Development and Theorists

Principles of Development

1. Developmental Sequence is Similar for All2.Development Proceeds from General to Specific3.Development is Continuous4.Development Proceeds at Different Rates5.All Areas of Development are Interrelated

What is a theory?A theory is a set of facts or principles analyzed in relation to one another and used to explain phenomena (a fact or behavior that can be observed).

Abraham Maslow and the Hierarchy of Needs

• Maslow developed a hierarchy of human needs.• In a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on.• Maslow’s hierarchy has five levels, is pictured as a pyramid and goes from bottom (human need number 1) to top (human need number 5).• Like a pyramid, it builds one level upon the level below.• Satisfying the needs on the second level depend on the first level needs being satisfied and ready to be built upon.

Hierarchy of Needs

Erik Erikson Erikson is recognized as a developmentalpsychologist who can be compared to Sigmund Freud because of his theory that humans develop in stages. He developed eight psychosocial stages through which humans develop throughout their entire lifetime. Individuals must go through each of these stages, called ―conflicts.‖ Moving successfully through these develops a strong social and emotional life.

Jean PiagetHe is most known for his work on the psychology of intelligence.• Piaget was interested in learning how children develop an intellectual understanding of the world.• His theory was based on the concept of cognitivestructures. • Cognitive structures are patterns of physical or mental action that underlie acts of intelligence and correspond to stages of child development.• According to Piaget, children develop the ability to learn in four basic stages.• In each stage, development focuses around acquiring a different set of related characteristics and abilities.

1 – Stage: Sensorimotor, Age: 0-2years Understand the world by physically

manipulating objects Trial and error problem solving Object permanence – child does not

know that physical objects remain in existence even when they are out of sight.

2 – Stage: Preoperational, Age: 2-7 years Uses symbols to mentally represent

objects Increase development of language and

concepts Reasoning may be illogical not

sequential Egocentric thought process

3 – Stage: Concrete-Operational, Age: 7-11 years Deal w/changes and process Are able to make realizations about why

things happen Understand how things relate to one

another

4 – Stage: Formal Operations, Age: 11+ years Begin to think about thinking Think in abstract terms Make educated guesses

Lev Vygotsky He developed the social development theory of learning. Children acquire knowledge through culture. Children learn through problem-solving experiences

shared with a knowledgeable adult or peer. Initially, the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him. This is an instructional technique called scaffolding.

A child can perform a task under adult guidance or with peer collaboration that could not be achieved alone. Vygotsky called this the Zone of Proximal Development and claimed that learning occurred in this zone.

Vygotsky’s theory for learning Learning environments must be developed

where children play an active role in their own education as well as the education of their peers.

In scaffolding, the adult provides children with the opportunity to extend their current skills and knowledge.

Vygotsky’s theory for learning Reciprocal teaching encourages a conversation

between children and the adult. The process has four main strategies for success.

They are: • Generating a question for understanding;

• Clarifying that they are understanding what they are reading;

• Stopping to predict from clues what they think will happen in the learning material and

• Summarizing what they have learned.

Vygotsky’s sociocultural theory of cognitive development

focuses on the connections between people and the culture

in which they interact. The culture that surrounds children

and their social interaction leads to continuous step-by-step

changes in their learning and behavior.

Maria Montessori Mixed age classrooms, with classrooms for children ages

21⁄2 or 3 to 6 years old by far the most common Student choice of activity from within a prescribed range

of options Uninterrupted blocks of work time, ideally three hours A constructivist or "discovery" model, where students

learn concepts from working with materials, rather than by direct instruction

Specialized educational materials developed by Montessori and her collaborators

Freedom of movement within the classroom Exploration through sensory materials (hands-on

manipulatives) A trained Montessori teacher

What does a Montessori classroom look like?

What does a Montessori classroom look like?

BF Skinner: Operant Conditioning

B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing of behavior by the use of reinforcement which is given after the desired response

3 types of responses • Neutral operants: responses from the

environment that neither increase nor decrease the probability of a behavior being repeated.

• Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative.

• Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.