Introduction to CD2 - University of Torontojhewitt/pepper/UploadedFiles/900... · Reflection –...
Transcript of Introduction to CD2 - University of Torontojhewitt/pepper/UploadedFiles/900... · Reflection –...
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Introduction to CD2:
September 6
Minodora Grigorescu
Mothercraft College
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Agenda
• Early modern theorists
• Issues in development
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Reflection- why you are here
• What “teaching” skills do you have?
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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?
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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
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Importance of research
• Theories, hypothesis, collecting data
• Naturalistic observations
• Surveys, interviews, standardized tests,
case studies, research methods
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Theories and theorists
• Psychoanalytic – Freud
– Erikson
• Cognitive – Piaget
– Vygotsky
• Behavioural and Social Cognitive – Skinner
– Bandura
• Ecological – Bronfenbrenner
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• 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
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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
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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
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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
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• 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
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• GENITAL STAGE
• Puberty onward
• Sexual reawakening
• Evidence – Interest is sexual
relationships
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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
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Psychoanalytic - Erikson
• 8 stages of psycho-social development
• Each stage has a unique crisis to be overcome – Trust vs mistrust – Infancy – 1st 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
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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?
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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
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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
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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
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• Concrete Operational – 7 to 11 years
– Apply logic to understanding the world
– Classification
– Conservation
• Formal Operational – 11 years and up
– Abstract reasoning
– Idealistic
– Logical
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Piaget’s stages
• http://www.youtube.com/watch?v=9yhXjJV
FA14&feature=related
Dev. Issues
• http://www.youtube.com/watch?v=KrUNBf
yjlBk&feature=related
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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
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Vygotsky – Zone of Proximal
Development
Direction of Development
Zone of Proximal
Development
Activities
child can do
alone
Activities
child can do with
help Activities
child can
not yet do
Less skill
required to
solve problems
More skill
required to
solve problems
Interaction with
Skilled person supports
Development of this
skill
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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
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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
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Social Cognitive - Bandura
ENVIRONMENT
PERSON/ COGNITIVE
BEHAVIOUR
E.G. – THINKING & PLANNING;
TEMPERMENT MEDIATE CONNECTIONS
BETWEEN ENVIRONMENT & BEHAVIOUR
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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)
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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
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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
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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
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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
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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
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Evaluating Ethological Theory
Contributions
Importance of biology
Importance of
naturalistic observation
Identification of
“critical” periods
Criticisms
“Sensitive” versus
“Critical”
Too much biology
Questionable
translation to humans
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Ecological -
Bronfenbrenner • 5 systems contribute
– Microsystem = Individual
– Mesosystem = Family, School, Peers,
Neighbourhood
– Exosystem = Friends of family,
Community services
– Macrosystem = Culture
– Chronosystem = Social-historical
conditions
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Evaluating Ecological Theory
Contributions
Considers the
environment as multi-
dimensional
Social and historical
context of
development
Criticisms
Neglect of biology
Where’s the cognitive
development
How do children grow
up?
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Doctor’s check
• http://www.youtube.com/watch?v=8hL-
a5rs88k&feature=fvw
• Nipissing District developmental Screen-
hand out
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Case studies
On Track
http://www.beststart.org/OnTrack_English/1-
introduction.html
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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
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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.