Tuesday  On your desk: pen/cil, class notes from front table  Graphic/ picture representation of Erikson’s Stages of Development (from last class)  Warm-up: complete it on the notes page.

agenda  1. finish Erikson’s stages assignment or begin Freud research  2. Class notes/discussion lecture: Piaget  3. Continue work on Freud’s development stages.  Keep track of development notes… open notes quiz coming soon…

Last class review…  Developmental Theory by Erik Erikson…  Human lifespan is a series of conflicts that must be solved to successfully move through life.  In which stage are you?  What about me, your teacher?  Your parents? Grandparents? Siblings?  Knowledge is power…. and so is understanding  Knowledge is power…. and so is understanding

StageConflict 1. InfantBasic trust vs. basic distrust 2. Toddler Autonomy vs. shame and doubt 3. Preschooler/Early Childhood Initiative vs. guilt 4. School Age/PlayIndustry vs. inferiority 5. AdolescenceIdentity vs. role confusion 6. Young AdulthoodIntimacy vs. isolation 7. AdulthoodGenerativity vs. stagnation 8. Old AgeEgo integrity vs. despair

Jean Piaget’s Theory of Cognitive Development

  ( )a Swiss psychologist. He was employed at the Binet Institute in the 1920s, where his job was to develop French versions of questions on English intelligence tests.   He became intrigued with the reasons children gave for their wrong answers on the questions that required logical thinking.   He believed that these incorrect answers revealed important differences between the thinking of adults and children Who is Jean Piaget?

  Piaget (1936) was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.   Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults.   Piaget showed that young children think in strikingly different ways compared to adults.

Piaget’s theory   According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based.   Cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience.   Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

There Are Three Basic Components To Piaget's Cognitive Theory:   A. Schemas (basic building block of intelligent behavior – a way of organizing knowledge).   B.Adaptation processes -- enable the transition from one stage to another (equilibrium, adaptation, assimilation)   C. 4 Stages of Development :  1. sensorimotor  2.preoperational  3.concrete operational  4. formal operational

(homeostasis)

 #schema #schema #schema

Stage 1: Sensorimotor Stage years  Around 1 month – all reflexes (grabbing, sucking, rooting, etc)  “Knows” through active interaction with environment  1-4 months – objects may not be interesting but action itself is interesting

Sensorimotor Stage  Becomes aware of cause-effect relationships  4-8 months – hit something and everything moves. Does it again and again….  Learns objects exist even when not in view  8-9 months – object permanence

Object permanence achieved!

Sensorimotor Stage  months – beginning to explore the world. “What happens when I roll this ball?”  Imitates crudely the actions of others  18 months – 2 years – talking, walking, beginning to actually do things

Preoperational Stage ages 2-7years  Very egocentric –Kids believe others see what they see –i.e. mountain problem  Language and mental representations develop

2bn-A

Preoperational Stage  Beginning to understand basic feelings  “Why?”  Learning basic conversation skills –Talk in turns but not really responding to each other  Objects are classified on just one characteristic at a time (the pennies, the water glasses, etc)

Concrete Operational Stage  Ages 7-12 years  Develop conservation of volume, length, mass, etc  Learn that things can look the same but still be different (later in stage)  Organizes objects into ordered categories

Formal Operational Stage  Ages 12+ years  Thinking becomes abstract and symbolic  Reasoning skills develop  A sense of hypothetical concepts develop

Time for a crash course! --ok

So now what?  1. use iPads to research and complete the chart on Freud’s Developmental Stages.  2. Keep all notes organized… open notes quiz over 3 theories of development next class.