Foundations of Human Development

1. Foundations of Human Development Instructor~ Rachel Karlsen Website~ http://wpchd310a.wordpress.com Cell number~ 360-901-5297 Workshop #4

2. Inspirational Isaiah 1:17-18 (NAS): "Learn to do good; seek justice, reprove the ruthless,         Defend the orphan, Plead for the widow.” (Take a few minutes to read handout in file.) Point for Prayer: Are you weary of false religiosity in your own life? Do you hear yourself talking about God but in truth there is no substance to your faith? If so, then look for someone to help today and help them. That is indeed true spirituality.

3. Welcome! What are you passionate about? Please share what’s on your heart and mind. What is a deep interest or concern of yours? Please note: I’d like to encourage everyone to share your vision and let us get to know you, however, please feel free to “pass” if this is not comfortable for you.

4. Learning Objectives(slide 1 of 2) Upon completion of this workshop, each student should be able to: • Define the learning theories. • Distinguish between behaviorism and social learning. • List eight assumptions of behaviorism. • Summarize the basic tenets of classical conditioning and operant conditioning. • Discuss the four components of observational learning. • Explain the major concepts of Piaget's cognitive-structural theory of development.

5. Learning Objectives (slide 2 of 2) • List Piaget's stages of cognitive development. • Analyze one of Piaget's stages, focusing on how the person's mind works at that stage. • Contrast Piaget's theory and Vygotsky's cognitive social-historical approach. • Paraphrase Vygotsky's zone of proximal development and discuss its implications for parenting and/or education. • Evaluate the theories of behaviorism, social learning, cognitive-structural, and cognitive social-historical in terms of strengths and drawbacks. • Explain behavioral theories and know the main theorists.

6. Approximate Schedule 6:00-7:00 Welcome, Bible inspiration, overview of evening, Black Item activity, Learning theories 7:00-7:30 Pavlov, Watson, Skinner, Bandura information 7:30-8:00 break 8:00-9:00 Vygotsky and Piaget information and activities, video 9:00-9:45 group activity using chosen theory, final paper discussion, practice debate for final week. 9:45-10:00 exit papers, group work

7. Assignments due tonight(4th workshop) The following assignments are to be completed prior to this workshop: Individual 1. Read Craig & Dunn, pp. 13–20. 2. Read Crain, Chapters 6, 8, 9, and 10. 3. Continue assessing theories studied so far in preparation for the final paper. Learning Team 1. Research the main points of selected theory. 2. Prepare 1–3 page typed bullet points of main points, thoughts, and approaches of selected theory. This should be handed out to everyone in class on the final night of class (10 points) 3. Gather information obtained thus far and review for final presentation and class debate.

8. Assignments due next week(5th workshop) • Read Craig & Dunn, pages 49-57 • Complete a 5-6 page typewritten paper that demonstrates eclecticism: what each student will retain and discard in light of their vocational choice (see Theory Application Paper on page 4 of syllabus and rubric at http://wpchd310a.wordpress.com) • Learning Team • Give copy of key points, etc., of theory to classmates. • Present a brief overview of theory with main points and theorists • Be prepared to discuss your theory from the viewpoint of a theorists (debate using in-depth scenarios) • Complete and turn in Learning Team End of Course Evaluation • Be prepared to change Learning Teams

9. Selected Defense Mechanisms Used by Children (Craig and Dunn, p. 175)

10. Selected Defense Mechanisms Used by Children (continued)

11. Black Items Intro Activity • Guidelines: • Divide into groups of 3-4 people • No talking • Metacognition (be aware of your own thinking) • Task: Decide what to do with Black Items and do this with group

12. Black Puzzle Intro Activity • What did you notice? • Reflections? • Comments?

13. Black Puzzle Activity(slide #1 of 2) • Demonstrates • Piaget: intrinsically interesting problem • Bandura: use of models (watching/learning from each other) • Piaget: organization, assimilation (puzzles are familiar to us), accommodation (perhaps you haven’t done this type of puzzle before)

14. Black Puzzle Activity(slide #2 of 2) • Demonstrates: • Piaget: Abstract thinking (formal operations) • Vygotsky: talk to ourselves (think with the help of words, give ourselves nonverbal instructions)

15. Learning Theory basic tenets(slide #1 of 2) • One is shaped by one’s environment (experience + practice) • Learning is pervasive: behavior is acquired by it; life span is composed of step-by-step accumulation of knowledge, skills, memories and competencies • Development results from learning • Development occurs as result of different types of learning • Individual differences in learning reflect differences in past history and experiences

16. Learning Theory basic tenets(slide #2 of 2) • Development involves building behaviors hierarchically • Heredity/biology sets limits • Development is not tied to biologically determined stages

17. Learning Theory: Pavlov~Classical Conditioning • Activity (optional): Read paragraph on bottom of page 180-181 aloud. Every time “Pavlov” is read, listeners eat one smartie • Father of modern learning theory: (1849-1936)

18. Pavlov: Basic concepts(source: http://psychology.about.com) • Unconditioned stimulus (US) is one that unconditionally, naturally, and automatically triggers a response. For example, when you smell one of your favorite foods, you may immediately feel very hungry. In this example, the smell of the food is the unconditioned stimulus. Example of the unconditioned stimulus include: • A feather tickling your nose causes you to sneeze. The feather tickling your nose is the unconditioned stimulus.

19. Pavlov: Basic concepts~Classical Conditioning • Unconditioned response (UR) is the unlearned response that occurs naturally in response to the unconditioned stimulus. For example, if the smell of food is the unconditioned stimulus, the feeling of hunger in response to the smell of food is the unconditioned response. Some more examples of unconditioned responses include: • Gasping in pain after being stung by a bee. • Jerking your hand back after touching a hot plate on the oven. • Jumping at the sound of a loud noise.

20. Pavlov: Basic Concepts~Classical conditioning • Conditioned stimulus (CS) is previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response. For example, suppose that when you smelled your favorite food, you also heard the sound of a whistle. While the whistle is unrelated to the smell of the food, if the sound of the whistle was paired multiple times with the smell, the sound would eventually trigger the conditioned response. In this case, the sound of the whistle is the conditioned stimulus.

21. Pavlov: Basic Concepts~Classical Conditioning • Conditioned response (CR) is the learned response to the previously neutral stimulus. In previous example, the conditioned response would be feeling hungry when you heard the sound of the whistle. • Extinction is when the occurrences of a conditioned response decrease or disappear. In classical conditioning, this happens when a conditioned stimulus is no longer paired with an unconditioned stimulus. • For example, if the smell of food (the unconditioned stimulus) had been paired with the sound of a whistle (the conditioned stimulus), it would eventually come to evoke the conditioned response of hunger. However, if the unconditioned stimulus (the smell of food) were no longer paired with the conditioned stimulus (the whistle), eventually the conditioned response (hunger) would disappear.

22. Classroom Application • These techniques are useful in treating phobias or anxiety. Teachers are able to apply classical conditioning in the class by creating a positive classroom environment to help students overcome anxiety or fear. Pairing an anxiety-provoking situation, such as performing in front of a group, with pleasant surroundings helps the student learn new associations. Instead of feeling anxious and tense in these situations, the child will learn to stay relaxed and calm. • Which brings us to:

23. Learning Theory:Watson • Basic concepts: • At birth, there are only three unlearned emotions: love, rage, fear • Little Albert: Conditioning fear (white rat) • Peter: fears, rabbit example • Classical conditioning paradigm became a cornerstone of psychological theory

24. Learning Theory:Skinner~Operant Conditioning • Operant conditioning • Sometimes called instrumental conditioning • method of learning • rewards and punishments for behavior • An association is made between a behavior and a consequence for that behavior.

25. Operant Conditioning:Skinner • Positive and negative reinforcements are used to increase behavior. Punishment is focused on reducing or eliminating unwanted behaviors • Positive reinforcement: • Strengthens response by adding positive consequences such as food or praise • Negative reinforcement: • removing unpleasant or aversive stimuli (example: child does her chores so that mom will stop nagging) • Punishment: • refers to any change that occurs after a behavior that reduces the likelihood that that behavior will occur again in the future.

26. Application in Learning • Crain, p. 198 and 199. Follow directions and read through “Programmed Instruction.” Discuss.

27. Classical vs Operant conditioning • Classical conditioning • Involves placing a neutral signal before a reflex • Focuses on involuntary, automatic behaviors • Operant conditioning • Involves applying reinforcement or punishment after a behavior • Focuses on strengthening or weakening voluntary behaviors

28. Bandura: Social Learning Theory • Observational Learning (no trial learning) • Teacher demonstrates observations; student observes • When ready, student tries the new skill after watching models • Appears to be cognitive, rather than being acquired through trial and error, with reinforcements

29. Bandura: Social Learning Theory Four components of Observational Learning • Attentional processes: pay attention to model • Retention processes: method to remember (Memory lanes, Learning and Memory Book) • Motor reproduction processes: must have necessary motor skills, through physical growth and practice • Reinforcements and motivational processes: people can observe and learn from models, but may choose to not practice the skill. Must have a reason for doing so.

30. Bandura: Bobo doll Child copying treatment of bobo doll: http://www.youtube.com/watch?v=hHHdovKHDNU Learning application: Sometimes used to examine bullying and violence. Bullying: three roles~bully, victim, bystander. Bystander apathy: http://www.youtube.com/watch?v=OSsPfbup0ac&feature=related

31. Vygotsky:Social-Historical Theory of Cognitive Development • Theory is one of the foundations of constructivism (children build their own understanding based on prior knowledge) • Asserts three major themes: • Social interaction • More Knowledgeable Other (MKO) • Zone of proximal development

32. Vygotsky: Social Interaction • Social interaction plays a fundamental role in the process of cognitive development • Every function appears twice: first, socially or between people; second, individually or inside a person

33. Vygotsky:MKO • More knowledgeable other: anyone who has a better understanding or higher level than the learner when thinking about a task, concept or process. Usually considered to be a teacher, coach or perhaps even an older peer.

34. Vygotsky:Zone of Proximal Development • Learning occurs in this zone. The distance between the student’s ability to perform a task under adult or more experienced peer supervision and a student’s ability to solve a problem or perform a task independently.

35. Vygotsky: Educational Impact • Use of tools such as graphic organizers as scaffolding method (see examples in file) • Psychological tools, such as symbols to signify numbers or speech to free our thoughts (show example on whiteboard) Let’s Practice! • One dot, one line, one higher dot and line

36. Piaget:Cognitive Developmental Theory • Children are not less intelligent than adults; they just think differently. • Piaget's stage theory describes the cognitive development of children. • Cognitive development involves changes in cognitive process and abilities. • early cognitive development involves processes based upon actions • later progresses into changes in mental operations.

37. Piaget’s main concepts • Schemas: • describes both the mental and physical actions involved in understanding and knowing • categories of knowledge that help us to interpret and understand the world.

38. Piaget’s main concepts • Assimilation: • process of taking in new information into our previously existing schema • somewhat subjective, modified to fit in with our preexisting beliefs • Accommodation: • changing or altering our existing schemas in light of new information • involves altering existing schemas, or ideas, as a result • New schemas may also be developed during this process Equilibration: Striking a balance between applying existing info and new info (change). Allows children to move through stages of development.

39. Piaget’s stages: Become the expert • Divide into four groups • Each group chooses one of Piaget’s stages of development • Sensorimotor • Preoperational • Concrete operational • Formal operational • Working together as a group, each member fills out worksheet • Share your stage of development with rest of class • Class members: take notes as people present

40. Applying concepts to examples • In a group of three or four, choose a stack of curriculum • Skim and browse, looking for examples of theories and concepts studied so far • Be ready to show curriculum and share examples

41. Learning team work(Theoretical Frameworks for Human Development) With your learning team: ~Fill out theoretical framework graphic organizers Large group share: ~As teams share the information, fill out each section (See next slide and worksheet for theories)

42. Learning teams Basic information is from Understanding Human Development, by Craig and Dunn • Biologically based theories (overview p. 10-11) • Psychodynamic theories (overview p. 11-14) • Behavioral theories (overview p. 14-16) • Cognitive theories (overview p. 16-18) See next slide for Biologically Based info.

43. Biological based theories: Background and Main Contributors (see worksheet) • Background • Genetics studies the biological instructions encoded in the human genome • Developmental neuroscience focuses on links between brain function, behavior, and thought • Evolution and natural selection focus on the adaptation of a species to its environment • Main contributors include: • Darwin~Evolution and Natural Selection • Ainsworth~Attachment ideas; “Strange Situation” • Bowlby~early relationships with caregivers has lifelong influences on social relationships

44. Final week: paper discussion and practice debate • Theory Application paper discussion • http://wpchd310a.wordpress.com/ • click Rubrics, click Theory Application Paper wk 5 • Practice Debate. • Using the following screens, in your Learning Team, discuss what is happening from the viewpoint of your group’s chosen theory. Be prepared to answer as a theorist. Jot notes for classroom discussion.

45. Topic #1: Thoughts and behavior • A young child’s thoughts and behaviors are frequently quite different than ours. Give examples from the viewpoint of your chosen theory/theorists.

46. Topic #2:Baby noises •  Infant crying is often viewed as an expression of discomfort, or a simple reflex, or mere fussing. State what might be happening, possibly including reference to stages.

47. Topic #3To Raise a Child • Give tips, best practices and proverbs from the viewpoint of your chosen theory on the best way to parent and teach children

48. Topic #4What’s happening? Andy is ten years old. Last year, his parents divorced after trying to work things out through counseling. He lives with his mom and sees his dad at least once per week. Despite his best efforts to do well, he failed two subjects and has a hard time making friends. He will sometimes complete his school work by copying answers from students he considers to be smart. He feels like he is not good at anything in particular. From the viewpoint of your chosen theory, what is going on here?

49. Baby Einstein Rules.Early is best for formal education experiences for children! • Yes, I agree with this statement. • No, I do not agree with this statement.

50. Attendance in childcare programs deprive children of quality early life experiences. • Yes, I agree with the statement. • No, I do not agree with the statement.