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Minnesota State University Moorhead - ED 294 - Class Notes - Week 1

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Minnesota State University Moorhead - ED 294 - Class Notes - Week 1

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background image Educational Psychology Notes: Week 1 Examined Piaget’s Learning model: Scheme: Previously held knowledge. (The Scheme and New Situation will always be the same.  Equilibrium: The new situation works & balances out. Disequilibrium: The new situation doesn’t work & it causes unbalance.  Assimilation: Your previous experience assimilates the new knowledge. This provides a cyclical nature of lifelong learning, where discomfort of a new problem provides 
growth and failure is a good thing. A teacher’s job is to find this discomfort and correct it, do not
solve the problem, give the student the tools to solve it. Tell the student “Yes you can” without 
any form of negative thought or voice, and if the student(s) stop complaining, that’s not good. 
(They’ve given up)
Preoperational Stage: meant as cognitive thinking being preoperational Ages 2­7: Actions done mentally and from internal thoughts. Some [semiotic] functions 
include: symbol­reality correlation (play), they know that a toy isn’t a real thing (trucks, 
planes, teacups, etc.), language development and increasing knowledge of vocabulary 
(doubles every six months), this period is the most that the child will ever learn. 
Challenges: Have a hard time recalling direction, reversible thinking, conservation tasks 
(decentering: give too much attention to one dimension), Ego­centricity (talk to 
themselves, in groups)
To promote development, simply talk to them, narrate your life, and play with them.  Concrete Stage: Mostly deals with hands on thinking Schemes New Sit. Assimilation Equilibrium New Situation Equilib. Accommodation Disequilibrium Disequilib.
background image Ages 7­11: Understand the concept of conservation and thinking through it, identifying, 
reversibility, compensating for problems, thinking about more than one dimension. Does 
thinking with their hands and manipulation of objects (pies for fractions, other 
Challenges: Classifying things, grouping them into characteristics (Cards, dolls, bugs, 
etc.), giving objects an order to organize them better (a classic pecking order).
Advice to promote development would be to arrange the classes to have more hands­on 
projects and giving them the order that they want. 
Formal Stage: Children begin abstract thinking.  11+: Looking at everyone else’s tastes and opinions to form their own tastes and 
thoughts, and forms a “spotlight” view of themselves. Thinking that the world is 
watching them and thinking the wrong move is the final move and is always aware of 
other’s opinions.
Challenges: Reasoning skills that are a mostly used: Compare & contrast, induction & 
deduction, analyze & synthesize
Piaget’s model underestimates the mind of a growing child, each stage isn’t consistent in theory, 
and the culture and environment of the child are not emphasized in this model.
Socio­Cultural Theory: Examining the cultural and social impacts on the development of the 
Is the most popular and most used in today’s age. Developed by Lev Vygotsky, a Russian
psychologist that was alive during the Bolshevik revolution in 1918, a period where 
professors were thought of the most dangerous by the State. He died of tuberculosis at the
young age of 38 due to poor living conditions. Lev had over 160 publications while he 
was still alive. 
The first part of Socio­Cultural theory is that interaction with others is what causes the 
mind to develop. 
New knowledge is created between two people, and is made concrete. (Striped Earthy)

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School: Minnesota State University Moorhead
Department: OTHER
Course: Educational Psychology
Professor: Brian Smith
Term: Spring 2018
Tags: Education, Psychology, and child development
Name: Ed. Psych Notes
Description: These are in class notes that talk about Piaget's learning models and cognitive learning though cognitive development, a theory also developed by Piaget.
Uploaded: 01/22/2018
4 Pages 43 Views 34 Unlocks
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