Child Growth and Development, ELED 132

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Child Growth and Development, ELED 132

• Dr. Andrew R. Whitehead
• More Information at
• www.esu.edu/andrew

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Development of Motivation and Self-Regulation

• Motivation state that energizes, directs and
  sustains behavior
• Intrinsic Motivation internal desire to perform
  a particular task
• Extrinsic Motivation motivation promoted by
  factors external to the individual and unrelated
  to the task being performed

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Behaviorist Perspectives of Motivation

• B.F. Skinner best know behaviorist
• Behaviorism theoretical perspective in which
  behavior is described and explained in terms of
  specific stimulus-response relationships
• Operant conditioning explanation of behavior
  change in which a response increases in frequency
  as a result of being followed by reinforcement

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Behaviorist Perspectives of Motivation

• Reinforcer consequences of a response that
  leads to an increased frequency of that response

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Behaviorist Perspectives of Motivation

• Positive reinforcement consequence that brings
  about the increase of a behavior through the
  presentation (rather than the removal) of a
  stimulus
• Negative reinforcement consequence that brings
  about the increase of a behavior through the
  removal (that than the presentation) of a
  stimulus

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Behaviorist Perspectives of Motivation

• Trends in Childrens Responses to Reinforcers
• With age, secondary reinforcers become
  increasingly influential
• Primary reinforcer stimulus that satisfies a
  basic human need
• Secondary reinforcer stimulus that becomes
  reinforcing over time through its association
  with another reinforcer
• Children soon learn that some responses are
  reinforced only occasionally
• Children become increasingly able to delay
  gratification

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Social Cognitive Perspectives of Motivation

• Albert Bandura
• Social Cognitive Theory theoretical perspective
  that focuses on the roles of observation and
  modeling in learning motivation

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Social Cognitive Perspectives of Motivation

• General Principles of Motivation
• Children learn many new behaviors by watching
  those around them
• Competence
• Prestige and power
• Gender-appropriate behavior
• Children are more likely to behave in ways that
  expect will bring about desirable consequences

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Social Cognitive Perspectives of Motivation

• General Principles of Motivation
• Childrens expectations are influenced by what
  happens to others as well as by what happens to
  themselves
• Vicarious reinforcement phenomenon in which a
  person increases a certain response after seeing
  another person reinforced for that response
• Vicarious punishment phenomenon in which a
  person decreases a certain response after seeing
  another person punished for that response
• Children are more likely to undertake activities
  for which they have high self-efficacy

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Cognitive Perspectives of Motivation

• Development of Intrinsic Motivation
• Curiosity
• Need for Cognitive Consistency disequalibrium
• Interest
• Value belief that an activity has direct or
  indirect benefits
• Competence
• Self-determination

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Developmental Trends in Intrinsic Motivation

• As children get older, they become less
  optimistic about their capabilities
• As children grow older, their interests become
  increasingly stable and dependent on existing
  ability levels
• Choices gradually shift from those based on
  personal interest to those based on usefulness
• Intrinsic motivation for learning school subject
  matter declines during the school years
• Over time, children internalize the motivation to
  perform some activities

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Development of Goals

• Mastery goal desire to acquire additional
  knowledge or master new skills
• Performance goal desire to look good and
  receive favorable judgments from others

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Development of Attributions

• Attributions belief about the cause of ones
  success or failure
• Developmental Trends in Attribution
• With age, children are more likely to attribute
  their successes and failures to ability rather
  than to effort
• Children gradually develop predictable patterns
  of attributions and expectations for their future
  performance

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Fostering Motivation in the Classroom

• Focus on promoting intrinsic (rather than
  extrinsic) motivation
• Minimize comparisons and competition among
  students instead focus students attention on
  their own improvement
• Use extrinsic reinforcers where necessary

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Fostering Motivation in the Classroom

• Tailor your motivational strategies to individual
  students needs and motives
• Be especially attentive to the needs of students
  at risk
• Students who have a high probability of failing
  to acquire minimal academic success in the adult
  world

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Development of Self-Regulation

• Self-regulation setting standards and goals for
  oneself and engaging in behaviors that lead to
  the accomplishment of those standards and goals

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Development Trends in Self-Regulation

• External rules and restrictions gradually become
  internalized
• Emotional reactions become more restrained
• Self-evaluation becomes more frequent
• Conditions that Promote Self-Regulation
• Authoritative Parenting emotional warmth, high
  expectations and standards for behavior,
  consistent enforcement of the rules, explanations
  of the reasons behind these rules and the
  inclusion of children in decision-making

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Promoting Self-Regulation

• Create an orderly and somewhat predictable
  environment
• Provide age-appropriate opportunities for
  independence
• Provide help when, but only when, children really
  need it
• Teach specific management skills

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Moral Development

• Morality
• a general set of standards about right and wrong
• Moral dilemma
• Situation in which there is no clear cut answer
  regarding the right thing to do

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Development of Moral Reasoning Kohlberg

• Kohlbergs Stages
• Level I Preconventional Morality
• Judgment based on consequences
• Stage 1 Punishment-avoidance and obedience
• Do what is best for themselves
• Stage 2 Exchange of Favors
• Recognize the needs of others

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Development of Moral Reasoning Kohlberg

• Kohlbergs Stages
• Level II Conventional Morality
• Acceptance of societys rights and wrongs
• Stage 3 Good boy/good girl
• Look to authority figures for guidance
• Stage 4 Law and Order
• Look to society to find the rights and wrongs

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Development of Moral Reasoning Kohlberg

• Kohlbergs Stages
• Level III Postconventional Morality
• Develop abstract principles of right and wrong
• Stage 5 Social contract
• An agreement with many people on how to behave
• Stage 6 Universal ethical principle
• A few basic abstract principles govern all