Transcript Theories of development

*
* 2.3 Explain how theories of development and
frameworks to support development influence
current practice.
* In pairs partner yourself A and B. Partner A
must call out 15 random numbers between 0 10 and write them down. Partner B must wait
5 seconds and then try and write them down in
the correct order.
*
(You have 5 mins to complete this activity)
*
* Research shows most people can remember
between 5 and nine numbers correctly in order,
the most manage seven.
*
*
*
* Swiss researcher, working from 1920s onwards
* Developed theories by watching his own three
children
* Believed that children were active participants in
their own learning
* Believed that children develop understanding
through the use of schemas
*
*
* Believed that development occurs as you try to
balance the demands of the different parts of
the personality
* Id: instinctive and pleasure-seeking
* Superego: conscientious and moralistic
* Ego: tries to maintain the balance
*
*
* Took a psychological approach, looking at the entire person
* Believed that all individuals are unique, with an innate (inborn)
drive to achieve their maximum potential
* Developed a hierarchy of needs
Maslow’s hierarchy of needs
self-fulfilment, mental stimulation, purpose, interests,
hobbies
self-esteem, personal worth, sense of identity,
need for respect, achievement
love, affection, friendship, being valued,
belonging
feeling safe, secure, protected from
danger, financially secure
food, water, shelter, clothing,
warmth
*
*
* Believes that we learn behaviour through
conditioning (positive and negative
reinforcement)
* Social learning theorists also believe we learn
through observation (observational learning)
* BoBo doll experiment
*
* Behaviour is not simply a mechanical action which is
increased by rewards and decreased by punishments
* Sees humans as thinking organisms so believes we have
cognitive activity in actions we do.
* Observational Learning explains how complex behaviours are
learned by observing others.
*The participants
* 72 children (Stanford University nursery
school)
* 36 boys & 36 girls
* age range 37 months - 69 months
* Mean age 52 months
*
*TWO adult ‘role models’
*one male and one female
*a female experimenter
*
*
* The experiment involved three groups of children
* 24 children in each group
* The children in the study were assessed and rated for levels
of aggressiveness.
* The children were then assigned at random to one of three
three groups.
*
*Each group of children saw an adult attack
a Bobo doll.
* In Group 1 another adult enters the room and praises the first
adult’s behaviour.
* In Group 2 another adult enters the room and tells off the adult
for her/his behaviour.
* Control condition group - another adult enters the room and
takes no action about the first adult’s behaviour.
* What was observed?
* The criteria * Imitative aggression
* Non-imitative aggression
*physical & verbal
*
* YouTube - Bandura (1965) Bobo doll on T.V
* www.youtube.com/watch?v=eqNaLerMNOE
*
* What do you think the Bobo Doll Study contributes to the
debate about children learning aggressive behaviour from
watching violence on TV?
* How might watching TV differ from the experience of the
children in the Bandura experiment?
*
*SYNTAX :
rules of grammar
*PHONOLOGY / PHONICS
sound system
*SEMANTICS :
meanings of words, phrases
*PRAGMATICS:
sharing ideas and knowledge (use of
language)
*
Jerome Bruner
*Born in 1915, Jerome Bruner occupied the chairs
of Psychology at the Universities of Harvard and
Cambridge. Initially his work was influenced by
Piaget but later, and to a greater extent, by
Vygotsky, who’s work he extensively developed.
* Like Vygotsky he believed the child’s social
environment and particularly social interaction
with other people were extremely important in the
process of learning.
*Like Piaget he believed individuals actively
assimilate and accommodate in terms of an
existing set of cognitive structures.
Scaffolding
Bruner's metaphorical term 'scaffolding' has
come to be used for interactional support, often
in the form of adult-child dialogue that is
structured by the adult (Clay and Cazden,
1990).
Scaffolding refers to the gradual withdrawal of
adult control and support as a function of
children’s increasing mastery of a given task.
Bruner outlines 3 distinct modes of representing
the world:
ENACTIVE (actions),
ICONIC (pictures) and
SYMBOLIC (words and numbers).
He believed children think through these
modes because actions, pictures and words are
used by people around them in interactions
and in performing tasks
Bruner considered language as the
most important cultural tool in
children’s cognitive growth and
learning, enabling symbolic
representation of the world,
especially thinking and reasoning in
the abstract.
Lev Vygotsky
*Lev Vygotsky, a Russian psychologist and
philosopher in the 1930's, is most often
associated with the social constructivist
theory. He emphasizes the influences of
cultural and social contexts in learning and
supports a discovery model of learning. This
type of model places the teacher in an active
role while the students' mental abilities
develop naturally through various paths of
discovery.
Language acquisition involves not only a
child's exposure to words but also an
interdependent process of growth between
thought and language. Vygotsky's
influential theory of the "zone of proximal
development" asserts that teachers should
consider a child's prospective learning
power before trying to expand the child's
grasp of language.
*Experience
* Vygotsky's theory of language is based on constructivist
learning theory, which contends that children acquire
knowledge as a result of engaging in social experiences.
"Through social and language interactions, older and more
experienced members of a community teach younger and less
experienced members the skills, values, and knowledge
needed to be productive members of that community," says
Harry Daniels, author of "An Introduction to Vygotsky."
* Signals
* According to Vygotsky, words are signals. Rather than engage
children in a primary signal system, in which objects are
referred to merely as themselves, adults engage children in a
secondary signal system, in which words represent objects and
ideas.
*Cognition
*A child's intellectual development is crucial to his
language development. By interacting with his
environment, a child develops the ability to develop
private, inner speech. "Inner speech is thinking in
pure meanings; it is the link between the second
signal system of the social world and the thought of
the individual," according to Barry J. Zimmerman
and Dale H. Schunk, who evaluate the significance of
Vygotsky's language theory in their book "SelfRegulated Learning and Academic Achievement."
Through the development of inner speech, children
straddle the divide between thought and language,
eventually being able to express their thoughts
coherently to others.
*Development
*The language learning process occurs as a result of
give and take. Parents and teachers usher a child
through a process of guided discovery, addressing
her learning potential. Eventually, children
internalize language skills. As young learners
experience language development, they "can reflect
better on their own thinking and behavior and reach
greater levels of control and mastery over their own
behavior," according to Adam Winsler, co-editor of
"Private Speech, Executive Functioning, and the
Development of Verbal Self-Regulation".
* Considerations
* Vygotsky's constructivist language theory exists in opposition to
Jean Piaget's theory of language acquisition. According to
Piaget, children construct knowledge about language through a
complex process of assimilation, stressing the inherent
capability of a child's brain to adapt to stimulation. By
contrast, Vygotsky stresses the social nature of language
learning, emphasizing the environment within which a child is
raised.
*
* Chomsky (1965; 1975) proposed that babies are born with an
inbuilt Language Acquisition Device (LAD). He suggested that
language then simply emerges as the child matures.
* Slobin (Ferguson and Slobin 1973; Slobin 1985) continued this line
of thought, proposing that just as newborns come into the world
‘programmed’ to look at interesting, especially moving, objects,
so babies are pre-programmed to pay attention to language.
* One problem with this theory is that children seem to have great
proficiency in acquiring whatever language/s they hear around
them and during their first year of life they will gradually discard
from their repertoire of vocalisations sounds which they do not
hear in the speech of those with whom they spend their lives – but
of course the pre-programming does not need to be thought of as
tied to a specific language.
*
*Skinner, the Behaviourist theorist, suggested
that children learn language through
reinforcement.
*In other words, when a parent or carer shows
enthusiasm for something a child tries to say,
this should encourage the child to repeat the
utterance.
*Others would argue that this theory cannot
account for children’s inventions of language.
*Early language development theories assumed that
children acquire language through imitation.
*Research has shown that children who imitate the
actions of those around them during their first year of
life are generally those who also learn to talk more
quickly.
*However there is also evidence that suggests that
imitation alone cannot explain how children become
talkers.
*Eg ‘We goed to the shops’ –inventing the past tense of
‘go’ based on the rules they have absorbed.
*One wug - two wuges
* In your group choose one of the theorists
talked about in this presentation and carry out
some independent research on their theories.
Use the books and the internet.
* How could these theories be put into practice?
*