Name_Ian Taylor_PO_1922

EDU240
Developmental Theorist Chart

Social/
Theorist Language Cognitive Emotional Moral Other
Piaget Schemas:
actions or mental
representations
that organize
knowledge.
Assimilation
occurs when
children
incorporate new
information into
their existing
schemas.
Accommodation
occurs when
children adjust
their schemas to
fit new
information.

Proposed 4 stages
of cognitive
development:
sensorimotor,
preoperational,
concrete
operational, and
formal
operational.
Sensorimotor
(0-2): infants
construct an
understanding of
the world by
coordinating their
sensory
experiences with
their motor
actions.
Preoperational
(2-7): More
symbolic than
sensorimotor
thought but does
not involve
operational
thought.
Egocentric and
intuitive rather
than logical.
Divided into the
symbolic function
and intuitive
thought
substages.
Concrete
Operational (7-
11): logical
reasoning
replaces intuitive
reasoning, but
only in concrete
situations.
Classification
skills are present,
but abstract
problems go
unsolved.
Formal
 Operational (11-
15): Move beyond
reasoning only
about concrete
experiences and
think in more
abstract,
idealistic, and
logical ways.
Vygotsky Children use
speech not only
Mental functions
have external, or
Zone of
proximal
for social social, development
communication, connections. : term for tasks
but also to help that are too
them solve difficult for the
tasks. Use child to master
language to alone but that
plan, guide, and can be learned
monitor their with guidance
behavior and assistance
(private of adults or
speech). more skilled
Eventually, self- children.
talk becomes Scaffolding:
second nature adjusting the
and children act guidance to fit
without the child’s
verbalizing. current
This is inner performance.
speech.
Children who
use private
speech are
more socially
competent than
those who
don’t.
Erickson Industry /
Inferiority (6-
Trust /
Mistrust (0-
puberty): Direct 1): Trust
energy toward requires warm,
mastering nurturing
knowledge and caregiving.
intellectual skills. Mistrust
The danger is develops when
developing a infants are
sense of treated too
inferiority, negatively or
unproductiveness, are ignored.
and Autonomy /
incompetence. Shame &
doubt (1-3):
Infants begins
to discover
their behavior
is their own.
Assert
independence
and realize
their will. If
they are
restrained too
much or
punished too
harshly, a
sense of
shame and
doubt is
developed.
Initiative /
Guilt (3-5):
Need to
engage in
active
purposeful
behavior that
involves
initiative. If
children are
irresponsible
or are made to
feel too
anxious they
develop
uncomfortable
guilt feelings.
Identity /
Identity
confusion
(10-20): Need
to be allowed
to explore
different paths
to attain a
healthy
identity.
Inadequate
exploration
causes
confusion
about identity.
Intimacy /
Isolation
(20s-30s):
Form positive
close
relationships
with others.
Failing to form
an intimate
relationship
causes social
isolation.
 Generativity
/ Stagnation
(40s-50s):
Generativity
means
transmitting
something
positive to the
next
generation.
Stagnation is
the feeling of
having done
nothing to help
the next
generation.
Integrity /
Despair (60s-
death): If
retrospective
evaluations of
one’s life are
positive, one
develops a
sense of
integrity. If
they are
negative, one
becomes
despairing.
Bronfenbre Microsystem:
a system in
nner which the
individual
spends
conservable
time. Has
direct
interactions
with parents,
teachers,
peers, etc. Not
passive
experiences,
but interacts
with others.
Mesosteym:
involves
linkages
between
Microsystems.
Exosystem:
at work when
experiences in
another setting
in which the
student does
not have an
active role
influence what
students and
teachers
experience in
the immediate
context.
Macrosystem
: Involves
broader
culture.
Includes the
roles of
ethnicity,
socioeconomic
factors,
society’s
values, and
 customs.
Chronosyste
m: includes
sociohistorical
conditions of
students’
development.
Kohlberg Moral
development
primarily
involves moral
reasoning and
occurs in stages.
Preconvention
al reasoning:
Child shows no
internalization of
moral values.
Moral reasoning
is controlled by
external rewards
and punishment.
Conventional
reasoning:
internalizations
is intermediate.
The child abides
internally by
certain
standards, but
they are the
standards
imposed by other
people.
Postconvention
al reasoning:
Morality is
completely
 internalized and
not based on
external
standards.
Recognizes
alternative moral
courses, explores
options, and then
decides on the
moral code that
is best.
Gilligan Criticized
Kohlberg’s
theory for being
too
individualistic.
Distinguishes
between the
justice
perspective
(Kohlberg) and
the care
perspective.
Care
perspective
places emphasis
on relationships
and concern for
others, not on
the rights of
individual
making the
moral decision.
Binet Developed an
intelligence test
for identifying
children who were
unable to learn in
 French schools.
Developed the
concept of mental
age, an
individual’s level
of mental
development
relative to others.
This concept is
further revised in
the Stanford-Binet
tests which is
used to assess
student’s
intelligence.
Gardner Verbal skills:
the ability to
Mathematical
skills: the ability
Intrapersonal
skills: the
Bodily-
kinesthe
think in words to carry out ability to tic skills:
and to use mathematical understand the ability
language to operations. oneself and to
express Spatial skills: the effectively manipulat
meaning. ability to think direct one’s e objects
Musical skills: three- life. and be
a sensitivity to dimensionally Interpersonal physically
pitch, melody, skills: the adept.
rhythm, and ability to Naturalis
tone. understand t skills:
and effectively the ability
interact with to
others observe
patterns
in nature
and
understan
d natural
and
human-
made
 systems
Stenberg Three forms of
intelligence:
Analytical,
Creative, and
Practical.
Analytical
involves the
ability to analyze,
judge, evaluate,
compare, and
contrast.
Creative consists
of the ability to
create, design,
invent, originate,
and imagine.
Practical focuses
on the ability to
use, apply,
implement, and
put into practice.