationships that may constrain our behavior or attitudes
• Gender Schema Theory• Gender identities are part of our habitus• Habitus is structured through interactions with our field• Fields change, but incompletely
KEY CONCEPTS• Schema
• A set of interrelated ideas that guides and organizes the way an individual processes and makes sense of information
• Three types: self schema, group schema, and event schema
• Habitus And Field• Habitus: subjective social processes . . . a set of acquired patterns of
thought, behavior, and taste• Field: objective social processes . . . laws or systems of relationships that
may constrain our behavior or attitudes
• Gender Schema Theory• Gender identities are part of our habitus• Habitus is structured through interactions with our field• Fields change, but incompletely
Can we let her go to the bathroom
outside?
Does it matter if otherDoes it matter if otherpeople are around?people are around?
Does location matter?Does location matter?Does the baby’s sexDoes the baby’s sex
matter?matter?
What happens if What happens if Wilma has two kids of Wilma has two kids of different genders and different genders and
Fred leaves?Fred leaves?
How is the addition of How is the addition of this building a change this building a change in field? How does it in field? How does it change the decisions change the decisions
that have to be that have to be made?made?