Transcript 4 Important Applications of Piaget`s Theory

HISTORICAL FOUNDATIONS
Preformationism –.
John Locke – “tabula rasa” or
Jean Jacques Rousseau – “noble savage”,.
Charles Darwin – forefather of scientific child
study.
Mental Testing Movement – Alfred Binet and
Theodore Simon.
THEORIES OF PERSONALITY
Sigmund Freud – childhood experiences
and unconscious forces influence our
behavior.
Personality consists of :
Id –
Ego – reality principle.
Superego – morals,
Defense Mechanisms: ways in which people
cope with anxiety
1) Denial – refusing to accept the reality of a
situation. Ex.
2) Displacement – transferring strong
emotions to a scapegoat. Ex.
3) Regression – reverting to earlier forms of
behavior. Ex.
• 4) Projection – seeing your behavior mirrored
in others. Ex.
• 5) Reaction Formation – behaving in the
opposite to what one is thinking or feeling. Ex.
• 6) Rationalization – making up excuses for
unacceptable behavior. Ex.
• 7) Repression – trying to forget about an event
by pushing it into the unconscious because the
event is disturbing. Ex.
• 8) Sublimation – replacing unacceptable
behavior with more socially acceptable
behavior. Ex.
• Psychosexual Stages:
1) Oral stage (birth-1 year) – the ego directs the
baby towards sucking activities (breast or
bottle).
a) Oral Aggressive –
b) Oral Passive –
• Anal stage – (1-3 years) – children enjoy
holding and releasing urine and feces. Toilet
training is a major feat.
• How do I know my child is ready for toilet
training?
• Is coordinated enough to walk and even run
steadily
• Urinates a fair amount at one time
• Has regular, well-formed bowel movements at
relatively predictable times
• Has “dry” periods of at least 3-4 hours (shows
that the bladder muscles are developed
enough to hold urine)
• Can sit down quietly in one position for 2-5
minutes
• Can pull pants/underwear up/down
• Gives a physical sign such as grunting,
squatting, or telling you.
• Demonstrates a desire for independence
• Is not resistant to learning to use the toilet
• Can follow simple instructions
• Has words for urine or stool
• What if your toddler says “no” or gets
upset?
• This is a way of exerting his power. Back off
and let him feel that he is in charge of this
project.
• Resist reminding – put a potty chair in a
central location and let him run around
bottomless if possible.
• Don’t hover – can sow seeds of rebellion. If
he sits then jumps up. Bite your tongue. He
probably will hop back on when he feels the
need.
• Reward good behavior – praise your child’s
efforts. Celebrate the first time something gets
in the potty. Tell him now and then how nice it
is that he has dry underpants. Don’t make a
big deal of every potty trip – it may make him
nervous and skittish (easily frightened and
jumpy).
a) Anal aggressive – excretes maliciously just
before or after placed on the toilet.
b) (Resolution of this stage sets the stage for
handling authority).
Phallic stage – (3-6 years)- children are attracted
to the parent of the opposite sex. Id impulses
transfer to the genitals.
Oedipus complex – the boy is attracted to the
mother and wants to get rid of the father.
Electra complex – the girl is attracted to the
father and wants to get rid of the mother.
Phallic fixation –
Latency stage – (6-11 years) – sexual instincts
are dormant, superego develops more.
Genital stage – (11 years +) – phallic impulses
reappear. Because of incest taboo, children
focus on relationships externally, having
boyfriends and girlfriends.
Behaviorism –
1. A mechanisitc theory
2. The environment is influential - we react to
conditions in the environment (pleasant,
painful, threatening).
a) Classical Conditioning (Ivan Pavlov):
• We learn through association
• Dogs salivating at the sound of a bell
• Mc Donalds, traffic lights, certain noises and
behavior (school bell, fire engine, ambulance).
• Certain experiences – car accident,
graduation
John B. Watson (“Little Albert” experiment)trained an 11 mth. old baby to fear furry white
objects. This is a mental link formed between
two events.
• Classical Conditioning is important especially to
children because:
Operant Conditioning (B.F. Skinner):
We learn to make connections between our
behavior and what happens to us as a result
of it.
Reinforcement: a consequence of behavior that
increases the chances that the behavior will
be repeated.
1. Positive reinforcement:
2. Negative Reinforcement –
3. Punishment:
4. Extinction: sometimes it is best to ignore
the behavior and it will diminish or go away.
Video:
Backtalk
4 Steps to eliminate Backtalk:
1. Recognize the backtalk.
2. Choose the right consequence
3. Enact the consequence – immediately follow
through.
4. Disengage – ignore the child’s protest for the
consequence you used.
Social Learning Theory (Albert Bandura):
• Observational Learning
• Modeling
• Children advance their own learning by
choosing which models to imitate.
• The specific behaviors imitated depends on
what they perceive as valued in their culture
and who is doing it.
“Bobo Doll” experiment
Song: “Cats in the Cradle”
Jean Piaget: Cognitive Development
“Hands-off” approach – children must discover
their environment.
Revolutionized how we understand and teach
children.
1. Scheme –
2. Organization –
(we interpret new experiences on the basis of
already existing schemes. If enough mistakes
and misinterpretations occur, we adjust – this
is called Adaptation).
• The most important period of life is not the
age of university studies,
but the first one, the period from birth to the
age of six. For that is the time when
man's intelligence itself, his greatest
implement is being formed. But not
only his intelligence: the full totality of his
psychic powers. At no other age
has the child greater need of an intelligent
help, and any obstacle that
impedes his creative work will lessen the
chance he has of achieving
perfection." - The Absorbent Mind Maria
Montessori
Adaptation – the tendency of every species to
make modifications to succeed and survive
in the environment.
a) Assimilation:
b) Accommodation:
(when we are faced with conflicting
information, we experience cognitive
disequilibrium/confusion, or imbalance
occurs).
“Doggie Scheme” – little girl then visits the zoo!!!
Stages of Cognitive Development:
1. Sensorimotor stage – (birth-2 yrs).
Infants are sensing and reacting to their
environment. They feel but cannot form a
mental image of an object. They are stuck in
the “here-and-now.” Cause and effect
principle.
18 mths. – average vocabulary is 22 words.
2 yrs. – over 250 words.
Object permanence: “out of sight, out of mind.”
2) Pre-operational Stage (2-7 years):
• Use of symbols – they can talk about
objects and form a mental image of them.
• Logic is based on personal experience
• Children are very………………..
• They see their point of view as the only
one that exists. Ex: why is it snowing?
• (By 5 yrs. – more than 2000 words).
a) Language – symbols such as a blanket is
called a “…………”/ a person with short hair
as having …………………….
b) Art – representations of their world/ colors and
figures reflect their internal feelings and
thoughts.
c) Make-believe play –
d) Fantasy play –
e) Animism –
f) Conservation –
g) Centration –
They lack Reversibility – they cannot trace a
situation backwards.
Piaget believed that to be fully logical, our
cognitive structures need to be reversible.
3) Concrete Operational Stage (7-11 yrs):
• Thinking is…………… – they can focus on
various aspects of a problem.
• Logic is tied to tangible experiences – what
they can see or experience.
• Able to……………………………
4) Formal Operational Stage ( 12 yrs. +):
• Can deal with abstract concepts
• Understand about fairness, justice, equality.
Adolescent egocentrism-:
a)
– adolescents believe
that people are just as concerned with
their behavior and thoughts as they
are themselves. They feel “on stage”
as if everyone were noticing every
embarrassing thing they do
(depression).
b) Personal fable –
They believe that no one ever thought
about things as they did; feelings of
invulnerability can lead to reckless and
risky behavior (unprotected sex, drunk
driving) because they think that even
though it happened to others, it WILL
NOT happen to them.
(We never reach a state of permanent
equilibrium because we are constantly
reorganizing and adapting –
“………………………” ).
4 Important Applications of Piaget’s Theory:
1. The notion that the child is an active and
curious organism led to the design of
interactive and hands-on curricula in schools
(science, math).
2. The idea that children cannot skip stages but
must move from one to another as they are
ready have shaped guidelines for when to
introduce different topics.
3) Educators have learned to make use
of cognitive disequilibrium. They do
this deliberately by presenting students
with puzzles, debates, and conflicting
opinions to intentionally upset students’
cognitive structures to encourage them
to grow in understanding.
Lev Vygotsky - (Sociocultural/Constructivist
Approach):
• Learning is a collaborative process
• Children acquire cognitive structures from
their culture.
• 1) Social Speech –
2. Private Speech –
3. Internalization –
(As children master a concept, they need private
speech less and eventually it becomes silent
speech. We all need private speech to:
• Help us focus our attention
• Regulate our strategies
• Plan our problem-solving efforts
4) Scaffolding –
5) Zone of Proximal Development (ZPD) –
•
The ZPD is not static or set – the boundaries
change as the child internalizes more and more
mental functions.
•
It is important to give children challenging tasks and
help in mastering those tasks.
8) Three (3) Important Applications of Vygotsky’s
Theory:
• We must use the child’s ZPD in teaching. Start
at the upper limit where the child is able to
reach the goal to help them move to a higher
level of skill. Present children with tasks of
varying levels of difficulty to decide the best
level at which to begin instruction.
• Use more skilled peers in teaching.
• Assess the child’s ZPD, not their IQ.
Standardized tests are not the best ways to
assess children’s learning.
• Use more skilled peers in teaching.
• Assess the child’s ZPD, not their IQ.
Standardized tests are not the best ways
to assess children’s learning.
Video: Lev Vygotsky
1) Children construct knowledge
2) Learning can lead to development
3) ZPD: the level of independent performance vs. the
level of assisted performance
4) Three (3) Implications for early childhood
development:
a) It causes educators to rethink how we intervene
b) It influences how we assess children
c) It helps us to rethink what is developmentally
appropriate.
5) Development cannot be separated from its
social context.
6) Language plays a central role in mental
development.
7) Higher level of Performance:
Focused attention
Deliberate memory
Symbolic thought
The Information Processing Approach
This is an age-related concept more so than a stagerelated concept (as we get older/mature, we are
able to process more and also how we process is
different).
Explores how we perceive, attend, memorize, plan,
categorize, and comprehend information.
It studies how people acquire, remember, and use
information through manipulation of symbols or
mental images.
The brain is similar to a computer: sensory
impressions go in and behavior comes out.
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It is not only how the information is processed, but how the
information is accessed. When accessing the information
closely matches the methods used to learn the information,
more is remembered.
Information in working memory is fragile and easily lost,
therefore it must be kept activated to be retained.
1. SHORT-TERM MEMORY (working memory) – last
a)
b)
•
around 20 seconds and will fade if not repeated using:
Maintenance rehearsal –
Organization –
Component (part/whole)--- classification by category or
concept. Ex. Planets, 4-legged animals.
• Sequential---chronological; cause/effect. Exx.
Baking a cake, reporting on a research study.
• Relevance---central idea or criteria. Ex. Most
important learning principles for boys and girls;
management strategies for middle and high-school
students.
• Transitional (connective)---Ex. Stages of Piaget’s
theory or Freud’s psychosexual development.
To assist with organization, we use---:
CHUNKING–
Ex. 354870219 ( 354 --- 870---219)/ Social Security
number.
(Memorizing does not represent learning, i.e.
permanent change).
2) LONG-TERM MEMORY (elaboration and
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practice):
Imaging--- creating a mental picture
Method of loci (locations)---ideas or things to be
remembered are connected to familiar objects in
familiar locations.
Pegword method--- (number, rhyming schemes).
Ex. One—bun; two—shoe; three—tree).
Rhyming---(songs, phrases) Ex. 30 days hath
September, April, June, and November.
Initial letter--- first letter of each word in a list is
used to make a sentence/word (the sillier, the
better).
• Elaborative rehearsal –
………………………………………….Ex. College
level work need to be applied practically to be stored
in long-term memory. Ex. You meet someone at a
party who has your sister’s name – easier to
remember because you relate it to your sister.
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3 Important Applications:
It enables to estimate an infant’s later intelligence from
how they are sensing and processing information.
. If we know how children gain, recall, and use information,
parents and teachers can help them become more aware
of their mental capabilities and of strategies to enhance
these capabilities.
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Psychologists can use this approach to test, diagnose, and
treat learning problems. They can tell whether the
problem is with vision, hearing, memory, attentiveness, or
getting information into memory.