Tuesday 11-04-2014Tuesday 11-04-2014

On your desk: pen/cil, class notes from On your desk: pen/cil, class notes from front tablefront table

Graphic/ picture representation of Erikson’s Graphic/ picture representation of Erikson’s Stages of Development (from last class)Stages of Development (from last class)

Warm-up: complete it on the notes page.Warm-up: complete it on the notes page.

agendaagenda

1. finish Erikson’s stages assignment or 1. finish Erikson’s stages assignment or begin Freud researchbegin Freud research

2. Class notes/discussion lecture: Piaget2. Class notes/discussion lecture: Piaget 3. Continue work on Freud’s development 3. Continue work on Freud’s development

stages.stages.

Keep track of development notes… open Keep track of development notes… open notes quiz coming soon…notes quiz coming soon…

Last class review…Last class review…

Developmental Theory by Erik Erikson…Developmental Theory by Erik Erikson… Human lifespan is a series of conflicts that must Human lifespan is a series of conflicts that must

be solved to successfully move through life.be solved to successfully move through life. In which stage are you?In which stage are you? What about me, your teacher?What about me, your teacher? Your parents? Grandparents? Siblings?Your parents? Grandparents? Siblings? Knowledge is power…. and so is Knowledge is power…. and so is

understandingunderstanding

Stage Conflict

1. Infant Basic trust vs. basic distrust

2. ToddlerAutonomy vs. shame and doubt

3. Preschooler/Early Childhood

Initiative vs. guilt

4. School Age/Play Industry vs. inferiority

5. Adolescence Identity vs. role confusion

6. Young Adulthood Intimacy vs. isolation

7. Adulthood Generativity vs. stagnation

8. Old Age Ego integrity vs. despair

Jean Piaget’sJean Piaget’s

Theory of Theory of Cognitive Cognitive

DevelopmentDevelopment

(1896 - 1980)a Swiss psychologist. He was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests.

He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking.

He believed that these incorrect answers revealed important differences between the thinking of adults and children

Who is Jean Piaget?Who is Jean Piaget?

Who is Jean Piaget?Who is Jean Piaget? Piaget (1936) was the first psychologist to make a

systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.

Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults.

Piaget showed that young children think in strikingly different ways compared to adults.

Piaget’s theoryPiaget’s theory According to Piaget, children are born with a very basic

mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based.

Cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience.

Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

There Are Three Basic Components To Piaget's Cognitive Theory:

A. Schemas (basic building block of intelligent behavior – a way of organizing knowledge).

B.Adaptation processes -- enable the transition from one stage to another (equilibrium, adaptation, assimilation)

C. 4 Stages of Development : 1.1. sensorimotorsensorimotor 2.preoperational2.preoperational 3.concrete operational3.concrete operational 4. formal operational4. formal operational

(homeostasis)

http://www.simplypsychology.org/piaget.html#schema

Stage 1: Sensorimotor Stage Stage 1: Sensorimotor Stage 0 - 2 years0 - 2 years

Around 1 month – all reflexes Around 1 month – all reflexes (grabbing, sucking, rooting, etc)(grabbing, sucking, rooting, etc)

““Knows” through active interaction Knows” through active interaction with environmentwith environment

1-4 months – objects may not be 1-4 months – objects may not be interesting but action itself is interesting but action itself is interestinginteresting

Sensorimotor StageSensorimotor Stage

Becomes aware of cause-effect Becomes aware of cause-effect relationshipsrelationships

4-8 months – hit something and 4-8 months – hit something and everything moves. Does it again and everything moves. Does it again and again….again….

Learns objects exist even when not in Learns objects exist even when not in view view

8-9 months 8-9 months – – object permanenceobject permanence

Object permanence achieved!Object permanence achieved!

Sensorimotor StageSensorimotor Stage

12-18 months – beginning to explore 12-18 months – beginning to explore the world. “What happens when I roll the world. “What happens when I roll this ball?”this ball?”

Imitates crudely the actions of othersImitates crudely the actions of others 18 months – 2 years – talking, 18 months – 2 years – talking,

walking, beginning to actually do walking, beginning to actually do thingsthings

Preoperational StagePreoperational Stageages 2-7yearsages 2-7years

Very Very egocentricegocentric

–Kids believe others see what they Kids believe others see what they seesee

–i.e. mountain problemi.e. mountain problem Language and mental representations Language and mental representations

developdevelop

http://www.youtube.com/watch?v=TRF27F2bn-A

Preoperational StagePreoperational Stage

Beginning to understand basic feelingsBeginning to understand basic feelings ““Why?” Why?” Learning basic conversation skillsLearning basic conversation skills

–Talk in turns but not really responding to Talk in turns but not really responding to each othereach other

Objects are classified on just one Objects are classified on just one characteristic at a time (the pennies, the characteristic at a time (the pennies, the water glasses, etc)water glasses, etc)

Concrete Operational StageConcrete Operational Stage

Ages 7-12 yearsAges 7-12 years Develop conservation of volume, Develop conservation of volume,

length, mass, etclength, mass, etc Learn that things can look the same but Learn that things can look the same but

still be different (later in stage)still be different (later in stage) Organizes objects into ordered Organizes objects into ordered

categoriescategories

Formal Operational StageFormal Operational Stage

Ages 12+ yearsAges 12+ years Thinking becomes abstract and Thinking becomes abstract and

symbolicsymbolic Reasoning skills developReasoning skills develop A sense of hypothetical concepts A sense of hypothetical concepts

developdevelop

Time for a crash course!Time for a crash course!

https://www.youtube.com/watch?v=8nz2dtv--ok

So now what?So now what?

1. use iPads to research and complete the 1. use iPads to research and complete the chart on Freud’s Developmental Stages.chart on Freud’s Developmental Stages.

2. Keep all notes organized… open notes 2. Keep all notes organized… open notes quiz over 3 theories of development next quiz over 3 theories of development next class.class.