《心理学》课程教学课件（PPT讲稿，英文版）Theories of Development

Chapter 2 Theories of Development o 2.1.What is development? o Development refers to the ways people grow, adapt, and change during their lifetimes o physical development, personality development, socioemotional development, cognitive development(thinking), and language development

Chapter 2 Theories of Development ⚫ 2.1.Whatis development? ⚫ Development refers to the ways people grow, adapt, and change during their lifetimes. ⚫ physical development, personality development, socioemotional development, cognitive development(thinking), and language development

2.1. What is development? ● Discussion: Do you think development is continuous or discontinuous? And why? Theories by Piaget, Vygotsky, Erikson, and Kohlberg are discontinuous(stage)theories of development. These stage theories believed that distinct stages of development can be identified and described The question of continuous and discontinuous development is by no means settled

2.1.What is development? ⚫ Discussion: ⚫ Do you think development is continuous or discontinuous? And why? ⚫ Theories by Piaget, Vygotsky, Erikson, and Kohlberg are discontinuous(stage)theories of development.These stage theories believed that distinct stages of development can be identified and described. ⚫ The question of continuous and discontinuous development is by no means settled

2.2 How did piaget view cognitive development? o Piaget saw the development of a childs intellectual, or cognitive abilities as progressing through four distinct stages. Each stage is characterized by the emergence of abilities o For Piaget, development depends in large part on the child' s manipulation of and active interaction with the environment. In Piagets view knowledge comes from action

2.2 How did Piaget view cognitive development? ⚫ Piaget saw the development of a child' s intellectual, or cognitive abilities as progressing through four distinct stages. Each stage is characterized by the emergence of abilities. ⚫ For Piaget, development depends in large part on the child' s manipulation of and active interaction with the environment. In Piaget' s view, knowledge comes from action

2.2 How did Piaget view cognitive development? o 2.2.1 The main concepts in piaget' s theory ※ schemes the patterns of behavior or thinking that children and adults use in dealing with objects in the world are called schemes ●※ assimilation and accommodation: Assimilation occurs when the baby uses a scheme on a new object. It is basically the process of incorporating a new object or event into an existing scheme. It involves taking in new information, filtering or modification of input so that it fits their existing scheme

2.2 How did Piaget view cognitive development? ⚫ 2.2.1 The main concepts in Piaget' s theory ⚫ ※schemes: ⚫ the patterns of behavior or thinking that children and adults use in dealing with objects in the world are called schemes. ⚫ ※assimilation and accommodation: ⚫ Assimilation occurs when the baby uses a scheme on a new object. It is basically the process of incorporating a new object or event into an existing scheme.It involves taking in new information, filtering or modification of input so that it fits their existing scheme

2.2 How did piaget view cognitive development? 2. 2. 1 The main concepts in Piaget's theory ●※ schemes: ●※ assimilation and accommodation: o Piaget used accommodation to describe the changing of an existing scheme to fit new objects. ※ equilibration:

2.2 How did Piaget view cognitive development? ⚫ 2.2.1 The main concepts in Piaget' s theory ⚫ ※schemes: ⚫ ※assimilation and accommodation: ⚫ Piaget used accommodation to describe the changing of an existing scheme to fit new objects. ⚫ ※equilibration:

2.2 How did piaget view cognitive development? o 2.2.1 The main concepts in Piaget's theory ※ schemes Assimilation and accommodation ※ equilibration: o the process of restoring balance between present understanding and new experiences is called equilibrium. Learning depends on this process. When equilibrium is upset, children have the opportunity to grow and develop. o Question: What's the implication of equilibration to teaching?

2.2 How did Piaget view cognitive development? ⚫ 2.2.1 The main concepts in Piaget' s theory ※schemes: ※assimilation and accommodation: ※equilibration: ⚫ the process of restoring balance between present understanding and new experiences is called equilibrium. Learning depends on this process. When equilibrium is upset, children have the opportunity to grow and develop. ⚫ Question:What’s the implication of equilibration to teaching?

2.3 Piagets Stage of Development o 2.3.1 Sensorimotor stage(birth to age two): o babies and young children explore their world by using their senses and their motor skills. Children begin to form concept of object permanence"and gradual progression from reflexive behavior to goal- directed behavior

2.3 Piaget’s Stage of Development ⚫ 2.3.1 Sensorimotor stage(birth to age two): ⚫ babies and young children explore their world by using their senses and their motor skills. Children begin to form concept of “ object permanence" and gradual progression from reflexive behavior to goal￾directed behavior

2.3 Piaget's Stage of Development 2.3.2 Preoperational stage(age two to seven) o The major accomplishments is development of the ability to use symbols to represent objects in the world. Thin king remains egocentric and centered. They still lack the principle of conservation ● These children’ s thinking is irreversible. Reversibility means the a bility to change direction in ones thinking so that one can return to a starting point

2.3 Piaget’s Stage of Development ⚫ 2.3.2 Preoperational stage(age two to seven): ⚫ The major accomplishments is development of the ability to use symbols to represent objects in the world. Thinking remains egocentric and centered. They still lack the principle of conservation. ⚫ These children’s thinking is irreversible. Reversibility means the ability to change direction in one’s thinking so that one can return to a starting point

2.3 Piaget's Stage of Development o 2.3.3 concrete operational stage(seven to eleven) o Stage at which children develop skills of logical reasoning and conservation but can use these skills only when dealing with familiar situations o The major accomplishment is the improvement in ability to think logically, New abilities include the use of operations that are reversible. Thin king is decentered and problem solving is less restricted by egocentrism. Abstract thinking is not possible

2.3 Piaget’s Stage of Development ⚫ 2.3.3 concrete operational stage(seven to eleven): ⚫ Stage at which children develop skills of logical reasoning and conservation but can use these skills only when dealing with familiar situations. ⚫ The major accomplishment is the improvement in ability to think logically, New abilities include the use of operations that are reversible. Thinking is decentered and problem solving is less restricted by egocentrism. Abstract thinking is not possible

2.3 Piaget's Stage of Development o 2.2.4 Forml operational stage(eleven to adulthood) One deals abstractly with hypothetical situations and reason o The maior accomplishment is abstract and pure symbolic thinking possible. Problems can be solved through the use of systematic experimentation

2.3 Piaget’s Stage of Development ⚫ 2.2.4 Forml operational stage(eleven to adulthood): ⚫ One deals abstractly with hypothetical situations and reason. ⚫ The major accomplishment is abstract and pure symbolic thinking possible. Problems can be solved through the use of systematic experimentation