Transcript Developmental Theoristsx

Abraham Maslow
1908 – 1970
Made By : Kendall Lawrence
About Abraham Maslow …
Born in 1908, Abraham Maslow was the eldest of seven kids in his household
in Brooklyn. He had a very lonely and unhappy childhood. As he grew older, he took
an interest in human behavior. He attended the University of Wisconsin and studied
psychology. After college he married his cousin, Bertha. He later went on to study at
Columbia University. He took on many mentors on his way to the top of the list of
theorists. Maslow was on faculty of Brooklyn University from 1937 – 1951. After
working there for a majority of 15 years, he became the leader of humanistic school
of psychology. After discovering his theory of hierarchy of needs, he became known
as “the third force” next to Freudian theory and behaviorism.
Development Ideas
Abraham Maslow’s theory mostly
revolved around the ideas of behaviorism. His
famous theory, hierarchy of needs, tells us
how people’s environment affects the way
they behave or carry themselves. Which also
affects the persons social development also.
Key Terms of Maslow’s Theory
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Physical Needs ~ the needs of a person only based physically
( food, water, clothing, shelter, rest, and sex )
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Safety & Security ~ based on a persons emotions and
feelings. ( fear, happiness, insecurity, and trust )
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Social/Belonging Needs ~ needs of interactions with others
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Esteem ~ being comfortable with who you are
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Self-Actualization ~ when you know and understand who you
are
Charts and Graphics
Other Theorists
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Alfred Alder, enthusiastic follower of the Sigmund
Freud.
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Ruth Benedict
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Max Wertheimer
Stages of Maslow’s Theory
1.
Physical Needs ~ Does a child have physically what they
needs to thrive.
2.
Safety and Security ~ Does your child feel protected and
secure.
3.
Social / Belonging Needs ~ Is your child comfortable in
social situations.
4.
Esteem ~ Is your child proud of who they are becoming.
5.
Self-Actualization ~ Does your child know who they are
and what their beliefs are.
Maslow’s Theory In The Classroom
Depending on whether the child’s
needs are met or not met, determines the
way they will behave and act at school. The
children also gain in the levels throughout
the hierarchy, by being around others and
being in school.
Citations
"People and Discoveries: Abraham Maslow." PBS. PBS, n.d. Web. 15 Apr. 2013.
<http://www.pbs.org/wgbh/aso/databank/entries/bhmasl.html>.
Abraham Maslow. N.d. Photograph. Wikipedia. Comp. Wikepedia. Web. 15 Apr. 2013.
http://en.wikipedia.org/wiki/Abraham_Maslow
Hierarchy of Needs. Digital image. Tumblr.com. N.p., n.d. Web. 15 Apr. 2013.
<http://robotmuesli.tumblr.com/post/22435688218/adapted-from-abraham-maslowsseminal-work-on-the>.
Hierarchy of Needs. Digital image. 123rf.com. N.p., n.d. Web. 15 Apr. 2013.
<http://www.123rf.com/photo_12704543_maslow-s-hierarchy-of-needs.html>.
Abraham Maslow. N.d. Photograph. Vk.com. Web. 15 Apr. 2013.
<http://vk.com/id133381335>
4 ,1925 in Mundara. He was the only son
with five elder sisters. The school he
attended only had two teachers running
the whole school. After graduation, he
attended the university of British
Columbia. He later studied the course on
psychology just to occupy a time slot but
later decided he really liked the subject
and graduated with the Bolocan award in
psychology.
Bandura theory emphasises
that cognitive thought
processes that influences
human behavior and
functioning.
The key terms were
behavior, Personal factors
and Environmental attitude,
abilities and factors and also
had cognitive skills
Behavior
Personal factor
Environmental factors
Bandure did not have any
relationship with any other
theorist, but he did have
contributors that include some of
the most important people in
psychology today:
Julian Rotter
Walter Mischel
Michael Mahoney
David Meichenbaum
The stages of Bandura
1) Attention
2) Retention
3) Reproduction
4) Motivation
In a dance class the teacher teaches the
students a dance. The students learn the
dance by watching the teacher perform.
BF Skinner
Tara Vaughan
nd
2 hour
04-15-13
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Behaviorism is described as a developmental theory that
measures observable behaviors produced by a learners
response to stimuli.
-Types of behaviors:
Respondent- responses made to by specific environmental
stimuli.
Conditioning- Higher level response behavior
Operant- occurs without an observable external stimuli's.
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Theory of Language Development
Theory of Behaviorism
Theory of Personality
Theory of Learning
Key Words: Response-Stimuli's, Voluntary
Response, Rein forcer
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Skinner Believed that the best way to understand behavior is to look at
the cause of an action and its consequence. His theory was based on the
work of Thorndike. Thorndike studied learning in animals using a puzzle
box to propose the theory known as “Law of Effect”. Skinner studied his
theory by conducting experiments using animals which he placed in a
“Skinner Box”. Operant Conditioning means roughly changing of behavior
by the use of reinforcement.
-3 types of responses.
Rein forcers- response from the environment that increase the probability
of a behavior being repeated.
 Neutral-response from the environment that neither increase or decrease
the probability of a behavior being repeated.
 Punishers-response from the environment that decrease the likelihood of
a behavior being repeated.
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The theories that troubled Skinner have
influenced a generation of educators. Just as
he predicted, children free to follow their
educational whims failed to gain a solid base
of Knowledge and skills. Skinners
observations about what is now called
“Learner-Centered” schooling are as valid as
today as they were 30 years ago. As adult
influences were removed, students simply
became more subject to less benign social
and economic influenced.
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Works Cited
"B. F. Skinner Biography (1904-1990)." About.com
Psychology. N.p., 2013. Web. 15 Apr. 2013.
"Burrhus Frederick Skinner." Psychology History. N.p., n.d.
Web. 16 Apr. 2013.
"Skinner - Operant Conditioning." B.F. Skinner. N.p., n.d.
Web. 15 Apr. 2013.
"Skinner - Operant Conditioning." B.F. Skinner. N.p., n.d.
Web. 16 Apr. 2013
Benjamin Bloom
Jaliyah Raynor
4/15/13
2nd hour
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Benjamin S. Bloom was born February 21st, 1913 in Lansford,
Pennsylvania.
Benjamin was a eager reader and researcher.
Benjamin was devoted to his wife Sophie and his 2 sons.
He was a handball champion in college and taught his sons
handball, ping pong, chess, how to event things, and how to
type and write stories.
In 1935, he received a bachelors and masters degree from
Pennsylvania State University.
Later, he received a PHD in education from the university of
Chicago in March, 1942.
Bloom became a staff member of the Board of Examinations
at the University of Chicago from 1940-1943.
Bloom’s 1st book was called Taxonomy of Educational
Objectives Handbook
Benjamin Bloom died on Monday, September 13, 1999
Biography
Bloom had 3 domains of educational
activities.
 1. Cognitive: Mental skills (knowledge)
 2. Affective: Growth in feelings or
emotional areas (attitude)
 3. Psychomotor: Manual or Physical skills
(manual)
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Developmental Area
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Knowledge (recall data or information)
Key Words: describes, knows, identifies, recognizes, reproduces,
states
Comprehension (understanding instructions)
Key Words: converts, estimates, explains, extends, summarizes,
translates
Application (using a concept in a new situation)
Key Words: applies, changes, constructs, discovers, modifies,
manipulates
Analysis (separating data for understanding)
Key Words: compares, diagrams, distinguishes, illustrates
Synthesis (building structions from elements)
Key Words: categorizes, combines, complies, summarizes, writes
Evaluation (making judgements about values)
Key Words: compares, concludes, criticizes, describes, supports,
relates
Cognitive Domain
Category & Key Words
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Knowledge (recall data or information)
Key Words: describes, knows, identifies, recognizes, reproduces,
states
Comprehension (understanding instructions)
Key Words: converts, estimates, explains, extends, summarizes,
translates
Application (using a concept in a new situation)
Key Words: applies, changes, constructs, discovers, modifies,
manipulates
Analysis (separating data for understanding)
Key Words: compares, diagrams, distinguishes, illustrates
Synthesis (building structions from elements)
Key Words: categorizes, combines, complies, summarizes, writes
Evaluation (making judgements about values)
Key Words: compares, concludes, criticizes, describes, supports,
relates
Cognitive Domain
Category & Key Words
Erik Erikson
1902-1994
Develops
beyond
Freud’s ideas. More
stages (8) and
more influence of
environmental
factors.
Erik Erikson was born on June 15, 1902
 He was a German-born American
developmental psychologist and
psychosocial development of human
beings
 He lacked a bachelor’s degree and served
as a professor at Harvard and Yale
 He died May 12, 1994
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Autonomy vs. Doubt/Shame
Basic strengths/weakness
Crisis
Ego Identity
Ego Integrity vs. Despair
Epigenetic principle of maturation
Generativist vs. Stagnation
Identity Cohesion vs. Role Confusion
Intimacy vs. Isolation
Maladaptation
Malignancy
Psycho-historical analysis
Trust vs. Mistrust
Approximate
Age[2]
Virtues
Psycho Social
Crisis [3]
Significant
Relationship[2]
Existential
Question[2]
Examples[2]
0–2 years
Hopes
Basic Trust vs.
Mistrust
Mother
Can I Trust the
World?
Feeding,
Abandonment
2–4 years
Will
Autonomy vs.
Shame and
Doubt
Parents
Is It Okay To Be
Me?
Toilet Training,
Clothing
Themselves
4–5 years
Purpose
Initiative vs.
Guilt
Family
Is It Okay For Me Exploring, Using
To Do, Move and Tools or Making
Act?
Art
5–12 years
Competence
Industry vs.
Inferiority
Neighbors,
School
Can I Make It In
The World Of
People And
Things?
School, Sports
13–19 years
Fidelity
Identity vs. Role
Confusion
Peers, Role Model
Who Am I? What
Can I Be?
Social
Relationships
20–24 years
Love
Intimacy vs.
Isolation
Friends, Partners Can I Love?
Romantic
Relationships
25–64 years
Care
Generativist vs.
Stagnation
Household,
Workmates
Can I Make My
Life Count?
Work,
Parenthood
65-death
Wisdom
Ego Integrity vs.
Despair
Mankind, My
Kind
Is It Okay To
Have Been Me?
Reflection on Life
Oral-sensory,
Birth-2 years
Latency, 512 years
Middle Adult Hood,25-64,
or 40+64 years
Young Adulthood,
20-24, or 20-40
years
His relationship with Sigmund Freud was beyond
conventional .
 They both like the psychological approach in life
A major difference in the two theories is where the
developmental emphasis is placed.
For Freud, it is fully on a person's biology and the basic
needs that drive them. Freud doesn't place any emphasis on
cultural influences like Erikson does.
He designated a specific organ to each stage of development,
whereas Erikson looked at the issue on a broader scale by
incorporating a person's surroundings.
Erikson also doesn't believe that a person becomes
completely stuck in a stage like Freud believes. Instead, each
stage builds on the next, and whatever characteristic is
acquired at each age group will carry on in the context of the
next stage.
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Hopes: Trust vs. Mistrust (Oral-sensory, Birth-2 years)
Will: Autonomy vs. Shame & Doubt (Muscular-Anal, 2-4
years)
Purpose: Initiative vs. Guilt (Locomotor-Genital,
Preschool, 4-5 years)
Competence: Industry vs. Inferiority (Latency, 5-12
years)
Fidelity: Identity vs. Role Confusion (Adolescence, 13-19
years)
Love: Intimacy vs. Isolation (Young adulthood, 20-24, or
20-40 years)
Care: Generativity vs. Stagnation (Middle adulthood, 2564, or 40-64 years)
Wisdom: Ego Integrity vs. Despair (Late adulthood, 65death)
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At the preschool level, teachers want to focus on developing a
hardy personality. Classroom examples that can be incorporated
at the Preschool level are as follows:
1. Find out what students are interested in and create projects
that incorporate their area of interest.
2. Let the children be in charge of the learning process when
participating in a classroom project. This will exhibit teacher
appreciation for the areas of interest of the students as well as
confidence in their ability.
3. Make sure to point out and praise students for good choices.
4. Offer continuous feedback on work that has been completed.
5. Do not ridicule or critize students openly. Find a private place
to talk with a child about a poor choice or behavior. Help
students formulate their own alternate choices by guiding them to
a positive solution and outcome.
6. When children experiment they should not be punished for
trying something that may turn out differently than the teacher
planned.
7. Utilize physical activity to teach fairness and sportsmanship.
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Teachers should focus on achievement and peer relationships at
the elementary level. Classroom examples that can be
incorporated at the Elementary level are as follows:
1. Create a list of classroom duties that needed to be completed
on a scheduled bases. Ask students for their input when
creating the list as well sas who will be in charge of what.
2. Discuss and post classroom rules. Make sure to include
students in the decision making process when discussing rules.
3. Encourage students to think outside of their day-to-day routine
by role plaing different situations.
4. Let students know that striving for perfection is not as
important as learning from mistakes. Teach them to hold their
head
high and move forward.
5. Encourage children to help students who may be having trouble
socially and/or academically. Never allow any
child to make fun of or bully another child.
6. Build confidence by recognizing success in what children do
best.
7. Provide a variety of choices when making an assignment so
that students can express themselves with a focus on their
strengths.
8. Utilize physical activity to build social development and to help
students appreciate their own abilities as well as the abilities of
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During the middle and high school years, building identity and
self-esteem should be part of a teacher's focus. Classroom
examples that can be incorporated at the Middle School and
High School level are as follows:
1. Treat all students equally. Do not show favoratism to a
certain group of students based on gender, race, academic
ability or
socioeconimic status.
2. Incorporate guest speakers and curriculum activities from
as many areas as possible so as to expose students to many
career
choices.
3. Encourage students to focus on their strengths and
acknowledge them when they exhibit work that incorporates
these
strengths.
4. Encourage students to develop confidence by trying
different approaches to solving problems.
5. Incorporate life skills into lesson planning to increase
confidence and self-sufficiency.
6. Utilize physical activity to help relieve stress, negative
feelings and improve moods.
Howard Gardner
By Jesse Bauer
http://www.gse.harvard.edu/news/features/gardner10012003.html
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Howard Gardner was born in Scranton, PA on
July 11, 1943.
Gardner was inspired to work in cognitive
developmental psychology by John Piaget.
Gardner was mentored by Erik Erikson, David
Riesman, and Jerome Bruner.
Gardner is the Senior Director of Project Zero
and Adjunct Professor of Psychology at
Harvard University.
Gardner is married to Ellen Winner, a
developmental psychologist, and has 4
children.
Biography
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Gardner developed his theory of multiple intelligences in
1983.
John Piaget believed that every child develops at a designated
period of time and continues developing, but Gardner
disagreed. Gardner proved that a child at any one time could
be at very different stages.
Gardner successfully undermined John Piaget’s idea that
knowledge at any one particular stage hangs together in a
structured whole.
Gardner’s discovery of the multiple intelligences made people
realize that just because some one is not book smart does not
mean they are not smart in other areas.
Gardner came up with 8 different intelligences to account for
the broad range of intelligence in people.
Theory of Multiple Intelligences
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Visual-Spatial Intelligence: people who are
apt at visualizing, memorization, and art.
Bodily-Kinesthetic Intelligence: people who
are more apt with physical movements.
Musical Intelligence: people who are good
with music, including tone, rhythm, and
sounds.
Naturalist Intelligence: people who do best
when observing or doing some relating to
nature.
Theory of Multiple Intelligences
Interpersonal Intelligence: people who are
sensitive to others’ feelings and emotions;
work best with others.
 Intrapersonal Intelligence: people who are
more “solo” and do not like to work with
others; work best alone.
 Verbal-Linguistic Intelligence: people who
display facility with language.
 Logical-Mathematical Intelligence: people
who excel at normal math.
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Theory of Multiple Intelligences
Chart of Multiple Intelligences
http://questgarden.com/102/80/0/100505170056/i
ndex.htm
If a teacher has 4 students that are of
different intelligences (in this case
interpersonal, musical, naturalist, and
spatial/visual) the teacher would have to
figure out a way to teach all 4 students
the process of pollination affectively. The
teacher incorporates all 4 intelligences by
making the students form a group and
collaborate to create a short song and
chart about pollination in nature.
How It Applies in Real Life
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http://psychology.about.com/od/profilesal/p/howardgardner.htm
http://www.infed.org/thinkers/gardner.htm
http://www.gse.harvard.edu/news/features/gardner10012
003.html
http://howardgardner.com/biography
http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id=howard_
gardner_and__education
http://questgarden.com/102/80/0/100505170056/index.ht
m
Sources
Harry Wong
By Junee Nelson
2nd Hour
4/15/13
Native of San Francisco
 Taught middle and High School science
 Awarded many different teaching awards
 Formed a Publishing Company with wife
Rosemary Wong
 Wrote a book called “The First Days of School”
and a video series “The Effective Teacher”
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Harry’s Life
Believes that the first couple of days of school are the
most critical and determine the way the year flows.
• Thinks that every child has the same first day
questions that all teachers should be prepared to
answer like for example:
 Are they in the right class?
 Where are the suppose to sit?
 What are the rules of this teacher?
 What will they be doing in this course?
 How will they be evaluated?
 Is the teacher going to be interested in
them as an individual?
•
Concept
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Believes if you have good classroom
management from the beginning like good
discipline then the students will know
what is expected and will continue to
behave properly for the remainder of the
year
Concept Cont.
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Native from New Orleans
Taught Kindergarten through 8th grade
Worked as a School Media Coordinator and a
Student Activity Director
Won the Silicon Valley Distinguished women of
the Year Award
Partner and wife Rosemary Wong
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Unlike other theorist who believe that it
depends on the child , Harry and
Rosemary Wong Believe that it depends
on the Teacher and the way they manage
the classroom . If the teacher is out of
control on the first few days then the
students will be and vise versa.
As a Group
Harry & Rosemary Wong 4 stages of
Teachers Development
Real life example
Lawrence Kohlberg
Kelsey Ledford
2nd Period
4/15/13
Lawrence Kohlberg was born on October 25,
1927. He grew up in Bronxville, New York. He
attended Andover Academy in Massachusetts, a
private school for bright and usually wealthy
students. Throughout his life he wanted to
become something big. He tried applying to
many things and finally got enlisted in the
Merchant Marines during WWII. Kohlberg
received PhD from the University of Chicago in
1948 where he scored so high on his tests he
only had a few courses until he received his
bachelors degree. In 1967, he transferred to
Harvard University to continue on with his
learning. Sadly, in 1987 after a long battle with
depression Kohlberg passed away.
Stages of moral development constitute
an adaption of a psychological theory
originally conceived by Jean Piaget.
 The theory holds that moral reasoning,
the basis for ethical behavior, has six
identifiable development stages, each
more adequate at responding to moral
dilemmas than its predecessor.
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Lawrence Kolhberg’s
Developmental Theory:
Preconventional Morality
 Stage One: Obedience and Punishment
 Stage Two: Individualism and Exchange
Level One:
Conventional Stage
 Stage Three: Interpersonal Relationships
 Stage Four: Maintaining Social Order
Level Two
Post Conventional Morality
 Stage Five: Social Contract and Individual
Rights
 Stage Six: Universal Principles
Level Three
Lawrence Kohlberg’s Theory
Chart:
Jean Piaget
Tiara Harrison
Teacher Cadet
4/15/13
Born August 9, 1896 in Neuchatel
Switzerland
 At age 11 he attended Neuchatel Latin
High School
 After High School he went to study
zoology at the University of Neuchatel,
receiving his Ph.D in the natural sciences
in 1918
 Died September 16, 1980
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Biography
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Piaget was the 1st psychologist to make a
systematic study of cognitive development
He detailed observational studies of cognition
in children , and a series of simple but
ingenious tests to reveal different cognitive
abilities
According to Piaget, Children are born with a
very basic mental structure on which all
subsequent learning and knowledge is based
Cognitive Development
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Assimilation-where a person takes material into their
mind from the environment and change the evidence
of their senses to make it fit
Adaption-adapting to the world
Accommodation- difference made to one’s mind or
concepts by assimilation
Classification-ability to group objects together on the
basis of common features
Class Inclusion-understanding that some classes or
sets of objects are also sub-sets of a larger class
Conservation-realization that objects stay the same
even when changed
Key Terms
Decentration- ability to move from one system of
classification to another as appropriate
 Egocentrism-belief that you are the center of the
universe and everything revolves around you
 Operation-process of working something out in
your head
 Schema-representation in the mind of a set of
perceptions, ideas, or actions, which go together
 Stage-period in a child’s development in which
he or she is capable of understanding some
things but not others
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Key Terms Cont.
Chart of Cognitive Development
 Differentiates self from objects
 Recognizes self as agent of
action and begins to act
intentionally
 Achieves object permanence:
realizes things continue to exist
even when no longer present to
the sense
Sensori-Motor(Birth-2 years)
 Learns
to use language and
represents objects by images
and words
 Thinking is still egocentric: has
difficulty taking the viewpoint of
others
 Classifies objects by a single
feature
Pre-operational(2-7years)
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Thinks logically about objects and events
Achieves conservation of number, mass, and
weight
Classifies objects according to features and
can order them by size
FORMAL OPERATIONAL(11 and up)
Thinks logically about abstract propositions
and tests hypothesis systematically
Becomes concerned with the hypothetical,
future, and ideological problems
Concrete Operational(7-11years)
Traditional
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Learing based on
repetition
Teacher’s role is directive,
rooted in authority
Assessment is through
testing, correcting
answers
Knowledge seen as inert
Students work primarily
alone
Constructivist
Learning is interactive,
building on what the
child already know
 Teachers have dialogue
and helps students
construct their own
knowledge
 Assessments include
observation, views, as
well as test
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Classroom Examples
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www.biography.com/people/jean-piaget
www.simplypsychology.org/piaget.html
www.learningandteaching.info/learninf/pia
get.html
www.Faculty.plattsburgh.edu/william.gaed
dert/classes/101ovds/m13-1c.html
Jeanpiaget.wikispaces.com/constructivism
Sources
Jean Piaget
Tiara Harrison
Teacher Cadet
4/15/13
Born August 9, 1896 in Neuchatel
Switzerland
 At age 11 he attended Neuchatel Latin
High School
 After High School he went to study
zoology at the University of Neuchatel,
receiving his Ph.D in the natural sciences
in 1918
 Died September 16, 1980

Biography



Piaget was the 1st psychologist to make a
systematic study of cognitive development
He detailed observational studies of cognition
in children , and a series of simple but
ingenious tests to reveal different cognitive
abilities
According to Piaget, Children are born with a
very basic mental structure on which all
subsequent learning and knowledge is based
Cognitive Development
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Assimilation-where a person takes material into their
mind from the environment and change the evidence
of their senses to make it fit
Adaption-adapting to the world
Accommodation- difference made to one’s mind or
concepts by assimilation
Classification-ability to group objects together on the
basis of common features
Class Inclusion-understanding that some classes or
sets of objects are also sub-sets of a larger class
Conservation-realization that objects stay the same
even when changed
Key Terms
Decentration- ability to move from one system of
classification to another as appropriate
 Egocentrism-belief that you are the center of the
universe and everything revolves around you
 Operation-process of working something out in
your head
 Schema-representation in the mind of a set of
perceptions, ideas, or actions, which go together
 Stage-period in a child’s development in which
he or she is capable of understanding some
things but not others

Key Terms Cont.
Chart of Cognitive Development
 Differentiates self from objects
 Recognizes self as agent of
action and begins to act
intentionally
 Achieves object permanence:
realizes things continue to exist
even when no longer present to
the sense
Sensori-Motor(Birth-2 years)
 Learns
to use language and
represents objects by images
and words
 Thinking is still egocentric: has
difficulty taking the viewpoint of
others
 Classifies objects by a single
feature
Pre-operational(2-7years)





Thinks logically about objects and events
Achieves conservation of number, mass, and
weight
Classifies objects according to features and
can order them by size
FORMAL OPERATIONAL(11 and up)
Thinks logically about abstract propositions
and tests hypothesis systematically
Becomes concerned with the hypothetical,
future, and ideological problems
Concrete Operational(7-11years)
Traditional





Learing based on
repetition
Teacher’s role is directive,
rooted in authority
Assessment is through
testing, correcting
answers
Knowledge seen as inert
Students work primarily
alone
Constructivist
Learning is interactive,
building on what the
child already know
 Teachers have dialogue
and helps students
construct their own
knowledge
 Assessments include
observation, views, as
well as test

Classroom Examples





www.biography.com/people/jean-piaget
www.simplypsychology.org/piaget.html
www.learningandteaching.info/learninf/pia
get.html
www.Faculty.plattsburgh.edu/william.gaed
dert/classes/101ovds/m13-1c.html
Jeanpiaget.wikispaces.com/constructivism
Sources
Lev Vygotsky
By Alyssa Douglas
4-15-13
Biography
Lev Vygotsky was
born on November 17th 1896.
in Orsha, Russia. While
attending Moscow State
University, Vygotsky studied
Sociology, Psycology, and
philosophy. He later attended
the Institute of Psychology in
Moscow. Vygotsky wrote a
series of 6 books about child
development and education.
Although Vygotsky only lived
to be 38, his ideas were very
contriversial and disregarded
within the Soviet Union, yet
very popular in the United
States.



Shows what one is
capable of doing with
or without help.
Used to study a child’s
mental development
Built off this theory
was the theory of
“scaffolding”
ZPD
Zone of Proximital Development
Scaffoldi
ng





Scaffolding was developed
off of the theory of ZPD
Developed by Jerome
Bruner
This theory is developed
to increase a child’s
learning
A teacher provides a child
with resources and
supports a student as
they learn a concept.
Eventually support is
gradually removed so a
child can think on ones
own
Sociocultur
al Theory
Suggest that development depends on
social interaction with people
ZPD and scaffolding fall into the
sociocultural theory
Vygotsky’s idea are often agrued
against psychologist Jean Piaget’s
theorys.
Vygotsky showed that
Vygotsky
children progressed



through obtaining
knowledge then
developing through this
process
Stated that a person’s
social environment should
be most influential.
No particular order for
child’s development to
occur
Piaget
Vs.



Piaget showed how
through four
separated stages of
development a child
progressed
Piaget stated that
children went
through stages on
their own
Stated that stages
were done in order
one after another
http://educationportal.com/academy/lesson/zone-ofMake
an Understanding
proximal-development-and-scaffoldingin-the-classroom.html

McLeod, Saul. "Lev Vygotsky." Simply Psychology. N.p., 2007. Web.
15 Apr. 2013.
http://www.simplypsychology.org/vygotsky.html#sthash.REk3Din0.dp
bs
 Gallager, Christina. "Lev Semyonovich Vygotsky." Psychology History.
N.p., May 1999. Web. 15 Apr. 2013.
http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm

Sam. "Psycho Hawks." Psycho Hawks. N.p., 3 Nov. 2010. Web. 15
Apr. 2013. http://psychohawks.wordpress.com/2010/11/03/theoriesof-cognitive-development-lev-vygotsky

"Zone of Proximal Development and Scaffolding in the
Classroom." Education Portal. N.p., n.d. Web. 15 Apr. 2013.
<http://education-portal.com/academy/lesson/zone-of-proximaldevelopment-and-scaffolding-in-the-classroom.html>.
 http://upload.wikimedia.org/wikipedia/en/thumb/7/7e/Lev_Vygotsky.j
pg/190px-Lev_Vygotsky.jpg
 http://www.muskingum.edu/~psych/psycweb/history/vygotsky2.gif

Works Cited