1. Theories of Development
IP&T 301
Suzy Cox

2. Agenda Brief review Jean Piaget Theory Capsule
Lev Vygotsky Theory Capsule
How the theories look in the classroom
Supplementary Activity #4
Quiz

3. Piaget Cognitive Constructivism Schemes Stages we’re concerned with:
Preoperational
Concrete Operational (see chart on p. 27)
Criticisms
How do we implement this?
focus on process, active involvement, individual differences
Cognitive constructivism – what is this?
Schemes – how can we make use of these in class (Rap example)
Stages we’re concerned with:
Preoperational – conservation, centration, reversibility, egocentric
Concrete Operational – inferred reality, seriation, transitivity, class inclusion
Criticisms – children more competent, some things can be taught, experience matters
How do we implement this in class? – focus on process, active involvement, individual differences

4. Vygotsky Social Constructivism Self-regulation Private Speech
Zone of Proximal Development
Scaffolding
Reciprocal Teaching
How do we implement this?
Mixed-ability grouping, challenging, self-monitoring
Social constructivism – what is this?
Self-regulation – internalizing, think and solve problems
Private speech – turning shared knowledge into personal knowledge
ZPD – draw diagram, ability grouping?
Scaffolding – how do we provide this?
Reciprocal teaching – ask questions, turn over responsibility for leading discussion
How do we implement this in class? – challenge

5. Erikson Psychosocial crises Stages we’re concerned with:
Initiative vs. Guilt
Industry vs. Inferiority
School plays a central role
How do we implement this?
Find student strengths, encourage experimentation

6. Piaget’s Moral Development
Cognitive abilities determine children’s abilities to reason about social situations
Heteronomous morality (until – formal operations)
Constraint, moral realism – inflexible, consequences
Autonomous morality
Cooperation, equality, mutual agreement, intentions, fairness
Resolving conflicts with peers helps progress

7. Kohlberg Moral dilemmas Preconventional – until age 9 (varies)
Consequences, satisfy needs
Conventional
Golden Rule, approval, duty
Determine level of reasoning, moral dilemmas, challenge to next higher stage

8. How do we encourage moral development?
Weave discussions of justice and moral issues into lessons, particularly classroom events
Foster greater awareness of own and others’ feelings, social responsibilities, and ethical choices
Provide a framework of expected behavior
Discuss, “What if…?”,
Allow cooperative groups to create their own rules

9. Chart it! Piaget Vygotsky Erikson Kohlberg Focus
Development depends on…
Key terms
Stages
Focus: Cognitive, cognitive, personal/social, moral
Devel. depends on: manipulation and active interaction with the environment, reasoning about rules that govern behavior, resolution of psychosocial crises, sociocultural nature of learning
Key Terms: Assimilation, accommodation, equilibration, schemes; Private speech, Zone of Proximal Development, scaffolding; ERIKSON; moral dilemmas

10. Supplementary Activity #4
Find a lesson plan
Choose a developmental theory
Analyze lesson plan based on that theory

11. Assignments Read Ch. 9 (pg. 298-328) Skinner Theory Capsules
Start thinking about your Intelligence-Fair assessment