Mrs. Winters's Kind Klassroom: February 2017

Pages 28-35

2-1a ERIKSON: PSYCHOSOCIAL DEVELOPMENT

· Epigenetic Principle-states that in fetal development, certain organs of the body appear at certain specified times and eventually “combine” to form a child.

· Psychosocial Crisis-Erikson has benign meaning behind the word “crisis”. His thoughts are: Crises occur when people feel compelled to adjust to the normal guidelines and expectations that society has for them but are not altogether certain that they are prepared to carry out these demands fully.

· Described crises in terms of opposing qualities that individuals typically develop. For each crises there is a desirable quality that individuals typically develop

2-1b STAGES OF PSYCHOSOCIAL DEVELOPMENT

· Trust vs. Mistrust (Birth to 1 year) The basic psychosocial attitude for infants to learn is that they can trust their world.

· Autonomy vs. Shame and Doubt (Two to Three years; Preschool) The stage where children exert a degree of independence after they learn to trust or mistrust

· Initiative vs. Guilt (Four to Five Years; Preschool to Kindergarten) the ability to participate in many physical activities and to use language sets the stage for initiative, which “adds to autonomy the quality of undertaking, planning, and ‘attacking’ a task for the sake of being active and on the move.”

· Industry vs. Inferiority (Six to Eleven Years; Elementary to Middle School) A child entering school is at a point in development when behavior is dominated by intellectual curiosity and performance. “He now learns to win recognition by producing things…develops a sense of industry.”

· Identity vs. Role confusion (12 to 18 years Middle through High School) to develop roles and skills that will prepare adolescents to take a meaningful place in adult society

· Intimacy vs. Isolation (Young Adulthood) to experience satisfying development at this stage, the young adult needs to establish close and committed intimate relationships and partnerships with other people.

· Generativity vs. Stagnation (middle Age) “Generativity…is primarily the concern of establishing and guiding the next generation. BROAD

· Integrity vs. Despair (Old Age) Integrity is the “acceptance of one’s on and only life cycle as something that had to be and that, by necessity, permitted of no substitutions…Despair expresses the feeling that the time is now short, too short for attempt to start another life and try to out alternate the roads to integrity.”

2-1c Helping Students Develop a Sense of Industry

· Grading on a curve and creating competition. (Problem)Students who are forced into this unhealthy type of competition may develop a sense of inadequacy and inferiority that will hamper them for the rest of their school career. (Solution) Emphasize to students and others that a more relevant and useful goal is to help all students develop attitudes, values, and cognitive skills that lead to high levels of meaningful learning. Make an environment where the students feel accepted no matter what and will encourage learning in a healthy manner by helping in all degrees.

2-1d Helping Students Formulate an Identity

· The most complex of Erikson’s stages. Identity is experienced merely as a sense of psychosocial well-being - Feeling at home in one’s own body. Psychosocial Moratorium-period marked by a delay of commitment. Should be a period of adventure and exploration, having a positive, or at least a neutral, impact on the individual and society.

2-1e Adolescent Identity Statuses

· Identity statuses- (4) reflect the extent to which individuals have explored and committed themselves to a set of values on such critical issues as occupation, religion, sex role and politics.

· Identity diffusion

· Foreclosure

· Moratorium

· Identity achievement

o see table 2-1 page 33

2-1f Criticisms of Erikson’s Theory

· conclusions based on personal and subjective interpretations only partly substantiated by controlled investigations of the type that most psychologists value

· his stages reflect the personality development of males more accurately than that of females

o girls are concerned with the nature of interpersonal relationships as they are with achievement, whereas boys focus mainly on achievement.

Pages 38-45

2-2 PIAGET: COGNITIVE DEVELOPMENT- postulated that human beings inherit tow basic tendencies: organization and Adaptation

· ORGANIZATION-the tendency of all individuals to systemize or combine processes into coherent systems

· SCHEMES-the environment given to children as they develop which becomes the basis for understanding and adapting to the world in which they live.

· ADAPTATION-accomplished in two sub-processes (1) assimilation (2)accommodation -A child will adapt by either interpreting an experience so that it fits an existing scheme(assimilation) or changing an existing scheme to incorporate the experience (accommodation)

· RELATIONSHIPS AMMONG ORGANIZATION, ADAPTATION AND SCHEMES-The product of organization and adaptation to their environment. He called this process equilibration. What drives people to this state is disequilibrium. When people are encounter something that is inconsistent with or contradicts what they already know or believe, this experience produces a disequilibrium that they are driven to eliminate.

· EQUILIBRIATION, DIEQUILIBRIUM, AND LEARNING- (Equilibrium and Disequilibrium are the two sides of the learning coin. Equilibration to occur, disequilibrium must have already occurred. Disequilibrium can occur spontaneously with in an individual through maturation and experience, or it can be stimulated by someone else (such as a teacher).

· CONSTRUCTING KNOWLEDGE-Constructivism-the process of creating knowledge after solving a problem

2-2b Stages of Cognitive Development (4)

· Sensorimotor Stage (Infants and Toddlers)

o imitation and the importance of this stage as it’s behaviors like this that show an increasing ability to think in terms of symbols

· Preoperational Stage (Preschool and Primary Grades)

o Mastery of symbols (mental imitation)

o Piaget believed that many symbols are derived from mental imitation and involve both visual images and bodily sensations

o Action carried out through logical thinking

o Conservation problems-those that test the ability to recognize that certain properties stay the same despite a change in appearance or position (most well-know is the conservation of continuous quantity. (Page 41)

o Perceptual centration—strong tendency to focus on only one subject

o Decentration—ability to think of more than one quality at a time

o Irreversibility—no logical thinking behind simple mathematical reversals

o Egocentrism—young ones find it difficult or impossible to understand and take another one’s point of view

· Concrete Operational Stage (Elementary to Early Middle School)

o Schemes are developing that allow a greater understanding of such logic-based tasks as conservation, class inclusion, and seriation. But operational thinking is limited to objects that are actually present or that children have experienced concretely and directly.

o Students in this stage are more capable of learning advanced concepts than most people realize

· Formal Operational Stage (Middle School, High School, and Beyond)

o Being able to generalize and engage in mental trial and error by thinking up hypotheses and testing them in their head.

o This stage reflects the ability to respond to the form of a problem rather than its content and to form hypotheses.

o See the difference in formal thinking vs. operational thinking

Pages 50-55

2-3 VYGOTSKY: COGNITIVE DEVELOPMENT

· How One’s Culture Affects Cognitive Development

o Parents and schools shape children’s thought processes to reflect that which the culture values. Even when individuals are by themselves what they think and do is a result of cultural values and practices

· 2-3a The Importance of Psychological Tools

o These are the cognitive devises and procedures with which we communicate and explore the world around us.

o Children are introduced to psychological tools through social interactions with their parents and later in more formal interactions with their teachers

· 2-3b How social Interaction Affects Cognitive Development

o For social interaction to produce advances in cognitive development they have to contain a process called mediation. Mediation occurs when a more knowledgeable individual interprets a child’s behavior and helps transform it into internal and symbolic representation that means the same thing to the child as to others

· 2-3c How Instruction Affects Cognitive Development

o Spontaneous concepts-learn various facts and concepts and rules by-product of activities as engaging in play and communicating with parents and playmates.

o Empirical learning-the way young children acquire spontaneous concepts (forming general concepts)

o Theoretical learning- involves using psychological tools to learn scientific concepts. (problem solving)

· Instruction and the Zone of Proximal Development

o Zone of Proximal Development (ZPD)—the difference (time period) between what children can do on his own and what can be accomplished with some assistance.

o Scaffolding- helping students to answer questions or solve problems of difficulty by giving them hints or asking them leading questions

· Vygotsky suggests

o Model desired academic behaviors

§ Children will imitate all behaviors

o Create dialogue with the student

§ Discussion brings about understanding

o Practice

§ Practice speeds internalizing

o Confirmation

§ Bring out the best in each student, focus on what they can do and it will build trust and a mutually supportive relationship between teacher and student. Good quality work will come even if some assistance is necessary and should always be offered.

Pages 58-64

2-5 Piaget, Kohlberg, and Gilligan: Moral Development

2-5a Piaget’s Analysis of the Moral Judgment of the Child

· Piaget discovered that interpretations of rules followed by participants in marble games changed with age.

Moral Realism vs. Moral Relativism

· Morality of Constraint: the moral thinking of children up to the age of ten or so (moral relativism)

· -Morality of Cooperation: the moral thinking of children eleven or older

· -The two differ in several ways

Kohlberg’s Description of Moral Development

Kohlberg’s Use of Moral Dilemmas

· His study was based on analyzing how individuals responded to a set of short stories that involved a moral dilemma.

Kohlberg’s Six Stages of Moral Reasoning

· Stage 1: Punishment-Obedience “You might get caught.” Physical consequences of an action.

· Stage 2: Instrumental Relativist “You shouldn’t steal something from a store, and the store owner shouldn’t steal things that belong to you.” Laws should involve an even exchange.

· Stage 3: Good boy- Nice Girl “Your parents will be proud of you if you are honest.” Impress others with good actions.

· Stage 4: Law and Order “It’s against the law, and if we don’t obey laws, our whole society might fall apart.” Fixed rules must be obeyed.

· Stage 5: Social Contract “Under certain circumstances, laws may have to be disregarded – if a person’s life depends on breaking a law, for instance.” Rights of the individual should be protected.

· Stage 6: Universal Ethical Principle “You need to weigh all of the factors and then try to make the most appropriate decision.” Moral decisions should be based on ethical principles.

2-5c The Caring Orientation to Moral Development and Education

Gilligan’s View of Identity and Moral Development

· Gilligan opposes Erikson’s and Kohlberg’s theories and believes that they are based on the teenage male not teenage female. Many females have a different primary concern. They care less about separation, but more about loyalty.

Nodding’s Care Theory

· Care theory has come to focus clearly on relationships and how those relationships function. According to Nodding, it is not good enough to say that we care, but to express a concern for someone or people.

· Establishing a caring relationship with your students also means responding to their needs. Educators should involve students in discussions of moral issues to emphasize the utility of both orientations.

Does Moral Thinking Lead to Moral Behavior?

Hartshorne and May asked students questions about what was right and wrong

· The results showed that many children acted dishonestly. While some knew cheating was wrong, they would not cheat in school, but in sports they would.

Character Development as an Educational Goal

· Intellectual Character refers to ways of thinking that direct and motivate what a person does when faced with a learning task and that often lead to a meaningful outcome. A learner with intellectual character is, curious, open minded, reflective, strategic, and skeptical.

Moral Character is a disposition to do both what is good and what is right.

Mrs. Winters's Kind Klassroom

Thursday, February 9, 2017

February Book Of the Month Quotes

February 2017 Class Newsletter

Wednesday, February 1, 2017

Chapter Two