Development: Theories of Psychosocial and Cognitive Development Chapter 2 Spring 2007 Kathy- ann Hernandez, Ph. D.

Thought questions: Development What does development mean to you? What influences development?

Development and Education Development is a central concept in education. –Social and emotional development – psychosocial –Physical development –Cognitive development –Moral development

Erikson: Psychosocial Development Basic principles Psychosocial development Psychosocial crisis Epigenetic principle

Erickson: Stages of psychosocial development Trust vs. mistrust (birth to 1 year) Autonomy vs. shame & doubt (2 to 3 years) Initiative vs. guilt (4 to 5 years) Industry vs. inferiority (6 -11 years) Identity vs. role confusion (12-18 yrs) Intimacy vs. isolation (young adulthood) Generativity vs. stagnation (middle adulthood) Integrity vs. despair (older adulthood) (p. 153)

Industry Versus Inferiority Actions that foster industry –Encouraged to try –Praise for efforts –Allowed to finish tasks Actions that can create inferiority –Efforts derided –Made to feel bothersome

What is Identity? “Knowing where one is going and an inner assuredness of anticipated recognition from those who count” (Erickson, 1968, p. 165). (p. 27)

James Marcia: Identity Statuses Identity: “knowing where one is going, an inner assuredness…” (Erickson, 1968, p. 165) Crisis and Commitment –Identify diffusion –Foreclosure –Moratorium –Identify Achievement p. 29

Periods of Physical Development Infancy (birth – age 3) Early childhood (3 to 6 years) Middle and late childhood (6 to 11 years) –Sexual development Adolescence (11 to about 20 years) –Sexual development

Physical Development What role does physical development play in the way –Teachers think about students? –Parents think about their children?

Implications of Cognitive Development Do children think of the world in the same way you do? Theories of Cognitive Development –Piaget –Vygotsky

Piaget – Basic Concepts Piaget --Individuals construct meaning by solving problems and eliminating disequilibrium. Scheme Organization Adaptation –Assimilation –Accommodation Equilibration (p. 33)

Cognitive Development – Piaget (p. 36)

Vygotsky: Cognitive Development Vygotsky: Social interaction plays a central role in thinking and learning. –Zone of proximal development –Scaffolding –Psychological tools Spontaneous concepts (theoretical learning) versus Scientific concepts (empirical learning) pp

Constructivism We construct knowledge. –Piaget- Cognitive constructivism People are thinking --adapting to the world. Knowledge is individually constructed. –Vygotsky- Social Constructivism Older individuals help children acquire the intellectual tools of the culture. Knowledge is socially constructed.

Piaget: Moral development Heteronomy: Morality of constraint –Rules are sacred; right and wrong based on consequences. Autonomy: Morality of cooperation –Rules are flexible; intent is important in determining guilt. Internalizes judgments of good and bad

Development of Moral Theories Kohlberg –Preconventional - avoid punishment –Conventional – maintain social order –Postconventional - laws can be interpreted/changed Gilligan - Women’s moral decision-making –Stage 1: “I want” –Stage 2: Social responsibility –Stage 3: Morality of non-violence