“The Mozart of Psychology”
Lev Semonovich Vygotsky was born in Western Russia on November 5, 1986.His father, Semi L’vovich, founded the “Society of Education in Gomel”, and held a wide range of active interest including foreign language, history, literature, theater and arts. His mother was educated as teacher.
In 1917, he graduated from Moscow University with a degree in Law.
Vygotsky completed 270 scientific articles,numerous,lectures and 10 books based on a wide range of Marxist-based psychological and teaching theories.
He is considered a seminal thinker in psychology, and much of his work is still discovered and explored today.
He died on June 10, 1934 at 37 after long battle with TB.
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
This presentation focuses on the connections between learning theories and transformative pedagogies (i.e. feminist, critical, and ecojustice theories).
“The Mozart of Psychology”
Lev Semonovich Vygotsky was born in Western Russia on November 5, 1986.His father, Semi L’vovich, founded the “Society of Education in Gomel”, and held a wide range of active interest including foreign language, history, literature, theater and arts. His mother was educated as teacher.
In 1917, he graduated from Moscow University with a degree in Law.
Vygotsky completed 270 scientific articles,numerous,lectures and 10 books based on a wide range of Marxist-based psychological and teaching theories.
He is considered a seminal thinker in psychology, and much of his work is still discovered and explored today.
He died on June 10, 1934 at 37 after long battle with TB.
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
This presentation focuses on the connections between learning theories and transformative pedagogies (i.e. feminist, critical, and ecojustice theories).
Diagrama de los microsistemas / Marleny Martinez Salinas - Grupo Dos Sábados ...marleny555
MICROSISTEMAS POR:
Referencias Bibliográficas:
- Rosa Pam (2015) El modelo ecológico Bronfenbrenner en la educación.
- Teoría Ecológica Urie Bronfenbrenner.
El presente trabajo busca cumplir con las instrucciones del producto cuatro del
curso de “La Enseñanza y el Aprendizaje en la Formación Competencias” en el
que se solicita elaborar un cuadro con estrategias de enseñanza y aprendizaje
para favorecer, los distintos estilos e inteligencias múltiples, de acuerdo a los 6
niveles de jerárquicos y las tres áreas o dominios de Bloom.
Por lo anterior se realizaron los siguientes cuadros, ya que al hablar de
• Estilos, se piensa en los estilos de aprendizaje, siendo la clasificación más
generalizada la que se guía según el sistema de representación de
programación neurolingüistica, que indica tres estilos, a saber: visual,
auditivo y kinestésico.
• Inteligencias múltiples, invariablemente se dirige el pensamiento hacia
Howard Gardner y su clasificación de ocho tipos de inteligencia.
• Seis niveles jerárquicos, se recuerda los propuestos por Benjamín Bloom,
quien indica que son seis las categorías de pensamiento.
De tal forma que se realizaron diferentes cuadros ya que si las instrucciones
solicitan seis categorías se refiere entonces a la propuesta de Benjamin Bloom, pero si solicita inteligencias múltiples entonces requiere de lo propuesto por Howard Gardner, pero si lo que pide es estilos de aprendizaje entonces es un cuadro de PNL.
El presente trabajo busca cumplir con las instrucciones del producto cuatro del curso de “La Enseñanza y el Aprendizaje en la Formación Competencias” en el que se solicita elaborar un cuadro con estrategias de enseñanza y aprendizaje para favorecer, los distintos estilos e inteligencias múltiples, de acuerdo a los 6 niveles de jerárquicos y las tres áreas o dominios de Bloom.
Por lo anterior se realizaron los siguientes cuadros, ya que al hablar de
• Estilos, se piensa en los estilos de aprendizaje, siendo la clasificación más generalizada la que se guía según el sistema de representación de programación neurolingüistica, que indica tres estilos, a saber: visual, auditivo y kinestésico.
• Inteligencias múltiples, invariablemente se dirige el pensamiento hacia Howard Gardner y su clasificación de ocho tipos de inteligencia.
• Seis niveles jerárquicos, se recuerda los propuestos por Benjamín Bloom, quien indica que son seis las categorías de pensamiento.
De tal forma que se realizaron diferentes cuadros ya que si las instrucciones solicitan seis categorías se refiere entonces a la propuesta de Benjamin Bloom, pero si solicita inteligencias múltiples entonces requiere de lo propuesto por Howard Gardner, pero si lo que pide es estilos de aprendizaje entonces es un cuadro de PNL.
Why is the ecological systems theory (Bronfenbrenners Ecological M.pdfjacquelynjessicap166
Why is the ecological systems theory (Bronfenbrenner\'s Ecological Model) important in the
study of risk and resilience? Describe briefly why this model is important for the study of risk
and resilience. List one example of a protective factor and one example of a risk factor, and
identify whether factors you listed represent the individual, microsystem or macrosystem level.
Solution
The ecological systems theory proposed by Urie Bronfenbrenner , an famus American
psychologist suggets that the development of humans is dependent on several environmental
systems.These systems are classified into the micro, meso,exo,macro and the chronosystems.
The development of a child is much influenced by all these systems with which the child
interacts and leads to the development of the personolity of the child.
The micro system refers to the direct environment to which the child interacts to its day to day
affairs and includes family, day care , peers , school and the relationship.supprotive and
nurturing environment will influence a positive development of the child. The reactionof the
child to its micro environment influences how the child is treated at this level.
In a given microsystem the development of two siblings is almost identical but each one may
experience different environment in the same ecosystem.The mesossytem refers to the
individuals within the micro environment like the interaction of the parents with the teachers ,
friends and other social interactions and bring about positive development if such interactions are
encouraged by the parents of the child on the other hand if thee is criticism of the individuals in
the environment with which the chilkd reacts it may develop negative attitude and may even lead
to withdrawal symptoms in the child from the social group..
Child and Adolescent Learners and Learning Principles
This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.
Child and Adolescent Learners and Learning Principles
This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.
Review of a recent article on the importance of the therapeutic alliance. This empirical study on the therapeutic relationship examines the its effect in both a CBT and Psychodynamic setting.
Review of the alcohol use disorders identification testJohn G. Kuna, PsyD
A brief review of the AUDIT (Alcohol Use Disorders Identification Test). Includes administration procedures, scoring, target population usage, validity and reliability
Presentation on the epistemological crisis in psychology. A brief history of the issue is presented, followed by an investigation into the nature of scientific endeavors, and finally a solution based on the work of the philosopher Bernard Lonergan is offered.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
1. Overview:
This theory views an individual’s development within the context of the system of
relationships that form her environment.
Bronfenbrenner’s theory has been historically applied to child development. By defining
complex layers of environment, each having an effect on a child’s development, this theory
emphasizes that a child’s interaction between factors in the child’s maturing biology, his
immediate family/community environment, and the societal landscape fuels and steers his
development.
Furthermore, changes or conflict in any one layer will ripple throughout other layers. To
study a child’s development then, we must look not only at the child and her immediate
environment, but also at the interaction of the larger environment as well.
Levels:
Microsystem:
This is the layer closest to the individual and contains the structures with which the
individual has direct contact. Structures in the microsystem include family, school,
neighborhood, or childcare environments.
At this level, relationships have impact in two directions - both away from the individual and
toward the individual. For example, a child’s parents may affect his beliefs and behavior;
however, the child also affects the behavior and beliefs of the parent.
Bronfenbrenner calls these bi-directional influences, and he shows how they occur among all
levels of environment.
2. Levels:
Mesosystem: This layer provides the connection between the structures of the individual’s
microsystem (Berk, 2000).
Examples: the connection between the child’s teacher and his parents, between his church
and his neighborhood, etc.
Exosystem: this layer defines the larger social system in which the individual does not
function directly. The structures in this layer impact the child’s development by interacting
with some structure in her microsystem (Berk, 2000).
Parent workplace schedules or community-based family resources are examples. The child
may not be directly involved at this level, but he does feel the positive or negative force
involved with the interaction with his own system.
Macrosystem: This layer may be considered the outermost layer in the individual’s
environment. While not being a specific framework, this layer is comprised of cultural
values, customs, and laws (Berk, 2000). The effects of larger principles defined by the
macrosystem have a cascading influence throughout the interactions of all other layers.
For example, if it is the belief of the culture that parents should be solely responsible for
raising their children, that culture is less likely to provide resources to help parents. This, in
turn, affects the structures in which the parents function.
Chronosystem: This system encompasses the dimension of time as it relates to an individual’s
environments. Elements within this system can be either external, such as the timing of a
parent’s death, or internal, such as the physiological changes that occur with the aging of a
child.
As children get older, they may react differently to environmental changes and may be more
able to determine more how that change will influence them.
3. Implications for practice
Bronfenbrenner sees the instability of family life as the most destructive force to a child’s
development (Addison, 1992).
According to the ecological theory, if the relationships in the immediate microsystem break
down, the child will not have the tools to explore other parts of his environment. Children
looking for the affirmations that should be present in the child/parent relationship may seek
attention in inappropriate places.
These deficiencies show themselves especially in adolescence as anti-social behavior, lack of
self-discipline, and inability to provide self-direction (Addison, 1992).
This theory has deep implications for families. Bronfenbrenner believes that the primary
relationship needs to be with someone who can provide a sense of caring that is meant to
last a lifetime. This relationship must be fostered by a person or people within the immediate
sphere of the child’s influence.
John G. Kuna, PsyD and Associates
http://drjohngkuna.com/
(570) 961-3361