Chapter 2 - Theories Of Development

Front 1

How did Vygotsky view cognitive development?

Back 1

"zone development" -
devel. is defined by what a child can do when taught & what child can do independantly

Front 2

Vygotsky's view included developmentally appropriate curriculum that included:

Back 2

teacher planned activities that encompass not only what child can do alone, but also what they can do learn with the help of others.

Front 3

How does Vygotsky's "zone of proximal development" theory apply to the classroom?

Back 3

Only instuction and activites within the zone promote development. Practicing what the child already knows or what is too hard for him won't get you far.

Front 4

Parents use this idea of Vygotsky's when they teach a child to tie his shoes or play a new game.

Back 4

SCAFFOLDING - lots of support in learning & problem solving (clues, reminders, encouragement, breaking prob. in to steps, providing example) anything that allows student to grow as independant learner

Front 5

Vygotsky's theories have two major implications:

Back 5

1.It's good to set up cooperative learning arrangements where the group has differing levels of ability(because peer coaching is better)
2. strong emphasis on scaffolding, with students taking increasing responsibility for their own learning

Front 6

Vygotsky's key idea:

Back 6

Social learning. It's all about helping to learn; a cognitive apprenticeship

Front 7

What theories are both Piaget and Vygotsky known for?

Back 7

Theories of COGNITIVE DEVELOPMENT - how thinking and learning develop and progress.

Front 8

How does Erik Erikson differ from both Piaget & Vygotsky?

Back 8

While Piaget and Vygotsky concern cognitive development, Erikson concerns PERSONAL & SOCIAL DEVELOPMENT

Front 9

Erikson's theory, an adaptation and expansion of developmental theories, is called__________________?

Back 9

psychosocial theory, because it relates principles of psychological and social development.

Front 10

What do Piaget & Erikson have in common from that of Vygotsky?

Back 10

Both Piaget & Erikson had no formal training in psychology. Erikson, however, was trained by S. Freud to be a psychoanalyst.

Front 11

*Erikson
What is the central engine for progress in Erikson's Stages of Personal and Social Development?

Back 11

Crises or critical issues have to be resolved to move on to the next stage - if not, you'll keep having to deal with them until it's resolved.

Front 12

How does Erikson define trust?

Back 12

Stage 1 - trust means an essential trustfulness of others as well as a fundamental sense of one's own trustworthiness

Front 13

*Erikson

A child at this stage has the dual desire to hold on and let go.

Back 13

State 2 - 18 months ~ 2yrs.
desire to power & independance clash with parent's desires

Front 14

According to Erikson, what specific pychosocial tasks are especially important for adolescents to accomplish?

Back 14

Stage 5 - the need to question and redefine identity; to find out who they are and who they can be

Front 15

*Erikson
What tasks are vital for Stage 7 individuals?

Back 15

1)establishing and guiding the next generation, either by raising their own children or other forms of productivity and creativity
2)continuing to develop~or stagnation & impoverishment sets in, leading to self-absorption or self indulgence

Front 16

Why has Erikson's theory been criticized?

Back 16

Does not explain how or why individuals progress from one stage to another, and because it's hard to test empirically

Front 17

How can Piaget's theory of moral development be summarized?

Back 17

Cognitive develp. comes before moral: proceeds in predictable stages + from egocentric to cooperation & reciprocity/ younger children rigid in view of right & wrong

Front 18

Piaget studied children's games; how did Kohlberg arrive at his conclusions?

Back 18

probed for responses to "moral dilemnas"; cancer drug vs. stealing

Front 19

How are Kohlberg's three levels of moral development distinguished?

Back 19

How the individual defines what is perceived as correct or moral behavior.

Front 20

What was the primary concern of both Piaget & Kohlberg as they studied children's moral development?

Back 20

Not so much with the answers they gave but with the reasoning the answer.

Front 21

**Kohlberg
Which stage of moral development would a child be in who displayed an unquestioning belief in the Golden Rule?

Back 21

Like Piaget's Autonomous Morality, in Kohlberg's stage of Conventional Morality the child decreases egocentrism and cognitive development children can put themselves in someones else's shoes

Front 22

What are some view of human development?

Back 22

Development includes physical, cognitive, personal,social, and moral. Most opinion states that nature & nurture combine to influence development. Continuous theories=child's social experiences
Discontinuous theories=inborn factors rather than environmental influence. Development can be very affected by:heredity, ability, exceptionality, personality, child rearing, culture & total environment. Jean Piaget & Lev Vygotsky proposed theories of cognitive development. Erik Erikson's theory of psychosocial development and Piaget's and lawrence Kohlberg's theories of moral devel. also describe important aspects of development.

Front 23

How did Piaget view cognitive development?

Back 23

Postulated 4 stages of cognitive development people progress thru btwn. birth & young adulthood. People adjust their schemes for dealing with the world thru addimilation & accomdation . Piaget=sensorimotor(b.-2yrs) preoperational(2-7yrs), concrete operational(7-11yrs), during formal operational stage (11-adulthood) youngsters develop the ability to deal with hypothetical situations and monitor their own thinking.

Front 24

How is Piaget's work viewed today?

Back 24

His theory criticized for relying exclusively on broad, fixed, sequential stages thru which all children progress & underestimating children's abilities. Contrast=neo-Piagetian theories place more emphasis on social and environmental influences on congnitive development. Piaget still important bc his priciples R embedded in the curriculum & effective teaching practices Piaget -influenced concepts such as cognitive constructivism and developmentally appropriate instruction guide education reform.

Front 25

How did Vygotsky view cognitive development?

Back 25

Cognitive develoopment as an outgrowth of social development thru interaction with others and environment. Assisted learning happens in children's zones of proximal defelopment, where they can do new tasks that are within their capabilities only with a teacher or peer assistance. Children internalize learning, develop self-regulation solve problems thru vocal or silent private speech. Teachers provide interactional contexts, such as cooperative learning groups & scaffolding.

Front 26

How did Erikson view personal and social development?

Back 26

8 stages of psychosocial development, each stage dominated by a particular psychosocial crisis precipitated thru interaction w. the social environment.State1=trust vs. mistrust: the goal is to develop sense of trust thru interaction w. caretakers. Stage 2=autonomy vs. doubt(18mos-3yrs): dual desire 2 hold on & let go. Stage 3=initiative vs. guilt(3-6yrs):elaborate sense of self thru exploration of environment. Stage 4=industry vs. inferiority(6-12yrs):children enter school & success or failure is central. Stage 5=identity vs. role confusion(12-18yrs):adolescents turn from family tp peer group & begin search 4 life partner & career. Stage 6 intimacy vs. isolation(adulthood), Stage 7 generativity vs. self absorbtion, Stage 8 integrity vs. despair.

Front 27

What are some theories of moral development?

Back 27

Piaget=children devel. heteronomous morality (obedience to authority through moral realism) ~ 6yrs & later advance to autonnomous morality (rational morality based on moral principles). Kohlberg's 5 stages of moral reasoning reflect chilodrn's responses to moral delmmas. In St. 1 & 2 (Preconventional Level) children obey rules set down by others while maximizing self interest. in St. 3 & 4 (Conventional Level) individual adopts rules, velieves in law & order seeks approval of others. St. 5 & 6 (Postconventional Level) people define own values in terms of abstract ethical priciples they have chosen to follow. Critics point out that Kohlberg's study based only on male subjects-studies suggest that there may be little connection between what children say and their actual moral behavior.