This document summarizes several developmental theories and their educational implications. It discusses Piaget's stages of cognitive development, Vygotsky's emphasis on social and cultural influences, and Kohlberg's stages of moral development. It also outlines how concepts from these theories, such as scaffolding and shaping behaviors through reinforcement, can be applied to create effective classroom environments and instructional strategies.

2.  Development refers to change or growth
that occurs in children.
 It starts with infancy and continues to
adulthood

3.  Most learning
involves changes in
neurons and synapse
 Development
changes in the brain
enable increase
thought
 Brain remains
adaptable
throughout life
 Many parts of the
brain work in
harmony to enable
complex thinking
and behavior

4.  Cognitive Theorist
 Theorized 4 stages of development
› Sensory motor (birth-age 2)
 Physical motor
› Pre-operational (age 2 - 7)
 Language, symbols and letters
› Concrete operational (age 7 – 11)
 Logic and organization
› Formal operational ( age 11 – death)

6.  Schema: Ways in which children make sense of the
world
 Assimilation: Fitting new information into an existing
schema.
 Accommodation: Changing a schema to fit new
information.
 Equilibration: Explanation of cognitive shift (qualitative) from
one stage of thought to the next
 Disequilibrium: cognitive conflict motivation for change
 Equilibrium: resolve conflict through assimilation and
accommodation, to reach a new balance of thought

7.  Extends Piaget’s work
 Based on language and
social interactions

8.  What a child can do
with assistance
 Scaffolding
 Peer assistance

9.  Helps guide behavior
› Used more when tasks are difficult,
after errors, or when confused
 Gradually becomes more silent
› Children with learning and behavior
problems use longer

10.  Stages of Moral Reasoning
› Premoral
 pleasant or unpleasant consequences of actions
 physical power of those who impose the rules.
› Conventional role Confirmity
 Moral values reside in performing the right role, in
maintaining the conventional order and
expectancies of others as a value in its own right.
› Self accepted Moral Principles
 conformity to shared standards,rights, or duties
apart from supporting authority.
 action-decisions are based on an inner process of
thought and judgement concerning right and
wrong.

11.  Piaget
 Cross-cultural
 Environment dependent
 Focus on infants and young
children
 Developmental ages and
stages
 Vygosky
 Helps explain cultural
diversity in cognition
 Emphasizes importance of
teaching
 Says little about biological
contributions to cognition
 Vague in explanation of
change
 Kohlberg
 pleasant or unpleasant
consequences of
actions

14. EducationalImpactionsExample:
 Create a classroom environment that
fosters desirable student behaviors
 When a student consistently has trouble
working independently, praise her
inconspicuously every time she completes
and assignment without having to be
prompted.

15. EducationalImpacations:Example:
 Conclude that learning has occurred only
when students exhibit a change in
classroom performance
 Regularly assess students’ learning, and
look for ongoing progress in what they
know and can do.

16. EducationalImplication:Example:
 Identify specific stimuli (including your
own actions as a teacher) that may be
influencing students’ behaviors.
 If a student frequently engages in
disruptive classroom behavior, consider
whether you might be encouraging such
behavior by giving him attention every
time he misbehaves.

17. EducationalImplications:Examples:
 If you want students to associate two
events (stimuli, responses, or stimulus and
response), make sure those events occur
close together in time.
 Include enjoyable yet educational
activities in each day’s schedule as a way
of helping students associate school
subject matter with pleasurable feelings.

18. EducationalImplication:Example:
 Remember that research with nonhuman
species often has relevance for classroom
practice.
 Reinforce hyperactive students for sitting
quietly for successively longer time
periods—a shaping process based on
early research studies with rats and
pigeons.