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| Learning happens as people adapt to their environments. |
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| Proceeds when faced with a situation, you first try to used or apply what you already know, and if that doesn't work you figure out something else based on what's new or different about that situation. |
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| Using your existing framework. |
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| Developing new frameworks. |
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| Believed we are constantly refining our frameworks. |
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| Four Stages of Cognitive Development |
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Definition
Sensorimotor (birth to 2 years)
Preoperational (2 to 7 years)
Concrete Operational (7 to 11 years)
Formal Operational (11-15 year) |
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(Birth to 2 years)
Things that babies do and the games that parents typically play are relevant to this stage. |
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Sensorimotor stage (birth to 2 years)
The concept that things continue to exist even though you cant see them.
"Peekaboo" |
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Sensorimotor stage (birth to 2 years)
Example: A very young child who is able to roll over but not yet crawl may consciously roll over multiple times to reach a bottle or favorite toy. |
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(2 to 7 years)
At this stage, children are developing language skills quickly. They also begin to use symbols to represent objects. Children at this age will be able to think through simple problems, but only in one direction. (i.e. they won't be able to reverse the steps mentally). They also will have difficulty dealing with more than one aspect of a problem at a time. |
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Preoperational Stage (2 to 7 years)
To have difficulty seeing things from another person's point of view. |
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| Concrete Operational Stage |
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| (7-11 years) Children at this stage develop the ability to mentally back up operations. They can classify and seriate. At this stage children can solve solid hands on problems logically. |
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Concrete Operational Stage (7-11 years)
A concept that reverses the steps of a problem. |
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Concrete Operational Stage (7-11 years)
Identify objects according to their specific characteristic, even if the object has many different characteristics. |
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Concrete Operational Stage (7-11 years)
Put things in order according to a given criterion such as height or volume. |
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Concrete Operational Stage (7-11 years)
The idea that the amount of a substance doesn't change just because it is arranged differently. For example this might be demonstrated by taking a large ball of clay and creating several smaller balls of clay out of it. |
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(11-15 years)
This stage is characterized by the ability to solve abstract problems involving many independent elements. Some theorists estimate only 35% of the adult populations ever achieves this state. |
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| Hypothetico-deductive reasoning |
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(Formal Operational Stage 11-15 years)
The thought process necessary to frame and solve problems. |
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| Russian educational psychologists in the early twentieth century. |
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| Vygotsky believed this had an enormous influence on what children learn and that this dictated the methods that children will find useful, and what their priorities will be. |
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| Vygotsky believed this was a critical factor in cognitive development. |
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| Young children frequently talk to themselves as they play or solve problems. |
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| Vygotsky believed that this allows children to use language to help break down a problem and solve it-in effect the children talk themselves through it. He believed that a fundamental stage in development comes when children begin to carry on this speech internally without speaking the words aloud. |
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The Importance of Culture
The Role of Language in Development
The Zone of Proximal Development
Scaffolding |
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| Zone of Proximal Development |
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| Problems that a child could solve with the guidance of someone who already knows how. |
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| Providing children with help from more competent peers and adults. Children are given a lot of support in the early stages of learning and problem solving. Then as a child is able, he/she takes on more responsibility and the supporter diminishes the support. |
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| Supportive techniques for this idea include clues, reminders, encouragement, breaking the problem into steps, providing examples, or anything that helps a student develop their learning independence. |
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Knowledge
Comprehension
Applications
Analysis
Synthesis
Evaluation
Students develop thinking skills in this order. |
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| The idea that that teachers should try to teach higher order thinking. |
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| Recalling factual information |
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| Using factual information to answer a specific question |
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| Taking an abstract concept together with specific facts to answer a question |
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| Breaking down a question into concepts and ideas in order to answer a question |
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| Connecting concepts and ideas to create a new product or idea |
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| Making considered judgements by breaking down and reconnecting ideas, concepts, and facts and comparing the judgement to standards. |
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| What are the names of the English colonies? |
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What crops were common to the New England colonies and the Southern colonies?
What were the major religious differences between the New England colonies and the Middle Colonies? |
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| In which area of the colonies would a Freethinker have been most likely to find like minded people? |
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| What characteristic of the New England colonists made them the most likely to rebel against the British rule? |
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| What steps could the King have taken to appease the New England colonists that might have prevented the American Revolution? |
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| In which area of the colonies did the colonists have the best natural resources from an economic standpoint? |
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| An educational theorist who believed that children have to have certain needs met before they're ready to learn and grow. |
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| Maslow's Hierarchy of Needs |
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Definition
Deficiency Needs:
Physiological Needs-food sleep clothing etc.
Safety Needs-freedom from harm or danger
Belongingness and love needs-acceptance and love from others
Esteem needs-approval and accomplishments
Growth Needs:
Cognitive Needs- Knowlege and understanding
Aesthetic Needs- Appreciation of beauty and order
Self-acualization of needs-fulfillments of one's potential |
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Physiological Needs-food sleep clothing etc.
Safety Needs-freedom from harm or danger
Belongingness and love needs-acceptance and love from others
Esteem needs-approval and accomplishments |
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| The basic requirements for physical and psychosocial well being. Desire for these declines when you have them, and you don't think about them unless you lack them. |
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Cognitive Needs- Knowlege and understanding
Aesthetic Needs- Appreciation of beauty and order
Self-acualization of needs-fulfillments of one's potential |
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| Includes the needs for knowing, appreciating, and understanding. People try to meed these needs only after their basic needs have been met. Meeting these needs creates more desire for them. |
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| German born American psychologist who identified the eight stages of development. |
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| Erikson's Eight Stages of Psychological Development |
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Definition
!. Trust vs basic mistrust (birth to 18 months)
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Industry vs. inferiority
5. Identity vs. role confusion
6. Intimacy vs. isolation
7. Generativity vs. stagnation
8. Integrity vs. despair |
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| Basic Trust vs. Mistrust (birth to 18 months) |
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| If a child is well card for during this time, she will become naturally trusting and optimistic. |
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| Autonomy vs Shame (18 months to 3 years) |
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| A child learns the mechanical basics of controlling his world-including walking, grasping and toilet training. The "terrible twos" fall into this stage, with common traits including stubbornness and willfule behavior as the child pushes his limits of control. Ideally a child comes out of this stage proud of his abilities rather than ashamed of them. |
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| After becoming autonomous, children start wanting to do things. They have ideas and plan and carry out activities. Some activities aren't allowed, and it is important for children to feel their activities are important and valued by adults. If this feeling isn't there, children believe that what they do is wrong, and guilt develops and restricts growth. |
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| Industry vs Inferiority (6-12 years) |
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| In these elementary school years children are expected to learn and produce. If children can meet these expectations the can learn to be industrious. If not, they risk feeling inferior. |
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| A child psychologist in the 1930's was one of the first people to study children at play. |
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| Parten's Stages of Play Developmnet |
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Definition
Solitary Play
Onlooker Play
Parallel Play
Associative Play
Cooperative Play |
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| Children play by themselves. While children may continue to do this throughout their childhoods, in context of social interaction, this is usually observed in children younger than two years. |
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| At or around 2 years of age, children will watch others play without doing anything themselves or making any effort to join in. This is closely followed in the same time frame by Parallel Play. |
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| Like Onlooker Play develops around two years old, children will do the same things or mimic the play of playmates but will not interact with them. |
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| Normally, by age 4 or 5 children will interact and share materials but won't coordinate their efforts. |
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| Finally usually by age 5-7 children will play together in one activity. |
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| A developmental psychologist at Harvard University University in the late 20th century. Moral Development. |
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| Three levels of Moral Developmnet |
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1. Pre Conventional Moral Reasoning
2. Conventional Moral Reasoning
3. Post Conventional Moral Reasoning |
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| Pre Conventional Moral Reasoning |
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Elementary School
Stage 1: Obedience and Punishment
Stage 2: Personal Reward |
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| Stage 1: Obedience and Punishment |
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| Young children obey rules simply because thy are rules and understand that they risk punishment if they break them. Whether an action is good or bad is understood in terms of immediate consequences. |
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| Children internalize the system from Stage 1 and realize that following rules is generally in their best interests. An action is right or good if it gets you what you want. A simple view of "fair's fair" develops so that favors ore done with the expectation of something in return. |
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| Conventional Moral Reasoning |
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(Junior High School)
Stage 3: Good boy/Good Girl
Stage 4: Authority and Social-order-maintaining orientation |
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| Stage 3: Good boy/Good Girl |
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| An action is right or good if it helps, pleases or is approved by others. |
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| Stage 4: Authority and Social-order-maintaining orientation |
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| An action is right or good if it's expected out of a sense of duty or because it supports the morals or laws of the community or country. |
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