Child psy pdf
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The document discusses four approaches to child development: behaviorism, constructivism, evolutionary psychology, and socioculturalism. Behaviorism views learning as the formation of associations between stimuli and responses, while constructivism sees development as qualitative stage transitions where children create their own knowledge through active interaction. Evolutionary psychology argues that human minds are designed by evolution to learn certain things easily. Finally, socioculturalism posits that learning occurs best through social interaction and apprenticeship within communities.
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- Pragmatism takes an action-oriented, experiential approach where ideas are tested in practice to achieve desired ends. Education starts with the child's interests and experience.
- Existentialism focuses on individual experience and the choices people make to create their own meaning in an absurd world. Education should consider students' personal "lived worlds."
- Neo-Marxism sees education as a way
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- 1. The Psychology of Child Development Keith Sawyer
- 3. 1. Behaviorism Classroom example Learning analysis
- 4. Classroom Example Consumer mathematics class Class objective: learn to estimate answers for division problems
- 5. Lesson Plan Review from last class: mental math Lesson: compatible numbers Worksheet: Practice problem-solving skills
- 6. Learning Analysis Classify the learning task Analyze the task Break down the task into prerequisite skills Break down each prerequisite skill into lower-level prerequisite skills Result: Construct a learning hierarchy
- 9. Constructivism vs. Behaviorism What is learned? behaviors vs. knowledge Constructivism is cognitivist: not only behaviors, but also knowledge is learned Behaviorism: Learning is associationist, continuous, linear Constructivism: Not learning but development; qualitative stage transitions
- 10. Piaget: The Philosophical Context Where does knowledge come from? Behaviorists are empiricists all knowledge derives from experience The rationalists reject empiricism and argue that some knowledge is innate or a priori: it does not require experience Kants synthesis proposed a priori basic categories Piaget proposed that these basic categories are not innate but are learned, but not in the way that behaviorists believed
- 11. Piagetian Concepts Development occurs in stages In each stage, learning proceeds differently due to different schemas For Piaget, these schemas correspond to Kants basic categories of knowledge (For other researchers, a schema can be any abstract knowledge structure)
- 12. Constructivist Principles Children create their own knowledge Children are active, not passive The child as scientist: hypothesis generation and testing Childrens learning is mediated by their mental schemas New schemas emerge from the child actively interacting with the environment
- 13. The Schema The schema: an elementary psychological structure Each stage has its own schemas Childrens learning is mediated by their mental schemas New schemas emerge from the child interaction of the old schema and the environment: a dialectic
- 14. Assimilation and Accommodation Development is driven by a continuing equilibrium between assimilation and accommodation Assimilation: The child imposes an existing schema on the world (play) Accommodation: The modifies the schema to fit the world (imitation)
- 15. Implications of Constructivism Rote learning is bad Drill-and-practice is bad Instead, place children in an environment rich in objects Give children freedom to explore and choose their own activities Schemas enable generalization and transfer
- 16. Critiques of Piaget Stage transitions may not be qualitative but rather more quantitative or continuous Stage transitions dont occur at the same time in all domains (for example, speech vs. drawing) Piagets theory is limited to science and math After a stage transition, older ways of knowing sometimes remain Yet, Piagets theory remains influential; Neo-Piagetians are extending Piaget (emotional development, artistic development)
- 18. Evolutionary Psychology A modern version of maturationism Chomskys theory of language The broader claim: Human minds are designed (by evolution) to learn certain kinds of things easily These views contrast with both behaviorism and constructivism
- 21. Socioculturalism Because so much adult knowledge is contextualized in group settings, learning should also take place in social communities. Learning as apprenticeship, as a junior member of the team Children construct some kinds of knowledge more effectively through social interaction
- 22. Implications of Socioculturalism Use collaborating groups for learning Combine different grades and levels in a group Assess the groups performance, not the individual members Adults work together with learners, rather than lecture at them
- 23. Comparing the Four Approaches Behaviorism Constructivism Evolutionary psychology Socioculturalism