CHAPTER-3-Perspective-and-Approaches-in-the-Study-of-Haman-Development.pptx
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This chapter discusses various perspectives on human development including learning paradigms, socio-cultural theories, ethology-evolutionary and socio-biological approaches, and systems approaches. Learning paradigms focus on interaction with the environment through conditioning, reward/punishment, and observation. Socio-cultural theories emphasize the influence of culture and social interaction. Ethology-evolutionary perspectives account for genetics and adaptation. Systems approaches view human development as resulting from the interaction of nature, nurture, and environmental contexts.
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1. Research is important for teachers and policymakers to make informed decisions that benefit students. It allows teachers to understand child development and tailor teaching appropriately.
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- Innate Theory, proposed by Chomsky, posits that humans are born with an innate capacity and "language acquisition device" for learning language.
- Cognitive Theory considers internal mental processes and sees learning as involving effort, aptitude and intelligence. Piaget, Gardner and Bloom contributed to this view.
- Social Development Theory, from Vygotsky, emphasizes social interaction and culture as shaping development through tools like language.
- Constructivism views learning as an active process where learners construct their own understandings by
Overview of Child Development
Child development can be described across physical, cognitive, and social/emotional domains from conception through adolescence. Numerous theories have attempted to explain child development, including psychoanalytic, behaviorist, biological, cognitive, and systems theories. The document provides an overview of the major 20th century theories of child development, including those proposed by Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, Bowlby, Bronfenbrenner and others.
Overview of child devt
Child development can be described across physical, cognitive, and social/emotional domains from conception through adolescence. Numerous theories have attempted to explain how and why children change over time, including psychoanalytic, behaviorist, biological, cognitive, and systems approaches. The document provides an overview of the major 20th century child development theorists such as Freud, Piaget, Vygotsky, Bowlby, Skinner, and Bronfenbrenner and their theories regarding the key influences and stages of child growth and learning.
All about development psychology and its types
Developmental psychology is the scientific study of age associated behavioral changes which occur as a child grows up.
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is Hum
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Child development, chapter 2, Caprice Paduano
The document discusses major perspectives on child development and research methods used to study development. It covers five perspectives - psychodynamic, behavioral, cognitive, contextual, and evolutionary. For research methods, it describes the scientific method, various research strategies like experiments and correlation studies, challenges in measurement, and ethics.
pdf_20220914_195449_0000.pdf
The psychological foundation of curriculum aims to evaluate what is taught in the classroom based on theories of human learning processes. It seeks to answer how curriculum should be organized to enhance learning. Major learning theories discussed that inform this foundation include behaviorism, cognitivism, humanism, and constructivism.
Theories of Learning
The document summarizes several theories of learning, including:
- Classical conditioning, which involves stimulus-response associations. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, developed by Albert Bandura, which emphasizes observational learning and modeling.
- Cognitive learning theories including assimilation theory and schema theory.
- Piaget's stage theory of child cognitive development.
- Discovery learning pioneered by Jerome Bruner which emphasizes learner discovery.
- Vygotsky's social development theory where social interaction precedes development.
- Situated learning theory developed by Jean Lave which argues learning is
Theories of learning
The document summarizes several theories of learning, including:
- Classical conditioning, where a stimulus acquires the ability to elicit a response through association. Pioneered by Ivan Pavlov.
- Operant conditioning, where behavior is shaped by consequences. Introduced by B.F. Skinner.
- Social learning theory, which explains how people learn through observation and modeling others. Proposed by Albert Bandura.
- Cognitive learning theories including assimilation theory and schema theory.
Universal vs conntext.specific develpment
The document discusses three key issues in developmental psychology: nature vs nurture, continuity vs discontinuity, and universal vs context-specific development. It then summarizes three major theories: Piaget's cognitive-developmental theory which emphasizes innate stages of cognitive development influenced little by environment; Erikson's psychosocial theory which views development as proceeding through innate psychosocial stages with strong environmental influences; and social cognitive learning theory which sees development as the gradual accumulation of learned behaviors through modeling and reinforcement from the environment.
Child development
Child development involves physical, cognitive, and social/emotional changes that occur in predictable stages from birth through adolescence. The document outlines several theories that describe and explain child development, including psychoanalytic, behaviorist, social learning, biological, cognitive, and systems theories. Key theorists discussed include Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, Bowlby, Hall, Gesell, and Bronfenbrenner.
Overview09.web
This document provides an overview of child development and the major theories of development. It discusses the key periods of development from prenatal to adolescence and the domains of physical, cognitive, and social/emotional development. Major theories covered include psychoanalytic, behaviorist, social learning, biological, cognitive, and systems approaches. These theories aim to describe and explain how children grow and learn over time.
milestone of babyhood
This document provides an overview of child development and the major theories of development. It describes the key periods of development from prenatal to adolescence and the domains of physical, cognitive, and social/emotional development. It then outlines several influential 20th century theories, including psychoanalytic theories of Freud and Erikson, behavioral theories of Watson and Skinner, cognitive theories of Piaget and Vygotsky, and ecological systems theory of Bronfenbrenner.
Overview09.web
This document provides an overview of child development and the major theories of development. It discusses the key periods of development from prenatal to adolescence and the domains of physical, cognitive, and social/emotional development. Major theories covered include psychoanalytic, behaviorist, social learning, biological, cognitive, and systems approaches. These theories aim to describe and explain how children grow and learn over time.
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CHAPTER-3-Perspective-and-Approaches-in-the-Study-of-Haman-Development.pptx
- 1. CHAPTER 3 Perspective and Approaches in the Study of Human Development ILO: Associate human perspectives and approaches with specific learning principles.
- 2. Perspectives in Human Development Learning Paradigm a. Classical Conditioning b. Operant Conditioning c. Social Cognitive Learning Theory Socio-Cultural Theories a. Socio-Cultural Theory of Lev Vygotsky b. The Cognitive Theory of Development of Jean Piaget Ethology- Evolutionary Socio-Biological a. Ethological Perspective of Konrad Lorenz b. Attachment Theories System Approach a. The Contextualism Theory of Richard Lerner b. The Ecological System Theory of Urie Bronfenbrenner
- 3. Learning Paradigm Work on the assumption that people undergo the stages of development through the process of interaction with one’s environment via, observation, conditioning, reward and punishment system. The major premise of the learning theories generally revolves around the understanding of the relationship of stimulus and response
- 4. Classical Conditioning Pavlov a learning process that occurs when two stimuli are repeatedly paired: a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.
- 7. Operant Conditioning B.F. Skinner Operant conditioning, sometimes referred to as instrumental conditioning, is a method of learning that uses rewards and punishment to modify behavior. Through operant conditioning, behavior that is rewarded is likely to be repeated, and behavior that is punished will rarely occur.
- 10. Social Cognitive Learning Theory Bandura Social cognitive theory, used in psychology, education, and communication, holds that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences.
- 12. Socio-Cultural Theories Highlights the influence of the collective experience of people found in the same cultural orientation. It assumes the centrality of culture, such as language and communication as well as social norms in the developmental process.
- 13. Socio-Cultural Theory Lev Vygotsky What is Sociocultural Theory? The sociocultural theory stresses the role that social interaction plays in psychological development. It suggests that human learning is largely a social process and that our cognitive functions are formed based on our interactions with those around us who are "more skilled."
- 16. The Cognitive Theory of Development Jean Piaget The cognitive development theory is based on the development of human intelligence. The central concept of the theory is that children actively construct their own cognition or knowledge as a result of their independent explorations.
- 18. Ethology- Evolutionary and Socio-biological Accounts genetic and adaptation to one’s changing environment Due to the process of maturation, inherited characteristics unfold according to one’s readiness. Changes brought about by development is a result of one’s need to adapt therefore they serve survival function.
- 21. Attachment Theories John Bowlby, Mary Ainsworth & Melanie Klein attachment theory, in developmental psychology, is the theory that humans are born with a need to form a close emotional bond with a caregiver and that such a bond will develop during the first six months of a child's life if the caregiver is appropriately responsive.
- 23. System Approach Integrated (genes, culture, and learning) view about human development. Human person is a product of interaction between nature and nurture.
- 25. Developmental contextualism is a theory of human development that focuses on the changing relations between the developing individual and his or her context.
- 26. The Ecological System Theory Urie Bronfenbrenner Bronfenbrenner's ecological systems theory is one of the most accepted explanations regarding the influence of social environments on human development. This theory argues that the environment you grow up in effects every facet of your life.
- 28. HUMAN DEVELOPMENT PERSPECTIVE CENTRAL ASSUMPTION TEACHER’S ROLE TO LEARNING STUDENT’S ROLE TO LEARNING LEARNING PRINCIPLES TEACHING STRATEGIES Learning Paradigm Socio-Cultural Paradigm Ethology- Evolutionary and Sociobiological System Approach ACTIVITY AND ASSESSMENT Summarize the different perspectives presented earlier and think of teaching approaches that are aligned with the learning principle you were able to learn in this chapter.