Exam #1- Piaget, Vygotsky, Bronfenbrenner, Erikson, Kohlberg

Piaget's Four Stages of Cognitive Development

1. Sensorimotor

2. Preoperational

3. Concrete Operational

4. Formal Operational

Sensorimotor

-Age (0-2)

-Develop object permanence

-Goal directed actions

-Reflexes, senses, movement

-imitate others

-Reflexes become intentional activities

Preoperational

-Age (2-7)

-Symbolic thinking

-Language development

-Think in present

-Can only see their own point of view

Concrete Operational

-Age (7-11)

-Can think logically about problems

-Understands conservation

-Organize things into categories and series

-Can mentally "undo" actions (think in reverse)

-Understands past, present, and future

Formal Operational

-Age (11- adulthood)

-Think hypothetically and deductively

-Scientific thinking

-Solves abstract problems in logical fashion

-Can see multiple perspectives

-Concerns about social issues, personal identity, and justice

Piaget's Basic Tendencies in Thinking

Schemes; Assimilation; Accommodation

Schemes

Basic building blocks of thinking

Assimilation

When we use existing schemes to respond to a new situation

Accommodation

When we must change existing schemes t respond to a new situation

Limitations of Piaget's Theory

-Underestimates children's cognitive capabilities

****Children can be advanced in certain areas

-Overlooked cultural factors

****Different environment-different kids

-Separate stages, not able to intertwine

Vygotsky's Sociocultural Theory of Development

Zone of Proximal Development

Scaffolding

Private Speech

Zone of Proximal Development

There area between the child's current development level "as determined by independent problem solving" and the level of development that the child could achieve "through adult guidance or in collaboration with more capable peers"

Scaffolding

Providing clues to help them along

Private Speech

Children's self-talk, which guides their thinking and action. Eventually becomes inner speech

Bronfenbrenner

Social Context Theory

Bronfenbrenner's Four Systems (in order)

1. Microsystem

2. Mesosystem

3. Exosystem

4. Macrosystem

Microsystem

-Smallest "circle"

-Immediate relationships and activities

-Daily interactions

-Family

-School

-Home

Mesosystem

-Second System

-How the different parts of the microsystem effect each other

-Weekly/Monthly interactions

-School

-Many micros put together

Exosystem

-Third system

-All the social settings that effect the child, but they don't directly effect the child

-Mass media

-Community Service

-Child's school

-Parent's workplace

Macrosystem

-Last system

-Society as a whole

-Shared cultural values

-Beliefs

-Customs

-Laws

Limitations of Bronfenbrenner's Theory

-Children may come from broken homes and lack certain aspects of the microsystem

-People are impacted differently throughout each system

-Abused children, if they can't trust their parents can they trust anyone?

Erikson's Psychosocial Theory of Development

8 Stages of development

*Every child faces a conflict at each stage and has to overcome the conflict successfully in order to move onto the next stage

Trust vs Mistrust

-Age (Birth-18 months)

-First stage

-Feeding

-First form of loving, trusting relationship with caregiver, or sense mistrust

Autonomy vs Shame/doubt

-Age (18 months to 3 years)

-Second Stage

-Toilet training

-develop physical skills (walking, grasping, controlling the sphincter)

-can face shame and doubt if control is not handled well

Initiative vs Guilt

-Age (3-6)

-Independence

-Becomes assertive

-If they are too forceful they have guilt

Industry vs Inferiority

-Age (6-12)

-School

-Deal with learning new skills, while risking inferiority, failure, and incompetence

Identity vs Role Confusion

-Adolescence

-Peer Relationships

-The teenager must achieve identity in occupation, gender roles, politics, and religion

Intimacy vs Isolation

-Young Adulthood

-Love Relationships

-Must develop intimate relationships in order to avoid isolation

Generativity vs Stagnation

-Middle Adulthood

-Parenting/Mentoring

-The parent has to find a way to satisfy and support the next generation

Integrity vs Despair

-Late adulthood

-Reflection on and acceptance of one's life

-Sense of acceptance of oneself and a sense of fulfillment

Kohlberg's Moral Theory of development

3 Levels of moral development

Preconventional Level

Stage 1: Obedience Orientation

**Obey rules to avoid punishment

Stage 2: Rewards/Exchange

**Right and wrong is determined by personal choice

Conventional Level

Stage 3:Being nice/relationship Oriented

**Being good means pleasing others and being nice

Stage 4:Law and Order Oriented

**Social system mist be obeyed

Postconventional Level

Stage 5: Social Contract Oriented

**"The greatest good for the greatest number"

Stage 6: Universal Ethical Principles Orientation

**There are universal principles of human dignity and social justice that individuals should uphold, no matter what the law or other people say

How Kohlberg's theory fits Kindergarten

-Moral Reasoning:

**what they think is right and wrong

-Distributive Justice

**Sharing is based on equality, not merit