2.  Development refers to change or growth
that occurs in children.
 It starts with infancy and continues to
adulthood

3.  Most learning
involves changes in
neurons and synapse
 Development
changes in the brain
enable increase
thought
 Brain remains
adaptable
throughout life
 Many parts of the
brain work in
harmony to enable
complex thinking
and behavior

4.  Cognitive Theorist
 Theorized 4 stages of development
› Sensory motor (birth-age 2)
 Physical motor
› Pre-operational (age 2 - 7)
 Language, symbols and letters
› Concrete operational (age 7 – 11)
 Logic and organization
› Formal operational ( age 11 – death)

6.  Schema: Ways in which children make sense of the
world
 Assimilation: Fitting new information into an existing
schema.
 Accommodation: Changing a schema to fit new
information.
 Equilibration: Explanation of cognitive shift (qualitative) from
one stage of thought to the next
 Disequilibrium: cognitive conflict motivation for change
 Equilibrium: resolve conflict through assimilation and
accommodation, to reach a new balance of thought

7.  Extends Piaget’s work
 Based on language and
social interactions

8.  What a child can do
with assistance
 Scaffolding
 Peer assistance

9.  Helps guide behavior
› Used more when tasks are difficult,
after errors, or when confused
 Gradually becomes more silent
› Children with learning and behavior
problems use longer

10.  Stages of Moral Reasoning
› Premoral
 pleasant or unpleasant consequences of actions
 physical power of those who impose the rules.
› Conventional role Confirmity
 Moral values reside in performing the right role, in
maintaining the conventional order and
expectancies of others as a value in its own right.
› Self accepted Moral Principles
 conformity to shared standards,rights, or duties
apart from supporting authority.
 action-decisions are based on an inner process of
thought and judgement concerning right and
wrong.

11.  Piaget
 Cross-cultural
 Environment dependent
 Focus on infants and young
children
 Developmental ages and
stages
 Vygosky
 Helps explain cultural
diversity in cognition
 Emphasizes importance of
teaching
 Says little about biological
contributions to cognition
 Vague in explanation of
change
 Kohlberg
 pleasant or unpleasant
consequences of
actions

14. EducationalImpactionsExample:
 Create a classroom environment that
fosters desirable student behaviors
 When a student consistently has trouble
working independently, praise her
inconspicuously every time she completes
and assignment without having to be
prompted.

15. EducationalImpacations:Example:
 Conclude that learning has occurred only
when students exhibit a change in
classroom performance
 Regularly assess students’ learning, and
look for ongoing progress in what they
know and can do.

16. EducationalImplication:Example:
 Identify specific stimuli (including your
own actions as a teacher) that may be
influencing students’ behaviors.
 If a student frequently engages in
disruptive classroom behavior, consider
whether you might be encouraging such
behavior by giving him attention every
time he misbehaves.

17. EducationalImplications:Examples:
 If you want students to associate two
events (stimuli, responses, or stimulus and
response), make sure those events occur
close together in time.
 Include enjoyable yet educational
activities in each day’s schedule as a way
of helping students associate school
subject matter with pleasurable feelings.

18. EducationalImplication:Example:
 Remember that research with nonhuman
species often has relevance for classroom
practice.
 Reinforce hyperactive students for sitting
quietly for successively longer time
periods—a shaping process based on
early research studies with rats and
pigeons.