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The Psychological Development of a Child in First Class (Piaget's…
The Psychological Development of a Child in First Class
Behavioural Learning Theories
Operant Conditioning (Thorndike and Skinner)
Intentional behaviour
Reinforcers = Behaviour strengthened
What should teachers do?
Have a clear set of rules
Have good classroom management
Anticipate potential difficulties
Give child compliments and rewards for good behaviour
Positive Reinforcement is key to teach good behaviours
Punishment = Behaviour weakened
Avoid Punishment
Classical Conditioning (Pavlov and Watson)
Involuntary emotional responses
Stimulus causes a response, child is conditioned
What should teachers do?
Have a positive attitude towards school
Positivity towards all subject areas
Prevent Bullying
Erikson's Theory of Psychosocial Development
Child in stage industry vs. inferiority
Industry: Child faces challenges
Inferiority: Peer comparisons lead to lack in confidence
What should the teacher do?
Only guide children, let them do things independently
Some failure is necessary to develop some modesty
Encourage child when doing new tasks
Avoid doubt
Vygotsky's Theory of Social Development
Development
Cultural context
Cultural influence is required to develop cognitively
Cultural Tools
Material tools
computer
ruler
Psychological tools
Symbols
Language
Language is critical for development to help solve tasks and communicate
Private speech is vital for self-regulation
Social interaction
Children's development dependent on interaction with more cognitively developed others
ZPD (zone of proximal development)
Measure of learning potential
Scaffolding provides the necessary support for child to develop
What Should teachers do?
Collaborative learning- Put children of different development levels together
Encourage Children's use of private speech
Paired Work- Pair a more cognitively developed child with a less cognitively developed child
Encourage children to use language, get them involved in discussions
Give children prompts, hints and model activities
Bandura's Social Learning Theory
Behaviour is learned from the environment through observational learning
Imitation of behaviour relies on 4 factors
Retention- How much of the behaviour does the child remember?
Reproduction- is the child capable of repeating the behaviour?
Attention- Does the child pay attention to the behaviour?
Motivation- is the child motivated to repeat the behaviour?
What should teachers do?
Use modelling to demonstrate how to do things such as activities and new skills
Model expected behaviours
Teachers are the models so they must teach by example
Gain attention before modelling so children pay attention to what you are doing
Piaget's Theory of Cognitive Development
Child in the concrete operational stage
Child begins to engage in logical thought and work things out internally in their heads (rational thinking).
Child should understand the concept of conservation ( that things that have the same quantity can appear different)
Child should learn how to organise and classify
What should teachers do?
Set up conservation tasks
Help children learn how to learn
Teach in context
Listen and pay attention to child's thoughts
Classify objects in class
Use concrete materials and pictures to explain new topics
Constructivist Approach
2 basic tendancies
Organisation
To make sense of things we organise them into psychological structures
Adaption
Children adapt and change to the enviromant
Accommodation
Children adjust their old knowledge and create new knowldege
Assimilation
Children take new knowledge in based on existing knowledge
