CFC theorists

Social factors

include the way we interact with others such as parents, carers and peers with our language and behaviours (family influence, peer pressure)

Cultural factors

include the beliefs and values of a population or people such as religion, the rights and role of women v men in society (Language, traditions and culture)

Environmental factors

refer to the environment in which you are raised. E.g. is your town polluted with lead, do you have a clean environment, is there ample space and resources (climate and pollution)

Biological factors

refer to genetic factors that contribute to your development such as your gender/sex, your hormones, temperament, and if you are born with a genetic illness for example. (Genetics and age)

Bronfenbrenner - social, cultural, biological and environmental factors

• Emphasis on Social Interactions: relationships with parents, peers, teachers in contexts (fam + school)

• Role of Cultural Beliefs and Values: Identified cultural norms and values in the macrosystem as indirect influences on development.

• Biological Factors: acknowledged biological influences

• Ecological Systems Theory: how environmental layers interact with individuals to shape their development.

Piagets - social, cultural, biological and environmental factors

Focused on individual cognitive development; did not emphasize social interactions as a primary driver

Less focus on cultural context; posited universal stages of development

Cognitive development is linked to biological maturation and age-related stages

Environment provides experiences but is secondary to the cognitive stages based on biological maturation

Erikson - social, cultural, biological and environmental factors

social interactions- with caregivers = psychological development

culture- shapes identity challenges and crisis at each stage

biological- temperament influence stages

environment- supportive vs challenging concepts, impact identity development in stages

Vkgotsky - social, cultural, biological and environmental

Social interactions, especially with "more knowledgeable others," are crucial for learning and cognitive development in the Zone of Proximal Development

Culture is fundamental to cognitive development; language and tools from cultural context are central to learning

Biological aspects like age impact learning readiness, but emphasis remains on social and cultural influences

Environment, especially through social interactions and resources, is essential in shaping cognitive development

What is bronfenbrenner theorist?

Bioecological model – recognises the environmental influences on a child, but also recognises biological factors such as temperament and learning style etc will influence their development as well.

· In the centre of every ecological model is a child.

· Every child is unique.

· Every child has a set of variables that are different. Some have sole parents, some have no parents

bronfenbrenner purpose

The concentric circular diagram illustrates the impact of relationships in multiple environments on a child's development, from family interactions to societal values and customs. It highlights the interactions and relationships between these systems.

Bronfenbrenner Applications:

- Education - highlights the importance of learning beyond the classroom
- Community services - suggests looking at everything family
- Laws and policies - influence family

bronfenbrenner strengths

- Explains influence of both biological and the environmental influences
- This theory shows how multiple influences affect the child's development even when the child isn't directly involved in the situation
Takes into consideration different environments

bronfenbrenner weaknesses

- Doesn't explain cognitive development
- Does not explain reasons for behaviour e.g. temperament
- Why the child's behaviour is a result of the five stages

bronfenbrenner implications

Understand that every child is an individual and comes from a unique background. Child development is a result of a combination of the child's personality and environmental factors

Microsystem:

The immediate environment in which a person lives and interacts. People or places the individual has direct contact with. Example: When you are a baby – mum, dad, possible grandparents. When you are older - more!! Add school, day care, sporting etc

mesosystem

Interconnections or relationships between the microsystems. Mesosystems work together for the sake of the child.

Examples:

· Positive examples

o Parent takes active role in school and parent teacher nights, watches their games of soccer – positive development for the child

· Negative examples

o Parents are in conflict– two microsystems – negative influence on development. Child neglected by parents – may affect interactions with teachers and other adults

Exosystem:

social settings that do not contain the developing person but affect their experiences in immediate settings. outside social factors indirectly shape a person's growth by affecting their immediate environment and personal development.

Examples:

· Parents workplace – parent is not allowed to get off work for unwell child

· Parents who work long hours (macro), do not spend quality time when available – may affect their child affects child in the micro

· Can also affect the meso – interaction between the parents – may become negative

Macrosystem + examples + application

The cultural context in which a person lives, including socioeconomic status, ethnicity, and overarching beliefs and values.

Example: the belief that girls should (or should not) be educated

Chronosystem:

Incorporates the dimension of time, reflecting the life changes and socio-historical contexts that influence an individual's development

Examples: death of family member, divorce, living in a country at war.

Example on bronfenbrenner

- Child has depression (biological factor)
- Parents (microsystem), seek medical assistance from a GP who would look at a child's (mesosystem) relationships between a child and parents extended
- (Exosystem)- neighbourhood influences, services available, local government services (macrosystem), may give limited options for treatment, when this event occurs
- (Chronosystem)- if teen years might have more impact than if occurs in middle or older age.

what is Piaget

- Piaget's theory of cognitive development describes how children's thinking changes over time, emphasizing their active role in learning and understanding the world. It suggests that children progress through stages of development, with each stage building on earlier experiences and leading to more complex mental abilities.

Cognitive Constructivism

work of jane Piaget, Piaget's theory of cog development proposes humans cannot be given information, which they immediately understand and use but learners must construct their own knowledge

Key concepts of Piaget:

· Before Piaget's work the theory in psychology was that children are purely less knowledgeable thinkers then adults.
· Piaget showed that young children think in different ways compared to adults
· According to Piaget, children are born with very basic mental structure (genetically inherited and evolved)

How do children learn: - Piaget

schemas, assimilation, accommodation, equilibration

- Schemas:

o Schemas are "units" of knowledge, relating to one aspect of the world, including objects, actions and abstract concepts
o A schema is sometimes referred to as a "filing cabinet" in our brains

- Assimilation

o Using an existing schema to deal with a new object or situation
o Using an existing unit of knowledge to deal with a new object (using a cat to deal with a dog)

- Accommodation

o This happens when existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation

- Equilibration

o When a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation)

Piaget explain the assumptions:

- Includes 4 stages, all inclusive, he describes that it is an active process meaning children learn by figuring out problems. Does not account for disabilities, children’s intelligence undergoes challenges.

- Piaget proposed a new set of assumptions about the intelligence of children:

1. Children think differently and see the world differently from adults.

2. Children are not passive learners; they actively build up their knowledge about the surrounding.

how did Piaget test his theory

1. Object permanence- object still exists even if it cannot be seen.
2. Conservation- child realises that properties of objects remain the same despite changes in form.
3. 3 mountain test- asked with landscape scene and view from other perspectives.

Piaget Application in classroom:

- Hands on learning activities- concrete materials to explore concepts e.g. blocks.
- Scaffolding- increasing complexity of tasks
- Discovery learning- encourage students to discover new knowledge through exploration and experimentation.

piaget strengths

- What they expect - biological readiness
- Capacity to learn
Focuses on using hands-on experience

piaget weaknesses

- Ages too strict
- Bias as he tested on his own kids
- Not scientifically proven
- Only focuses on younger people
Language issue

piaget implications

- Sensorimotor- allow child to play with toys that squeak when squeezed
What you teach must target appropriate age

Sensorimotor stage

0-2 years

- Children primarily learn about their environment through their senses and motor activities.

o Object permanence

o Goal directed or intentional action

o Deferred imitation

Example: brushing your finger against baby’s face, will suck on it.

Piaget Developmental milestones

Sucking and looking, child may suck their thumb by accident and then later intentionally repeat the action.

Simple reflexes (Birth - 1 Month Old),

such as looking.

Primary circular reactions (1-4 Months Old),

1. sensations- reproduce an event that happened.

Secondary circular reactions (4-8 Months Old)-

children become aware of things beyond their body and become more object orientated.

Coordination of secondary circular reactions (8-12 Months Old)-

children start to show intentionally e.g. using a stick to grab something.

Tertiary circular reactions (12-18 Months Old),

start to explore new possibilities of objects.

Internalization of schemes (18-24 Months Old),

a shift of symbolic thinking.

Preoperational Stage:

2-7 years

- Children develop language and abstract thought. This means they can think about concepts and ideas that not physical

- A child's development involves verbal representation, symbolic motor play, and symbolic reasoning. They grasp logical concepts, but still focus on one aspect of an object. They form unsophisticated, irreversible concepts, and follow basic game rules. Reality is not firm, and children often believe in magic.

o Egocentric: meaning they believe everyone sees the world that they do e.g. if a child closes their eyes, they will assume nobody can see them either

o Symbolic thought and language

- Examples: Pointing to something of interest, waving goodbye and playing games according to the rules. Unable to see others viewpoint for example talking to grandpa on the phone and showing him a picture.

egocentric

meaning they believe everyone sees the world that they do e.g. if a child closes their eyes, they will assume nobody can see them either

Preconceptual thinking (2-4 years):

Transudative reasoning is another feature of the child's thinking in the substage. Transudative reasoning is a faulty type of logic that involves making inferences from one specific to another. It can lead to correct or accurate conclusions, but it is not guaranteed to do so. Example: A white cow makes white milk a brown cow must make chocolate milk. My grandfather has a beard so all men with beards are grandfathers

Intuitive thinking (4-7 years):

By this age children have formed a more complete understanding of concepts and have mostly stopped transudative reasoning. Their thinking has become more logical, although it is structured more about perception than logic.

Concrete operational stage:

7-11 years

- children can perform concrete operations and reason logically as applied to specific or concrete examples. Less egocentric, e.g. sorting things into categories.

- Child shows evidence of organised and logical thought.

- Performs multiple classification tasks, orders objects in a logical sequence and comprehends the principle of conservation.

- The child’s thinking becomes less egocentric and less transcendent.

- Child is capable of concrete problem solving

- Thinks logically about objects and events e.g. the days of the week.

- Classifies objects according to – understanding that objects or quantities remain the same despite the changes in physical appearance.

- Seriation - the ability to place things in order according to size.

o Seriation - the ability to place things in order according to size.

o Classification

o Decentring

o Reversibility

o Conservation

o Elimination of Egocentrism

Examples: Understanding that the amount of juice remains the same whether it is in a tall thin glass or a short fat glass

Formal operational stage:

11+ years

- abstract thinking about hypothetical situations, observation of world, build on knowledge.

- Abstract thought and propositional reasoning

- Thoughts become more abstract including principles of formal logic

- Shows an ability to generate abstract propositions, multiple hypotheses and their possible outcomes are evident.

- Attaining the capacity to think abstractly; that is, using propositional and hypothetical, deductive reasoning

Examples: Solving logical problems like ‘if Jo is taller than Sue and thinner than Eve, who is the tallest.

Describe eriksons

- Erikson's psychosocial theory explores how individuals develop throughout their lives, focusing on the interplay between social and psychological factors. It outlines eight stages of psychosocial development (personality), each characterized by a specific conflict or challenge that individuals must navigate to achieve healthy development. Erikson believed that successfully resolving these conflicts contributes to the formation of a cohesive identity and overall well-being.

Explain the assumptions: - eriksons

- It outlines eight stages of psychosocial development (personality), each characterized by a specific conflict or challenge that individuals must navigate to achieve healthy development.
- Erikson believed that successfully resolving these conflicts contributes to the formation of a cohesive identity and overall well-being.
- if a child failed to achieve the stages it may result in non- healthy development. The stages may impact an individual's development in terms of mental, emotional, and social health.

eriksons strengths

Support- provides a broad framework from which to view development throughout the entire lifespan. E.g. from young child to old. Interaction of biological and social influences.

eriksons weaknesses

Criticism- The theory fails to detail exactly what type of experiences are necessary at each stage in order to successfully resolve the conflicts and move to the next stage.

Erickson has 8 stages

progression= development of skills from previous stage.

Stage 1

Birth–1 year- Trust

vs

Mistrust

Infants need to learn to trust that their caregivers will take good care of them in order to develop a sense of trust in other people. If an infant is neglected or rejected by their caregivers, they will find it difficult to trust others. Outcome - drive and hope.

Stage 2

1–3 years - Autonomy

vs

Doubt

Children are developing new cognitive, language and motor skills. They use these skills to express what they want and insist on doing things themselves. They are becoming independent, however if they are punished for doing something wrong, they doubt their competence. Outcome - self courage, courage and will.

Stage 3

3–6

years - Initiative

vs

Guilt

When pre-schoolers have a sense of autonomy, they can make plans and carry them out, at the same time learning that other children have rights too e.g. using their new motor skills to build things. Developing fantasy play helps them develop initiative and feel pride in achieving their goals. Outcome - purpose

Stage 4

6–12

years - Industry

vs

Inferiority

Children have a desire to learn and master a wide range of new skills and to control their environment. They are learning and mastering intellectual and social skills and want to gain approval from adults and peers. Continual failure of tasks that are too hard can lead to a child developing a sense of inferiority. If children fail to develop initiative and industry, they will find it difficult to achieve tasks in adolescence. Outcome - method and competence

Stage 5

12–20

years - identity

vs

Role confusion

This is a critical stage in forming an identity for an individual. Adolescents are trying to work out who they are and where they fit into society. Experimentation process occurs with trying new things, different looks, ideas and friendships. Outcome - sense of self, independence and purpose

Stage 6

20–40

years - Intimacy

vs

Isolation

When a person forms an intimate relationship with a person. If a person has still not discovered their identity, it may be difficult to form an intimate relationship with another person, therefore feeling a sense of loneliness and isolation. Outcome - affiliation and love

Stage 7

40–65

years - Generativity

vs

Stagnation

Middle-aged adults need to feel they have produced something worthwhile e.g. raising children, having a successful career, travelling or volunteer activity. If they resolve this issue, they will be concerned about future generations rather than becoming self-centred. Outcome - production and care

Stage 8

over 65 years - Integrity

vs

Despair

If older people look back over their life and view it as being meaningful, they will find it easier to face getting old and death. If they cannot do this, they may have regrets or bitterness and thus have difficulty in preparing for death and feel despair. Outcome - wisdom

Describe the Vkgotsky.

- Vygotsky's theory highlights how learning is shaped by social interactions and cultural context. He believed that children learn best with the help of MKOs, through a process called "scaffolding." Vygotsky also introduced the idea of the "zone of proximal development," which is where learning happens most effectively with guidance. Language is crucial in cognitive development as it shapes thought processes and facilitates learning.

Vkgotsky Explain the assumptions:

- Shaped by social interactions and cultural context.
- He believed that children learn best with the help of MKOs through scaffolding processes.
- Introduced idea of zone of proximal development- learning happens with guidance.
- Believed that Language is crucial in cognitive development as it shapes processes and facilitates learning.

Define / explain terminology with examples: Vkgotksy

- The theory of sociocultural Development of a child.
- Vygotsky's social development theory asserts that a child's cognitive development and learning ability can be guided and mediated by their social interactions.
- His theory (also called Vygotsky's Sociocultural theory) states that learning is a crucially social process as opposed to an independent journey of discovery.
- More knowledge other, zone of proximal development, scaffolding, language development.

Social constructivism:

- Developed by Vygotsky's, focuses on the role of social interactions and cultural context in the development of knowledge. Places the teacher in an active role while the child's mental abilities develop naturally through various paths of discovery.

Vkgotsky Key concepts:

- Vygotsky suggested that learning takes place through the interactions students have with their peers, teachers and other experts.
- Teachers can create a learning environment that maximizes the learner's ability to interact with each other through discussion, collaboration and feedback which would enhance their development.

Vkgotksy Social interaction, learning through cultural interactions:

cog development- occurs through social interaction, (MKOS’)

level where they internalise what they have learned.
- He believed that cultural tools help shape cognitive function.
- Individuals social and cultural interactions transmit meaning and facilitate learning.

Vkgotsky Importance of language

- It is the main means by which adults transmit information to children
- Language itself becomes a very powerful tool of intellectual adaptation

Vkgotsky Importance of culture

- Tools of intellectual adaptation
- Your culture and where you grow up influences who and how you learn from

Scaffolding:

- The support and guidance given by the MKO.
- Breaking down complex tasks into smaller, manageable tasks
- Modelling and demonstration
- Promotes deeper learning, helping learners achieve more than on their own.

MKOs:

- Someone who has higher knowledge than the learner, respect to a particular task, process, or concept.
- Could be teacher, parent, peer, or computer program- providing guidance and support to the learner.
- Through interactions with MKO- the learner can expand their understanding, acquire new skills, and advance cognitive abilities.

ZOPD:

- Zone of proximal development
- Difference between what a learner can do without help and what they will need guidance with.
- Highlights importance of MKO and scaffolding

Vkgotsky Language as a tool for thought:

- Role of language plays a role on cognitive development.
- Language is a primary tool for thought, internal speech is crucial for the development of higher cognitive functions such as solving and evaluating.
- Through language- individuals can convey their emotions, share experiences, and acquire knowledge from MKO's.

Vkgotsky Internalisation of speech:

- Social speech- use of language, external communication with others, children learn through interactions with their social environment.
- Private speech- children verbalise thoughts aloud, even when nobody is involved in communication. Helps children think through tasks and solve problems through their thought process.
- Internal speech- speech becomes fully internalised as silent thought, framework for higher cognitive functions such as planning, problem solving and reasoning.

Vkgotsky strengths

- Importance of the social context in which learning and the evolution of cognitive skills take place
- Culture determines the nature and manner of functioning of the societal institutions that influence how the children learn

Vygotsky weaknesses

- Does not provide richness like Piaget
- Did not provide specific tools for research such as tests and experiments
Only a general outline of cognitive development

Vygotsky implications

Instructions can be planned to provide practice in the ZPD for individual children or for groups

bronfenbrenner purpose

The concentric circular diagram illustrates the impact of relationships in multiple environments on a child's development, from family interactions to societal values and customs. It highlights the interactions and relationships between these systems.