Learner Development Section 2 Notes

Erikson's Psychosocial Theory Focus

Developing identity through resolving developmental crises at each life stage.

Erikson's 1st Stage: Trust vs. Mistrust

Infancy stage where consistent care builds security and confidence.

Erikson's 2nd Stage: Autonomy vs. Shame & Doubt

Toddler stage where children seek independence and build self-control.

Erikson's 3rd Stage: Initiative vs. Guilt

Preschool stage where children explore abilities and actively lead activities.

Erikson's 4th Stage: Industry vs. Inferiority

Elementary stage focused on mastering academic and social skills.

Erikson's 5th Stage: Identity vs. Role Confusion

Adolescence stage focused on developing a personal sense of self.

Piaget's Cognitive Development Theory Focus

Developing thinking in stages through active interaction with the environment.

Piaget's 1st Stage: Sensorimotor Stage

Infancy/toddler stage where learning occurs via senses and physical actions.

Object Permanence

The understanding that objects continue to exist even when out of sight.

Piaget's 2nd Stage: Preoperational Stage

Preschool/kindergarten stage featuring symbolic thinking, imaginative play, and egocentrism.

Egocentrism (Piaget)

Difficulty seeing situations from another person's perspective.

Centration (Piaget)

Focusing on only one aspect of a situation at a time.

Piaget's 3rd Stage: Concrete Operational Stage

Elementary stage where logical thinking is applied to concrete, real-world situations.

Conservation (Piaget)

Recognizing that quantity remains constant despite changes in physical appearance.

Reversibility

The ability to mentally undo actions to return to an original state.

Classification (Piaget)

Categorizing objects or concepts based on common attributes.

Seriation

Arranging objects in a specific order based on size, weight, or age.

Piaget's 4th Stage: Formal Operational Stage

Middle/high school stage featuring abstract thinking, deductive reasoning, and metacognition.

Vygotsky's Cognitive Development Theory Focus

Continuous development of thinking skills through social and cultural interactions.

More Knowledgeable Other (MKO)

A person with more knowledge or skill who helps someone learn.

Zone of Proximal Development (ZPD)

The range between what a learner can do independently and with guidance.

Scaffolding

Temporary instructional support that is gradually withdrawn as competence increases.

Learning Theories

Conceptual frameworks explaining how individuals acquire knowledge and change behaviors.

Behaviorism Focus

Learning through observable actions shaped by environmental reinforcement and practice.

Operant Conditioning

Strengthening behaviors through reinforcement and weakening them through punishment.

Direct Instruction

Structured, teacher-led approach that explains concepts and models skills step-by-step.

Cognitivism Focus

Learning as an internal mental process of processing, storing, and retrieving information.

Information-Processing Theory

Focuses on how brains encode, manipulate, store, and retrieve information.

Elaboration

Adding details to new information to connect it with prior knowledge.

Schemas

Mental frameworks that help individuals organize, interpret, and learn information.

Constructivism Focus

Active process where learners build knowledge from personal experiences and interactions.

Self-Directed Learning

Independently setting goals, finding resources, and solving problems.

Discovery Learning

Exploring and solving problems independently to uncover new concepts.

Bloom's Taxonomy: Remembering

Recalling facts, terms, or basic information from memory.

Bloom's Taxonomy: Understanding

Explaining ideas or concepts in your own words.

Bloom's Taxonomy: Applying

Using learned information to solve problems in new situations.

Bloom's Taxonomy: Analyzing

Breaking information into parts to identify patterns, relationships, or connections.

Bloom's Taxonomy: Evaluating

Making judgments based on criteria, evidence, or standards.

Bloom's Taxonomy: Creating

Combining ideas or knowledge to form something new and original.