Ado

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he is most famously known for his theory of cognitive development that look at how children develop intellectual lee throughout the course of childhood.

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Jean piaget

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He was an ego psychologist who develop one of the most popular and influential theories about psychosocial development

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Erik erikson

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This is the process of creating a new schema

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Accommodation

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This is the stage when a child who is initially reflexive in grasping, sucking, and reaching becomes more organized in his movement and activity.

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Sensorimotor stage

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In this stage children's thinking becomes more logical. They can now solve abstract problems and can hypothesize.

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Formal operational stage

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According to the theory of erik erikson, if a child successfully develop trust, the child will

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Trusting the world is safe

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Which of the following is not a component of building trust in infants

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Communication

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At this point in psychosocial development, children begin to assert their power and control over the world through directing play and other social interactions

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Stage 3: initiative versus guilt

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According to the theory of erik erikson if a child successfully developed ego identity, the child will

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Fidelity

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Which of the following may affect ego identity

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All of the above

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A swiss psychologist and genetic epistemologist and was born in Switzerland on August 9, 1896

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Jean Piaget

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He is most famously known forhis theory of cognitive development that looked at how children develop intellectually throughout the course of childhood.

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Jean Piaget

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refer to the cognitive structures by which individuals intellectually adapt to and organize their environment.

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Schema

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It is an individual’s way to understand orcreate meaning about a thing orexperience.

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Schema

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It is like the mind has a filing cabinetand each drawer has folders thatcontain files of things he has had anexperience with.

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Schema

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This is the process of fitting a newexperience into an existing orpreviously created cognitive structureor schema.

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Assimilation

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If the child sees another dog, this time alittle smaller one, he would make senseof what he is seeing by adding this newinformation (a different-looking dog)into his schema of a dog.

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Assimilation

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This is the process of creating a new schema

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Accomodation

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He knowsadds a new file in his filing cabinet.

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Accomodation

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Piaget believed that people have the natural need to understand how the world works and to find order, structure, and predictability in their life.

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Equilibration

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is achieving proper balance between assimilation and accommodation. When our experiences do not match our schemata or cognitive structures, we experience cognitive disequilibrium.

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Equilibration

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birth to 2 years

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Sensorimotor stage

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2-7 years old

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Pre operational

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7-11 years old

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Concrete operational

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Adolescence to adulthood

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Formal Operational

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This is the stage when a child who isinitially reflexive in grasping, sucking andreaching becomes more organized in hismovement and activity.

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Sensorimotor

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focuses on the prominence of the senses and muscle movement through which the infant comesto learn about himself and the world.

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Sensorimotor

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This is the ability of the child to know that an object still exists even when out of sight.

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Object Permanence

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Intelligence at this stage is intuitive innature. At this stage, the child cannow make mental representations andis able to pretend, the child is nowever closer to the use of symbols.

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Stage 2: Pre-Operational Stage

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This is the ability to represent objects and events. A drawing, a written word, or a spoken word comes to be understood as representing a real object.

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Symbolic Function

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This is the tendency of the child to only see his point of view and to assume that everyone also has his same point of view. The child cannot take the perspective of others.

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Egocentrism

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➢ Pre-operational children still havethe inability to reverse their thinking.

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Reversibility

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They can understand that ù+ú is ü,but cannot understand that ü-ú is ù.

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Reversibility

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This is the tendency of children to attribute human like traits or characteristics to inanimate objects.

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Animism

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When at night, the child is asked,where the sun is, she will reply, “Mr.Sun is asleep.”

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Animism

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is an erroneous method of thinking where a cause and effect relationship is drawn between two events that are not logically connected.

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Transductive Reasoning

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This stage is characterized by the ability of the child to think logically butonly in terms of concrete objects. This covers approximately the ages between þ-øø years or the elementary school years.

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Stage 3. Concrete Operational Stage

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This refers to the ability of the childto perceive the different features ofobjects and situations.

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Decentering

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No longer is the child focused or limited to one aspect or dimension.This allows the child to be more logical when dealing with concrete objects and situations.

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Decentering

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During the stage of concrete operations, the child can now follow that certain operations can be done in reverse.

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Reversibility

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For example, they can already comprehend the commutative property of addition, and that subtraction is the reverse of addition.

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Reversibility

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is the understanding that something stays the same in quantity even though its appearance changes.This can apply to aspects such as volume, number, area etc.

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Conservation

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isthe ability to understand that redistributing material does not affectits mass, number, volume or length.

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technical conservation

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This refers to the ability to order orarrange things in a series based on one dimension such as weight,volume or size

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Seriation

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In the final stage of formal operations covering ages between øù and øü years, thinking becomes more logical. They cannow solve abstract problems and can hypothesize.

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Stage 4. Formal Operational Stage

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This is the ability to come up with different hypothesis about a problem and to gather and weight data in order to make a final decision or judgment.

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Hypothetical Reasoning

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This can be done in the absence of concrete objects. The individuals can now deal with “What if”questions

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Hypothetical Reasoning

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This is the ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem.

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Analogical Reasoning

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Through reflective thought and evenin the absence of concrete objects,the individual can now understandrelationships and do _______________.

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Analogical Reasoning

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This is the ability to think logicallyby applying a general rule to aparticular instance or situation

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Deductive Reasoning

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is a comprehensive stage theoryof moral development based on Jean Piaget’s theory of moral judgment for children(1932) and developed by Lawrence Kohlberg in 1958.

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Lawrence Kohlberg’s stages of moral development

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focuses on the thinking process that occurs when one decides whether abehaviour is right or wrong.

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Kohlberg's Theory

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is the first stage of moral development, and lasts untilapproximately age 9.

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Preconventional morality

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children don’t have a personalcode of morality, and instead moral decisions are shaped by the standards of adultsand the consequences of following or breaking their rules.

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Preconventional morality

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Obedience and Punishment Orientation.

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Stage 1.

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The child/individual is good in orderto avoid being punished. If a person is punished, they must have done wrong.

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Obedience and Punishment Orientation.

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Individualism and Exchange.

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Stage 2

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At this stage, children recognize that there isnot just one right view that is handed down by the authorities. Different individuals havedifferent viewpoints.

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Individualism and Exchange.

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is the second stage of moral development, and is characterizedby an acceptance of social rules concerning right and wrong.

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Conventional morality

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Good Interpersonal Relationships.

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• Stage 3.

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The child/individual is good in order to beseen as being a good person by others. Therefore, answers relate to the approval ofothers.

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Good Interpersonal Relationships.

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Maintaining the Social Order.

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Stage 4.

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The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

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Maintaining the Social Order.

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is the third stage of moral development, and is characterizedby an individuals’ understanding of universal ethical principles. These are abstract andill-defined, but might include: the preservation of life at all costs, and the importance ofhuman dignity.

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Postconventional morality

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Social Contract and Individual Rights.

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Stage 5.

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The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.

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Social Contract and Individual Rights.

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Universal Principles.

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Stage 6.

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People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone.

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Universal Principles.

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Most of the dilemmas are unfamiliar to most people (Rosen, 1980). For example, it is allvery well in the Heinz dilemma asking subjects whether Heinz should steal the drug tosave his wife.

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The dilemmas are artificial

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According to Gilligan (1977), because Kohlberg’s theory was based on an all-malesample, the stages reflect a male definition of morality (it’s androcentric). Mens' moralityis based on abstract principles of law and justice, while womens' is based on principles ofcompassion and care.

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The sample is biased

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In a real situation, what course of action a person takes will have real consequences –and sometimes very unpleasant ones for themselves. Would subjects reason in the sameway if they were placed in a real situation? We just don’t know.

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The dilemmas are hypothetical

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The way in which Kohlberg carried out his research when constructing this theory maynot have been the best way to test whether all children follow the same sequence ofstage progression.

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Poor research design

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His research was ____________________, meaning that he interviewed children of different agesto see what level of moral development they were at.

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cross-sectional

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He was an ego psychologist who developedone of the most popular and influentialtheories of development.

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Erik Erikson

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: Trust vs. Mistrust

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Stage 1

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Autonomy vs. Shame and Doubt

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Stage 2

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Initiative vs. Guilt

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Stage 3:

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Industry vs. Inferiority

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Stage 4:

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Identity vs. Confusion

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Stage 5:

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Intimacy vs. Isolation

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Stage 6:

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Generativity vs. Stagnation

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Stage 7:

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Integrity vs. Despair

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Stage 8:

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the child is utterly dependent upon adultcaregivers for everything they need to surviveincluding food, love, warmth, safety, andnurturing.

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STAGE 1: TRUST VS. MISTRUST

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If a caregiver fails to provideadequate care and love, the child will come tofeel that they cannot trust or depend upon theadults in their life.

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Mistrust

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Failure to develop trust will result in fear and abelief that the world is ___________________ and ____________

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inconsistentunpredictable.

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Trust mistrust

Basic virtue

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Hope

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Trust mistrust

Important Event

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Feeding

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Trust mistrust

Major Question

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Can I trust the people around me?

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takes place during early childhood and is focused on children developing a greater sense of personal control.

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STAGE 2: AUTONOMY VS. SHAME AND DOUBT

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children are just starting to gain a little independence. They are starting to perform basic actions on their own and making simple decisions about what they prefer.

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The Role of Independence

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children need to develop a sense of personalcontrol over physical skills and a sense ofindependence. It plays animportant role in helping children develop thissense of autonomy.

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Potty Training

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At this point in psychosocial development,children begin to assert their power and controlover the world through directing play and othersocial interactions.

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STAGE 3: INITIATIVE VS. GUILT

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Initiative vs guilt

Basic Virtue

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Purpose

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Initiative vs guilt

Major Question

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Am I good or bad?

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Initiative vs guilt

Important event:

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Exploration, play

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Through social interactions, children begin todevelop a sense of pride in theiraccomplishments and abilities.

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STAGE 4: INDUSTRY VS. INFERIORITY

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Industry vs inferiority

Basic virtue

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Competence

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Industry vs inferiority

Important event

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School

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Industry vs inferiority

Major question

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How I can be good or bad?

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This stage plays an essential role in developinga sense of personal identity which will continueto influence behavior and development for therest of a person's life.

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STAGE 5: IDENTITY VS. CONFUSION

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Identity vs confusion

Basic virtue

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Fidelity

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Identity vs confusion

Important event

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Social relationships

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Identity vs confusion

Major question

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Who am I

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This stage covers the period of early adulthoodwhen people are exploring personal relationships.

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STAGE 6: INTIMACY VS. ISOLATION

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Intimacy vs Isolation

Basic virtue

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Love

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Intimacy vs Isolation

Important event

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romantic relationships

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Intimacy vs Isolation

Major question

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Will I be loved or will I be alone?

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Adults need to create or nurture things that willoutlast them, often by having children or creating apositive change that benefits other people.

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STAGE 7: GENERATIVITY VS. STAGNATION

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continue to build our lives, focusing on our career andfamily. Those who are successful during this phasewill feel that they are contributing to the world bybeing active in their home and community.

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STAGE 7: GENERATIVITY VS. STAGNATION

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STAGE 7: GENERATIVITY VS. STAGNATION

Basic Virtue

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care

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STAGE 7: GENERATIVITY VS. STAGNATION

Major question

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How can I contribute to the world?

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STAGE 7: GENERATIVITY VS. STAGNATION

Important event

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Parenthood and work

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At this point in development, people look back on theevents of their lives and determine if they are happywith the life that they lived or if they regret the thingsthey did or didn't do.

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STAGE 8: INTEGRITY VS. DESPAIR

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At this stage, people reflect back on the events oftheir lives and take stock. Those who look back on alife they feel was well-lived will feel satisfied andready to face the end of their lives with a sense ofpeace.

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STAGE 8: INTEGRITY VS. DESPAIR

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STAGE 8: INTEGRITY VS. DESPAIR

Basic virtue

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Wisdom

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STAGE 8: INTEGRITY VS. DESPAIR

Major question

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Did I live a meaningful life?

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STAGE 8: INTEGRITY VS. DESPAIR

Important event

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Reflecting back on life

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In Piaget: More individual in focus

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More social in focus

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In piaget: Did not give much emphasis onlanguage

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Stressed the role of language incognitive development

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In piaget: Little emphasis on socioculturalcontext

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Strong emphasis on socioculturalcontext

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In piaget: Cognitive constructivist

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Social constructivist

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In piaget: Believed that there are universalstages of cognitive development

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Did not propose stages butemphasized on cultural factors incognitive development

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In piaget: Key process in development andlearning:Equilibration; schema; adaptation;assimilation; accommodation.

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Key process in development andlearning:Zone of proximal development;scaffolding; language/dialogue; toolsof the culture

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In piaget: Role of the language:Minimal - language provides labels forchildren’s experiences (egocentricspeech)

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Role of the language:Major - language plays a powerful rolein shaping thought.

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In piaget: Teaching implications:Support childrento explore their world and discover knowledge.

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Establish opportunities for children to learn with the teacher and master teachers and more skilled peers.

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Piaget's theory was more individual, Vygotsky was more social. Piaget's work on Piagetian'sfocused heavily on how an individual's cognitive develop became evident through the individual's own processing of tasks.

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Social Interaction.

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Vygotsky believed in the crucial role that culture played on thecognitive development of children

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.

Cultural factors

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opens the door for learners to acquire knowledge that others already have. Learners can use language to know and understand the world and solve problems.

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Language

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which is external communication used to talk to others

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social speech

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(typical from the age of three) which is directed to the selfand serves an intellectual function;

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private speech

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diminishing in audibility as it takes on a self-regulating function and is transformedinto silent inner speech

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private speech goes underground

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When a child attempts to perform a skill alone,she may not immediately proficient at it. So,alone she may perform at a retain level ofcompetency.

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Zone of Proximal Development

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The support or assistance that lets the child accomplish a las he cannotaccomplish independently is called ____________

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scaffolding.

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should involve thejudicious assistance given by the adult or peer so that the child can move fromthe zone of actual to the zone of proximal development.

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Scaffolding

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When the MKO scaffolds, the process moves in four levels:

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1.I do, you watch.

2.2. I do, you help.

3.3. You do, I help.

4.4. You do, I watch.

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Vygotsky believed that children at birth have a number of innate abilities and called them _____________

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elementary mental functions.

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formulated theEcological Systems Theory to explainhow social environments affectchildren’s development.

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UrieBronfenbrenner

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This theoryemphasizes the importance of studyingchildren in multiple environments,known as ecological systems, in theattempt to understand theirdevelopment.

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Bronfenbrenner’s Ecological Theory

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is the first level ofBronfenbrenner's theory, and are the thingsthat have direct contact with the child intheir immediate environment, such asparents, siblings, teachers and school peers.

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The Microsystem

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the child can beinfluenced by other people in theirenvironment and is also capable of changing the beliefs and actions of otherpeople too.

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Bi-directional

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this layer provides the connection between the structures of thechild’s microsystem

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The mesosystem

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is where a person's individual microsystems donot function independently, but are interconnected and assert influence upon oneanother.

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The mesosystem

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encompasses the interactions between the child’s microsystems, suchas the interactions between the child’s parents and teachers, or between schoolpeers and siblings.

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The mesosystem

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this layer defines the largersocial system in which the child does notfunction directly.

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The exosystem

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It incorporates other formal and informal socialstructures, which do not themselves contain the child, but indirectly influence themas they affect one of the microsystems.

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Exosystem

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this layer may beconsidered the outermost layer in thechild’s environment.

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The macrosystem

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is a component of Bronfenbrenner's ecological systems theorythat focuses on how cultural elements affect a child's development, such associoeconomic status, wealth, poverty, and ethnicity.

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The macrosystem

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This can alsoinclude the socioeconomic status, ethnicity, geographic location and ideologies ofthe culture.

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The Macrosystem

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this system encompasses the dimension of time as it relates to a child’s environments.

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The Chronosystem

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adds the useful dimension of time to Bronfenbrenner’s ecological systems theory. It demonstrates the influence of both change and constancy in the children’s environments.

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The chronosystem

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may include a change in familystructure, address, parents’ employment status, as well as immense society changessuch as economic cycles and wars.

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The chronosystem