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Slide1
Understanding Human Development
The Learner
Slide2CHAPTER THREE NOTE METHOD
When you see this, write the info from the slide. If you don’t see this, it’s a discussion slide and you write only what you need to for remembering.
If something is highlighted, copy it!
Slide3The 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 Piaget
Read
more at
http://www.brainyquote.com/quotes/authors/j/jean_piaget.html#Zf2elCv2XfSt9af1.99
Slide4Human
Growth
Philosophers
Slide5Part one
~
Stages of development
Slide6Human Growth & Development
LIFE is a process of growth and development.GROWTH – physical changes in sizeMost growth occurs during the first 20 years of lifeDEVELOPMENT – the gradual increase in skills and abilities that occurs over a lifetimeDevelopment occurs during a person’s lifespan.
Slide7Four Areas of Development
Slide8Areas of Development
Physical development
is advancement in physical abilities.
Motor skills, needing strength and coordination, are developing during this stage.
Physical Development
Slide9Cognitive 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.
Areas of Development
Slide10Cognitive 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.
Areas of Development
Slide11Social-Emotional Development
Social-emotional development includes the areas of relationships.Do you “STILL” think those of opposite gender are GROSS?!?!?
Areas of Development
Slide12Individuals must learn social skills and how to care about others.
Social-Emotional Development
Areas of Development
Slide13Social-Emotional Development
Individuals must develop both self-confidence and self-esteem.
Areas of Development
Slide14Social-Emotional Development
Areas 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.
Slide15It’s human nature to
try to figure things out…
Slide16Slide17Did you start the search for what’s missing?
Slide18Human Nature – We try to figure things out!Research continues about human development; however, these four concepts we know about development.It’s relatively orderly.It’s a gradual, continuous process.It’s interrelated, consistent.It varies among individuals.
Principles of Human Development
Slide191) 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.
Principles of Human Development
Children learn:
Slide202) Development is a Gradual, Continuous Process
Principles of Human Development
An adult typically has fewer accidents than a teen because years of practice and experience have improved his/her skills.
Slide213) Development is Interrelated.
Interrelated – ConnectedAcquiring new skills usually requires growth in all areas – physical, cognitive, social, and emotional.
Principles of Human Development
ALL
is required to be a good player!
Slide224) 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.
Principles of Human Development
Slide23Theories 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.
Slide24Theories of Development
STOP to read the first two paragraphs on page 66.
Slide25Developmental Theories
WHY 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…
Slide26Heredity vs. EnvironmentTheories of Development
STUDENT ONE – ANDRE
ShyReservedNervousSpeaks quietly.Reads well, but students can barely hear.
STUDENT TWO - BRYSON
Bursting with energyCan hardly wait to read.Speaks loudly.Speaks confidently even when stumbling over words.
CLASSROOM GOAL: Read orally in class.
What’s the difference between the two?
A bigger question:
WHY
is there a difference?
Slide27WHY 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?
Heredity vs. EnvironmentTheories of Development
Most will say – BOTH, heredity and environment play a factor in the boys response.
Lady GaGa
Slide28Heredity vs. EnvironmentTheories of Development
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.
ANDREBRYCEQuietReservedDoesn’t mind being aloneLikes current friends, but slower to make new friendsSociableOutgoingSeeks out friends if no one is aroundMakes friends quickly
What children experience in any environment is a personal response between genetic makeup and the environment in which they develop.
Slide29Heredity vs. EnvironmentTheories of Development
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.
Slide30Heredity vs. EnvironmentTheories of Development
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…
Slide31FAMILY:
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.
Slide32FAMILY:
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.
Slide33PEERS:
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!!
Slide34COMMUNITY:
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.
Slide35PERCEPTION
Is the cat at the TOP or BOTTOM of a flight of stairs?
Slide36Saxophone
Player?
Or
Young
Woman?
Slide37Is it moving?
Really?
Notice how parts you AREN’T looking at moves. Focus your eyes and that part remains still…
Is it moving?
Really?
Slide38PERCEPTIONMATTERS
Is this the top of a button OR the bottom of a box?!?!?
Slide39MEDIA:
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.
Slide40HEALTH:
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.
Slide41NUTRITION & 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!
Slide42End of Part one
~
Stages of development
Slide43Part 2
~
Behaviorist Theories
Slide44Behaviorism
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”.
Slide45PAVLOV
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
Slide46Pavlov
CLASSICAL CONDITIONING
Behaviors Can Be Associated With Responses
Pavlov’s
Dog
Slide47PAVLOV
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.
Slide48Pavlov - CLASSICAL
CONDITIONING
Behaviors Can Be Associated With Responses
Slide49SKINNER
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.
Slide50Skinner
OPERANT CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
“The Skinner Box”
Slide51SKINNER
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.
Slide52Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT
CONDITIONING
Behaviors that have a positive result or reinforcement are repeated
Slide53BANDURA
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!
Slide54Bandura
SOCIAL COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
Based on Individuals
~Observation~
Slide55BANDURA
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.
Slide56Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL
COGNITIVE THEORY
People are complex!
Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
Slide57PIAGET
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
Slide58Piaget
4 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
Slide59PIAGET
Can you find the differences?
Slide60PIAGET
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
Slide61PIAGET – Page 73
PIAGET’S STAGES OF COGNITIVE DEVELOPMENTAGESTAGEDESCRIPTIONInfancy(Birth to age 2)SensorimotorBabies 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)PreoperationalToddlers 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 OperationalChildren 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 OperationalBoth logical and abstract thinking are mastered during this stage. This includes making prediction and considering “what if” questions.
Activity Based on Piaget – Flip Book
Slide62Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORYPeople are complex! Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
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
Slide63VYGOTSKY
Culture
is the prime determinant of individual development.
Slide64Vygotsky
Learning is
social
.
SOCIOCULTURAL THEORYSocial interaction is critical to cognitive development. Interaction with parents, teachers, and other students influence development.
Slide65VYGOTSKY
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.
Slide66Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORYPeople are complex! Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
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
Slide67Vygotsky - SOCIOCULTURAL
THEORY
Social interaction is critical to cognitive development.
Interaction with parents, teachers, and other students influence development.
Slide68Erikson
Each
person has to pass through a series of eight interrelated stages over his entire life
cycle!
Slide69Erikson
Personality matters.
PSYCHOSOCIAL THEORY
Personality 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
Slide70ERIKSON –
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. MistrustToddler Ages 1 to 3 Autonomy vs. Shame & DoubtEarly Childhood Ages 3 - 6 Initiative vs. GuiltMiddle Childhood Ages 6 - 12 Industry vs. InferiorityAdolescence Ages 13 – 18+ Identity vs. Role ConfusionYoung Adulthood Ages 18 – 40+ Intimacy vs. IsolationMiddle Adulthood Ages 40 to 65 Generativity vs. Self-AbsorptionOlder Adulthood Ages 65+ Integrity vs. Despair
Read page 75
Slide71Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORYPeople are complex! Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
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
Slide72Vygotsky - SOCIOCULTURAL THEORYSocial interaction is critical to cognitive development. Interaction with parents, teachers, and other students influence development.
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. Being unsuccessful will affect future stages of development.
Slide73Kohlberg
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
.
Slide74Kohlberg
Kohlberg 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.
Slide75Kohlberg
Moral Development
MORAL DEVELOPMENT
What
is right or wrong is based on perspective and stages of development.
Slide76KOHLBERG
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 MORALITYDecisions 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 MORALITYDecisions 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.
Slide77Pavlov - CLASSICAL CONDITIONINGBehaviors Can Be Associated With Responses
Skinner - OPERANT CONDITIONINGBehaviors that have a positive result or reinforcement are repeated
Bandura - SOCIAL COGNITIVE THEORYPeople are complex! Reactions to rewards and punishments are filtered by perceptions, thoughts, and motivations.
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
Slide78Vygotsky - SOCIOCULTURAL THEORYSocial 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.At each stage, people must successfully face and resolve a psychological or social conflict. Being unsuccessful will affect future stages of development.
MORAL DEVELOPMENT
What
i
s right or wrong is based on perspective and stages of development.
Slide79Human
Growth
Philosophers
Slide80Human
GrowthPhilosophers
So who’s right?
Slide81Which 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.
Slide82Which 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: __________
Slide83End of Part 2
~
Behaviorist Theories
Slide84VOCABULARY TERMS
Growth
Development
Physical Development
Gross-Motor Skills
Fine-Motor Skills
Cognition
Cognitive Development
Social-Emotional Development
Sequence
Developmental Theories
Behaviorism
Classical Conditioning
Operant Conditioning
Slide85Video 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
Slide86Understanding Human Development
The Learner