Ch'2

1
Ch.2

• Theories of Psychosocial
• And
• Cognitive Development

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From Theory to Practice

• Law Absolute
• Theory
• Principle
• Conclusion
• Idea / Notion

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Psychology

• Psychology The study of human behavior
• Grandfather of Psychology
• Sigmund Freud Psychoanalytic
• Id, Ego, Superego
• Anna FreudContinuation of Father
• NOT an exact science

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Erik Erikson

• 1902-1994
• Studied with Freud
• FocusPersons interactions with people
• Theoretical focus Cultural rituals and values
  imparted to developing child
• Central to theory formulation
• Ego identity formation
• Developmental progression-8 stages
• Ego strengths-Hope,Will,Purpose,Wisdom

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Trust vs Mistrust

• Birth to One Year
• Trust fostered by Consistency, Continuity,
  Sameness of experience
• Children whose care is inadequate, inconsistent,
  or negative will approach the world with fear and
  suspicion

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Autonomy vs Shame Doubt

• 2 to 3 years old
• If toddlers are permitted and encouraged to do
  what they are capable of doing at their own pace
  with supervision, they will develop a sense of
  autonomy
• Impatient teachers/parents will cause child to
  feel shame or self-doubt

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Initiative vs Guilt

• 4 to 5 years old
• If child is given freedom to explore and
  experiment if teachers take time to answer
  questions, initiative will be encouraged
• If children are restricted or considered a
  nuisance, they will feel guilty about acting on
  their own

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Industry vs Inferiority

• 6 to 11 years old
• If the child is encouraged to make and do things
  well, helped to persevere, allowed to finish
  tasks, and praised for trying, industry results
• If the childs efforts are unsuccessful or if the
  child is considered bothersome, a feeling of
  inferiority results.

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Identity vs Role Confusion

• 12 to 18 years old
• Adolescents developing a clear conception of
  appropriate types of behavior that others will
  react to favorablyWHO am I ?
• If the adolescent is unable to establish a sense
  of stability, role confusion results

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Intimacy vs Isolation

• Young Adulthood
• The young adult needs to establish close and
  committed intimate relationships with other
  people
• Requires significant sacrifices and compromises
  to uphold commitments
• Failure to do so Isolation

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Generativity vs Stagnation

• Middle age
• Concern for establishing and guiding the next
  generation
• Having children and raising them
• Those unable or unwilling to establish and
  guide the next generation become victims of
  stagnation and self-absorption

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Integrity vs Despair

• Old age
• Integrity The acceptance of ones one and only
  life cycle as something that had to be and that,
  by necessity, permitted of no substitutions
• Despair Time is now too short to start another
  life and to try alternate roads

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Salient Psychosocial Issues for Educators

• Industry vs Inferiority
• Elementary------Middle School
• Development???
• Identity vs Role Confusion
• Middle School-----High School
• Development???
• Psychosocial Moratorium???

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Criticisms ofEriksons Theory

• Conclusions were mainly based on personal and
  subjective interpretations
• Societal and cultural bias-Vienna,Europe
• No consideration to gender differences

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Jean Piaget

• 1896-1980
• Cognitive development theory places primary
  emphasis on the acquisition of cognitive thought
  processes
• MOVEMENT emphasized as a primary agent in
  acquisition of cognitive function
• OrganizationSystematically combine processes
  into coherent systems
• AdaptationTendency to adjust to
  environmentAssimilation Accomodation

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Jean Piaget

• Schemes Organized patterns of behavior or
  thought
• Assimilation-Experience fits into an
• existing scheme
• Accommodation-Changing scheme to
• incorporate experience
• Create new knowledge from existing
  informationSolve a problemeliminate
  disequilibriumConstructivism

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Jean Piaget

• Organization adaptation are invariant
  functions, same for all ages
• Schemes NOT invariant, differences between ways
  ages think
• Infants-Schemes sensory motor
• Childhood-Schemes mental, concepts
• categories
• Adolescence-Schemes complex, strategic

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Sensorimotor Stage

• Infants and Toddlers Birth to Two
• Acquire understanding through sensory impressions
  and motor activities
• Object permanence-Intentional search for objects,
  remembers objects exist
• Deferred imitation-Imitate behavior when model is
  no longer present

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Preoperational Stage

• Pre-school-Primary Two to seven
• Pre-logical thinking
• Perceptual Centration Strong tendency to focus
  attention on only one characteristic or aspect of
  a problem at a time
• Egocentrism Difficult to take another persons
  point of view

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Concrete Operational Stage

• Elementary to Middle School-7 to 11
• Generalizes only from concrete experiences
  Generalizing from one situation to another does
  not occur
• Do not think in hypothetical-deductive

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Formal Operational Stage

• Middle, High School Beyond
• Ability to respond to the form of a problem and
  to form hypothesis
• Able to deal with abstractions, analogies, engage
  in mental manipulations
• Concentrate more on possibilities than on
  realities

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Piagetian Theory

• Peer interactions do more to spur cognitive
  development than adults
• Provide opportunities for peer
• interactions-Cooperative Learning
• Good quality instruction will develop and refine
  schemes faster than without instruction
• Lessons just above current scheme

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Criticisms of Piaget

• Underestimated childrens capabilities
• Overestimated adolescents capabilities
• Vague explanations for cognitive growth
• No consideration for cultural differences

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Lev Vygotsky

• Sociocultural Theory Thought is influenced by
  current social forces and historical cultural
  forces
• Psychological tools aid and change ones thought
  processes
• Social interaction is the primary cause of
  cognitive development

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Vygotsky Instruction

• Zone of Proximal Development
• -Difference between what a child can do
• on his/her own and what can be
• accomplished with some instruction
• Well-designed instruction should be
• aimed slightly ahead of what a child
• knows and can do

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Vygotsky Instruction

• Scaffolding
• -Supporting learning during its early phases as
  students become more capable of working
  independently, supports are withdrawn

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Comparison of Piaget Vygotsky
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Lawrence Kohlberg

• Elaborated Piagets ideas on moral thinking
• (1) Moral reasoning proceeds through
• fixed stages
• (2) Moral development can be
• accelerated through instruction
• .?.. Heinz Dilemma.??...

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Level 1Preconventional Morality

• Stage 1 - Punishment-Obedience
  OrientationPunishment avoided
• You might get caught
• Stage 2 Instrumental Relativist
  OrientationObeying rules has benefit
• You shouldnt steal from somebody, and people
  shouldnt steal from you

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Level 2Conventional Morality

• Stage 3 Good boy-nice girl Orientation Doing
  the right thing to please others Your parents
  will be proud of you if you are honest
• Stage 4 Law and Order Orientation Essential to
  respect authority
• Its against the law, and if we dont obey
  laws, our society might fall apart

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Level 3Postconventional Morality

• Stage 5 Social Contract Orientation Obedience
  to authority based on mutual agreement, Rights of
  individual protected
• Under certain circumstances, laws may have to
  be broken
• Stage 6 Universal Ethical Principle
  OrientationMoral decisions should be made in
  terms of self-chosen principles You need to
  weigh all factors, then make the decision

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Criticisms of Kohlberg

• Moral dilemmas are too removed from everyday
  social interactions
• Theory does not adequately address micromoral
  issues
• Too much emphasis on moral reasoning and not
  enough on moral behavior
• Research sample (white males) limits the
  generalizability of the findings

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Carol Gilligan

• Argues that Eriksons view of identity
  development and Kohlbergs view of moral
  development more accurately describe males than
  females.
• Gilligan believes that females are less concerned
  about separation and independence and more
  concerned about remaining loyal through
  expressions of caring, understanding, and sharing
  experiences.

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Gilligan

• Adolescent females are more likely to resolve
  Eriksons identity vs role confusion and intimacy
  vs isolation crises concurrently rather than
  consecutively.
• Females when faced with their own moral dilemmas
  (abortion, civil rights) are more likely to favor
  a caring-helping cooperation than a
  justice-fairness-individual rights orientation.