comparing and contrasting developmental theories

https://lgapi-us.libapps.com/widget_er.php?site_id=13214&widget_type=10&output_format=3&widget_title=&widget_height=&widget_width=&widget_embed_type=1&course_id=41834&enable_navigation=1&config_id=1594900803797&lti_id=11689&site_id=13214#

Module 2: Domains of Development Part 3: Physical Development Theories When studying physical development, two classic developmental theories focus on the work of Jean Piaget and Arnold Gesell. Slide 2 Theory of Sensorimotor Development Children are curious about their environment and seek information to understand it. • Observation of interactions with objects • Goal-directed behavior • Early stages of physical development interactions with other domains Piaget’s Theory of Sensorimotor Development is based on the idea that children are curious about their environment and seek information to understand it. According to Piaget, sensorimotor development begins at birth. During the early stages of sensorimotor development, children’s thinking is limited to objects placed directly in front of them. They explore and manipulate objects and observe the effects of their actions. They also exhibit goal-directed behavior which is guided by the development of reflexes and early motor skills. Although Piaget’s theory focuses heavily on cognitive development, the sensorimotor stage demonstrates how early stages of physical development interact with other domains.

Module 2 Learning Object Piaget’s Theory of Cognitive Development – Key Terms Children adapt to their environment through the processes of assimilation and accommodation. Assimilation Occurs when children place new information within the context of their existing knowledge. Accommodation Takes places after assimilation when existing knowledge is modified after new information is received. Children are able to develop complex forms of thought by shifting between the states of equilibrium and disequilibrium. Equilibrium During the state of equilibrium, children can address new situations using their existing groups of thoughts or actions also known as schemas. Disequilibrium When children encounter circumstances for which their exiting schemas are inadequate, they enter the state of disequilibrium where they must replace or reorganize certain schemas to address the situation. During states of disequilibrium, new knowledge emerges. This period of imbalance allows individuals to either assimilate or accommodate new information.

Module 2 Learning Object Vygotsky’s Theories of Cognitive Development – Key Terms Several terms related to Vygotsky’s theories of cognitive development are important to know. They are zone of proximal development, scaffolding, peer interactions or shared learning, and private speech. Zone of Proximal Development (ZPD) A child’s zone of proximal development includes learning and problem-solving abilities that are just beginning to emerge and develop. Vygotsky theorized that children develop by attempting tasks within their zone of proximal development under the guidance of an adult. Scaffolding The term scaffolding is used to describe the guidance or structure provided by adults to help children perform tasks in their zone of proximal development Scaffolding often involves dividing a complex task into simpler more easily understood tasks which gradually increase in their levels of difficulty. Peer Interactions or Shared Learning Vygotsky observed that complex mental processes, including the use of cognitive tools, begin as social activities and gradually evolve into internal mental activities that children can use independently. Children discover there are often several ways to view the same situation. Play allows children to stretch themselves cognitively by allowing children to practice social skills, experiment with new combinations of objects, identify cause-and-effect relationships, learn about other people’s perspectives, and acquire skills needed for participation in the adult world, such as planning, cooperation, problem solving and selfrestraint. Private Speech When thought and language first merge, children often talk to themselves, a phenomenon known as private speech. By talking to themselves, children learn to guide their own behaviors in the same way that adults have previously guided them

Module 2 Learning Object Montessori – Concepts According to Montessori, cognitive development occurred by encouraging children to form questions and find solutions by themselves or with another person, asking questions and setting up opportunities to provoke children to think for themselves, encouraging children to try various methods for problem solving, taking trips to interesting places to stimulate curiosity and sense of wonder; offering hands-on experiences during these trips to allow for further exploration, and by having a variety of activities and manipulatives. Montessori believed that children naturally pass through phases that prepare them for learning in certain areas. Beginning in infancy, these phases allow the child to soak up stimulation and cues in the world that, when subjected to the child’s internal processes, result in developmental growth. In this formative period, children learn to speak in their culturally accepted language. Moreover, Montessori thought that children need to become self-sufficient which would allow them to self-select materials, activities, and experiences. This self-direction using didactic materials, or auto-education, would naturally maximize the developmental outcomes of the phase they were experiencing at the moment. Educators plan the environment and choose materials that build upon earlier experiences as a foundation for later, more complex tasks. Montessori felt problems resulted from an adult’s view of an infant as being completely dependent. She thought doing too much thwarted the infant’s own innate drive to make sense of his world. Cognitive development is supported by Montessori’s methods by allowing children to explore the world to gather information, model behaviors, and apply their naturally occurring sense of purpose.

Part 9: Social Development Theorists Slide 2 Piaget and Vygotsky • Piaget – Children exhibit egocentrism despite having the capacity to form friendships. – Feedback from others aids children in understanding their thoughts and feelings are unique. • Vygotsky – Children incorporate the ways people in their environment talk about and view the world as a result of discussing objects and events with adults. – Social understanding can lead to cognitive growth. Piaget noticed that although children are able to form friendships and interact in a social setting, they exhibit egocentrism or the inability to view situations from another person’s perspective. Preschoolers may play games together without ever checking to be sure they are all playing according to the same rules. By receiving feedback from other people, children learn that though their thoughts and feelings are unique to them, and they are not necessarily shared by others. Vygotsky proposed that culture guides social development. As children discuss objects and events with adults and other knowledgeable individuals, they gradually incorporate into their own thinking the ways in which people around them talk about and interpret the world typical for their culture. Children also interact with peers and in shared learning experiences to determine social norms and cues, such as how to best to carry out an activity and games to play that are culturally significant. Social understanding leads to cognitive growth if shared meanings and understandings or common ground are created by the group.

Part 12: Emotional Development Theorists Several underlying theories are important when discussing emotional development. A clear connection exists between Erikson’s stages and emotional development. Slide 2 Erik Erikson Psychosocial Development Theory • Trust vs. Mistrust – establishment of a safe and supportive relationship with others • Autonomy vs. Shame and Doubt – development of selfcontrol and confidence by exploring own limits Starting in infancy, the stage of Trust versus Mistrust focuses on infants establishing a secure and nurturing relationship with others. Infants who receive responsive and supportive care during this stage tend to develop a sense of trust which guides emotional regulation and social relationships as the child matures. Infants who do not receive supportive care tend to have a more difficult time in these areas. During the Autonomy versus Shame and Doubt stage, children explore the limits of their skills and abilities. Erikson states that parents should encourage children to become independent and avoid criticizing them for failures. In this way, children develop self-control and feel confident in their ability to survive in the world without losing self-esteem. Children who are criticized or controlled will feel inadequate in their ability to survive, become overly dependent on others, lack selfesteem, doubt their own abilities, and feel a sense of shame.