Learning

RELATIVELY CHANGE IN BEHAVIOR/KNOWLEDGE OR PRACTICE

Growth
QUANTITATIVE CHANGE THAT TAKE PLACE WITHIN ORGANISM IN CHRONOLOGICAL AGE

Development
QUALITATIVE CHANGES IN VARIOUS ASPECT OF ORGANISM
PSYCHOLOGICAL, MENTAL, EMOTIONAL

N ature
DIFFERENCE BETWEEN TWO PEOPLE DETERMINE BY GENES INHERITED

Nurture

DIFFERENCE OF TWO PEOPLE THE WAY THEY REARED BY THEIR ENVIRONMENT

Maturation
UNFOLDING CHARACTERISTICS POTENTIALLY PRESENT I THE INDIVIDUAL COME FROM GENETIC ENDOWMENT

Critical Periods

ERICKSON EIGHT STAGES OF DEVELOPMENT

Heredity
TRANSMISSION OF GENETIC CHARACTERISTICS FROM THE PARENT TO OFFSPRING.

Environment
ALL CONDITIONS INSIDE AND OUTSIDE AN ORGANISM THAT IN ANY WAY AFFECT BEHAVIOR, DEVELOPMENT AND GROWTH

Interaction
IT IS BETWEEN INHERITED POTENTIALS AND ENVIRONMENT THAT INFLUENCES LEVEL OF DEVELOPMENT AT VARIOUS STAGES OF HIS LIFE

Developmental Crisis
CONFLICT FACED BY AN INDIVIDUAL AT EACH STAGE OF PSYCHOLOGICAL DEVELOPMENT

Heredity and Environment

GENERAL FACTORS AFFECT HUMAN DEVELOPMENT

Equilibrium
ABILITY TO ADAPT TO THE CONDITIONS OF THE ENVIRONMENT. ACTIVE INTERNAL PROCESS OF ORGANIZING AND CONDITIONING ONES INTELLECTUAL DEVELOPMENT

Features of Teaching Situation

teacher

learner Context
Social physical

Subject matter

Social- laws, rues govt regulatio.. Physical facilities, resources, classroom, etc.

Two factors Affect Human development

1 . MATURATION OR

NATURAL GROWTH RESULTING FROM HEREDITY 2 . ENVIRONMENT INFLUENCE IN AND THROUGH THE GROWING TAKES PLACE

Principles of Development
Phylogenetic follows orderly sequence which is predictable true to all members of certain race Cephalocaudalhead to foot Proximodistalnearest center develop earlier Ontogenetic- rate of development is unique , brought by heredity and environment Two boys of the same age one might talk earlier

Stage in Life Span Development

Stage PrenatalAge Period Conception Features Physical development
Locomotion, rud language, social attachments

Infancy
Early childhood Late childhood

Birth-1 .5yrs foundation age

1.5- 6 question age 6-10school agegang age

Speak, sex typing, group play, ready for school

Cognitive process become adult, except in speed in operation, team play

Pre adolescence/puberty
Adolescence

10-12-13 secondary sex characteristic

13-20high school rapid physical change ident..crisis 2035 age of adjustment 35-65 mental decline

Changes occurrence

Start at puberty, ends maturi ty, hots, sexual relationship, ind. To parent Career and family development Career reaches high level, self assessment, empty nest crisis retirement Enjoys family achievement dependency, widowhood, poor health

Young adulthood Middle age

Old age

65- death increase rapid mental and physical decline

MaExSoCul

Influence on Development
Establish limit of human development through stages of growth Manipulating object in ones environment and reorganizing thought pattern
Active experience

Experience of person relates to environment

Influence of cultural milieu on the development

Maturation

Social interaction

Cultural and situational context

Theories of Human Development

Cognitive/intellectual
Piaget

Cognitive/linked to input from other

Vygotsky

Psycho-sexual/ self satisfaction

Freud

Psychosocial/ personal crisis socially/+vs. Erickson

Moral development/moral dilemma

Kohlberg

Morality/cognitive structures basis

Piaget

Psycho-analytical theory
Freud Id, super ego, ego.

Hoffman Moral devt

Hoffman uses EMPAHTIC DISTRESS/ suffering

Cognitive
Paget Development of intellectual mind

SPreOCF

Sensorimotor birth-2yrs oldsense perception

Schemas based on perception and behavior Use objects to learn== show apple

Child is unaware of his environment Child characteristics. a. primary circular reaction- repeated action center to his body e.g. Thumb sucking b. intentional behavior- repeats action to prolong interesting events. e.g. crying. c. object permanence- knowledge of existence of objects. d. representation- allows the child to se necessary solution through manipulation of real objects. E. g manipulation of toys.

Preoperational 2-6-7 Schemas present object beyond view Not yet in logical/ create mental mages=picture apple

WORDS BECOME SYMBOLS FOR OBJECT CHILD THINKING

Concrete operational-7-11
BEGINS TO LEARN SYMBOLS AND CONCEPTS, TIME, SPACE SHAPE, SIZE ELEMENTARY SCHOOL YEARS BECOME MORE LOGICAL AND SYSTEMATIC

Formal Operational11-16
DEVELOP LOGICAL REASONING DECREASE EGOCENTRICITY

Vygotskys cognitive development/ Proximal Development

COGNITIVE DEVELOPMENT IS STRONGLY LIKED TO INPUT FROM ADULT LEARNING PRECEDES DEVELOPMENT

Self- regulation involves internalization of sign s acquired by individual from others to solve problem by himself

Zone of proximal developmentlearning takes place when a child is working within his zone of proximal development

Scaffolding- supports for learning in the form of clues, reminders, encouragement, breaking problem into stages example, any form allow student to grow independent

Psychosexual/Analytical theory Freud

PERSON BEHAVIOR CAN BE MOTIVATED BY STRONG UNCONSCIOUS DRIVE OR URGES

TOWARD SATISFACTION

SELF-

Oral Stage birth-2yrs

S EL F C EN TER ED
MOUTH IS CENTER OF PLEASURE

Failure to satisfy

a smoking
and other relative action

Anal Stage 2-4yrs

A N A L I S THE C EN TER ED R EG I O N O F P L EA SUR E
GAINS PLEASURE IN ELIMINATING BOWEL

Failure to satisfy frugality greediness Stubborn disorderliness

Phallic Stage 4-6yrs

PHALLUS MALE SEX ORGAN SYMBOL OF STRENGTH AN POWER. DRIVES PLEASURE I
MANIPULATING SEX ORGAN.

Latency stage 6- 12
C R I TI C A L S TA G E C O N F L I C TI N G
CONFINED IN THE ID. FEELING ARE

DIVERT TO SCHOOL AND PEERS.

CHILD AVOID MEMBERS .OF OTHER GENDER SEX TYPING

Genital Stage 12-above

PUBERTY ONWARD ATTRACTED TO OPPOSITE SEX PLEASURE FROM SEXUAL RELATIONSHIP EXPERIENCE WITH

OTHERS

Psycho analytical/component of personality

ID- LEGISLATIVE
ASPECT OF PERSONALITY SERVE THE INSTINCT OF SEEKING OBJECTS THAT WILL SATISFY THEM. MOST

UNCONCIOUS

Super ego
JUDICIAL ASPECT
OF

PERSONALITY GOODNESS OR WRONGNESS

MORAL ARBITER
HAFT CONSCIOUS HAFT SUBCONSCIOUS

Ego
EXECUTIVE ASPECT
FIND REALISTIC WAY TO

TO GRATIFY INSTINCT, ID
FIND PLEASURE OR

Psychosocial/personality theory erickson

INDIVIDUAL HAS TO PASSED EIGHT STAGES OF DEVELOPMENTAL CRISIS THAT AFFECT THE DEVELOPMENT OF AN INDIVIDUAL. BATTLE BETWEEN POSITIVE AND NEGATIVE

Stage I 0-1.5yrs.

TRUST VS. MISTRUST

CARES VS. STRANGERS

Stage II 1.5-3yrs
AUTONOMY VS. SHAME AND DOUBT ENCOURAGES VS. SELF PITY

SUPPORT VS. SELF WORRY

Stage III 3-6

INITIATIVE VS. GUILT
INITIATE ADULT BEHAVIOR WHEN PUNISHED = SENSE OF GUILT EXPLORE WHAT S/HE CAN ACCOMPLISH .

Stage IV 6-12yrs
IDENTITY VS. INFERIORITY
SEPARATION WITH SEXES, PEER GROUPING, PLAY AGE, ==WHEN HE CANNOT ACCOMPLISH DEVELOP INFERIORITY

Stage V 12-18
IDENTITY VS. ROLE CONFUSION
WHO I AM? IDENTITY CRISIS STRUGGLES WITH SOCIETYS DEMANDS TEACHER SHOULD PROVIDE OPPORTUNITIES TO EXPLORE VARIOUS CAREER

Stage VI 18-24
INTIMACY VS. ISOLATION
AGE OF INTIMACY DEVELOP WARM AND INTIMATE RELATIONSHIP FAILURE == ISOLATION

Stage VII 24-54

GENERATIVITY VS. STAGNATION
MOST PRODUCTIVE YEARS OF LIFE WORTH IS DEPENDENT OH HID CONTRIBUTION SHOW THAT HE IS VERY RELIABLE PERSON

Stage VIII 54-death

INTEGRITY VS. DESPAIR

ACHIEVEMENT= INTEGRITY FAILURE TO ATTAIN GOALS DESPAIR AND REGRETS FEAR OF END OF LIFE

Kohlberg's Moral development

DEFINED BY MORAL DILEMMA

Level one pre-conventional morality

JUDGMENT BASED ON EXTERNAL CRITERIA
RIGHT AND WRONG ARE ACCORDING TO THE STANDARD OF ADULTS

STAGE ONE
OBEDIENCE AND PUNISHMENT -RULES OBEYED TO AVOID PUNISHMENT

STAGE TWO
NAVE EGOTISM AND INSTRUMENTAL ORIENTATION -RULES OBEYED TO GAINS REWARDS

Level Two Conventional Morality

RULES CONFORM TO OTHER STAGE THREE
GOOD BOY-GOOD GIRL ORIENTATION
-TO GAIN APPROVAL

STAGE FOUR
AUTHORITY
-MAINTAINING ORIENTATION SOCIAL CONVENTION ARE BLINDLY ACCEPTED TO AVOID CRITICISM

Level three post conventional morality

LAW ABIDING CITIZENRY MORALITY IS BASED ON AGREEMENT WITH OTHER TO SERVE FOR COMMON GOOD AND PROTECT OTHER RIGHTS

STAGE FIVEDURA LEX SED LEX

CONTRACTUAL
-LEGALISTIC ORIENTATION RIGHT AND WRONG GOVERN BY REASON

STAGE SIX
UNIVERSAL ETHICALHIGHEST FORM
MORALITY BASED ON MUTUAL RESPECT CONFORM RULES TO AVOID SELF- CONDEMNATION. MORALITY IS REFLECTION OF INTERNALIZED STANDARDS

Piaget morality
Cognitive develop first and use to reason about social issues

Morality made by children under age of 10. Rules come from external authority and define what is right and wrong

Thinking made by older. Rules provide general guidelines but should not be followed blindly without considering the context.

Constraint

Cooperation

Hoffman's morality
EMPHATIC DISTRESS EXPERIENCING THE SUFFERING OF OTHERS IS A POWERFUL MOTIVATION OF MORAL CHOICES AND HELPING BEHAVIOR

PARENTAL DISCIPLINARY

PRACTICES CAN PLAY A SIGNIFICANT ROLE IN THE DEVELOPMENT OF MORAL BEHAVIOR

Self-concept
BELIEFS IN ONE SELF

Self-esteem

BELIEF THAT YOU ARE CAPABLE AND

WORTHY

Parenting style and implication to education

AUTHORITATIVE-INCLUDE
DECISION ALLOW LITTLE GIVE AND TAKE PARENT-CHILDREN DISCUSSION EXPECT RULES TO BE OBEYED CHILDREN IN FAMILY

AUTHORITARIAN-

PERMISSIVE-

ALLOW CHILDREN TO MAKE MANY OWN DECISION

UNINVOLVED-

HAVING LITTLE INTEREST IN CHILDRENS LIVE

THANK YOU!