Human Growth and Development

1. Human Growth and Development Day #11 October 10, 2012

2. Agenda • Eriksonian Psychosocial Stages • Social Learning Theory • Piaget’s stages of cognitive development • Vygotsky • Language Development

3. Erikson’s Psychosocial Stages • Infancy = Basic trustversusmistrust • Toddlerhood =autonomyversusshame and doubt • Preschool =initiativeversusguilt

4. Social Learning Theory • Modeling: Learning by observation and imitation • learned aggressiveness and learned helplessness • Importance of televisionand other media on learning

5. Cognitive Development Piaget • children actively seek to comprehend their world • infants do think contrary to the “no talk; no thought” ideas

6. Cognition Active intelligence functions through senses and motor skills Toddler is the “little scientist” Piaget sees development in stages

7. Piaget’s first stage Sensorimotor thinking • substages 1 & 2 relate to reflexes • substages 3 & 4 relate to objects and people; responding to people • substages 5 & 6 relate to action and ideas

8. Piaget’s second stage Preoperationalthinking • acquisition of information and basic skills to manipulate information and perform operations

9. Piaget: Key Concepts • Object permanence • understanding that objects and people continue to existeven though they cannot be seen • marks transition to preoperational thinking • Why is “peek-a-boo” so muchfun to play?

10. object permanence is acquired gradually • active searching requires motivation and memory and motor ability

11. Piaget: Key Concepts for pre-operational thinking Centration Reversibility Egocentrism Conservation Animism

12. Rethinking Piaget • Is the timetable too rigid? • Are the stages too sequential? • Actual development seems to occur much less evenly • Perhaps Piaget was not wrong, just not complete • Reality includes more diversity

13. Vygotsky • Social activityrather than individual discovery • Culturalgoals rather than maturational milestones • Guided assistance enables a child to independently accomplish the tasks

14. Vygotsky • Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development • social context determines how and when a person moves through his/her ZPD

15. Vygotsky Since every culture values certain cognitive skills more than others, it is not surprising that cultural variations exist. There is also a family context

16. LanguageDevelopment Cognitive development supportsand is aided by language development

17. Language Development • Competency develops first in language function ( uses of language) then on structure(sequence of words in sentence, grammar rules, etc.)

18. Chomsky All children have an innate predisposition to learn language. This is known as a Language Acquisition Deviceor LAD

19. Related terms • Over-extension • over-generalization of a set of words to inappropriate objects • Over-regularization • over-application of rules; same rules; all situations

20. Vocabulary Development Predictable sequence first nouns then verbs then adjectivesand adverbs then conjunctions, pronouns, etc.

21. Related concepts Private speech =Vygotsky’s idea that children review what they know and regulate their actions accordingly Through social use of language children incorporate potential learning into actual development

22. Ponder these What can be done to stimulate a child’s language development? What is the difference between speech and language? What cues tell you that a child’s speech and language may not be developing normally? Special ability issues?

24. Assignment • Finish Chapter 3 - 4