- Intelligence involves the ability to learn, reason, understand relationships, and problem solve. It can be composed of analytical, creative, and practical abilities.
- Theories propose multiple types of intelligence including logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Emotional intelligence also factors in understanding self and others.
- Intelligence development involves nature and nurture. Activities like play, hands-on learning, exploration, and social interaction in preschool and elementary school support cognitive growth through Piaget's stages of development.
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I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
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Social Development in children,influences on child social development,stages of child social development, & social development in child at pre-school level.
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Erick Erickson theory of social development. Social Characteristics of Learners and provision of suitable . activities at the following level. . Preschool and Kindergarten . Elementary Level.
HUMAN GROWTH AND DEVELOPMENT PPT REFLECTS ALL THE PRINCIPLES, FACTORS INFLUENCING, ASPECTS, DIFFERENCES OF GROWTH AND DEVELOPMENT OF CHILD .THIS PPT IS FOR B.ED. AND M.ED. STUDENTS COVERING SYLLABUS OF PAPER I CHILDHOOD AND GROWING UP.
Social Development in children,influences on child social development,stages of child social development, & social development in child at pre-school level.
Social Development.Social Development from Infancy to Adolescence .
Erick Erickson theory of social development. Social Characteristics of Learners and provision of suitable . activities at the following level. . Preschool and Kindergarten . Elementary Level.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2. Concepts
DEFINITION OF INTELLIGENCE
• Dictionary has many definitions:
– Capacity for learning,
– Reasoning, understanding,
– Aptitude in grasping truths, relationships, facts, meanings,
– The ability to acquire and apply knowledge and skills.
• Intelligence is thought of a combination of different attributes.
Example:
“The ability to solve problems and adapt and learn from experiences”
4. Theoretical Positions
Triarchic Theory of Intelligence
• Robert Sternberg proposed that intelligence is composed of
three basic components including
– i) Analytical, ii) creative and iii) practical intelligence
• The analytical component deals with a person's ability to
solve problems.
• Creative intelligence refers to the ability to combine different
ideas to form something novel by thinking outside of the box.
• Practical intelligence involves applying knowledge and skills
into different kinds of environment.
5. Gardner's Theory of Multiple Intelligence
Intelligence Characteristics Related activities
Logical
mathematical
Ability to understand and use
numerical patterns,
mathematical operations,
reasoning and logic
Experimenting, calculating,
solving logical puzzles etc
Linguistic Ability to acquire and use
functions of language,
express oneself and
comprehend others
Reading, writing, playing word
games, listening to and telling
stories etc
Spatial Ability to understand,
recognize and manipulate
patterns, spaces and objects c
Navigating, designing, visualizing,
drawing, solving jigsaw puzzles et
Musical Ability to appreciate and use
the components of music
Singing, creating tunes, humming
etc
6. Gardner's Theory of Multiple Intelligence
Intelligence Characteristics Related activities
Bodily-
kinesthetic
Ability to coordinate and
use fine- and gross motor
skills in a productive way
Dancing, running, cycling,
swimming etc
Interpersonal Ability to interact with
others in a productive way
Leading, organizing,
socializing etc
Intrapersonal Ability to appreciate one's
own self to guide one's
own life
Goal-setting, organizing,
planning, dreaming, meditation
etc
Naturalistic Ability to appreciate the
natural environment
Understanding, working with
and caring for mother nature
etc
7. Emotional Intelligence
• Both Gardner and Sternberg emphasize the abilities to
understand one's own self and others.
• Contemporary theorists show considerable interest in
students' emotional intelligence which enables them to
understand emotions and express emotions appropriately.
• Monitor their own and other's emotions and feelings
• Allow emotions to guide their thinking and actions
• Criticized for broadening the concept of intelligence without
adequate research based evidence
8. Issues and Controversies
• One of the greatest controversies in the area of educational and
developmental psychology is:
– Whether intelligence is an inherited ability (nature)
– Whether it can be developed by an individual's personal and
contextual experiences (nurture)
• Early psychologists view intelligence as an inherent and
fixed capacity which cannot be altered
• It can be improved with practice and a supportive
environment.
• This view is known as the Incremental view of Intelligence.
9. MEASUREMENT OF INTELLIGENCE
A number of standardized tests have been used to
measure intelligence:
1. Individual intelligence tests
2. Group intelligence tests
10. Piaget's Theory of Cognitive Development
• Jean Piaget's theory of cognitive development suggests that
children move through four different stages of mental
development.
• His theory focuses not only on understanding how children
acquire knowledge
• But also on understanding the nature of intelligence.
• Piaget's stages are:
– Sensorimotor Stage: birth to 2 years
– Preoperational Stage: ages 2 to 7
– Concrete Operational Stage: ages 7 to 11
– Formal Operational Stage: ages 12 and up
11. The Sensorimotor Stage
Ages: Birth to 2 Years
• Major Characteristics and Developmental Changes:
• The infant knows the world through their movements and
sensations
• Children learn about the world through basic actions such as
sucking, grasping, looking, and listening
• Infants learn that things continue to exist even though they
cannot be seen (object permanence)
• They are separate beings from the people and objects around
them
• They realize that their actions can cause things to happen in
the world around them
12. The Preoperational Stage
Ages: 2 to 7 Years
• Major Characteristics and Developmental Changes:
• Children begin to think symbolically and learn to use words
and pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see
things from the perspective of others.
• While they are getting better with language and thinking, they
still tend to think about things in very concrete terms.
13. The Concrete Operational Stage
Ages: 7 to 11 Years
• Major Characteristics and Developmental Changes
• During this stage, children begin to thinking logically about
concrete events
• They begin to understand the concept of conservation; that the
amount of liquid in a short, wide cup is equal to that in a tall,
skinny glass, for example
• Their thinking becomes more logical and organized, but still
very concrete
• Children begin using inductive logic, or reasoning from
specific information to a general principle
14. The Formal Operational Stage
Ages: 12 and Up
• Major Characteristics and Developmental Changes:
• At this stage, the adolescent or young adult begins to think
abstractly and reason about hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical,
social, and political issues that require theoretical and abstract
reasoning
• Begin to use deductive logic, or reasoning from a general
principle to specific information
15. The Socio-cultural Theory
• Did NOT focus on the individual child but on the child as a product of
social interaction, especially with adults (parents, teachers).
• Focus on Dyadic Interactions (e.g., child being taught by a parent how to
perform some culturally specific action), rather than child by himself.
• Social world mediates children's cognitive development.
• Cognitive development occurs as child's thinking is molded by society in
the form of parents, teachers, and peers.
• This leads to peer tutoring as a strategy in classrooms.
• People's thinking differs dramatically between cultures because different
cultures stress different things.
16. Zone of Proximal Development (ZPD)
– The difference between what a child can do independently
and what the child needs help from a more knowledgeable
person.
– The gap between Potential and competence level is the
ZPD.
– It is achieved through MKOs.
Theory’s Principles and Concepts
Zone of
Proximal
Development
17. • Zone of Proximal Development (ZPD)
Distance Between Actual and Potential Knowledge
Potential
Knowledge
Potential
Actual
Knowledge Actual
Two children with the same actual knowledge travel different distances to
their potential knowledge; therefore different ZPDs
Theory’s Principles and Concepts
ZPD
ZPD
18. Information Processing Approach
• Information processing approach presents another
major perspective which helps us to understand
cognitive development
• This approach views human brain as an active
information processing system, like a computer
machine.
• It examines how does information enter a human
mind, and how is it stored,
19. ORGANIZATION OF RELEVANT
ACTIVITIES IN THE CLASSROOM
• A variety of experiences affect the development of
cognition among children.
• Preschool and Kindergarten
• Elementary Level
20. Preschool and kindergarten
• The preschool and kindergarten children have more.
• Play, at this stage supports the cognitive development of
children. These include, for example, object play (e.g.,
building objects with blocks),
• Pretend play (role plays e.g., teacher),
• Social play (e.g., using different objects for different
purposes), locomotors play (e.g., playing tag in which
children run after each other).
• Hands-on activities (e.g., cutting out alphabets, conducting
simple science experiments, counting with the paddle-pop
sticks) are critical in developing advanced thinking and
cognition
21. Children's Cognitive Development
The rapid changes during the early years of school.
• A number of activities and strategies may help the elementary
school child to make cognitive progress at this stage.
• Allowing children to experiment,
• Encouraging discovery learning,
• Reading with the children,
22. Children's Cognitive Development
• Encouraging them to share ideas and opinions,
• Asking them to make comparisons,
• Classify and categorize objects, things or events,
• Engaging them in the drama and role playing,
• Justify their answers and actions,
• It is important to engage them in individual or small
group activities according to their interests, for example, a
portfolio or a group project.
