STUDENT DEVELPMENT

1. STUDENT
DEVELOPMENT
Sadi Piedra Aguirre
May 15th, 2017

2. Development
• Long-term personal changes that have
multiple sources and multiple effects.
• Some human developments are
especially broad and take years to
unfold fully; other developments are
faster and more focused.

3. • The faster and simpler is the change, the more likely
we are to call the change “learning” instead of
“development”.
• The difference between learning and development
is a matter of degree.

4. Why
development
matters?
Students’ development matters for
teachers, but the way it matters
depends partly on how schooling is
organized.

5. Developmental
trends vary in two
important ways:
Certain changes happen
to virtually every person
on the planet, but some
developmental changes
that are more limited
(only that the changes
happen to some people)
Generality
Changes are thought
to happen in a
specific order and to
build on each other
How strictly
they are
sequenced

6. Physical development
during the school years
• Trends in height and
weight1
• Puberty and its effects on
students2

7. • Development of motor
skills3
• Health and illness4
• Health effects of
children's economic level5

8. 1. Trends in height and weight
 The average boy or girl is about 115
centimeters tall
 Average weight at age 6 is about 20
kilograms
 Boys and girls, on average, are quite similar
in height and weight during childhood
 Average height and weight is related
somewhat to racial and ethnic background

9. AVERAGE HEIGHT AND
WEIGHT OF WELL-
NOURISHED CHILDREN

10. 2. Puberty and its effects on students
 Set of changes in early adolescence that bring
about sexual maturity
 Internal changes in reproductive organs

11. Motor skills are
not yet
perfectly
coordinated
Throwing, and
catching: most
children can do
these things
3. Development of motor skills
Running still
looks a bit like
a hurried walk

12. 4. Health and illness
• Children’s immune
systems are not as fully
formed as adults
systems
• Illness is particularly
common where living
conditions are crowded
• As students get older,
illnesses become less
frequent, but other
health risks emerge

13. 5. Health effects of children's
economic level

14. COGNITIVE
DEVELOPMENT:
theory of
Jean Piaget
• Cognition refers
to thinking and
memory processes
• Cognitive
development
refers to long-
term changes in
these processes

15. Piaget is a psychological constructivist: in his view, learning
proceeded by the interplay of
Assimilation: adjusting new experiences to fit prior concepts
Accommodation: adjusting concepts to fit new experiences

16. 1. The sensorimotor stage:
birth to age 2
The period when
infants “think”
by means of
their senses and
motor actions.

17. 2. The preoperational stage:
age 2 to 7
• Children use their new ability to represent
objects in a wide variety of activities.

18. 3. The concrete operational stage:
age 7 to 11
Children mentally “operate” on concrete
objects and events

19. Concrete operational thinking differs
from preoperational thinking in two
ways:
• The ability to
think about the
steps of a process
in any order.
Reversibily
• To focus on more
than one feature
of a problem at a
time.
Ability to
decenter

20. 4. The formal operational stage:
age 11 and beyond
• formal operational stage—the period when
the individual can “operate” on “forms” or
representations.
• hypothetical reasoning, they must
manipulate ideas that vary in several ways at
once, and do so entirely in their minds.

21. SOCIAL DEVELOPMENT
Long-term changes in relationships and
interactions involving self, peers and family.
Positive
Changes
Negative
Changes

22. Erik Erikson:
eight psychosocial crises of development

23. Crises of infants and preschoolers:
trust, autonomy, and initiative
Trust and
mistrust
Autonomy
and shame

24. The crisis of childhood: industry and
inferiority
• To be respected by
teachers, for example, the
child must learn to read
and to behave like a “true
student”.
• To be respected by peers,
he or she must learn to
cooperate and to be
friendly, among other
things.

25. The crisis of adolescence: identity and
role confusion
Defining identity is riskier
than it may appear for a
person simply because
some talents and
attitudes may be poorly
developed, and some
even may be
undesirable.

26. The crises of adulthood: intimacy,
generativity, and integrity
Crisis of
intimacy and
isolation
• The risk of
establishing close
relationships with a
select number of
others
Crisis of
generativity
and stagnation
• Caring for or
making a
contribution to
society
Crisis of
integrity and
despair
• Reviewing the
past and to ask
whether it has
been lived as well
as possible

27. Abraham Maslow: a hierarchy of
motives and needs
• Two types of needs:

28. Deficit needs: getting the basic
necessities of life
physiological
needs
• Food, clothes
safety and
security
needs
• Stability and
protection
love and
belonging
needs
• Cultivating
positive
personal
relationships
esteem
needs
• gaining
recognition
and respect

29. Being needs: becoming the best that
you can be
cognitive needs
a desire for knowledge and understanding
aesthetic needs
an appreciation of beauty and order
self-actualization needs
a desire for fulfillment of one’s potential

30. MORAL DEVELOPMENT
forming a sense of rights and
responsibilities
• Morality: beliefs about what is right and
good compared to what is wrong or bad.
• Moral development: changes in moral
beliefs as a person grows older and gains
maturity. Moral beliefs are related to, but
not identical with, moral behavior

31. Kohlberg’s morality of justice

32. Preconventional
justice
• Obedience
and mutual
advantage
Conventional
justice
• Conformity
to peers
and society
Postconventional
justice
• Social
contract and
universal
principles

33. Gilligan’s morality of care
System of beliefs about human responsibilities,
care, and consideration for others.

34. Chapter summary
• Understanding development, or the long-
term changes in growth, behavior, and
knowledge, helps teachers to hold
appropriate expectations for students as
well as to keep students’ individual
diversity in perspective.