Developmental Matrix
Domain
Theories/
Major
Concepts
Cognitive
Piaget
Typical Dev.
Vygotsky
Dev.
Differences
Intellectual
Disabilities
Autism: uneven
skill development,
lack of functional
language, little eye
contact, may focus
on minor feature of
object or lesson.
Autistic Savants:
extraordinary ability
in specific area. May
have strong memory
of certain things.
Developmental Stages
Birth-2yrs
Sensory Motor
Physical motor
skills, object
permanence,
immature usage
of symbols &
language
Years: 2-7yrs
Years 7-11yrs
Years 12yrs-UP
Pre-Operational
Concrete Operational
Formal Operational
This stage is characterized
During this stage, children
During this stage of cognitive
by an increase in playing
begin thinking logically
development, skills such as
and pretending.
about concrete events, but
logical thought, deductive
Characteristics of this stage have difficulty understanding reasoning, and systematic
include egocentrism and
abstract or hypothetical
planning begin to emerge.
difficulty understanding
concepts.
conservation.
The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the
development of cognition. He developed the scaffolding theory. Scaffolding theory describes social and
instructional support for students learning new concepts, comparable to structures erected alongside newly
constructed buildings. The scaffolding supports the construction (the introduction of new material) and is taken
away after completion (or when the lesson is understood).
Specific
Learning
Disabilities:
brain injury,
dyslexia,
aphasia, ect.
Traumatic
Brain Injury.
May have difficulty remembering information, have slower learning rate, difficult
maintaining attention, learned helplessness.
Mental
Retardation
Autism: The hallmark feature of Autism is impaired social interaction. A child’s primary caregivers are usually the
first to notice signs of Autism. As early as infancy, a baby with Autism may be unresponsive to people or focus
intently on one item to the exclusion of others for long periods of time. A child with ASD may appear to develop
Developmental Matrix
normally and then withdraw and become indifferent to social engagement.
Children with Autism may fail to respond to their names and often avoid eye contact with other people. They have
difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of
voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior. They lack
empathy.
Many children with Autism engage in repetitive movements such as rocking and twirling, or in self-abusive
behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to
themselves by name instead of “I” or “me.” Children with Autism don’t know how to play interactively with other
children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests
of the person to whom they are speaking.
Social/Emotional Erikson
Birth to 1
Typical
Development
1 to 3 years
3 to 6 years
6 to 12 years
Learning Basic Trust Versus Basic Mistrust (Hope) Chronologically, this is the period of
infancy through the first one or two years of life. The child, well - handled, nurtured, and loved,
develops trust and security and a basic optimism. Badly handled, he becomes insecure and
mistrustful.
Learning Autonomy versus Shame (Will) The "well - parented" child emerges from this stage
sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is
not, however, entirely synonymous with assured self - possession, initiative, and independence
but, at least for children in the early part of this psychosocial crisis, includes stormy self - will,
tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding
their arms to prevent their mothers from holding their hands as they cross the street. Also, the
sound of "NO" rings through the house or the grocery store.
Learning Initiative versus Guilt (Purpose) The "play age," or the later preschool years (from
about 3½ to, in the United States culture, entry into formal school). During it, the healthily
developing child learns: (1) to imagine, to broaden his skills through active play of all sorts,
including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by
guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults
and (4) is restricted both in the development of play skills and in imagination.
Industry versus Inferiority (Competence) Handled during what Erikson calls the "school age,"
presumably up to and possibly including some of junior high school. Here the child learns to
master the more formal skills of life: (1) relating with peers according to rules (2) progressing
from free play to play that may be elaborately structured by rules and may demand formal
teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a
necessity, and the need for self-discipline increases yearly. The child who, because of his
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12 to 20
years
20 to 40
years(young
Adulthood)
40 to 65
years(middle
adulthood)
Old age
Freud
AGE
successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and
full of initiative will learn easily enough to be industrious. However, the mistrusting child will
doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.
Learning Identity versus Identity Diffusion (Fidelity) The child, now an adolescent, learns how
to answer the question of "Who am I?" But even the most adjusted adolescents experience some
role identity diffusion: most boys and probably most girls experiment with minor delinquency;
rebellion flourishes; self doubts, and so on. Erikson believes that during successful early
adolescence, mature time perspective is developed; the young person acquires self-certainty as
opposed to self-consciousness and self-doubt. He comes to experiment with different roles rather
than adopting a "negative identity" (such as delinquency). He actually anticipates achievement,
and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time
perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established.
The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals
(socially congruent and desirable, in the case of the successful adolescent). Erikson believes that,
in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and
upper-class American children. They do not yet have to "play for keeps," but can experiment,
trying various roles, and thus hopefully find the one most suitable for them.
Learning Intimacy versus Isolation (Love) The successful young adult, for the first time, can
experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and
enduring friendship.
Learning Generatively Versus Self-Absorption (Care) In adulthood, the psychosocial crisis
demands generativity, both in the sense of marriage and parenthood, and in the sense of working
productively and creatively.
Integrity Versus Despair (Wisdom) If the other seven stages have been successfully resolved,
the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and
challenges himself. He works hard, has developed a well defined role in life, and has developed a
self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of
realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more
of the earlier psychosocial crises have not been resolved, he may view himself and his life with
disgust and despair.
PLEASURE
CONFLICT
Dev. Outcome
0-2
NAME
Oral
Mouth:
sucking, biting,
swallowing
Weaning away
from mother's
breast
2-4
Anal
Anus:
defecating or
Toilet training
They are generally passive, needy and
sensitive to rejection. They will easily
'swallow' other people's ideas.
The Oral aggressive personality is hostile and
verbally abusive to others, using mouth-based
aggression.
The Anal retentive personality is stingy, with a
compulsive seeking of order and tidiness. The
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retaining feces
4-5
Phallic
Genitals
person is generally stubborn and perfectionist.
Oedipus (boys),
Electra (girls)
The Anal expulsive personality is an opposite
of the Anal retentive personality, and has a
lack of self control, being general messy and
careless.
At the age of 5 or 6, near the end of the phallic
stage, boys experience the Oedipus Complex
whilst girls experience the Electra conflict,
which is a process through which they learn to
identify with the same gender parent by acting
as much like that parent as possible.
Boys suffer a castration anxiety, where the son
believes his father knows about his desire for
his mother and hence fears his father will
castrate him. He thus represses his desire and
defensively identifies with his father.
Girls suffer a penis envy, where the daughter
is initially attached to her mother, but then a
shift of attachment occurs when she realizes
she lacks a penis. She desires her father whom
she sees as a means to obtain a penis substitute
(a child). She then represses her desire for her
father and incorporates the values of her
mother and accepts her inherent 'inferiority' in
society.
6-Puberty
Latency
Sexual urges
sublimated into
sports and
hobbies. Samesex friends also
help avoid
sexual feelings.
Developmental Matrix
Puberty and
On
Genital
Physical sexual
changes
reawaken
repressed
needs.
Social rules
If development has been healthy through this
stage, a mature sex instinct is satisfied through
marriage and children.
Direct sexual
feelings
towards others
lead to sexual
gratification.
Bronfenberger
Natural environments are major influence on development.
Microsystem
The immediate settings that the person actually encounters
Mesosystem
The interconnections among an individual’s immediate settings
Exosystem
Social systems that children and adolescents do not directly experience but that may nonetheless influence their
development
Macrosystem
The larger cultural or subculture context in which development occurs
Chronosystem
In ecological systems theory, changes in the individual or the environment that occur over time and influence the
direction development takes
Developmental Matrix
Dev. Differences
All Learning
Differences can
lead to
Social/Emotional
disabilities.
Each difference in a
student’s life leads
to something
different he or she is
experiencing.
This leads to some sort
of social or emotional
disability or difference
that student deals with.
Students may need self management skills taught to
them. May not be able to recognize the emotional
state of others. Inappropriate behavior when
interacting with others. Limited self control. May not
take criticism.
Anxiety, mood, and emotional disorders.
Altruism: a selfless concern for the welfare of others
that may be expressed thru social acts like sharing,
cooperation, and helping others
Behavioral
John B,
Watson
Typical
Development
John B. Watson believed that if we could control our environment from infancy, we would be
able to mold a person into anything we want and that, at birth, our minds are 'blank slates'.
Some of his key concepts were: • He opposed mentalistic concepts • He used contiguity to explain
learning • He considered emotion to be just another example of classical conditioning • He rejected the
notion of individual differences • He thought complex behaviors came about through combinations of
identifiable reflexes • He was a chief proponent of "nurture" and believed that all human differences were
the result of learning • He believed that practice strengthens learning
B.F. Skinner
Operant conditioning means changing of behavior by the use of reinforcement (strengthens
behavior) which is given after the desired response.
Positive reinforcement provides a consequence an individual finds rewarding. For example, if
your teacher gives you candy each time you complete your homework you are more likely to
repeat this behavior in the future, thus strengthening the behavior of completing your
homework.
Negative Reinforcement stops or removes an unpleasant stimulus. For example, if you do not
complete your homework you give your teacher candy. You will complete your homework to
avoid giving the teacher candy, thus strengthening the behavior of completing your homework.
Punishment (weakens behavior) is a consequence that decreases the likelihood that the
Developmental Matrix
behavior will be repeated. For example, Since you didn’t do your homework you will not get an
allowance for a month.
Albert
Bandura
Dev. Differences
Physical
Typical
Development
People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most
human behavior is learned observationally through modeling: from observing others, one forms an idea
of how new behaviors are performed, and on later occasions this coded information serves as a guide for
action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, and environmental influences.
Emotional Disturbances;
External Behaviors Include yelling, cursing, hitting or
fighting, disturbing peers, ignoring authority, steal, lie,
destroying things, ect.
Internal Behaviors include little interpersonal
interactions, few or no friends, fearful of things without
cause, does not play with others, ect.
Autism (See Above)
Not conforming to society norms; this behavior may just be way of
“fitting in”.
Infant and Toddler
Development of control and mastery of gross and fine motor skills
Perfected skills; balance, coordination, stability, ability to manipulate objects
Increase in motor skills; master challenges in the environment such as bicycles, stairs, balls, eating utensils, crayons, toilet training
Preschool
Height and weight gain consistent
Cannot sit still for long periods of time
Begin to lose protruding stomach
School Age
The ability to sit still and attend increases as they move through this stage
Practice, refine, and master complex motor skills
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Adolescents
Rapid growth, maturity of sexual organs, development of secondary sexual characteristics
Girls generally physically mature before boys
Learning to accept changes in their bodies and adapt their behavior based on these changes
Dev. Differences
Deafness,
Blindness,
Hearing or
vision
impairment
Language
Piaget’s Theory of Language and Thought
Language is dependent on cognition
Egocentric speech: term used by Piaget for the sounds that are not directed at or sound in ways others can understand.
Typical
Development
Orthopedic Impairments
(limited mobility and
possible sitting issues)
Health impairments
such as asthma, ADD,
ADHD, Diabetes,
epilepsy, hemophilia,
leukemia, sickle cell,
Tourette Syndrome,
ect.
Any health impairment that adversely affects
student’s educational performance. Could just
have delays in motor developments.
Vygotsky’s Theory of Language and Thought
Language and cognition develop separately
Private speech: Vygotsky called when child verbal sounds serve as self communication and lead a child’s thinking.
Chomsky
Comprehension begins before language
Pinker
Language and cognition development independently as a result of physical development
Language Learners (ESOL) / Accusation
Pre-Production
Early Production
1st 6 months
3-6 moths
Has minimal
comprehension.
Has limited
comprehension
Speech
Emergence
6 months to 2
years
Intermediate
Fluency
2-3 years
Advanced Fluency
Has good
comprehension.
Has excellent
comprehension.
The student has a
near-native level of
speech.
Produces one- or two-word Can produce
Makes few
3-7 Years
Developmental Matrix
Does not verbalize.
responses.
Nods "Yes" and "No." Uses key words and
familiar phrases.
Draws and points.
Uses present-tense verbs
simple
sentences.
grammatical
errors.
Makes grammar
and
pronunciation
errors.
Frequently
misunderstands
jokes.
Dev. Differences
Speech Impairment;
stuttering, impaired
articulation, or voice
impairment that affects
educational
performance
May be very passive in
conversations, answers or
replies rarely provide new
info,
Can and usually does lead to
reading and writing
disabilities.
ESOL The student has a nearnative level of speech
Gender
Basic Differences; verbal abilities, visual/spatial abilities, mathematical reasoning, aggression,
Typical
Development
Biosocial Theory (Money and Ehrhardt0
There are a number of critical events that affect a person’s eventual preference for the masculine or the feminine gender role
Gender role preferences determined by a series of critical events:
Prenatal: exposure to hormones, determination of sex,
Postnatal: Parents and others label and react towards a child on the basis of his or her genitals.
Kohlberg’s Cognitive-Development Theory
Gender-role development depends on cognitive development; children must acquire certain understandings about gender before they are
influenced by their social experiences.
Children actively socialize themselves; they are not merely passive pawns of social influence
Social Learning (Bandura)
Children learn gender roles through Differential Reinforcement and Observational Learning
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Gender schema theory (Sandra Bem)
As soon as children acquire a basic gender identity, they form a gender schema and process information on the basis of this
schema. Core gender identity is tied up in the sex typing that an individual undergoes. This typing can be heavily influenced
by child rearing, media, school, and other forms of cultural transmission. Bem refers to four categories in which an
individual may fall: sex-typed, cross-sex-typed, androgynous, and undifferentiated. Sex-typed individuals process and
integrate information that is in line with their gender. Cross-sex-typed individuals process and integrate information that is
in line with the opposite gender. Androgynous individuals process and integrate traits and information from both genders.
Finally, undifferentiated individuals do not show efficient processing of sex-typed information.
Dev. Differences
Role Reversing
behavior
Gay/Lesbian/BI
Moral
Kohlberg
Level 1 (Pre-Conventional)
Typical
Development
Late
NOTE: Boys usually show autistic tendencies at
development/Puberty a younger age than girls
1.Obedience and punishment orientation
At this stage, children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid
punishment.
2. Self-interest orientation
(What's in it for me?)
(Paying for benefits)
At this stage of moral development, children account for individual points of view and judge actions based on how
they serve individual needs.
Level 2 (Conventional)
3. Interpersonal accord and conformity
(Social norms)
(The good boy/good girl attitude)
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this stage of moral development is focused on living up to social expectations and roles. There is an emphasis on
conformity, being "nice," and consideration of how choices influence relationships.
4. Authority and social-order maintaining orientation
(Law and order morality)
At this stage of moral development, people begin to consider society as a whole when making judgments. The focus
is on maintaining law and order by following the rules
Level 3 (Post-Conventional)
5. Social contract orientation (What makes a good society?)
At this stage, people begin to account for the differing values, opinions and beliefs of other people. Rules of law are
important for maintaining a society,
Piaget’s Theory
of Moral
Development
6. Universal ethical principles
(Principled conscience)
At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.
Respect for rules and conceptions of justice
Premoral Period
The first 5 years of life, when children are said to have little respect for or awareness of socially defined rules
Heteronomous Morality
First stage of moral development in which children view the rules of authority figures as sacred and unalterable
Autonomous Morality
Second stage of moral development in which children realize that rules are arbitrary agreements that can be
challenged and changed with the consent of the people they govern
Dev. Differences
Difficulty
judging right
from wrong.
Lack of
empathy.
Disrespect for rules and
consequences.
Lack of “caring” for school
or education
Tries to bring other students away
from education, maybe to make
themselves feel better
Lacks authority or does not accept
authoritative figures.