Educational PsychologyPSI 1

Noella Piquette Tomei

Lecture 2

Overview Introduction to Development

Cognitive Developmental Theories

Personal, Social, and Emotional Developmental Theories

What is Development? Certain changes that occur in human

beings between conception and death Physical, personal, social, and cognitive

A. Development occurs at different rates. B. Relatively orderly. C. Takes place gradually.

Major Goals of Developmental Theories A. Describes what happens. B. Explains how and why people

develop as they do. C. Predicts how people will develop

over time.

Issues in Child Development A. Nature vs Nurture

B. Continuity vs discontinuity

C. Qualitative vs quantitative

Chapter overview Readings

Theory that resonates Theory that you have questions about

Cognitive Developmental Theories I. Jean Piaget

Child based theory. Developmentally ready. Strive to make sense of the world.

A. Biological maturation B. Activity C. Social experiences D. Equilibration

Equilibrium/disequilibrium

Piaget Points What is a schema?

Psychological structures used for understanding and interacting with the world.

Comprised of nodes which form the basis for elaborate networks.

Constantly develop new ones and build on old ones.

Piaget Points Adaptation - tendency to adapt to one’s

environment. 1. Assimilation - fitting new information into

existing schemas. 2. Accommodation - altering existing

schemas or creating new ones in response to new information.

Four Stages of Cognitive Development 1. Infancy: Sensorimotor. 2. Early childhood to early elementary:

Preoperational. 3. Later elementary to middle school

year: Concrete Operational. 4. Junior and Senior High: Formal

Operations.

Constructivism Individuals construct their own

understandings. Process of meaning-making. Authentic and traditional assessment.

Social Learning Theory II.. Lev Vygotsky

Sociocultural Perspective Culture shapes the child. Interaction - develop knowledge, ideas,

attitudes, and values. Symbolic Tools

Language

Language = expressing ideas and asking questions, the categories and concepts for thinking, and links between the past and the future Private Speech

Self-management/monitoring Internalization Unconscious speech

Directing attention, solving problems, planning, forming concepts, and gaining self-control.

Scaffolding Interaction with more capable members of

the culture, with adults, and with peers. Assisted/mediated learning

Clues, reminders, encouragement, examples, etc.

Interpsychological (between people) to intrapsychological (within one’s self).

Zone of Proximal Development Area where the child can master a task if

given the appropriate help and support Verbal prompts and structuring.

Authentic assessment

Example You are teaching a grade 7 social studies class. Based on your earlier

assignment (writing a comparison essay), you realize that the students don’t know how to write an expository paper. There appear to be a number of deficiencies in regards to essay formatting (e.g., micro and macrostructure) and argument development. You would like the students to learn how to write an effective essay. Using Vygotsky’s theories concerning language, scaffolding, and the zone of proximal development, how would you go about teaching the proper ways to write an expository essay? Where would you start and what types of strategies would you use to assist the students? Be specific.

Personal, Social, and Emotional Development I. Erik Erikson

Psychosocial theory of development. Stage theory. Developmental crisis.

Trust versus Mistrust: Birth to 1 year Will someone care for my basic needs?

Nourishment, warmth, contact, cleanliness. Role of helper: meet needs for

sustenance and comfort, usually with warmth and affection.

Autonomy versus Shame and Doubt: 1 - 3 years Can I learn to become self-sufficient

enough to experience independence? Walking, talking, toilet training, feeding. Mostly skill acquisition tasks.

Role of helper: Support and encourage control over environment without overprotecting.

Initiative versus Guilt: 3-6 years Can I act more like an adult?

Try on adult roles, but sometimes overstep boundaries.

Role of Helper: Encourage curiosity and inquiry. Avoid imposing guilt. Encourage play involving different roles.

Industry versus Inferiority: 6 - 12 years Can I be competent and productive?

Effort; willingness to try. Seek approval and/or acknowledgement of effort.

Role of Helper: Provide supportive and stimulating environment at

school. Encourage work-related skills. Build self-esteem.

Identity versus Role Confusion: 13-18 years Do I have a unique identity?

Form identities: sexual, cultural, career. Role of Helper:

Allow freedom to develop social roles in peer-groups.

Provide security when needed.

Intimacy versus Isolation: 19-30 years Can I find love, and a life-partner?

Selflessness Selfishness (meeting of emotional needs).

Role of Helper: Allow freedom to develop partnerships. Help discover needs.

Generativity versus Stagnation: 30-60 years How can I make a meaningful

contribution? Be productive. Perform meaningful work. Raise a family.

Role of Helper: Explore opportunities for contribution. Provide feedback on results.

Issues that impact the education of students Delinquency Divorce Abuse and neglect Suicide Bullying

II. Lawrence Kohlberg Stage of Moral Development

Stage of Moral Development 1. Preconventional Moral Reasoning

Reasoning is based on personal needs, absolute rules.

Stage 1: Punishment-Obedience Orientation Stage 2: Personal Reward Orientation

2. Conventional Reasoning based on social and family

conventions. Rules regarded as absolute and

sanctioned by lawmakers. Stage 3: Good Boy/Nice Girl Orientation Stage 4: Law and Order Orientation

3. Postconventional Reasoning based on acceptance of laws

as changeable. Abstract concepts of justice and equality

recognized. Stage 5: Social Contract Orientation Stage 6: Universal Ethical Principle Orientation

Criticism of Kohlberg’s Theory Stages Level 6 Innate Gender Universal Situational factors

Helping Unpopular Children:

Jeannie is 9. She talks loudly over the voices of the other grade 4 girls. Sometimes, out on the playground, she hits hard to get what she wants. Although her classmates may give way, later they complain about Jeannie, how bossy she is and how much they hate her.

Michael, 12, is a little older than many of his classmates, and not doing well in school. Maybe by keeping his grade 7 class in an uproar he is trying to ensure that others won’t do well either. In class a few boys sometimes get caught up in his disruptive games; mostly, though, other kids shun Michael. Out on the playground, he plays “Star Wars” alone.

David is disliked by his grade 10 classmates. He always seems hesitant and uncomfortable in social interactions. He is always alone. No one chooses him as a partner in class projects, and his classmates roll their eyes if he is assigned to their group for any type of activity. You suspect that David is receiving aggressive verbal and written messages from someone in the school as he always arrives late for school and leaves long after his classmates have left the premises.

Suggestions for coping with unpopular children:

1. Without overreacting, intervene early, before a pattern of rejection is established.

2. Set firm limits and stick with difficult children, but give them extra help in improving their behaviour. Do not give up on them. Try to establish a personal relationship.

3. Help all students learn social skills such as anticipating the consequences of behaviours, recognizing feelings, effective communication, etc.

4. Experiment with cooperative learning and peer tutoring to improve performance.

5. Establish clear expectations for all students’ behaviour.

6. Seek extra help if you suspect physical harm is imminent.