Transcript PgtVygtskyDvlpmnt - Willamette University

Jean Piaget
1896-1980
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Born in Switzerland
Doctorate at 21 in Natural Science
Biology to Philosophy to Psychology
Inspired by work in Binet’s Psychological
Laboratory:
-children’s incorrect answers
-non-standardized testing
-developmental levels
• Died at the age of 84
Piaget’s Theory of
Development
Piaget’s basic assumption
Influences on development
Basic Tendencies in thinking
Four stages of cognitive
development.
Piaget’s basic assumption
Development is
children’s attempts
to make sense
of the world
Development
Orderly, qualitative, adaptive
changes in:
Physical
Personal
Social
Cognitive.
Influences on
Development
Maturation
Activity
Social Transmission.
Tendencies in Thinking
Organization
Equilibration
Disequilibrium
Adaptation
Assimilation
Accommodation
Cognitive Conflict
Four Stages of
Cognitive Development
Sensorimotor
Infancy: 0-2
Preoperational
Early childhood to elementary years:
2-7
Concrete Operational
Later elementary to middle school: 711
Formal Operational.
Junior and senior high: 11-15
Limitations of
Piaget’s Theory
Underestimates children’s
abilities
Fixed stages
Doesn’t take role of culture or
social context into account.
Lev Vygotsky
1896-1934
• Born a Russian Jew
• Privately tutored via
Socratic Dialogue
• Won the lottery for
Moscow University
• Writings translated first in 1962
Thought and Language (1962)
Mind and Society (1978)
• Died at the age of 38 of tuberculosis
Vygotsky
Key Principles
Children construct knowledge
Learning can lead development
The Zone of Proximal Development
Development cannot be separated
from the social context
Language plays a central role in
mental development.
Vygotsky
and teachers
Continuous and Complete Assessment
Scaffold and Assist Learning
Be Aware of the Role of Culture and Social
Context in Learning
Facilitate Language for ELL Students.
Vygotsky
and teachers
Pose Problems of Emerging
Relevance to Students
Structure Learning Around Primary
Concepts: The Quest for Essence
Seek and Value
Students’ Point of View
Vygotsky
and teachers
Adapt Curriculum to
Address Students’ Suppositions
Assess Student Learning in the
Context of Teaching
Constructivist Teachers:
1. Encourage Student Autonomy and Initiative
2. Use Raw Data and Primary Sources
3. Use Manipulative, Interactive, and Physical
Materials
4. Frame Tasks with Cognitive Terminology
5. Allow Student Responses to Drive Lessons
6. Inquire About Students’ Understanding
7. Encourage Students to Engage in Dialogue
Constructivist Teachers:
8. Ask Thoughtful, Open-Ended Questions
9. Encourage Student Inquiry
10. Seek Elaboration of Students’ Responses
11. Use Cognitive Conflict to Encourage
Thought
12. Allow Wait Time After Posing Questions
13. Allow Time for Students to Construct
Relationships
14. Nurture Students’ Natural Curiosity
Kohlberg’s Dilemma
A man’s wife is dying. There is one
drug that could save her, but it is very
expensive and the druggist who
invented it will not sell it at a price low
enough for the man to buy it. Finally,
the man becomes desperate and
considers stealing the drug for his wife.
What should he do, and why?
Kohlberg’s Stages of
Moral Reasoning
• Preconventional Moral Reasoning
1. Punishment-Obedience
2. Personal Reward
• Conventional Moral Reasoning
3. Good Boy-Nice Girl
4. Law and Order
• Postconventional Moral Reasoning
5. Social Contract
6. Universal Ethical Principle
Gilligan’s
Ethic of Care
• Self Interests (pre-conventional)
• Commitment to Specific
Individuals and Relationships
(conventional)
• Responsibility and Care
for All People (post-conventional)
Justice/Care Debate
in Moral Development
Justice ethic
Care ethic
Abstract Reasoning
Cognitive development
Individual is primary
Fairness/equality
Competing rights/rules
Detachment/autonomy
Separation/independence
Maturity = ability to detach,
personal autonomy
Contextual narrative
Responsibility in relationships
Relationship is primary
Relationship/Response
Conflicting loyalties/responsibilities
Attachment/Engagement
Connection/Interdependence
Maturity = ability to respond,
caring for self and others
Bottom Line
• Male approach to morality
– Individuals have basic rights
– Respect the rights of others
• Female approach to morality
– You have a responsibility to care for others
Erikson’s Stages of
Psychosocial Development
• Basic Trust vs. Basic Mistrust (12-18 mos)
– Develop a sense of trust in the word by having needs met
• Autonomy vs. Shame/Doubt (18 mos to 3 years)
– Develop self control and confidence based on encouragement
and limit setting without rejection and blame for failure
• Initiative vs. Guilt (3 to 6 years)
– Test personal power through exploration of their environment
with encouragement rather than overprotection or punishment
• Industry vs. Inferiority (6-12 years)
– Complete work and master tasks of childhood based on
success and recognition of progress
Erikson’s Stages of
Psychosocial Development
• Identity vs. Role Confusion (adolescence)
– Answer "who am I?" based on success and satisfaction with peer
acceptance
• Intimacy vs. Isolation (young adulthood)
– Relate intimately with another based on self-disclosure and
satisfying experiences with others
• Generativity vs. Stagnation (middle adulthood)
– Caring extended beyond one person to future generations
based on a satisfying life and freedom from pressures
• Ego Integrity vs. Despair (late adulthood)
– Adjustment to aging and death with satisfaction about past