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Theories of Development

Theories of Development. IP&T 301. First grade map. Third grade map. Sixth grade map. Compare & Discuss. Jean Piaget. Cognitive Constructivism What might this mean? What are some of Piaget’s assumptions? According to Piaget, is learning more individual or social?

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Theories of Development

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  1. Theories of Development IP&T 301

  2. First grade map

  3. Third grade map

  4. Sixth grade map

  5. Compare & Discuss

  6. Jean Piaget • Cognitive Constructivism • What might this mean? • What are some of Piaget’s assumptions? • According to Piaget, is learning more individual or social? • What are schemes and what role do they play in learning?

  7. Process of Equilibration Disequilibrium Assimilation Accommodation Equilibrium

  8. Piaget’s Stages of Development • Sensorimotor (0-2) • Preoperational (2-7) • Concrete Operational (7-11) • Formal Operational (12+)

  9. Current Thought • Criticisms? • How do we implement Piaget in the classroom? • focus on process, allow students to make connections • active involvement, use of manipulatives • awareness of individual differences • awareness of schemes, assim/accom

  10. Piaget Presentation

  11. Lev Vygotsky • Social Constructivism • What does this mean? • What are some of Piaget’s assumptions? • How does Vygotsky’s theory differ from Piaget’s?

  12. The role of society • Socio-cultural learning • Guided Participation • Apprenticeship • Peer interaction

  13. Zone of Proximal Development (ZPD) Next Level Of Development Zone of Proximal Development Current Level Of Development

  14. How do we know? • How do we know where a child’s ZPD is? • Tasks they can do with assistance • Worksheet

  15. Scaffolding • What kinds of scaffolding do parents use to help children develop new skills? • What kinds of scaffolding can we provide in the classroom?

  16. Implementation • How do we implement Vygotsky in the classroom? • Mixed-ability grouping • Challenging tasks • Questioning, discussion • Self-instructions

  17. Vygotsky Presentation

  18. Erikson’s Psychosocial Crises • Uh…what?

  19. Trust v. Mistrust (infancy) Autonomy v. Doubt (toddler) Initiative v. Guilt (preschool) Industry v. Inferiority (elementary) Identity v. Role confusion (adolescence) Intimacy v. Isolation (young adulthood) Generativity v. Stagnation (middle age) Integrity v. Despair (retirement) Erikson’s Stages

  20. Show me!

  21. Implications • School plays a central role • Allow freedom, encourage experimentation • Emphasize strengths • Support effort

  22. Kohlberg’s Moral Development • Developing moral reasoning • Moral dilemmas cause disequilibrium

  23. Kohlberg’s Stages • Preconventional • Punishment-avoidance and obedience • Exchange of favors • Conventional • Good boy/good girl • Law and order • Postconventional • Social contract • Universal ethical principle

  24. How can we identify? • Class discussions • Look for motivations • Practice – CD exercise

  25. Implications • Weave discussions of justice and moral issues into lessons, particularly classroom events • Foster greater awareness of own and others’ feelings, social responsibilities, and ethical choices • Provide a framework of expected behavior • Discuss, “What if…?”, • Allow cooperative groups to create their own rules

  26. Assignments • Extra credit opportunity • Read Ch. 9 (pg. 298-328) • Read Ch. 4 (pg. 102-118) • Reading Quiz #2 • Presentations: • Skinner • Gardner

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