Introduction to CD2: September 6. Minodora Grigorescu Mothercraft College

Transcription

1 Introduction to CD2: September 6 Minodora Grigorescu Mothercraft College

2 Agenda Early modern theorists Issues in development

3 Reflection- why you are here What teaching skills do you have?

4 Reflection cont Read the skills carefully If other professionals display the same skills, cross them out What do you have left? What makes you a skilled practitioner?

5 Specific skills Knowledge about children s development Helping children to emerge/work/ master skills Observing children s abilities, strengths and program plan accordingly Use guidance strategies that are developmentally appropriate

6 Importance of research Theories, hypothesis, collecting data Naturalistic observations Surveys, interviews, standardized tests, case studies, research methods

7 Theories and theorists Psychoanalytic Freud Erikson Cognitive Piaget Vygotsky Behavioural and Social Cognitive Skinner Bandura Ecological Bronfenbrenner

8 Freud Theory of Development based on female adult patients to understand hysteria Erikson Personal process of finding self Piaget Intellectual orderly upbringing keen observations of own children Darwin made extensive observations of his first child as well Skinner Conducted more empirical research than any major theorist

9 Exercise If you were to write a theory of child development TODAY what would influence your theory? Consider your development, social influences, personal histories and beliefs

10 Psychoanalytic - Freud Development primarily unconscious Early experiences with parents shape (and dictate) development Distinct stages Follows discontinuity path Stages are defined by the seeking of pleasure (i.e., sexual in nature) and the avoidance of pain Oral Anal Phallic Latency - Genital

11 Freudian Stages ORAL STAGE Birth 18 months Pleasure centres in mouth Evidence object in mouth ANAL STAGE 18 months 3 years Pleasure centres on anus Evidence - toileting

12 PHALLIC STAGE 3 6 years Pleasure centres on genitals Evidence Sex play in childhood LATENCY STAGE 6 years to puberty Repression of sexual interest child focuses on social and intellectual Evidence - None

13 GENITAL STAGE Puberty onward Sexual reawakening Evidence Interest is sexual relationships

14 Freud s Oedipal & Electra Complexes Occurs during the Phallic Stage Young child develops an intense desire to replace the same-sex parent to win the affection of the opposite sex parent For boys Oedipal; For girls - Electra

15 Psychoanalytic - Erikson 8 stages of psycho-social development Each stage has a unique crisis to be overcome Trust vs mistrust Infancy 1 st year Autonomy vs shame/doubt 1 to 3 years Initiative vs guilt Preschoolers 3 to 5 years Industry vs inferiority 6 years to puberty Identity vs confusion - Adolescence Intimacy vs isolation Young adulthood Generativity vs stagnation Middle adulthood Integrity vs despair Late adulthood

16 Individual Exercise Using yourself as an example, what points do you think Freud and Erikson were right about? What criticisms do you have of their theories? What doesn t speak to your experiences?

17 Evaluating Psychoanalytic Theories Contributions Importance of early experiences Importance of family relationships Conscious AND unconscious Erikson first lifespan theorist Criticisms Research problematic Based on clinical populations accuracy? Culture biased Gender biased

18 Cognitive - Piaget Children construct their understanding of the world focus on conscious Organize and adapt Assimilation = incorporate new information into existing knowledge All 4-legged animals are dogs Accommodation = adjust knowledge to fit with new information Some 4-legged animals are not dogs

19 Piaget s Four Stages Sensorimotor Birth to 2 years Understand world through senses Preoperational 2 to 7 years Understand world with words and images Use of words & images shows development of symbolic thought

20 Concrete Operational 7 to 11 years Apply logic to understanding the world Classification Conservation Formal Operational 11 years and up Abstract reasoning Idealistic Logical

21 Piaget s stages FA14&feature=related Dev. Issues yjlbk&feature=related

22 Socio-Cultural Cognitive - Vygotsky Culture and social interactions guide development Cognitive skills mediated by language Language is a tool Cognitive skills have origins in social relationships Understand children in social and cultural context Reading with a parent reading skills and importance of reading as social value

23 Vygotsky Zone of Proximal Development Direction of Development Activities child can do alone Activities child can do with help Zone of Proximal Development Activities child can not yet do Less skill required to solve problems Interaction with Skilled person supports Development of this skill More skill required to solve problems

24 Behavioural B.F. Skinner Can study only what can be observed and measured Originated out of the work of Pavlov Classical conditioning Dog food = Dog salivates Dog food + bell = Dog salivates Bell = Dog salivates

25 Behavioural B.F. Skinner Skinner Children as blank slates Operant conditioning learning occurs through seeking reward and avoiding punishment A behaviour that is followed by a rewarding stimulus is more likely to occur again A behaviour that is followed by punishment is less likely to recur

26 Social Cognitive - Bandura BEHAVIOUR ENVIRONMENT PERSON/ COGNITIVE E.G. THINKING & PLANNING; TEMPERMENT MEDIATE CONNECTIONS BETWEEN ENVIRONMENT & BEHAVIOUR

27 Bandura Example A JK child shows prosocial behaviour in welcoming a transitioning preschooler to the class (behaviour) The teacher provides positive encouragement of this behaviour (environment) The child thinks positively about his/her interpersonal skills (person/cognitive)

28 Bandura cont Theorist that moved forward the importance of OBSERVATIONAL LEARNING children learn by watching others Highlighted the importance of MODELING Most notably for work in childhood aggression Methodology of Bobo doll

29 Evaluating Behavioural & Social Cognitive Theories Contributions Importance of scientific research Importance of environment Observational/ vicarious learning Interaction of influences Criticisms Minimizing importance of biology Fail to address developmental change

30 Ethological Theory - Lorenz Behaviour strongly influenced by biology Behaviour is tied specifically to evolution we do what we need to to survive Characterized by critical or sensitive periods

31 Lorenz s Discovery Hatched with Mom Saw goose mom and followed her as soon as hatched When separated from mom & returned followed her again Hatched in Incubator Saw Lorenz and followed him when first hatched When separated from Lorenz & returned followed him again

32 Lorenz s Discovery cont. Newly hatched goslings seem to be born with the instinct to follow their mom it is innate Imprinting: the rapid, innate learning within a limited critical period of time that involves attachment to the first moving object seen We now think of critical periods as sensitive periods

33 Evaluating Ethological Theory Contributions Importance of biology Importance of naturalistic observation Criticisms Sensitive versus Critical Too much biology Identification of critical periods Questionable translation to humans

34 Ecological - Bronfenbrenner 5 systems contribute Microsystem = Individual Mesosystem = Family, School, Peers, Neighbourhood Exosystem = Friends of family, Community services Macrosystem = Culture Chronosystem = Social-historical conditions

35 Evaluating Ecological Theory Contributions Considers the environment as multidimensional Social and historical context of development Criticisms Neglect of biology Where s the cognitive development How do children grow up?

36 Doctor s check Nipissing District developmental Screenhand out

37 Case studies On Track introduction.html

38 Individual presentations Marking criteria: Accuracy of information /3 Method of delivery /1 Class engagement /2 Pro's and Con's for the material presented /2 Reflective presentation/applicability /1 References APA style /1

39 Resources Mitakuye Oyasin, 1989, We are all related, F. L. K. Hsu K.,1970, Americans and Chinese: Purpose and fulfillment in great civilizations. Janet Gonzales Mena, 2008, Diversity in Early care and Education.