Transcript Desk - Montville.net

Introduction
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DEVELOPMENTAL THEORIES
• PLAY A LARGE ROLE IN PROVIDING A FRAMEWORK FOR
LEARNING ABOUT HUMAN GROWTH, DEVELOPMENT AND
LEARNING
• GAINING KNOWLEDGE ON WHAT MOTIVATES HUMANS
• UNDERSTANDING HUMAN BEHAVIOR
• CREATING A BASIS FOR FUTURE RESEARCH
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COMMON CONCEPTS
USED IN HUMAN DEVELOPMENTAL THEORIES
INCLUDE:
• MATURITY
• ANDRAGOGY
• PEDAGOGY
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MATURITY
IS THE STATE OF REACHING NATURAL GROWTH AND DEVELOPMENT
INCLUDES FOUR TYPES:
• CHRONOLOGICAL:
• YEAR-BY-YEAR PROGRESSION OF AGE
• PHYSICAL:
• PHYSICAL BODY DEVELOPMENT AND GROWTH
• EMOTIONAL:
• DEVELOPMENT OF FEELINGS ABOUT ONESELF AND OTHERS
• INTELLECTUAL:
• PURSUIT OF ACADEMIC DEVELOPMENT AND KNOWLEDGE
AS WELL AS APPLICATION OF SAID KNOWLEDGE
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ANDRAGOGY & PEDAGOGY
• DESCRIBES STRATEGIES IN LEARNING
• WERE DEVELOPED BY MALCOLM KNOWLES
• KNOWLES ATTEMPTED TO DOCUMENT THE DIFFERENCES BETWEEN HOW
ADULTS LEARN AND HOW CHILDREN LEARN
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ANDRAGOGY
• IS THE METHODS AND PRACTICES USED IN TEACHING ADULTS
• DEFINES HOW ADULTS LEARN
• INTERNALLY MOTIVATING AND SELF-DIRECTING
• BRINGING LIFE EXPERIENCES AND KNOWLEDGE TO LEARNING
EXPERIENCE
Adults have control over much of their learning experience and must be
motivated to learn.
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PEDAGOGY
• IS THE METHODS AND PRACTICES USED IN TEACHING CHILDREN
• DEFINES WAYS CHILDREN LEARN INCLUDING:
• DEPENDENCE UPON INSTRUCTOR
• EXPERIENCE DRIVEN
A teacher controls the learning experience for children, and much of what is
taught is based on school curriculum.
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ANDRAGOGY VS. PEDAGOGY
The
Learner
PEDAGOGICAL
ANDRAGOGICAL
• The learner is
dependent upon the
instructor
• The teacher/instructor
assumes full
responsibility for what
is taught and how it is
learned
• The teacher/instructor
evaluates learning
• The learner is selfdirected
• The learner is
responsible for
his/her own
learning
• Self-evaluation is
characteristic of this
approach
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ANDRAGOGY VS. PEDAGOGY
PEDAGOGICAL
Readiness
to Learn
• Students are told
what they have to
learn in order to
advance to the next
level of mastery
ANDRAGOGICAL
• Any change is likely
to trigger a readiness
to learn
• The need to know in
order to perform
more effectively in
some aspect of one’s
life is important
• Ability to assess
gaps between where
one is now and
where one wants
and needs to be
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ANDRAGOGY VS. PEDAGOGY
PEDAGOGICAL
Motivation
for
Learning
• Primarily motivated
by external
pressures,
competition for
grades and the
consequences of
failure
ANDRAGOGICAL
• Internal motivators:
self-esteem,
recognition, better
quality of life, selfconfidence, selfactualization
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RESEARCH METHODS
• ARE USED TO TRACK HUMAN DEVELOPMENT
• EXAMINE CHANGES ACROSS A BROAD RANGE OF TOPICS
• MOTOR SKILLS
• COGNITIVE DEVELOPMENT
• MORAL UNDERSTANDING
• SOCIAL CHANGE
• PERSONALITY
• EMOTIONAL DEVELOPMENT
• IDENTITY FORMATION
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RESEARCH METHODS
• WHICH ARE COMMONLY USED INCLUDE:
• OBSERVATIONAL
• CROSS-SECTIONAL
• LONGITUDINAL
• CORRELATIONAL
• EXPERIMENTATION
• CASE STUDY
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OBSERVATIONAL RESEARCH
• IS A METHOD IN WHICH A RESEARCHER OBSERVES ONGOING
BEHAVIOR
• EXAMINING INDIVIDUALS IN NATURAL SETTINGS OR NATURALLY
OCCURRING SITUATIONS
• INDIVIDUALS ARE TYPICALLY UNAWARE THEY ARE BEING MONITORED
ALLOWING THE RESEARCHER TO MAKE AN OBJECTIVE ANALYSIS
For example, watching children play during recess and recording their
interaction during play.
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CROSS-SECTIONAL RESEARCH
• INVOLVES MONITORING DIFFERENT GROUPS OF PEOPLE OF
DIFFERENT AGES
• RESEARCH CAN BE ACCOMPLISHED RELATIVELY QUICKLY
• ALL DATA IS GATHERED AT THE SAME POINT IN TIME
For example, measuring or observing a group of young adults and comparing
this data with information gathered about a group of elderly participants.
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LONGITUDINAL RESEARCH
• INVOLVES STUDYING THE SAME GROUP OF INDIVIDUALS OVER AN
EXTENDED PERIOD OF TIME
• DATA IS FIRST COLLECTED OUTSIDE OF THE STUDY, AND MAY BE
GATHERED REPEATEDLY THROUGHOUT THE LENGTH OF THE STUDY
• ALLOWS RESEARCHER TO LOOK AT CHANGES OVER TIME
For example, researching how television viewing affects human development
over time.
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CORRELATIONAL RESEARCH
• IS THE EXAMINATION OF THE RELATIONSHIP OF TWO OR MORE
VARIABLES
• IN ORDER TO FIGURE OUT WHICH VARIABLES ARE CONNECTED
• RESEARCHERS DO NOT HAVE CONTROL OVER THE VARIABLES
For example, the relationship between how often a parent reads to their child
and their reading achievement in elementary school.
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EXPERIMENTATION
• INVOLVE THE MANIPULATION AND MEASUREMENT OF VARIABLES
• RESEARCHERS HAVE CONTROL OVER THE VARIABLES
• TYPICALLY PROVIDES THE MOST VALID RESEARCH RESULTS
For example, recording teenage girl purchase habits between identical red
dresses and blue dresses, when the price of the red dress has been increased.
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CASE STUDIES
• AN IN-DEPTH ANALYSIS OF A PARTICULAR INDIVIDUAL
• THIS RESEARCH PROVIDES A GREAT DEAL OF INFORMATION ABOUT A
SPECIFIC PERSON, ALTHOUGH RESULTS ARE OFTEN DIFFICULT TO
GENERALIZE TO LARGER POPULATIONS
• MOST OFTEN USED IN CLINICAL RESEARCH OR OTHER CASES WHERE
CERTAIN ASPECTS OF THE INDIVIDUAL’S LIFE CANNOT BE DUPLICATED
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BEHAVIORISM
-THE BELIEF THAT INDIVIDUALS’ BEHAVIOR IS DETERMINED BY FORCES IN
THE ENVIRONMENT THAT ARE BEYOND THEIR CONTROL
-HOW PEOPLE BEHAVE DEPENDS ON WHAT THEY HAVE LEARNED
THROUGH EXPERIENCE, RATHER THAN GENETICS OR FREE WILL
• CLASSICAL CONDITIONING – BEHAVIORS CAN BE ASSOCIATED WITH
RESPONSES (PAVLOV: DOGS AND SALIVATION)
• OPERANT CONDITIONING – PEOPLE REPEAT BEHAVIORS THAT HAVE A
POSITIVE RESULT OR ARE REINFORCED (B.F. SKINNER: TO MAKE NEW
BEHAVIORS PERMANENT, THE REINFORCEMENT (POSITIVE EXPERIENCE)
IS REMOVED GRADUALLY AND IN AN UNPREDICTABLE PATTERN)
For example, attend a slimming club or fitness club and earned “rewards” for
losing weight/ fitness…Own a club card where you collect points for gifts or
prizes.
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PRINCIPALS OF HUMAN DEVELOPMENT
DEVELOPMENT IS…
• RELATIVELY ORDERLY (SEQUENCE OF STEPS…LEARN, SOUNDS THEN WORDS)
• A GRADUAL, CONTINUOUS PROCESS (TRICYCLE TO BIKE)
• INTERRELATED (LEARNING A SPORT-PHYSICAL, COGNITIVE, EMOTIONAL)
• VARIES AMONG INDIVIDUALS (NO TWO PEOPLE ARE THE SAME)
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Cognitive Development
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COGNITIVE DEVELOPMENT
HOW DOES KNOWLEDGE GROW?
• REFERS TO THE PROCESS OF GROWTH AND CHANGES IN
INTELLECTUAL OR MENTAL ABILITIES ACROSS THE LIFESPAN
• THE DEVELOPMENT OF THINKING, UNDERSTANDING AND LEARNING
• DRAWS ON SOCIAL-EMOTIONAL, LANGUAGE, MOTOR AND
PERCEPTUAL EXPERIENCES AND ABILITIES
• ATTUNED TO RELATIONSHIPS BETWEEN FEATURES OF OBJECTS, ACTIONS
AND THE PHYSICAL ENVIRONMENT
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JEAN PIAGET
• IDENTIFIED FOUR STAGES OF CHILDREN’S MENTAL GROWTH
THROUGH HIS RESEARCH
• SENSORIMOTOR
• PREOPERATIONAL
• CONCRETE OPERATIONAL
• FORMAL OPERATIONAL
https://www.youtube.com/watch?v=4oGnvxzOqDw
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SENSORIMOTOR SUBSTAGES
Stages
Description
Stage One (0-1 month)
Reflexes
• A child understands the
environment through sucking
and looking
Stage Two (1-4 months)
Primary circular reaction
• A child coordinates sensation
repeating pleasurable
reactions such as sucking
thumbs
Stage Three (4-8 months)
Secondary Circular Reaction
• A child becomes more focused
on the world and intentionally
repeats an action such as
purposefully picking up a toy
to put in his or her mouth
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SENSORIMOTOR SUBSTAGES
Stages
Description
Stage Four (8-12 months)
Coordination of reactions
• A child starts to show clearly
intentional actions to achieve
a desired effect, such as
shaking a rattle to make
sounds
Stage Five (12-18 months)
Tertiary circular reactions
• A child begins a period of trialand-error experimentation,
such as trying different sounds
to get the attention of a
caregiver
Stage Six (18-24 months)
Early representational thought
• A child moves towards
understanding the work
through mental operations
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ALBERT BANDURA
-People learn from one another, via observation, imitation, and modeling.
-There are three core concepts at the heart of social learning theory.
• First, people can learn through observation.
• Next, internal mental states are an essential part of this process.
• Finally, just because something has been learned, it does not mean that it
will result in a change in behavior.
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Psychosocial Development
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PSYCHOSOCIAL DEVELOPMENT
• REFERS TO THE PROCESS OF GROWTH IN INTELLIGENCE, THOUGHT
AND PROBLEM-SOLVING
• INCLUDES THE MOST WELL-KNOWN AND INFLUENTIAL THEORY OF
PSYCHOLOGIST LEV VYGOTSKY AND ERIK ERIKSON
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LEV VYGOTSKY
• THE MAJOR THEME OF VYGOTSKY’S THEORETICAL FRAMEWORK IS
THAT SOCIAL INTERACTION PLAYS A FUNDAMENTAL ROLE IN THE
DEVELOPMENT OF COGNITION. VYGOTSKY BELIEVED EVERYTHING IS
LEARNED ON TWO LEVELS.
FIRST, THROUGH INTERACTION WITH OTHERS, AND THEN INTEGRATED
INTO THE INDIVIDUAL’S MENTAL STRUCTURE.
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LEV VYGOTSKY
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ERIK ERIKSON
• DEVELOPED EIGHT STAGES OF DEVELOPMENT, SPANNING FROM BIRTH
TO DEATH
•
•
•
•
•
•
•
•
INFANT
TODDLER
PRESCHOOLER
SCHOOL-AGE
ADOLESCENT
YOUNG ADULT
MIDDLE-AGED ADULT
OLDER ADULT
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Additional Theories
32
POPULAR HUMAN DEVELOPMENTAL
THEORISTS
• INCLUDE:
• SIGMUND FREUD
• ROBERT HAVIGHURST
• DANIEL LEVINSON
• GEORGE VAILLANT
• LAWRENCE KOHLBERG
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LAWRENCE KOHLBERG
IS BEST KNOWN FOR HIS THEORY OF MORAL DEVELOPMENT
• WHICH CONSISTS OF THREE LEVELS AND SIX STAGES
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LEVEL ONE – PRE-CONVENTIONAL
MORALITY
• APPLIES TO YOUNGER CHILDREN
HAVE A PERSONAL CODE OF MORALITY
Stage • WHICH DO NOT
Description
• MORAL CODE IS SHAPED
BY STANDARDS
ADULTS
Stage One
• Individuals
gainOF
motivation
to avoid
Obedience &
punishment and may lack independent
Punishment
moral reasoning
Stage Two
Individualism &
Exchange
• Individuals are focused on fulfilling selfinterests, while acknowledging different
people have different views
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LEVEL TWO – CONVENTIONAL
MORALITY
• APPLIES TO MOST ADOLESCENTS AND ADULTS
TO ADOPT THE MORAL STANDARDS OF ADULT ROLE
Stage • WHICH BEGINDescription
MODELS
Stage Three
Good
Interpersonal
Relationships
• Individuals emphasize the importance of
being kind to others and engage in good
behavior in order to be seen as a good
person
Stage Four
Law & Order
• Individuals become aware of and obey
rules of society in order to uphold the law
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LEVEL THREE– POST-CONVENTIONAL
MORALITY
• APPLIES TO ADULTS
MORALS ARE BASED ON INDIVIDUAL RIGHTS AND
Stage • PRINCIPLES AND
Description
JUSTICE
Stage Five
Social Contract &
Individual Rights
• Individuals focus on doing what is best for
society and respecting individual rights
Stage Six
Universal
Principle
• Individuals have developed their own set
of moral guidelines and are prepared to
defend these principles
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