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Theories of Psychosocial and Cognitive Development

Theories of Psychosocial and Cognitive Development. Elyse Boileau Kenna Creel Kara Irvin. What are the Theories of Psychosocial and Cognitive Development?.

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Theories of Psychosocial and Cognitive Development

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  1. Theories of Psychosocial and Cognitive Development Elyse Boileau Kenna Creel Kara Irvin

  2. What are the Theories of Psychosocial and Cognitive Development? • Our chapter focused on three main theorists and their theories concerning psychosocial and cognitive development: -Erickson’s Eight Stages of Psychosocial Development -Piaget’s Theories of Cognitive Development -Vygotsky’s Theories of Cognitive Development

  3. Erickson’s Theory of Psychosocial Development • Erickson’s theory states that personality development is based on an epigenetic principle • Throughout the stages personality development occurs as one successfully resolves a series of psychosocial crisis, or turning points.

  4. Erikson’s Psychosocial Development Stages Erikson hypothesized that the personality of an individual forms as the ego progresses through 8 interrelated stages. • Birth to one year: trust vs. mistrust • 2-3 years old: autonomy vs. shame and doubt • 4-5 years old: initiative vs. guilt • 6-11 years old: industry vs. inferiority

  5. Piaget’s Theory of Cognitive Development Involves: • Organization: tendency to combine processes into logically interrelated systems • Adaptation: tendency to adjust to environment • Scheme: organized pattern of behavior or thought • Assimilation: new experience is fitted into existing scheme • Accommodation: scheme is created or revised to fit new experience • Equilibration: tendency to organize schemes to allow better understanding of experiences

  6. Piaget’s 4 Stages of Cognitive Development • Sensorimotor stage (birth to 2 years): schemes reflect sensory and motor experiences; develop object permanence • Preoperational stage (2 to 7 years): child forms many new schemes but does not think logically; develops ability to conserve and decenter but not capable of operations and unable to mentally reverse actions • Concrete operational stage (7 to 11 years): child is capable of mentally reversing actions but generalizes only from concrete experience • Formal Operational Stage ( 11 years and older): child is able to deal with abstractions, form hypotheses, engage in mental manipulations

  7. Knowledge Development Table

  8. Criticism of Piaget’s Theory • Researchers suggest that preschoolers’ cognitive abilities are more advanced in some areas than Piaget’s work suggests. • Others suggest that Piaget may have overestimated the formal thinking capabilities of adolescents. • Some believe that Piaget is vague when specifying the factors that are responsible for cognitive growth. • Some argue with Piaget’s prediction that one who can think in a formal operational stage will always do so. • Also, the argument that the formal operational stage cannot be the final stage of cognitive development.

  9. Vygotsky’s Theory of Cognitive Development Vygotsky believed: • The way we think is influence by current social as well as historical cultural forces. • Psychological tools aid and change thought process. Ex. Writing, gestures, diagrams, chemical formulas, musical notation, etc. • Cognitive development is strongly influenced by those more intellectually advanced. • Teachers should help students learn how to use psychological tools. • Cognitive development is promoted by instruction in the zone of proximal development. • Scaffolding techniques support student learning.

  10. Classroom Observation at Fayette Intermediate • Subjects Observed: Language Arts & Math Observed things such as: addition and subtraction, shape identification, patterning, one-to-one correspondence, sequencing of events, knowledge of punctuation, and identification of proper words that should be capitalized. • Grade Level/Age: 2nd grade (8-9 year olds) • Number of students: 21 • Student Demographics: 11 female, 10 male. 15 Caucasian, 4 African American, 1 Hispanic/Latino, 1 Asian American. Varies from Upper Middle Class to Lower Middle Class. • Length of observation: Observed the class twice, for an hour each day.

  11. Major Findings • Instructor: Mrs. O’Shaughnessy has been an early childhood teacher for roughly 10 years. • Instruction: The teacher’s main goal for instruction is to provide a nurturing learning-focused environment in which students and parents form a partnership with her to share the responsibility for challenging students to reach their highest potential. • Students: Demonstrated certain characteristics that help determine which of Piaget’s stages they currently reside in. Some even displayed characteristics that could be considered a part of multiple cognitive stages. Ex. When asked questions, some students answered on impulse rather than thinking of different possibilities to solve the problem. Also, some children displayed a higher level of cognitive development in certain areas but not others. • Teacher-student interaction: Demonstrated frequent, positive communication with one another. Teacher appeared extremely supportive and determined to reach academic achievement. Displayed encouragement and praise for exceptional behavior and resorted to discipline procedures for unacceptable behavior. • Student-student interaction: Like all classrooms, student-student interaction became disruptive at times. • Class management: Through observation we were able to see that Mrs. O’Shaughnessy manages her classroom well. She appeared extremely flexible and it looks as if she has established a productive learning environment.

  12. Relevance • Throughout observation, we were able to relate Piaget’s stages of cognitive development with the students in Mrs. O’Shaughnessy’s class. We did some further research after we made the realization that some of the students displayed signs of multiple stages. Can a child be in more than 1 cognitive stage? • Also, after determining that some of the higher level children had reached/or are nearing the formal operational stage, we began to wonder, how can an 8 or 9 year old be in the same cognitive stage as we are? Could this not be the last stage?

  13. Evidence • Even with college educated adults, people who use formal operational skills on one task may not use them on another. • Is Piaget wrong about formal operations being a stage attained by everyone? Piaget attains that all individuals attain formal operations, but perhaps with only areas in which they’ve had a lot of experience. • Piaget insists that the formal operational stage is the final stage of cognitive development; however, adults continue intellectual development with further accumulation of knowledge.

  14. Video • http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related

  15. Resources • Snowman, Jack, R. R. McCown, and Robert F. Biehler. Psychology Applied to Teaching. 13th ed. Belmont, CA: Wadsworth, 2012. Print. • http://children.webmd.com/piaget-stages-of-development • http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198110_day.pdf

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