Transcript Educational Psychology: Theory and Practice Chapter 2

Educational Psychology:
Theory and Practice
Chapter 2
Theories of Development
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ISBN: 0-205-37338-0
Copyright © Allyn & Bacon 2003
Organizing Questions
What Are Some Views of Human
Development?
 How Did Piaget View Cognitive
Development?
 How Is Piaget’s Work Viewed
Today?

Organizing Questions
How Did Vygotsky View Cognitive
Development?
 How Did Erikson View Personal and
Social Development?
 What Are Some Theories of Moral
Development?

Issues of Development
 Nature-Nurture Controversy
 Continuous and Discontinuous
Theories
 Continuous Theory of Development
 Discontinuous Theory of Development
Piaget’s View of Cognitive
Development
Schemes
 Adaptation

 Assimilation
 Accommodation


Equilibration
Contructivism
Piaget’s Stages of
Development

Sensorimotor
Stage (Birth to Age 2)
 Reflexes
 Trial and Error
 Planned Problem
Solving
 Object Permanence
Piaget’s Stages of
Development

Preoperational
Stage (Ages 2 to 7)
 Conservation
 Centration
 Reversibility
 Focus on States
 Egocentric
Piaget’s Stages of
Development

Concrete
Operational Stage
(Ages 7 to 11)
 Inferred Reality
 Seriation
 Transitivity
 Decentered
Thought
 Class Inclusion
Piaget’s Stages of
Development

Formal
Operational Stage
(Age 11 to Adult)
 Hypothetical
Situations
 Systematic
Reasoning
 Monitored
Reasoning
Criticisms and Revisions of
Piaget’s Theory
Tasks Can Be Taught Earlier
 Exceptions to Egocentricity
 Earlier Mastery of Object
Permanence
 Development Depends on Task
 Development Influenced by
Experience

Vygotsky’s View of Cognitive
Development
 Key Ideas
 Historical and
Cultural Contexts
 Sign Systems
Vygotsky’s View of Cognitive
Development

How Development Occurs
 Learning Precedes Development
1.
2.
3.
Acquisition of Signs with Help of More
Experienced Others
Internalization of Signs
Autonomous Problem Solving (Selfregulation)
Vygotsky’s View of Cognitive
Development
Private Speech
 Zone of Proximal
Development
 Scaffolding

Applications of Vygotsky’s
Theory
Provide Practice Within Students’
Zones of Proximal Development
 Provide Cooperative Learning
Activities Among Students with
Different Ability Levels
 Scaffolding through Graduated
Intervention by Teachers and Moreskilled Peers

Comparing Piaget and
Vygotsky’s Theories
Piagetian Ideas:
Four discrete stages
Cognitive development
is limited by stages
Young children are
schematic
Motivation to maintain
cognitive equilibrium
Development occurs
when assimilation is not
possible (adaptation)
Both were
constructivists
Both believed that
social forces set the
limits of development
Vygotsky's ideas:
Continuous
development (no
stages)
Zone of proximal
development
Socially transmitted
knowledge (cooperative
learning and
Scaffolding)
Private speech helps
internalize knowledge
Erikson’s Stages of
Psychosocial Development
 Trust Versus Mistrust (Birth to 18
Months)
 Autonomy Versus Doubt (18 Months
to 3 Years)
 Initiative Versus Guilt (3 to 6 Years)
 Industry Versus Inferiority (6 to 12
Years)
Erikson’s Stages of
Psychosocial Development
 Identity Versus Role Confusion (12
to 18 Years)
 Intimacy Versus Isolation (Young
Adult)
 Generativity Versus Self-Absorption
(Middle Adult)
 Integrity Versus Despair (Late
Adult)
Piaget’s Theory of Moral
Development

Piaget
 Heteronomous Morality
 Autonomous Morality
Kohlberg’s Theory of Moral
Development

Preconventional Level
 Stage 1: Punishment and Obedience
Orientation
 Stage 2: Instrumental Relativist
Orientation
Kohlberg’s Theory of Moral
Development

Conventional Level
 Stage 3: Good Boy-Good Girl
Orientation
 Stage 4: Law and Order Orientation

Postconventional Level
 Stage 5: Social Contract Orientation
 Stage 6: Universal Ethical Principles
Orientation
Criticisms of Kohlberg’s
Theory
May be biased against women
 Young children’s reasoning about
moral situations is often higher than
stage theory suggests.
 Focus on moral reasoning over
moral behavior

End of Chapter 2