1. Jean Piaget 1896-1980 Born in Switzerland Doctorate at 21 in Natural Science Biology to Philosophy to Psychology Inspired by work in Binet’s Psychological Laboratory: -children’s incorrect answers -non-standardized testing -developmental levels Died at the age of 84

2. Piaget’s Theory of Development Piaget’s basic assumption Influences on development Basic Tendencies in thinking Four stages of cognitive development.

3. Piaget’s basic assumption Development is children’s attempts to make sense of the world

4. Development Orderly, qualitative, adaptive changes in: Physical Personal Social Cognitive.

5. Influences on Development Maturation Activity Social Transmission.

6. Tendencies in Thinking Organization Equilibration Disequilibrium Adaptation Assimilation Accommodation Cognitive Conflict

7. Four Stages of Cognitive Development Sensorimotor Infancy: 0-2 Preoperational Early childhood to elementary years: 2-7 Concrete Operational Later elementary to middle school: 7- 11 Formal Operational. Junior and senior high: 11-15

8. Limitations of Piaget’s Theory Underestimates children’s abilities Fixed stages Doesn’t take role of culture or social context into account.

9. Lev Vygotsky 1896-1934 Born a Russian Jew Privately tutored via Socratic Dialogue Won the lottery for Moscow University Writings translated first in 1962 Thought and Language (1962) Mind and Society (1978) Died at the age of 38 of tuberculosis

10. Vygotsky Key Principles Children construct knowledge Learning can lead development The Zone of Proximal Development Development cannot be separated from the social context Language plays a central role in mental development.

11. Vygotsky and teachers Continuous and Complete Assessment Scaffold and Assist Learning Be Aware of the Role of Culture and Social Context in Learning Facilitate Language for ELL Students.

12. Vygotsky and teachers Pose Problems of Emerging Relevance to Students Structure Learning Around Primary Concepts: The Quest for Essence Seek and Value Students’ Point of View

13. Adapt Curriculum to Address Students’ Suppositions Assess Student Learning in the Context of Teaching Vygotsky and teachers

14. Constructivist Teachers: 1. Encourage Student Autonomy and Initiative 2. Use Raw Data and Primary Sources 3. Use Manipulative, Interactive, and Physical Materials 4. Frame Tasks with Cognitive Terminology 5. Allow Student Responses to Drive Lessons 6. Inquire About Students’ Understanding 7. Encourage Students to Engage in Dialogue

15. Constructivist Teachers: 8. Ask Thoughtful, Open-Ended Questions 9. Encourage Student Inquiry 10. Seek Elaboration of Students’ Responses 11. Use Cognitive Conflict to Encourage Thought 12. Allow Wait Time After Posing Questions 13. Allow Time for Students to Construct Relationships 14. Nurture Students’ Natural Curiosity

16. Kohlberg’s Dilemma A man’s wife is dying. There is one drug that could save her, but it is very expensive and the druggist who invented it will not sell it at a price low enough for the man to buy it. Finally, the man becomes desperate and considers stealing the drug for his wife. What should he do, and why?

17. Kohlberg’s Stages of Moral Reasoning Preconventional Moral Reasoning 1. Punishment-Obedience 2. Personal Reward Conventional Moral Reasoning 3. Good Boy-Nice Girl 4. Law and Order Postconventional Moral Reasoning 5. Social Contract 6. Universal Ethical Principle

18. Gilligan’s Ethic of Care Self Interests (pre-conventional) Commitment to Specific Individuals and Relationships (conventional) Responsibility and Care for All People (post-conventional)

19. Justice/Care Debate in Moral Development Care ethic Contextual narrative Responsibility in relationships Relationship is primary Relationship/Response Conflicting loyalties/responsibilities Attachment/Engagement Connection/Interdependence Maturity = ability to respond, caring for self and others Justice ethic Abstract Reasoning Cognitive development Individual is primary Fairness/equality Competing rights/rules Detachment/autonomy Separation/independence Maturity = ability to detach, personal autonomy

20. Bottom Line Male approach to morality –Individuals have basic rights –Respect the rights of others Female approach to morality –You have a responsibility to care for others

21. Erikson’s Stages of Psychosocial Development Basic Trust vs. Basic Mistrust (12-18 mos) –Develop a sense of trust in the word by having needs met Autonomy vs. Shame/Doubt (18 mos to 3 years) –Develop self control and confidence based on encouragement and limit setting without rejection and blame for failure Initiative vs. Guilt (3 to 6 years) –Test personal power through exploration of their environment with encouragement rather than overprotection or punishment Industry vs. Inferiority (6-12 years) –Complete work and master tasks of childhood based on success and recognition of progress

22. Erikson’s Stages of Psychosocial Development Identity vs. Role Confusion (adolescence) –Answer "who am I?" based on success and satisfaction with peer acceptance Intimacy vs. Isolation (young adulthood) –Relate intimately with another based on self-disclosure and satisfying experiences with others Generativity vs. Stagnation (middle adulthood) –Caring extended beyond one person to future generations based on a satisfying life and freedom from pressures Ego Integrity vs. Despair (late adulthood) –Adjustment to aging and death with satisfaction about past