Developmental Psychology- Supporting the Child as a Learner (1st class)
Behavioural Learning Theories
Operant Conditioning
Classical Conditioning
John Watson- ''Little Albert'' experiment- paired loud banging noises with things in order to condition an 11 month old baby to fear different things such as rats, furry animals and fur jackets
Behaviourism
Ivan Pavlov -
Through his study of the digestion of dogs he discovered that involuntary learning occured as a result of a stimulus
Before conditioning- Food causes the dog to salivate and there is no response to the sound of the tuning fork
Tuning fork sounds at the same time as the food appears which conditions the dog
After conditioning- the tuning fork causes the dog to salivate
Bandura's Social Learning Theory
Believed that behaviour is learned through observation of others
''Bobo'' doll experiments-Pre school children observed an adult model engaging in aggressive behaviour towards a Bobo doll. The children then imitated the same aggressive behaviour in the presence of the model.
Learning takes place by watching others who act as 'models' such as parents and teachers
Jean Piaget's Theory of Cognitive Development
He became intrigued by children's wrong answers to intelligence tests
4 stage approach
sensorimotor
Preoperational
Concrete operational
Formal Operational
Constructivist Approach
Children actively construct knowledge as they manipulate and explore their world
2 Basic Tendencies: Organisation and Adaption
Schemes: basic building blocks of thinking
Thorndike
Intentional Behaviour
Skinner
Study of cats in puzzles
Cat had to 'operate' its environment in order to escape
Trial and Error Learning
Thorndike Law of Effect
Studied the relationship between rats and pigeons in Skinner Box
Relationship between behaviours and consequences
Consequences determine whether behaviour is repeated
Reinforcers and Punishers: These can be used in the classroom as a way of strengthening and weakening behaviours
Focus on nature over nurture
Based on observable behaviours
Interactiom with the environment
Organisation
Adaption: Schemes change due to environmental experiences
Assimilation: children incorporate new information into their existing schemes
Association: children adjust their old schemes or create new schemes, e.g child sees a camel at the zoo..... says ''lumpy horse''
Vygotsky's Sociocultural Theory
''Properly organised learning results in mental development
Social environment is part of children's learning
Viewed the child as the 'apprentice' whereby cognitive development is promoted through interaction with more able others
Vygotsky viewed language as critical for cognitive development
mainly occurs through private speech
Speech is used for communication,solving tasks, planning and monitoring behaviour
Used mostly when the child is confused, having difficulty or making mistakes
Aids in the development of self regulation
Scaffolding: person acts a guide or teacher providing support necessary for the child to grow intellectually
Application
Students are tutored
Students received scaffolding
Students articulate their knowledge
Students reflect on their progress
Students apply for new skills