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Developmental Psychology in 2nd Class -Aoibhe Creedon 17221021 (Social…
Developmental Psychology in 2nd Class -Aoibhe Creedon 17221021
Cognitive Development
Piaget's Theory of Cognitive Development
Child as an active learner
May progress faster/slower
Influenced by others
Constructivist approach
Children build their own knowledge
Creates their own understanding
Staged Approach
Age-Related
Physical Maturation
Activity/ Experience
Learning from others
Equilibration
Must show cognitive advances to move on to next stage
Concrete Operational Stage
Logical reasoning
Applying logical thinking to concrete problems
Conservation
lack of consistency in child's thinking
Classification
Seriation
Ordering items
Dividing into sets/subsets
Age 7-11 years
Reversibility
Operational thinking
Able to mentally reverse
Limitations
No Abstract reasoning
No scientific thinking
All trial and error
Thinking tied to physical experience
Detailed
very solid framework
Schemes
Basic building blocks of thinking
Organised ways of making sense of knowledge
Organisation
Main mechanism of development
Make sense of the world
Adaption :
in repsonse to environmental experiences
Accomodation
Adjust old schemes
create new schemes
Assimilation
incorporating new information
Equilibration
search for balance
cognitive change occurs
Applying in the Classroom
Modelling
teach by example
Discovery-based learning
Talking Aloud
Develop perspective taking
Drawing
Imaginative Play
Gain Attention
Feeding Back
Giving Hints
Questioning
Explaining
Instructing
short, simple steps
Paired work
'Collaborative Learning'
Peer tutoring
more skilled peers in collaborative groupings
Make connections in different subjects
Constructivist approach
Concrete materials
Visual aids
give opportunities toclassify and group objects
Offer new problems
Direction and freedom
Erikson's Theory of Pyschosocial Development
Cognitive Development is rapid
Learning
Memory
Vygotsky's Sociocultural Theory
Social Interaction
More able others i.e. teacher
‘Learning through guided activity and discovery’-PSC
Zone of Proximal Development
Teach in the 'magic middle
Scaffolding of learning
Contingency
Fading
Transfer of Responsibility
Once support is removed, the child learns cognitively
Appropriation
Higher mental processes
Cultural Context
Higher Mental Functions i.e. problem solving
Values
Beliefs
Customs
Skills
Cultural Tool
Material Tools
Psychological Tools
Transforms thinking
Private Speech
Solves tasks
Monitor behavior
plan
guide
used when having difficulties
Leads to self-regulation
Child as an active agent in his/her own learning
prefrontal cortex is developed
promotes higher cognitive functioning
Physical Development
Gradual gains in height & weight
Puppy fat lost
Overweight children & obesity has become a major problem
7% obese
girls more likely
impact on self-esteem
#
Girls taller than boys
Improved fine motor skills
improved hand-eye coordination
Child can catch, run, kick and jump
Essential for good general health
involvement in organised sports
At least one hour of 'moderate to vigorous' exercise daily
P.E. Curriculum
promote enjoyment
positive attitude towards physical activity
implement the curricular aims in the hour of P.E. a week
Lifelong health-related fitness
prepare the child for active use of leisure time
SPHE curriculum
promotes healthy living and positive physical development
strand unit-'myself'
strand unit-'taking care of my body'
Social Development
Erikson's Theory of Pyschosocial Development
The emergence of the self
Industry vs Inferiority(Stage 4)
Inferiority
Lack of confidence in own ability
Industry
Developing a sense of competence at new tasks
Child must persevere
Age 7-12
Child challenged at home and in school
Vygotsky's Sociocultural Theory
Social Constructivism
knowledge is socially constructed
Appropriation
Learning through social exchange
Construct own meaning
Transforms thinking
#
Social Environment part of child's development
Social Interaction
origin of higher mental processes e.g. problem solving, language and thinking
psychological tools i.e. language
Bandura's Social Learning Theory
Teacher acts as model
Child needs other people to learn
learning through observation
Attention
Retention
Reproduction
Motivation
'Bobo Doll' Experiment
Promotes self-efficiency
Critical period for language learning
Child forms a sense of humour and enjoys telling jokes
PSC-'learning through language'
Strategies for teachers
Model use of new words and vocabulary
Gain attention first
Arrange the room to promote classroom interaction
Encourage storytelling
Ask open-ended questions
Develop language rich classroom
A rich oral environment
Children communicate more effectively
Daily read-aloud
Teach by example
Model pro-social behavior
Turn-taking
Sharing
Helping
Vocabulary growth
influences success
Bronfenbrenner's Bioecological Model of Human Development
Teachers play a significant role-caring & consistent
experience different parenting styles
schools provide structure
'Importance of environment based learning'
Emotional Development
Erikson's Theory of Pyschosocial Development**
Clear comparisons are extremely negative
Teachers can contribute to negative feelings through comparisons
Based on observations and generalisations
Explains behaviors in later years
Lack of discrete changes of personality development
Cultural influences & expectations
Attachment
more stable, happier and sociable(securely attached)
Operant Conditioning
Skinner
Thorndike
Shaping behavior
changes because of its consequences
Law of Effect
Reinforcement
Increases behavior
Punishment
Decreases behavior
'Catch him being good'
Reinforce positive behavior
Classical Conditioning
Pavlov
Watson
'Little Albert' Experiment
Stimulus & Response
white coat syndrome-negative feeling
Causes you to learn
Behaviorism is learned
#
involuntary learning
Automatic unlearned response
Focus on nurture over nature
Physical punishment has a negative effect on the child's behavior and emotional development
Resilience
Developed in childhood
Based on risk-factors
Teacher strategies
Get the child aware of their emotions/body
make them aware of their thought pattern
Frame sentences in the positive
teach the child to reframe negative situations
provide language of emotions
increase childs awareness of self control,management, regulation
Use SPHE programmes
display empathy
