This document provides an outline of Piaget's stages of cognitive development:
1. The sensorimotor stage occurs from birth to age 2 as infants learn through senses and physical interaction with objects.
2. The preoperational stage from ages 2 to 7 is characterized by the development of symbolic thought and egocentric beliefs.
3. During the concrete operational stage from ages 7 to 11, children can classify and logically think about concrete phenomena.
4. In the formal operational stage from age 11 onward, abstract thinking and logical reasoning about hypothetical scenarios emerges.
This document discusses intelligence and individual differences in learning. It defines intelligence as the ability to perceive, learn, understand and know. It describes theories of intelligence including unitary, group factor, multiple factor, and two factor theories. It also discusses Howard Gardner's theory of multiple intelligences which includes linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document also discusses individual differences among learners in terms of intelligence, motivation, attitude, personality, language ability, empathy, age, aptitude, learning styles and strategies. It emphasizes that teachers should be sensitive to students' different learning styles and strategies.
This document summarizes several key theories related to child and adolescent learning and development. It discusses cognitive, motivational, developmental, and individual factors that influence learning according to learner-centered psychological principles. It also outlines Piaget's stages of cognitive development, Erikson's psychosocial stages, Freud's psychosexual stages, and Kohlberg's stages of moral development. The document provides overviews of these theories and their key concepts in 2-3 concise sentences for each aspect.
This document discusses human development across the lifespan from infancy to older age. It covers the main aspects of development - physical, mental, emotional, and social. For each stage of development, it outlines characteristics and health issues. Key points include rapid physical and cognitive growth in infancy, importance of social bonds, mental maturation and independence in adolescence, and physical and mental declines in older age. Major diseases vary by stage, such as measles and diarrhea in children, and non-communicable diseases dominating adult mortality. Promoting health education and immunization can help address risks at different life stages.
Cognitive development on high school learnerselockin24
This document discusses cognitive development in high school learners. It covers Piaget's theory of formal operational stage of cognitive development occurring from ages 12 to adulthood. Key aspects of formal thinking include hypothetical deductive reasoning, problem solving, and metacognition. The document also discusses brain development during adolescence, Siegler's information processing model, characteristics of overachievers and underachievers, parental involvement, adolescent behaviors, developing occupational skills using Holland's codes, and benefits of extracurricular activities.
This document provides an overview of key concepts in early childhood development and education, including:
1) Discussions of various child development theories including socio-cultural, behavioral, cognitive, and constructivist perspectives. Formative assessment and the importance of observation are also covered.
2) An introduction to session topics which will explore the EYFS framework, assessment, inclusion, management and leadership.
3) Guidance on effective observation practices, including focusing on what children can do, using objective language, and maintaining anonymity. The importance of context, analysis, and next steps is also emphasized.
This document discusses the concepts of psychology, development, and learning. It defines psychology as the study of the soul and traces its origins and evolution. It outlines several areas of psychology like general psychology, abnormal psychology, and developmental psychology. It then focuses on developmental psychology and explains key concepts like growth, development, stages of development from infancy to old age, factors influencing development, individual differences, and implications for teaching and learning.
This document provides an outline of Piaget's stages of cognitive development:
1. The sensorimotor stage occurs from birth to age 2 as infants learn through senses and physical interaction with objects.
2. The preoperational stage from ages 2 to 7 is characterized by the development of symbolic thought and egocentric beliefs.
3. During the concrete operational stage from ages 7 to 11, children can classify and logically think about concrete phenomena.
4. In the formal operational stage from age 11 onward, abstract thinking and logical reasoning about hypothetical scenarios emerges.
This document discusses intelligence and individual differences in learning. It defines intelligence as the ability to perceive, learn, understand and know. It describes theories of intelligence including unitary, group factor, multiple factor, and two factor theories. It also discusses Howard Gardner's theory of multiple intelligences which includes linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document also discusses individual differences among learners in terms of intelligence, motivation, attitude, personality, language ability, empathy, age, aptitude, learning styles and strategies. It emphasizes that teachers should be sensitive to students' different learning styles and strategies.
This document summarizes several key theories related to child and adolescent learning and development. It discusses cognitive, motivational, developmental, and individual factors that influence learning according to learner-centered psychological principles. It also outlines Piaget's stages of cognitive development, Erikson's psychosocial stages, Freud's psychosexual stages, and Kohlberg's stages of moral development. The document provides overviews of these theories and their key concepts in 2-3 concise sentences for each aspect.
This document discusses human development across the lifespan from infancy to older age. It covers the main aspects of development - physical, mental, emotional, and social. For each stage of development, it outlines characteristics and health issues. Key points include rapid physical and cognitive growth in infancy, importance of social bonds, mental maturation and independence in adolescence, and physical and mental declines in older age. Major diseases vary by stage, such as measles and diarrhea in children, and non-communicable diseases dominating adult mortality. Promoting health education and immunization can help address risks at different life stages.
Cognitive development on high school learnerselockin24
This document discusses cognitive development in high school learners. It covers Piaget's theory of formal operational stage of cognitive development occurring from ages 12 to adulthood. Key aspects of formal thinking include hypothetical deductive reasoning, problem solving, and metacognition. The document also discusses brain development during adolescence, Siegler's information processing model, characteristics of overachievers and underachievers, parental involvement, adolescent behaviors, developing occupational skills using Holland's codes, and benefits of extracurricular activities.
This document provides an overview of key concepts in early childhood development and education, including:
1) Discussions of various child development theories including socio-cultural, behavioral, cognitive, and constructivist perspectives. Formative assessment and the importance of observation are also covered.
2) An introduction to session topics which will explore the EYFS framework, assessment, inclusion, management and leadership.
3) Guidance on effective observation practices, including focusing on what children can do, using objective language, and maintaining anonymity. The importance of context, analysis, and next steps is also emphasized.
This document discusses the concepts of psychology, development, and learning. It defines psychology as the study of the soul and traces its origins and evolution. It outlines several areas of psychology like general psychology, abnormal psychology, and developmental psychology. It then focuses on developmental psychology and explains key concepts like growth, development, stages of development from infancy to old age, factors influencing development, individual differences, and implications for teaching and learning.
Physical and cognitive development is rapid during early childhood. According to Piaget, children begin to represent the world through language, images, and drawing during the preoperational stage. Vygotsky sees dialogue as important for language development, and believes language and thought initially develop independently then merge. All mental functions have social origins. Development occurs through zones of proximal development and scaffolding with more skilled individuals. Debate continues around curriculum approaches, with advocates for both child-centered and direct instruction models.
The document discusses key concepts in lifespan developmental psychology including:
1) Development involves biological, social, cognitive, and personality changes across the lifespan from conception to death.
2) There are debates around nature vs nurture and whether development is continuous or occurs in distinct stages.
3) Early prenatal development and environmental influences can impact lifelong physical and psychological development.
4) Infants progress from reflexes to language development and form attachments with caregivers that shape social and emotional development.
1. The document discusses physical, motor, sensory, cognitive, and social-emotional development in infancy. It covers topics like brain growth, motor milestones, visual perception, object permanence, learning and memory.
2. Key aspects of development include rapid physical growth, emergence of reflexes and motor skills like grasping and sitting, developing senses like vision and hearing, cognitive stages in Piaget's theory, and learning through interaction and exploration.
3. The development of skills and understanding in these domains from birth to age 2 is influenced by both biological maturation and environmental experiences with caregivers.
The document discusses the biological and physiological development of learners from conception through adulthood. It describes 10 stages of development:
1) The prenatal stage of conception to birth where all body parts are formed.
2) Infancy from birth to 2 years where children learn behaviors like walking, talking, and understanding right from wrong.
3) Early childhood from 2 to 6 years where children explore, ask questions, and begin social relationships and skills.
4) Late childhood from 6 to 11 years where children learn manual skills, school subjects, and social norms.
5) Puberty from 12-15 years where sexual maturity occurs through physical changes.
6) Early adolescence from pub
Module 4 research in child and adolescent development - bhel and kevinsilvestre arenas
This document discusses research methods and their application in education. It begins by outlining the scientific method and its 5 steps. It then describes and compares 7 common research designs: case study, correlational study, experimental, naturalistic observation, longitudinal, cross-sectional, and sequential. It also lists and defines 5 common data gathering techniques. The document concludes by discussing ethical principles in educational research and the impacts of teacher involvement in research.
Theories related to the learner's developmentmaryrosedomato
This document summarizes several theories related to learner development:
- Freud's theory of personality comprising the id, ego, and superego, and his psychosexual stages of development.
- Erikson's psychosocial stages of development.
- Kohlberg's stages of moral development consisting of pre-conventional, conventional, and post-conventional levels.
- Piaget's four stages of cognitive development.
- Vygotsky's zone of proximal development referring to skills a learner can perform with assistance but not independently.
- Bronfenbrenner's ecological systems theory examining environmental influences on a child's development.
The document discusses principles and methods of studying human development. It outlines several major principles of development including that development is relatively orderly, rates vary between individuals, and development is complex due to biological, cognitive and socio-emotional factors. It then describes characteristics of life-span development and provides examples of methods used to study development including naturalistic observation, experiments, case studies, and cross-cultural comparisons.
The document discusses the learning process and defines learning as acquiring new knowledge or modifying existing knowledge through experiences. It describes learning as involving cognitive, emotional, and environmental influences. The document then outlines three phases of learning: activating, acquiring, and applying. The activating phase involves preparing for learning by activating prior knowledge. The acquiring phase is when new information is integrated and processed. The applying phase is when learning is consolidated through opportunities to demonstrate and apply new knowledge. The document provides examples of strategies and activities that can be used in each learning phase.
Chapter 9 discusses lifespan development from a psychological perspective. It focuses on how biological, social, cognitive, and personality development change over time from infancy to late adulthood. Key issues discussed include nature vs nurture influences, continuity vs stage theories of development, and critical periods of development. Piaget's stages of cognitive development and Erikson's psychosocial stages are also summarized.
The document defines intelligence as the ability to learn, understand new situations, and apply knowledge to adapt to one's environment. It discusses intelligence definitions from various sources and describes intelligence as a general mental capacity involving reasoning, problem-solving, learning, and comprehension. The document also outlines three main types of intelligence: concrete, abstract, and social. Finally, it discusses factors that affect intelligence development, including heredity, home and school environment, socioeconomic status, and parental influence.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
Piaget's theory of cognitive development had major implications for education. It emphasized developing curriculum and instruction appropriate for students' cognitive abilities. It also focused on understanding how students think rather than just answers, encouraging active and self-directed learning over direct teaching, and accepting individual differences in pace of development. However, the theory had limitations as some of Piaget's conclusions underestimated children's capabilities and overestimated the influence of biological factors over environment and education on cognitive development.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
This chapter discusses several theories of psychosocial and cognitive development:
1) Erikson's theory of psychosocial development describes 8 stages from infancy to adulthood defined by psychosocial crises. Piaget's theory of cognitive development outlines 4 stages from sensorimotor to formal operations. Vygotsky emphasized the role of social and cultural influences on cognitive development.
2) The chapter then examines theories of moral development including Piaget's stages, Kohlberg's six stages of moral reasoning, and Gilligan's perspective on female moral development emphasizing caring relationships.
3) The chapter concludes that while moral thinking is important, character education programs seeking to promote moral behavior have had mixed results, as moral thinking does
The document summarizes several stage theories of development, including:
- Erikson's psychosocial stages of development from infancy to late adulthood.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's views on social interaction and the zone of proximal development influencing cognitive growth.
- Kohlberg's stages of moral reasoning development from obedience to universal ethical principles.
- Gilligan's perspective that female moral development emphasizes caring and relationships more than males.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This document provides an overview of physical, cognitive, and educational development during middle childhood (ages 7-11). Key points include: children continue growing and developing motor skills; risks include asthma, obesity, and injuries from sports; cognitive abilities like logical reasoning and memory continue maturing; children learn in school through language, math, reading instruction, and standardized testing of aptitude.
Physical and cognitive development is rapid during early childhood. According to Piaget, children begin to represent the world through language, images, and drawing during the preoperational stage. Vygotsky sees dialogue as important for language development, and believes language and thought initially develop independently then merge. All mental functions have social origins. Development occurs through zones of proximal development and scaffolding with more skilled individuals. Debate continues around curriculum approaches, with advocates for both child-centered and direct instruction models.
The document discusses key concepts in lifespan developmental psychology including:
1) Development involves biological, social, cognitive, and personality changes across the lifespan from conception to death.
2) There are debates around nature vs nurture and whether development is continuous or occurs in distinct stages.
3) Early prenatal development and environmental influences can impact lifelong physical and psychological development.
4) Infants progress from reflexes to language development and form attachments with caregivers that shape social and emotional development.
1. The document discusses physical, motor, sensory, cognitive, and social-emotional development in infancy. It covers topics like brain growth, motor milestones, visual perception, object permanence, learning and memory.
2. Key aspects of development include rapid physical growth, emergence of reflexes and motor skills like grasping and sitting, developing senses like vision and hearing, cognitive stages in Piaget's theory, and learning through interaction and exploration.
3. The development of skills and understanding in these domains from birth to age 2 is influenced by both biological maturation and environmental experiences with caregivers.
The document discusses the biological and physiological development of learners from conception through adulthood. It describes 10 stages of development:
1) The prenatal stage of conception to birth where all body parts are formed.
2) Infancy from birth to 2 years where children learn behaviors like walking, talking, and understanding right from wrong.
3) Early childhood from 2 to 6 years where children explore, ask questions, and begin social relationships and skills.
4) Late childhood from 6 to 11 years where children learn manual skills, school subjects, and social norms.
5) Puberty from 12-15 years where sexual maturity occurs through physical changes.
6) Early adolescence from pub
Module 4 research in child and adolescent development - bhel and kevinsilvestre arenas
This document discusses research methods and their application in education. It begins by outlining the scientific method and its 5 steps. It then describes and compares 7 common research designs: case study, correlational study, experimental, naturalistic observation, longitudinal, cross-sectional, and sequential. It also lists and defines 5 common data gathering techniques. The document concludes by discussing ethical principles in educational research and the impacts of teacher involvement in research.
Theories related to the learner's developmentmaryrosedomato
This document summarizes several theories related to learner development:
- Freud's theory of personality comprising the id, ego, and superego, and his psychosexual stages of development.
- Erikson's psychosocial stages of development.
- Kohlberg's stages of moral development consisting of pre-conventional, conventional, and post-conventional levels.
- Piaget's four stages of cognitive development.
- Vygotsky's zone of proximal development referring to skills a learner can perform with assistance but not independently.
- Bronfenbrenner's ecological systems theory examining environmental influences on a child's development.
The document discusses principles and methods of studying human development. It outlines several major principles of development including that development is relatively orderly, rates vary between individuals, and development is complex due to biological, cognitive and socio-emotional factors. It then describes characteristics of life-span development and provides examples of methods used to study development including naturalistic observation, experiments, case studies, and cross-cultural comparisons.
The document discusses the learning process and defines learning as acquiring new knowledge or modifying existing knowledge through experiences. It describes learning as involving cognitive, emotional, and environmental influences. The document then outlines three phases of learning: activating, acquiring, and applying. The activating phase involves preparing for learning by activating prior knowledge. The acquiring phase is when new information is integrated and processed. The applying phase is when learning is consolidated through opportunities to demonstrate and apply new knowledge. The document provides examples of strategies and activities that can be used in each learning phase.
Chapter 9 discusses lifespan development from a psychological perspective. It focuses on how biological, social, cognitive, and personality development change over time from infancy to late adulthood. Key issues discussed include nature vs nurture influences, continuity vs stage theories of development, and critical periods of development. Piaget's stages of cognitive development and Erikson's psychosocial stages are also summarized.
The document defines intelligence as the ability to learn, understand new situations, and apply knowledge to adapt to one's environment. It discusses intelligence definitions from various sources and describes intelligence as a general mental capacity involving reasoning, problem-solving, learning, and comprehension. The document also outlines three main types of intelligence: concrete, abstract, and social. Finally, it discusses factors that affect intelligence development, including heredity, home and school environment, socioeconomic status, and parental influence.
Day 2 history and psych foundations bridgewater 2011vpriddle
The document provides an overview of various psychological theories of learning including behaviorism, cognitive psychology, and constructivism. It summarizes key contributors to each theory like Thorndike, Pavlov, Skinner, Bandura, Piaget, Vygotsky, and Montessori. It also outlines concepts from each theory like classical conditioning, operant conditioning, schemas, the zone of proximal development, and the idea that learners must construct their own knowledge.
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
The document discusses the sociocultural perspective on cognitive development. It explains that according to this view, how we learn and think is primarily shaped by our social and cultural environment. Culture influences cognitive development through child-rearing practices and what types of problems children are exposed to in their daily lives. Vygotsky argued that higher mental functions originate through social interactions and are then internalized. Children's intellectual development occurs within their zone of proximal development through guided participation and scaffolding provided by more skilled members of their culture. Different cultures will socialize cognition in different ways depending on their beliefs and tasks required to function within that culture.
Piaget's theory of cognitive development had major implications for education. It emphasized developing curriculum and instruction appropriate for students' cognitive abilities. It also focused on understanding how students think rather than just answers, encouraging active and self-directed learning over direct teaching, and accepting individual differences in pace of development. However, the theory had limitations as some of Piaget's conclusions underestimated children's capabilities and overestimated the influence of biological factors over environment and education on cognitive development.
I was shown this powerpoint about Piaget and Vygotsky in my EDU 280: Introduction to Adolescent Education class. I find their theories to be very helpful and thought-provoking.
This chapter discusses several theories of psychosocial and cognitive development:
1) Erikson's theory of psychosocial development describes 8 stages from infancy to adulthood defined by psychosocial crises. Piaget's theory of cognitive development outlines 4 stages from sensorimotor to formal operations. Vygotsky emphasized the role of social and cultural influences on cognitive development.
2) The chapter then examines theories of moral development including Piaget's stages, Kohlberg's six stages of moral reasoning, and Gilligan's perspective on female moral development emphasizing caring relationships.
3) The chapter concludes that while moral thinking is important, character education programs seeking to promote moral behavior have had mixed results, as moral thinking does
The document summarizes several stage theories of development, including:
- Erikson's psychosocial stages of development from infancy to late adulthood.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's views on social interaction and the zone of proximal development influencing cognitive growth.
- Kohlberg's stages of moral reasoning development from obedience to universal ethical principles.
- Gilligan's perspective that female moral development emphasizes caring and relationships more than males.
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
This document provides an overview of physical, cognitive, and educational development during middle childhood (ages 7-11). Key points include: children continue growing and developing motor skills; risks include asthma, obesity, and injuries from sports; cognitive abilities like logical reasoning and memory continue maturing; children learn in school through language, math, reading instruction, and standardized testing of aptitude.
Middle childhood spans ages 6 to 12. During this period, children experience significant physical and cognitive development. Physically, growth patterns change as children's bodies double in weight. Motor skills also improve, with children able to engage in more complex physical activities. Cognitively, children progress to concrete operational thought, allowing for logical problem solving skills to emerge. Morally, children develop from moral realism driven by rules to more autonomous reasoning. Memory and learning abilities also increase as selective attention and working memory develop.
Developmental psychology is the scientific study of changes that occur in human beings over the course of their life span from conception through old age. The field examines biological, cognitive, and socioemotional processes to understand how people grow and develop. Key issues studied include the interplay between nature and nurture, stability and change in personality over time, and whether development occurs through continuous or discontinuous processes. Researchers employ methods such as cross-sectional and longitudinal studies, experiments, observations, interviews and case studies to examine development while addressing ethical issues like obtaining consent and protecting participants.
Physical and cognitive development is rapid during early childhood. According to Piaget, children begin to represent the world through language, images, and drawings during the preoperational stage between ages 2-7. Vygotsky sees dialogue as important for language development, and believes language and thought initially develop independently then merge. Children's language transitions from simple words to complex sentences between ages 2-3 as they develop morphology and syntax. Environmental and parental influences are crucial for literacy development.
The document summarizes key aspects of cognitive development in preschool-aged children according to Piaget and Vygotsky. It discusses Piaget's concepts of preoperational thinking, symbolic function, egocentrism, intuitive thought, and lack of conservation skills. It also covers Vygotsky's sociocultural perspective on cognitive development and the importance of scaffolding. Finally, it provides an overview of language development milestones, private speech, media influences, and varieties of early education programs and childcare.
Human Psychological Development
Nature vs. Nurture describes how both genetics (genotype) and the environment (phenotype) influence human development. Reaction range refers to the upper and lower boundaries set by a person's genetics for how a trait may develop based on environmental factors. Critical and sensitive periods describe windows of time when certain behaviors are most influenced by the environment. Piaget's stages of cognitive development include sensorimotor, preoperational, concrete operational, and formal operational stages which build on each other sequentially. Parenting styles such as authoritative, authoritarian, permissive and uninvolved impact personality development and behaviors like aggression.
Here are some guidelines my partner and I developed after discussing our answers:
1. Use concrete, familiar examples from students' lives when introducing new concepts.
2. Provide hands-on activities for students to explore symbols before abstract discussion.
3. Check for understanding throughout by asking open-ended questions.
4. Be flexible - adjust lesson based on students' responses and developmental levels.
5. Assess each student individually to ensure readiness before moving to more complex ideas.
The most important things are getting to know your students, adapting to their thinking, and providing concrete experiences before abstract concepts. Flexibility and ongoing assessment are also key.
Middle Childhood (cognitive and physical)Mia de Guzman
The document summarizes cognitive, physical, and social development during middle childhood from ages 7-11. Key points include:
- Children develop concrete operational thought and can understand reversibility and conservation.
- Their memory, vocabulary, and information processing skills improve. Socioeconomic status impacts development.
- Physically, children gain weight and strength and lose baby teeth while gaining permanent teeth. Fine motor skills progress.
- Socially, children identify more with peers than parents and understand other perspectives.
This document discusses Jean Piaget's stages of cognitive development, including the sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. It also covers how learning occurs across different age groups, including adolescents and adults. Development is influenced by prior experiences, culture, and environment. Learning is most effective when instruction is tailored to a student's developmental level across intellectual, social, emotional, and physical domains.
This document discusses developmental stages of learning from infancy through older adulthood. It outlines the cognitive and psychosocial characteristics of each stage according to Piaget and Erikson's theories of development. Teaching strategies are recommended for each stage, emphasizing the need to tailor education based on a learner's developmental level. The role of family in patient education is also addressed. Overall, the document stresses that the optimal approach to teaching varies depending on a learner's current developmental stage.
Piaget's theory of cognitive development proposes that children progress through four distinct stages as they interact with their environment. The stages are sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 12 and up). At each stage, children demonstrate qualitatively different ways of thinking and reasoning. While influential, Piaget's theory has some limitations, such as underestimating children's early cognitive skills and not fully accounting for social and cultural influences on development.
Milestones are very often referred to as red flags. this chapter differentiates between the growth and development, deals with the body types and the factors of evelopment. The stages of development from infancy to middle childhood are dealt with in this chapgter. It also deals with the aspects of development
- 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.
Intelligence and academic achievement can be influenced by many factors. Intelligence tests aim to indirectly measure intelligence through assessing problem-solving abilities and capacity for learning from experience. While intelligence was traditionally viewed as a single general ability, more recent theories propose multiple types of intelligence including practical, creative, and emotional intelligence. Academic motivation and mindsets also impact achievement, with mastery orientation and a growth mindset associated with more positive outcomes compared to performance orientation and a fixed mindset. Educating students with diverse abilities and backgrounds effectively requires an understanding of these cognitive and non-cognitive influences on learning.
Intelligence consists of the ability to solve problems and to adapt and learn...Mark Baugh
Intelligence consists of the ability to solve problems and adapt to experiences. Sir Francis Galton established mental testing, Alfred Binet developed the first intelligence test and the concept of mental age, and William Stern developed the IQ. Intelligence tests should be valid, reliable, and standardized. Early tests favored white urban individuals. Tests can determine individual differences when used judiciously. Factor analysis identifies correlated factors among test items or measures. Gardner and Sternberg proposed multiple types of intelligence beyond academic abilities. Emotional intelligence involves self and social awareness and management. Approaches to intelligence have broadened its definition and motivated new educational programs. Children's scores and specific abilities often fluctuate. Infant tasks predict later intelligence. Mental retardation involves low IQ and difficulty
Properties of intelligence, giftedness, & intellectual disabilitiesMichelleWithrow1
This document discusses properties of intelligence, giftedness, and intellectual disabilities. It defines intelligence as the ability to solve problems and adapt based on experiences. It describes early intelligence tests like the Binet Tests and Wechsler Scales. Theories of multiple and emotional intelligence are outlined. Research shows intelligence is distributed across brain regions. Genetics and environment both influence intelligence. Characteristics and education of gifted children are covered, as well as domain-specific giftedness. The document also defines and describes types of intellectual disabilities and levels of support needed.
1) The study of child development emerged as an academic discipline in the late 19th/early 20th century led by pioneers like Hall, Binet, Freud, and Erikson.
2) Major theories of development include psychodynamic, behavioral, cognitive, and sociocultural approaches.
3) Researchers study development through naturalistic observation, experiments, longitudinal and cross-sectional methods while ensuring ethical treatment of participants.
This document discusses different types of violence including physical, sexual, emotional, psychological, spiritual, and cultural violence. It also discusses the causes of violence such as early learning experiences, ignorance of developmental timetables, economic stress, lack of social support, substance abuse, and mental disorders. The effects of violence include lack of trust, feelings of worthlessness, trouble regulating emotions, and difficulties in school. Laws and agencies that address domestic violence are also outlined, including protection orders, the Anti-Violence Against Women and Their Children Act of 2004, and where to report incidents of violence.
Our field covers all areas related to work including staffing organizations, managing people, assessment, work motivation, work-life balance, and fairness. Changes in jobs, organizations, and employment relationships will impact our progress in these areas. We need to anticipate changes in organizational structures, jobs, and worker expectations and help organizations prepare. The evolution of work presents challenges for research on new job forms, skill requirements, motivation, remote work, and talent identification. It also provides opportunities for practice to guide organizations on performance within new structures, selection, expectations, evaluation, and compensation systems.
This document discusses virtual communities and how they compare to physical communities. It makes three key points:
1) Virtual communities have become more common as technology has advanced, but still lack the physical human interaction and relationships formed in person.
2) While virtual communities can fulfill some needs, the author believes needs are not fully met and physical human interactions are still important, especially in Filipino culture.
3) Different types of members exist in virtual communities, similar to physical communities, but virtual interactions are limited to the cognitive realm rather than physical relationships.
The nature of work is constantly changing and becoming more flexible. Jobs are being defined more broadly and changing to meet business needs. Relationships between organizations and employees are also changing, with more flexible and temporary contracts. As the nature of work changes, the demographic makeup of the workforce is changing as well. Industrial-organizational psychologists have an important role in understanding these changes and helping shape the future of work. They can provide guidance to organizations on maintaining performance in new structures, selecting employees for changing jobs, and developing fair compensation systems that are flexible. Understanding how the changing context of work impacts organizational behavior will help apply valid psychological research effectively in organizations.
This document summarizes research on object recognition memory in monkeys and rats with medial temporal lobe lesions. It finds that monkeys and humans with bilateral medial temporal lobe lesions have deficits in delayed nonmatching-to-sample tests, showing difficulties consolidating short-term memories into long-term memories. However, lesions in monkeys also affected the rhinal cortex, so the specific role of the hippocampus was unclear. Tests with rats, where lesions could be restricted to the hippocampus, revealed that the rhinal cortex, not the hippocampus or amygdala, is important for object recognition memory. The hippocampus plays a key role in spatial memory, as shown by deficits in maze tests after hippocampal lesions in rats.
The document summarizes the author's experience with their service learning project as a tutor. Some key points:
1) The author had initial expectations of being able to effectively teach their tutees and reinforce lessons, but faced challenges with student attendance and engagement that did not always allow lessons to go as planned.
2) Through tutoring, the author gained skills in teaching methods, lesson planning, and developed relationships with their tutees to better understand their perspectives and challenges.
3) The experience helped the author learn about themselves, including realizing their own capabilities and capacity for patience and understanding of others. They were able to exceed their own expectations from the project.
our report in BioPsych.. this ppt is incomplete since the first part of the topic was not included here.
i have uploaded our documents and presentations because i don't want to have it deleted.. these files can still be usefull to me and to others. i hope this can help..
book: BioPsych
author: J.P. Pinel
1) The document discusses various concepts related to decision making and reasoning, including heuristics, biases, deductive and inductive reasoning, and syllogisms.
2) Key heuristics and biases discussed include availability, anchoring, framing effects, representativeness, and confirmation bias.
3) Deductive reasoning uses logical propositions and premises to reach certain conclusions, while inductive reasoning uses specific observations to derive probable conclusions.
4) Syllogisms are deductive arguments with two premises and a conclusion, and can take various forms like categorical and linear syllogisms.
Erich Fromm (1900-1980) was a German social psychologist and philosopher. He received his PhD in sociology at age 22 and was a member of the Frankfurt School of Critical Theory. In 1933, he fled Nazi Germany for the US. He later taught in Mexico and Switzerland. Fromm made significant contributions to personality theory and emphasized how social factors influence development. He is known forEscape from Freedom (1941) and The Art of Loving (1956). Fromm identified different character orientations and mechanisms for escaping freedom and responsibility. He stressed the importance of relatedness, identity, and using one's creative powers productively.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Physical Development
Aspects of Physical Development
What gains in growth and motor development occur
during middle childhood, and what nutritional hazards do
children face?
• Growth slows in middle childhood, and wide differences
in height and weight.
• Children with retarded growth due to growth hormone
deficiency may be given synthetic growth hormone.
• Proper nutrition is essential for normal growth and health.
• Malnutrition can affect all aspects of development.
• Obesity entails health risks. It is influenced by genetic
and environmental factors and can be treated.
3. • Concern with body image, especially among girls, may
lead to eating disorders.
– Body image Descriptive and evaluative beliefs about one’s
appearance.
• Because of improved motor development, boys and girls in
this stage can engage in a wide range of motor activities.
• About 10% of schoolchildren’s play, especially boys, is
rough-and-tumble play.
– Rough-and-tumble play Vigorous play involving wrestling, hitting,
and chasing, often accompanied by laughing and screaming.
• Many children, mostly boys, go into organized, competitive
sports. A sound physical education program should aim at
skill development and fitness for all children.
• Many children, especially girls do not meet fitness
standards.
4. Health and Safety
What are the principal health and safety concerns
about school-aged children?
• Middle childhood is a relatively healthy period; most
children are immunized against major illnesses, and
the death rate is the lowest in the life span.
• Respiratory infections and other acute medical
conditions are common.
– Acute medical conditions illnesses that last a short time.
Chronic conditions such as Asthma are most prevalent
among poor and minority children.
5. – Chronic medical conditions illnesses or impairments that persist for
at least three months.
– Asthma a chronic respiratory disease characterized by sudden
attacks of coughing, wheezing, and difficulty breathing.
• Children’s understanding of health and illness is related to
their cognitive level.
• Vision becomes keener during middle childhood, but some
children have defective vision or hearing.
• Most children who are HIV-positive function normally in
school and should not be excluded from any activities of
which they are capable.
• Accidents are the leading cause of death in middle
childhood. Use of helmets and other protective devices and
avoidance of trampolines, snowmobiling and other
dangerous sports can greatly reduce injuries.
6. Cognitive Development
Piagetian Approach: The Concrete Operational
Child
How do school-aged children’s thinking and moral
reasoning differ from those of younger children?
• A child at about age 7 enters the stage of concrete
operations. Children are less egocentric than before and
are more proficient at tasks requiring logical reasoning,
such as spatial thinking, understanding of causality,
categorization, inductive and deductive reasoning, and
conservation. However, their reasoning is largely limited
to the here and now.
7. – Concrete operations third stage of Piagetian cognitive
development( approximately from ages 7 to 12),
during which children develop logical but not abstract
thinking.
8. Cognitive Advances
• Space and Causality
– They have clearer idea of how far it is from one
place to another and how long it will take to get
there, and they can more easily remember the
route and the landmarks along the way.
• Categorization
– Seration-Ability to order items along a dimension.
– Transitive inference-Understanding of the
relationship between two objects by knowing the
relationship of each to a third object.
– Class Inclusion-Understanding of the relationship
between a whole and its parts.
9. • Inductive reasoning
– Type of reasoning that moves from a particular
observations about members of a class to a
general conclusion about the class.
“my dog barks. So does terry’s dog and melissa’s
dog. So it look as if all dogs bark.”
• Deductive Reasoning
– Type of logical reasoning that moves from a
general premise about a particular class to a
conclusion about a particular member or
members of the class.
10. – Children can work out answers in
Conservation their heads; they do not have to
measure or weigh the objects.
Principle of identity
knowing that both are of the same
amount of water.
Principle of reversibility
Decenter
Horizontal decalage
o Piaget’s term for inability to transfer
learning about one type of
conservation to other types, which
causes a child to master different
types of conservation tasks @
different ages.
11. • Cultural experience, as well as
neurological development, seems to
contribute to the rate of development of
conservation and other Piagetian skills.
• According to Piaget, moral development is
linked with cognitive maturation and
occurs in three stages, as children move
from rigid to more flexible thinking.
12. • First stage ( approximately ages 2-7,
corresponding preoperational stage)
– Based on obedience to authority. Believes that rules
comes from adult authorities and cannot be bent or
changed, that behavior is either right or wrong, and
that any offense deserves punishment regardless of
intent.
• Second stage ( ages 7-11, corresponding with the
stage of concrete operations)
– Increasing flexibility and some degree of autonomy
based on mutual respect and cooperation.
• Third stage (ages 11-12)
– Moral development. “equality” takes on a different
meaning for the child.
13. Information Processing and
Intelligence
What are the advances in memory and other information-
processing skills occur during middle childhood?
• Although sensory memory shows little change with age,
the capacity of working memory increases greatly during
middle childhood.
• The central executive, which controls the flow of
information to and from long-term memory, seems to
mature between ages 8 and 10.
• Metamemory, selective attention, and use of mnemonic
strategies improve during these years. Gains in
information-processing abilities may help the advances
Piaget described.
14. • Metamemory
– Understanding of processes of memory.
– Kindergartners and first-graders know that people
remember better if they study longer, that people
forget in time, and that its better to relearn
something than learn it for the first time.
• Mnemonic strategies
– Techniques to aid memory
15. • External memory aids
– Prompting by something outside the person
– Dana makes a list of the things she has to do today
• Rehearsals
– Conscious repetition
– Tim says the letters in his spelling words over and over
until he knows them
• Organization
– Grouping by categories
– Luis recalls the animals he saw in the zoo by thinking
first of the mammals, then reptiles, and so on.
• Elaboration
– Associating items to be remembered with something
else.
16. How accurately can school children’s intelligence be
measured?
• The intelligence of school-aged children is
assessed by group or individual tests.
• IQ test are fairly good predictors of school success
but maybe unfair to some children.
• Differences in IQ among ethnic groups appear to
result to a considerable degree from
socioeconomic and other environmental
differences.
• Schooling seems to increase measured
intelligence.
17. • Attempts to devise culture-free or culture-fair tests
have been unsuccessful.
• IQ tests tap only three of the “intelligences” in
Howard Gardner’s Theory of multiple intelligences.
• According to Robert Sternberg’s triarchic theory,
IQ tests measure mainly the componential
element of intelligence, not the experiential and
contextual elements.
• New directions in intelligence testing include the
Sternberg triarchic abilities tests (STAT), Kaufman
Assessment Battery for children (KABC), and tests
based on Vygotsky’s concept of Dynamic testing.
18. Language and Literacy
How do communicative abilities and literacy expand during
middle childhood?
• Use of vocabulary, grammar, syntax become
increasingly sophisticated, but the major area of
linguistic growth is in pragmatics.
– Pragmatics- set of linguistic rules that govern the use of
language for communication.
• Despite the popularity of whole-language programs,
early phonics training is a key to reading proficiency.
• Metacognition contributes to reading comprehension.
• Acquisition of writing skills accompanies development of
reading.
19. The Child in School
What influences school achievement?
• Because schooling is cumulative, the foundation
laid in first grade is very important.
• Parents influence children’s learning by
becoming involved in their schooling, motivating
them to achieve, and transmitting attitudes about
learning. Socioeconomic status can influence
parental beliefs and practices that, in turn,
influence achievement.
20. • Although the power of the self-fulfilling prophecy
may not be as great as was once thought,
teacher’s perceptions and expectations can
have a strong influence.
• Historical philosophical shifts affect such issues
as amount of homework assigned, social
promotion, and computer literacy.
• The superior achievement of children of East
Asian extraction seems to stem from cultural
factors.
21. How do schools meet the needs of non-English-
speaking children and those with learning problems?
• Methods of second-language education are
controversial. Issues include speed and facility with
English, long-term achievement in academic subjects,
and pride in cultural identity.
• Three frequent sources of learning problems are
mental retardation, learning disabilities (LDs), and
attention-deficit/hyperactivity disorder (ADHD).
Dyslexia is the most common learning disability.
• In the United States, all children with disabilities are
entitled to a free, appropriate education. Children must
be educated in the least restrictive environment
possible, often in the regular classroom.
22. How is giftedness assessed and nurtured?
• An IQ of 130 higher is a common standard for
identifying gifted children. Broader definition
include creativity, artistic talent, and other
attributes and rely in multiple criteria for
identification.
• In Terman’s classic longitudinal study of gifted
children, most turned out to be well adjusted and
successful, but not outstandingly so.
• Creativity and IQ are not closely linked. Test of
creativity seek to measure divergent thinking, but
their validity has been questioned.
• Special educational programs for gifted children
stress enrichment or acceleration.