Theories of
Development
IP&T 301
First grade map
Third grade map
Sixth grade map
Compare & Discuss
Jean Piaget
• Cognitive Constructivism
– What might this mean?
– What are some of Piaget’s
assumptions?
– According to Piaget, is learning more
individual or social?
– What are schemes and what role do
they play in learning?
Process of Equilibration
Disequilibrium
Assimilation
Accommodation
Equilibrium
Piaget’s Stages of
Development
• Sensorimotor (0-2)
• Preoperational (2-7)
• Concrete Operational (7-11)
• Formal Operational (12+)
Current Thought
• Criticisms?
• How do we implement Piaget in the
classroom?
– focus on process, allow students to
make connections
– active involvement, use of
manipulatives
– awareness of individual differences
– awareness of schemes, assim/accom
Piaget
Presentation
Lev Vygotsky
• Social Constructivism
–What does this mean?
–What are some of Piaget’s
assumptions?
–How does Vygotsky’s theory
differ from Piaget’s?
The role of society
•
•
•
•
Socio-cultural learning
Guided Participation
Apprenticeship
Peer interaction
Zone of Proximal
Development (ZPD)
Next Level
Of Development
Zone of Proximal Development
Current Level
Of Development
How do we know?
• How do we know where a
child’s ZPD is?
–Tasks they can do with
assistance
–Worksheet
Scaffolding
• What kinds of scaffolding do
parents use to help children
develop new skills?
• What kinds of scaffolding can
we provide in the classroom?
Implementation
• How do we implement Vygotsky
in the classroom?
–Mixed-ability grouping
–Challenging tasks
–Questioning, discussion
–Self-instructions
Vygotsky
Presentation
Erikson’s Psychosocial
Crises
• Uh…what?
Erikson’s Stages
•
•
•
•
•
•
•
•
Trust v. Mistrust (infancy)
Autonomy v. Doubt (toddler)
Initiative v. Guilt (preschool)
Industry v. Inferiority (elementary)
Identity v. Role confusion (adolescence)
Intimacy v. Isolation (young adulthood)
Generativity v. Stagnation (middle age)
Integrity v. Despair (retirement)
Show me!
Implications
• School plays a central role
• Allow freedom, encourage
experimentation
• Emphasize strengths
• Support effort
Kohlberg’s Moral
Development
• Developing moral reasoning
• Moral dilemmas cause
disequilibrium
Kohlberg’s Stages
• Preconventional
– Punishment-avoidance and obedience
– Exchange of favors
• Conventional
– Good boy/good girl
– Law and order
• Postconventional
– Social contract
– Universal ethical principle
How can we identify?
• Class discussions
• Look for motivations
• Practice – CD exercise
Implications
• Weave discussions of justice and moral
issues into lessons, particularly classroom
events
• Foster greater awareness of own and others’
feelings, social responsibilities, and ethical
choices
• Provide a framework of expected behavior
• Discuss, “What if…?”,
• Allow cooperative groups to create their own
rules
Assignments
•
•
•
•
•
Extra credit opportunity
Read Ch. 9 (pg. 298-328)
Read Ch. 4 (pg. 102-118)
Reading Quiz #2
Presentations:
– Skinner
– Gardner