PowerPoint Presentation€¦ · PPT file · Web view · 2016-07-27Human . Growth. Philosophers. Erikson. Kohlberg. Pavlov. Skinner. Vygotsky. Bandura. Piaget

Understanding Human DevelopmentThe Learner

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The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

Jean PiagetRead more athttp://www.brainyquote.com/quotes/authors/j/jean_piaget.html#Zf2elCv2XfSt9af1.99

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Bandura

Erikson

Kohlberg

PavlovPiaget

Skinner

Vygotsky

Human Growth

Philosophers

PART ONE~

STAGES OF DEVELOPMENT

Human Growth & Development

LIFE is a process of growth and development.

• GROWTH – physical changes in size• Most growth occurs during the first 20 years of life

• DEVELOPMENT – the gradual increase in skills and abilities that occurs over a lifetime• Development occurs during a person’s lifespan.

Four Areas of Development

• Advances in physical abilitiesPhysical

• Intellectual developmentCognitive(Intellectual)

Social and emotional are often intertwined,known as social-emotional.

• Growth in relationships and feelings.Social

• Growth in relationships and feelings.Emotional

Newborn Random Movements Rolling over Crawling Standing

upright Taking steps Walking Running Toddler

Areas of Development

Physical development is advancement in physical abilities.

Motor skills, needing strength and coordination, are developing during this stage.

Physical Development

Gross-Motor Skills• Using large muscles• Arms• Legs• Back• Shoulders

• Walking• Throwing

Fine-Motor Skills• Using small muscles• Hands• Wrists

• Picking up objects and eating with a spoon

Cognitive Development• Processes involving thought and knowledge are called cognition.• Thinking has many forms:

• You know your phone number…• You sense what is happening around you…• You memorize facts for a test…• You organize thoughts to write a paragraph…

• The way people change and improve in their ability to think and learn is called intellectual development, or cognitive development.


Cognitive Development• Cognitive abilities, intellectual abilities, gradually increase.• Consider your 1st grade math skills compared to your current

math skills! • What you know in math has changed.• The WAY you are taught math has changed.

• The development of connections between nerve cells in the brain is the key component to cognitive development at all stages of life.• Brain connections grow and strengthen with new experiences

and repetition of familiar experiences.


Social-Emotional Development• Social-emotional development includes the areas of relationships.

Do you “STILL” think those of opposite gender are GROSS?!?!?


• Individuals must learn social skills and how to care about others.

Social-Emotional DevelopmentAreas of Development

Social-Emotional Development• Individuals must develop both self-confidence and self-esteem.


Social-Emotional DevelopmentAreas of Development

• Individuals must learn self-control – waiting turns, waiting in line, listening while others are speaking…

• At each developmental stage, social and emotional challenges increase. • Increasing independence in childhood• Complex social situations in adolescence• Establishing an identity• Adult relationships• Parenting• Careers• Retirement• And numerous other life challenges

• The way individuals meet these challenges depend on skills they develop early in life and their ability to adapt to situations.

It’s human nature to

try to figure things out…

Did you start the search for

what’s missing?

• Human Nature – We try to figure things out!

• Research continues about human development; however, these four concepts we know about development.1. It’s relatively orderly.2. It’s a gradual, continuous process.3. It’s interrelated, consistent.4. It varies among individuals.

Principles of Human Development

1) Development is Relatively Orderly

• Development occurs in a predictable and orderly manner – a sequence of step, consistently following one after another.

• Teachers use knowledge of the developmental progress to design effective learning strategies appropriate to the age of their students.


Sounds WordsRecognize

Letters of the Alphabet

Recognize Words

FINAL OUTCOME:

Reading

Children learn:

2) Development is a Gradual, Continuous Process

a 3yr old rides a tricycle

a 6yr old rides a bicycle

a teen uses the same

skills to learn to drive a car


An adult typically has fewer accidents than a teen because years of practice and experience have improved his/her skills.

3) Development is Interrelated.

• Interrelated – Connected• Acquiring new skills usually requires growth in all

areas – physical, cognitive, social, and emotional.


• Understand Body Language

• Have Perseverance

• Ability to “READ” Expressions

• Ability To “READ” Other Players

• Be Decisive

• Teamwork• Have Confidence

Physical Stamina Coordination

Cognitive DevelopmentPractice

ALL is required to be a good player!

4) Development varies among individuals.

• MANY factors affect development.

• Even twins have different experiences.

• Personality, knowledge, and prior experiences affect the way an individual responds to life-changing experiences.

• We reach growth at different rates and on slightly different time schedules.


Theories of Development• Developmental theories are comprehensive explanations,

based on research, about why people act and behave the way they do and how they change over time.

Theories of Development

STOP to read the first two paragraphs on page 66.

Developmental TheoriesWHY do you need to learn this “junk”?• You are going to have to meet the

learning needs of students.• Understanding what they are capable

of doing will help you plan valuable lessons.

• Instead of relying on your personal experiences and observations, you will have a broader picture, understanding developmental theories.

• As you learn, evaluate – compare to your life experiences – thing about the potential impact this understanding can have in YOUR classroom…

Heredity vs. EnvironmentTheories of Development

STUDENT ONE – ANDRE

• Shy• Reserved• Nervous• Speaks quietly.• Reads well, but students

can barely hear.

STUDENT TWO - BRYSON

• Bursting with energy• Can hardly wait to read.• Speaks loudly.• Speaks confidently even

when stumbling over words.

CLASSROOM GOAL : Read o ra l l y in c lass .

What’s the difference between the two?

A bigger question: WHY is there a difference?

WHY ARE THE BOYS DIFFERENT?• Is it NATURE (Heredity) or NURTURE (Environment)?• Is it personality, abilities, skills, and genetics?• Is it a result of their environment; shy parents or family?• Did people and environment affect the boys or were they like

– born this way?


• Most will say – BOTH, heredity and environment play a factor in the boys response.

Lady GaGa


• Heredity and the environment interact in complex ways.• Genes have far-reaching influence. Biological inheritance not

only determines hair and eye color, it impacts a person’s intellectual potential and desire for social interaction.

ANDRE BRYCE

• Quiet• Reserved• Doesn’t mind being alone• Likes current friends, but slower

to make new friends

• Sociable• Outgoing• Seeks out friends if no one is

around• Makes friends quickly

• What children experience in any environment is a personal response between genetic makeup and the environment in which they develop.


• Shy parents = Shy Children ; Outgoing parents = Outgoing Children• However, a shy child CAN become more outgoing!!!• No single gene determines a particular behavior; behaviors are

affected by a variety of environmental factors. • Genes are only a PART of the story – it’s not the WHOLE story

and all traits do not “have” to develop!!!• A person is shaped by genes, experiences, social and

emotional traits from environment, physical traits, cognitive abilities, and stimulating environmental events.

• **Infants that are held and cared for, develop more connections between brain cells than infants who are not.


• Environmental Factors – Think about how your life has been shaped by your experiences and the impact your words and actions can have on those around you…

ENVIRONMENT

Family

Peers

Community

Media

Health

Nutrition and Physical

Activity

FAMILY:• Families often have the greatest

effect on human development.• Infants gain their first experiences

with the world through the care and attention they receive. • The bond between parent and child is the most basic.• What about infants that have poor care?

• Children learn to interact with others within family.• The QUALITY of home environment is a KEY to a very complex

development of a child.• Home life impacts physical, cognitive, social, and emotional

development. Home is where moral development occurs.

FAMILY:• Effective parenting techniques and providing a stimulating

home environment are consistently associated with better outcomes for children.

• Being an effective parent does not depend on advanced education or high income. (**Think about this statement.)

• Parenting skills can be learned!

• Researchers continue to study how and why families affect various aspects of development: sibling relationships, the impact of being an only child, birth order, middle child syndrome, the emotional climate of the home – all are areas of study.

PEERS:• The impact of peers increases in late childhood and

adolescence.

• The ability to make and maintain friendships, attaining social power and status, acceptance, and belonging – all affect social and emotional development.

• Peers offer equal status, a missing element in child-adult relationships.

• Peer relationships remain important to development throughout life!!

COMMUNITY:• Where a person lives influences development.• Behaviors that are modeled by other in neighborhoods and

communities can impact the behavior and career expectations of its residents.

• Research shows a relationship between feelings of self-worth and how people perceive their environment and their feelings of self-worth.

• Some communities have more cultural opportunities than others.

• Schools are part of communities,• The culture of a school, the expectations conveyed to its

students, and the abilities and attitudes of its teachers have an impact on students.

PERCEPTIONIs the cat at the TOP or BOTTOM of a flight of stairs?

Saxophone Player?

Or

YoungWoman?

Is it moving?

Really?

Notice how parts you AREN’T

looking at moves. Focus your eyes and

that part remains still…

Is it moving?

Really?

PERCEPTIONMATTERS

Is this the top of a button OR the bottom of a box?!?!?

MEDIA:• Students mimic television characters, recite

lines from performances, and sing ad jingles. • Media messages have been blamed for many negative social

problems in our society.• How a person interprets a messages and its effects depend

on things unique to that person’s life. (PERCEPTION)• Perception can depend on age, related experiences, values

taught in the home, and media education. These can be positive or negative. The effect may not be immediately apparent.

• Watching a superhero fight – children may mimic the actions immediately; repeatedly viewing violent images can have long-term effects.

HEALTH:• Diseases and illnesses may interrupt the normal

development of a person.• An expecting mother who abuses alcohol or other drugs may

have a child with a lifetime of developmental delays.• A child with autism may have difficulty in forming close

friendships; they may have delayed and limited speech.• A child with chronic illness and absences from school may have

difficulty with schoolwork.• The availability of health care can influence development; regular

checkups will most likely detect problems limiting the impact of complications.

NUTRITION & PHYSICAL ACTIVITY• Nutritious food and adequate exercise is needed for normal

physical growth, development, and functioning.• Lack of PROPER NUTRITION, not simply food, affects cognitive

development and limits learning and productivity.• Poor nutrition and lack of exercise hinders social and

emotional development.• Example: (A CHAIN REACTION THAT COULD BE PREVENTED)• Lack of proper nutrition and exercise and cause a child to be

overweight – causing possible teasing by peers – causing low self-esteem in the child, causing a lack of proper social relationships – causing depression – causing sickness – causing lack of attendance in school – causing getting behind in school work – causing failing grades – causing poor self-image - …etc. … the list could continue - so TEACH children to eat healthy and exercise!

END OF PART ONE~

STAGES OF DEVELOPMENT

Part 2~

Behaviorist Theories

Behaviorism• Behaviorism is a theory based on the belief that individuals’

behavior is determined by forces in the environment that are beyond their control.

• According to behaviorists:• How people behave (thoughts, feelings, and actions) depends on

what they have learned through experience, rather than genetics or free will.

• Babies come into the world as “blank screens”.

PAVLOV• Pavlov started from the idea that there are some things that a

dog does not need to learn. For example, dogs don’t learn to salivate whenever they see food. This reflex is ‘hard wired’ into the dog. In behaviorist terms, it is an unconditioned reflex (i.e. a stimulus-response connection that required no learning).

• Pavlov discovered that any object (a bell) or event which the dogs learnt to associate with food would trigger the same response, he realized that he had made an important scientific discovery, and he devoted the rest of his career to studying this type of learning.

• CLASSICAL CONDITIONING

http://www.simplypsychology.org/behaviorism.html

Pavlov

CLASSICAL CONDITIONING

Behaviors Can Be Associated With Responses

Pavlov’s Dog

PAVLOV• CLASSICAL CONDITIONING – the theory that behaviors can be associated

with responses

• A dog naturally salivates at the sight of food.• Each time he fed the dog, he rang a bell.• Soon, when the dog heard the bell, he salivated.

• A parent afraid of bugs may unknowingly pass that fear along to their child by gasping or communicating alarm when they see bugs.

• Do you have “something” (a word, a picture, a song) that automatically brings a smile to your face because of a positive experience?

• All of our experiences, whether positive, negative, or neutral, can affect our emotions, attitudes, and behaviors.

Pavlov - CLASSICAL CONDITIONING


SKINNER

• A Skinner box is a chamber that contains a bar or key that an animal can press or manipulate in order to obtain food or water as a type of reinforcement. •When the lever is pressed, food, water, or

some other type of reinforcement might be dispensed. Other stimuli can also be presented including lights, sounds, and images. In some instances, the floor of the chamber may be electrified.

Skinner

OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated

“The Skinner Box”

SKINNER• OPERANT CONDITIONING is when people tend to repeat

behaviors that have a positive result or are reinforced.

• To make new behaviors permanent, the reinforcements are to be removed gradually, and in unpredictable patterns. Sometimes reinforced; sometimes not. (Behaviorist call this effect, LEARNING.)

• Negative reinforcement, or punishment, can reduce unwanted behaviors.



Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated

BANDURA• In social learning theory Albert Bandura (1977) states behavior

is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways. This is illustrated during the famous bobo doll experiment.

• Explanation - http://www.simplypsychology.org/bobo-doll.html

• Children observed adults with a bobo doll and imitated their behavior!

http://www.simplypsychology.org/bobo-doll.html




Bandura

SOCIAL COGNITIVE THEORYPeople are complex!

Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.

Based on Individuals~Observation~

BANDURA• Bandura argued that people are too complex for simple

classical or operant conditioning; that people of all ages observe and imitate the behaviors of others, regardless of rewards or punishments involved.

• Bandura supports SOCIAL COGNITIVE THEORY: People ARE affected by rewards and punishments, but their reactions to them are filtered by their own perceptions, thoughts, and motivations.

• People “might” mimic, but the mimicked experience may not have the same effect.

• A person’s response is based on personal reactions and how the individual processes information.




Bandura - SOCIAL COGNITIVE THEORYPeople are complex!


PIAGET• Piaget's theory states that as children develop biologically they

also meet specific cognitive goals. Developments of adaptive behaviors are connected to mental development. These are obtained in specific chronological stages. Piaget's theory contrasts to other developmental theories by focusing on the development of intellect. Piaget contributed the idea that children's minds grow gradually, and that they are not capable of reasoning like adults.

Read more: How to Explain Piaget's Theory of Cognitive Development | eHow.com http://www.ehow.com/how_7722233_explain-piagets-theory-cognitive-development.html#ixzz28zv7uxHr

http://www.ehow.com/how_7722233_explain-piagets-theory-cognitive-development.html#ixzz28zv7uxHr



Piaget4 STAGES OF COGNITIVE THEORY

~People are similar, but differences in individuals matter~At any stage of life, thinking skills or individuals are similar.

Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood

Learning is based on age and experimentation with objects.

4

PIAGETCan you find the differences?

PIAGET• Others were celebrating behaviorism; Piaget began looking for

differences! ~The Four Stages of Cognitive Development~• He found that at any stage of life, thinking skills of individuals

are similar. • At each new stage, people incorporate new experiences into

what they know based on skills they have developed earlier in previous stages.

• Piaget improved understanding of cognitive skills development.• Young children base thinking on senses. • (Logical Thought: The moon is following me!)

• Children need continuous exposure to experimentation, discover, and first-hand experiences to develop.

1 2 3 4

PIAGET – Page 73PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

AGE STAGE DESCRIPTION

Infancy(Birth to age 2)

Sensorimotor Babies begin to learn about the world through their senses. At first, learning relies on reflexes but more purposeful movement later enhances learning.

Toddler(Ages 2 – 7)

Preoperational Toddlers and young children communicate through language. They recognize symbols and learn concepts. Both hand-on experiences and imaginative play are keys to learning.

Early Childhood(Ages 7 – 11)

Concrete Operational Children begin to think logically. They can make generalizations, understand cause and effect, groups and classify items, and suggest solutions to problems.

Adolescence and Adulthood(Ages 12 and up)

Formal Operational Both logical and abstract thinking are mastered during this stage. This includes making prediction and considering “what if” questions.

Activity Based on Piaget – Flip Book






Piaget – Stages of Cognitive Development~People are similar, but differences in individuals matter~

At any stage of life, thinking skills or individuals are similar.Sensorimotor, Toddler, Early Childhood, Adolescence and Adulthood

VYGOTSKY

•Culture is the prime determinant of individual

development.

Vygotsky Learning is social.

SOCIOCULTURAL THEORYSocial interaction is critical to cognitive development.

Interaction with parents, teachers, and other students influence development.

VYGOTSKY

• People learn through interaction, social and cultural environment, not just through experimentation!!!

• Vygotsky believed children are social. Their minds develop through interactions with parents, teachers, and peers.

• He believed that social interaction was critical to cognitive development.








Vygotsky - SOCIOCULTURAL THEORYSocial interaction is critical to cognitive development.


Erikson

•Each person has to pass through a series of eight

interrelated stages over his entire life cycle!

Erikson Personality matters.

PSYCHOSOCIAL THEORYPersonality development occurs during eight stages of life.

At each stage, people must successfully face and resolve a psychological or social conflict. Being unsuccessful will affect future stages of

development.

8

ERIKSON – • PSYCHOSOCIAL THEORY – personality development occurs during eight

stages of life. At each stage, people must successfully face and resolve a psychological or social conflict to continue development.

Most influential developmental researcher of the 20th Century

Infancy Birth to 1 year Trust vs. Mistrust

Toddler Ages 1 to 3 Autonomy vs. Shame & Doubt

Early Childhood Ages 3 - 6 Initiative vs. Guilt

Middle Childhood Ages 6 - 12 Industry vs. Inferiority

Adolescence Ages 13 – 18+ Identity vs. Role Confusion

Young Adulthood Ages 18 – 40+ Intimacy vs. Isolation

Middle Adulthood Ages 40 to 65 Generativity vs. Self-Absorption

Older Adulthood Ages 65+ Integrity vs. Despair

Read page 75








Vygotsky - SOCIOCULTURAL THEORYSocial interaction is critical to cognitive development.


Erikson - PSYCHOSOCIAL THEORYPersonality development occurs during eight stages of life.


development.

Kohlberg• One of the best known of Kohlberg’s stories concerns a man

called Heinz who lived somewhere in Europe.• Heinz’s wife was dying from a particular type of cancer. Doctors

said a new drug might save her. The drug had been discovered by a local chemist and the Heinz tried desperately to buy some, but the chemist was charging ten times the money it cost to make the drug and this was much more than the Heinz could afford. Heinz could only raise half the money, even after help from family and friends. He explained to the chemist that his wife was dying and asked if he could have the drug cheaper or pay the rest of the money later. The chemist refused saying that he had discovered the drug and was going to make money from it. The husband was desperate to save his wife, so later that night he broke into the chemist’s and stole the drug.

KohlbergKohlberg asked a series of questions such as:

• 1. Should Heinz have stolen the drug?2. Would it change anything if Heinz did not love his wife?3. What if the person dying was a stranger, would it make any difference?4. Should the police arrest the chemist for murder if the woman died?

• By studying the answers from people of different ages to these questions Kohlberg hoped to discover the ways in which moral reasoning changed as people grew. Kohlberg told several dilemma stories and asked many such questions to discover how people reasoned about moral issues. He identified three distinct levels of moral reasoning each with two sub stages. People can only pass through these levels in the order listed. Each new stage replaces the reasoning typical of the earlier stage. Not everyone achieves all the stages.

Kohlberg Moral Development

MORAL DEVELOPMENTWhat is right or wrong is based on perspective and stages of

development.

KOHLBERG• PRECONVENTIONAL MORALITY• Decisions about what is right or wrong depend on whether you will be punished

or rewarded for your behavior.• Moral decision are viewed from a personal perspective.

• CONVENTIONAL MORALITY• Decisions are based on society’s basic rules of right and wrong behavior.• Moral decisions are motivated by society’s laws and rules and how a person that

disobeys might be perceived. People may set their own persona interests aside for the good of society as a whole.

• POSTCONVENTIONAL MORALITY• Decisions are based on principles such as justice and individual conscience.

There are universal moral laws related to human rights that are most important to follow.

• Moral decisions are motivated by integrity rather than personal interest or punishment.








Vygotsky - SOCIOCULTURAL THEORY

Social interaction is critical to cognitive development. Interaction with parents, teachers, and other students influence

development.

Erikson - PSYCHOSOCIAL THEORYPersonality development occurs during eight stages of life.


development.

MORAL DEVELOPMENTWhat is right or wrong is based on perspective and stages of

development.

BanduraSocial Cognitive

Theory

EriksonPsychosocial Theory

8 stages of development

KohlbergMoral

Development

PavlovClassical

Conditioning

Piaget4 Stages of Cognitive

Development

SkinnerOperant Conditioning

VygotskySociocultural

Theory Human Growth

Philosophers

Bandura

Erikson

Kohlberg

PavlovPiaget

Skinner

Vygotsky

Human Growth

Philosophers

So who’s right?

Which theory is correct?• Throughout your career, theories will emerge and knowledge

will change! • Gaining greater understanding of the way humans learn helps

teachers develop effective teaching strategies.

Which theory is correct?• Throughout your career, theories will emerge and knowledge

changes. • Gaining greater understanding of the way humans learn helps

teachers develop effective teaching strategies.

• YOUR TURN: • Present your personal theory and belief of learning.

Use what you’ve learned in this unit to develop your presentation. • Due: __________

End of Part 2~

Behaviorist Theories

VOCABULARY TERMSGrowth Development Physical Develop

mentGross-Motor Skills

Fine-Motor Skills

Cognition Cognitive Development

Social-Emotional Development

Sequence Developmental Theories

Behaviorism Classical Conditioning

Operant Conditioning

Video Clips• Pavlov• http://www.schooltube.com/video/84f042baa171d98f78fa/

• Skinner• http://

www.schooltube.com/video/caa02d0b960d4738b8c7/Operant%20Conditioning%20BF%20Skinner

• http://www.youtube.com/watch?v=X6zS7v9nSpo• Bandura• http://www.youtube.com/watch?v=zerCK0lRjp8

• Piaget

http://www.schooltube.com/video/84f042baa171d98f78fa/

http://www.schooltube.com/video/84f042baa171d98f78fa/

http://www.schooltube.com/video/caa02d0b960d4738b8c7/Operant%20Conditioning%20BF%20Skinner



http://www.youtube.com/watch?v=X6zS7v9nSpo

http://www.youtube.com/watch?v=zerCK0lRjp8

Understanding Human DevelopmentThe Learner

Documents

PowerPoint Presentation€¦ · PPT file · Web view · 2016-07-27Human . Growth. Philosophers. Erikson. Kohlberg. Pavlov. Skinner. Vygotsky. Bandura. Piaget