TEST 2 Ch 4 ch 5 ch 7 ch 9 CHAPTER 5 Development Definition and big Qs Piaget and cognitive development Kohlberg and moral development Miscellaneous If time gender development AL Experiences critical in shaping you Are these typical of normal development Did you play a role in creating these experiences If they were not to occur how might your life be different Breaking down development Devo Cognitive language development immense development in just one year Emotional Social Behavioural biological Definition Big Questions Development psych pg 168 Child s role in development Mechanistic or passive view environment is shaping Organismic or active view you are driving development Contextualistic middle ground some you some environment driving and going along for the ride Continous discontinuous Quantitiative gradual mechanistic slow upward grade more reflective of environmental shaping development to be continual Qualitative suddent organismic stairlike reflective of language development biologically mature and suddenly develop language skills Is development reflective of elements of both or only one characteristic observation Nature nurture Nature more oganismic qualitative Nurture more mechanistic quantitative AL are people born to be extroverted How about born to score high on an intelligence test or to work as a teacher whats the role of parents biases predjudices Interactionist e g Diathesis Stress used to understand disorders One course of development or many Universal vs culturally specific is there one cognitive theory among groups Boston vs socially and sociologically interesting re the park vs central park Is development affected by pace of life city life vs Tallahassee Staility e g temperament personality is development stable or erratic as organismic or perhaps somewhere in between reflective of the norm Cup and saucer 1 yr old banging instruments 2 yr old tea party 4 yr old flying saucer Impact of the environmental surround on make believe play Piaget and cognitive development Jean Piaget 1896 1980 long accepted theory Development occurs before learning let happen don t force childhood learning let it Theodore Simon and epistemology Knowledge active spontaneous process to know and object is to act on it happen once development allows this to occur Stance on major questions 1 Organismic 2 Interactionist 3 Qualitative 4 Universalist Saw mostly guadual but believed in a few key developmental jumps Background term and key principles Adaptation is a two fold process Schema organized pattern of behavior that is repeatable and generalizable o 1 Assimilation matching environment to existing scheme e g e t in the mouth o 2 Accommodation creating new schemes e g suckables vs nonsuckables develop new schemes after negative experience Pg 175 table of developmental stages to study for Piaget Sensorimotor Period birth 2 yrs Goal develop mental and symbolic representational ability Here and now thinking with the senses video Object permanence 8 months blanket disappearing toy act o Def understanding that something continues to exist even if you can t see it out of sight not out of mind Renee Baillargeon 1998 and the violation of expectation method coordinated movement lacking though cognitive ability to understand toy is still there Pg 176 habituation pg 171 decrease in response when repeatedly presented with stimulus habituation and recovery task red vs blue ring to show color observance habituation confusion over impossible event vs habituation studying which condition they recovered to most should show greatest gain of attention to impossible event than the possible event 4 month olds were able to recover from impossible event COORDINATED movement of moving the blanket cognitive behavioral ability to not just register the toy below the blanket but move the blanket Disproving belief that children gain object permanence understanding at 8 months Preoperational Period 2 7 yrs Goal further development of representational skills and logical thinking Judy DeLoache and dual representation The incredible Shrinking Troll study understanding that an object can stand for both itself and something else plate is a plate and a flying saucer model rooms are representative of rooms Incredible Shrinking Troll study No machine only 20 had enough dual representation to retrieve the object without error Machine enlarges the room hones in to children s sense of imagination understanding enlarging machine suddenly now 80 able to retrieve snoopy One year later significant amount able to now retrieve snoopy troll developed dual processing abilities o Big Snoopy little Snoopy pg 177 178 Rigid inflexible o video lack of conservation pg 177 centration centering in on one thing unable to balance multiple aspect i e long hair girl 8 slice pizza bigger focused in on size as representation of amount unable to grasp influence of other factors cup shape Certain physical properties of an object i e mass volume don t change when other qualities change i e outward appearance Concrete Operational period 7 11 yrs Goal development of abstract thought and reasoning ability concrete stage is defined by the opposite of the preoperational no longer rigid and inflexible now flexible able to do math and categorization Mathematics and understanding of death Formal Operational 12 yrs Abstract thinking and perspective taking The imaginary audience and personal fable sudden understanding of the world judging you causing huge amounts of stress regarding acceptance and popularity perspective taking Hypothetico deductive reasoning taking hypothesis of perspectives and testing them out Reversal in development no longer inward out development gangly explosion in sex hormones A competing view Lev Vygostsky Born same year 1896 contrasting piaget s beliefs Contextualism and Socratic dialogue contextualism human behavior cannot be understood independent of social interaction Socratic dialogue homeschooling approach with one on one critical approach of personal views and thoughts Cooperative dialogues and scaffolding cooperative dialogues with older members of society essential to cognitive development pulling along development vs Piaget wait until development allows for abilities readiness to learn scaffolding adjusting assistance to fit a child s level breaking down into parts I e outline to start paper office hours Zone of proximal development zone ranging from actual without assistance to potential minimal direction assistance
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