Week 3 Lecture Notes
Week 3 Lecture Notes EdPsych 2030-02
Popular in Dynamics of Human Development
Popular in Educational Psychology
This 1 page Class Notes was uploaded by Jane Sible on Sunday September 18, 2016. The Class Notes belongs to EdPsych 2030-02 at University of Northern Iowa taught by Dr. Zaid Alkouri in Fall 2016. Since its upload, it has received 5 views. For similar materials see Dynamics of Human Development in Educational Psychology at University of Northern Iowa.
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Date Created: 09/18/16
September 7, 2016 Chapter Four Why Understanding Development is Important 1. Provide framework for understanding important phenomena. 2. Raise important questions for understanding human nature. 3. Helps us better understand children. Jean Piaget = started cognitive theory Constructivist = believed that children construct their own knowledge through their experiences with the world (active learners) Believed in nature AND nurture (not nurture vs nurture); believed that they interact together to produce cognitive development Continuous Development: assimilation (incorporate new information into old information) > accommodation (improve general understanding with the new information) > equilibration (balance between the new and old information) [I think of the scene in Bambi where Bambi is trying to learn how to talk and calls everything by the name he just learned, such as calling a skunk a flower.] Discontinuous Development (what Piaget believed in): sensorimotor stage (ages 0-2) > preoperational stage (ages 2-7) > concrete operational stage (ages 7-12) > formal operational stage (ages 12+) o Sensorimotor Stage: uses senses and motor abilities to learn about the world – object permanence is established in this stage o Preoperational Stage: able to think magically/poetically, use toddler’s language to understand language, think egocentrically – imagination and language are important to this stage o Concrete Operational Stage: can apply logic but it is limited to personal experience, can only consider one dimension at a time o Formal Operational Stage: can analytically think about abstracts and ideas, personal ethics develop - A Not B error: tendency to reach for a hidden object where it was last found rather than in the new location - Centration: focusing on a single feature of an object, such as in the water glass experiment, the children focus on the height of the liquid but not he width - Dynamic-Systems Theories: o Varied aspects of the child function as a single whole to produce behavior o How change occurs over time o Focus on relations between motor abilities o Children’s innate motivations to explore the environment (Piaget) o Precise analysis of problem-solving ability
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