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Chapter Two Stage Theories of Development
Overview ,[object Object],[object Object],[object Object],[object Object],[object Object]
Erikson: Basic Principles ,[object Object],[object Object],[object Object],[object Object]
Erikson: Stages of Psychosocial Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Marcia: Identity Statuses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Marcia: Identity Statuses Chart Achievement Commitment Yes No Crisis Yes No Moratorium Foreclosure Diffusion
Erikson: Criticisms  ,[object Object],[object Object],[object Object]
Piaget: Basic Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Piaget: Basic Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object]
Piaget: Stages of Cognitive Development Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations.   11 years and older Formal operational Capable of operations, but solves problems by generalizing from concrete experiences.  7 to 11 years Concrete Operational Gradually acquires ability to conserve and decenter, but not capable of operations.   2 to 7 years Preoperational Develops schemes primarily through sense and motor activities. Recognizes performance of objects not seen.   Birth to 2 years Sensorimotor Characteristics Age Range Stage
Piaget: Criticisms ,[object Object],[object Object],[object Object],[object Object]
Vygotsky: Basic Assumptions ,[object Object],[object Object],[object Object]
Vygotsky: Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object]
Comparison of Piaget and Vygotsky Instruction important zone of proximal development (ZPD) Formal instruction does not have significant impact Role of Instrucation More strongly influenced by those more intellectually advanced More strongly influenced by peers Role of Social Interaction Vygotsky Piaget
Using Technology to Promote  Cognitive Development  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Piaget: Moral Development ,[object Object],[object Object],[object Object],[object Object]
Kohlberg: Heinz Dilemma ,[object Object]
Kohlberg: Stages of Moral Reasoning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Kohlberg: Criticisms ,[object Object],[object Object],[object Object],[object Object]
Gilligan: Moral Development ,[object Object],[object Object]

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Teorias del Desarrollo

  • 1. Chapter Two Stage Theories of Development
  • 2.
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  • 5.
  • 6. Marcia: Identity Statuses Chart Achievement Commitment Yes No Crisis Yes No Moratorium Foreclosure Diffusion
  • 7.
  • 8.
  • 9.
  • 10. Piaget: Stages of Cognitive Development Able to deal with abstractions, form hypotheses, solve problems systematically, engage in mental manipulations. 11 years and older Formal operational Capable of operations, but solves problems by generalizing from concrete experiences. 7 to 11 years Concrete Operational Gradually acquires ability to conserve and decenter, but not capable of operations. 2 to 7 years Preoperational Develops schemes primarily through sense and motor activities. Recognizes performance of objects not seen. Birth to 2 years Sensorimotor Characteristics Age Range Stage
  • 11.
  • 12.
  • 13.
  • 14. Comparison of Piaget and Vygotsky Instruction important zone of proximal development (ZPD) Formal instruction does not have significant impact Role of Instrucation More strongly influenced by those more intellectually advanced More strongly influenced by peers Role of Social Interaction Vygotsky Piaget
  • 15.
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Editor's Notes

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