+ theories, theorists and research educ 30014 august 22. 2012
TRANSCRIPT
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Theories, Theorists and ResearchEDUC 30014August 22. 2012
+eCollege
What’s there
How to use it
+3 Areas of Development
Physical
Cognitive
Social and Emotional
+Periods of Development
Prenatal: Conception to birth
Infancy and Toddlerhood: Birth to 2 years
Early Childhood: 2 – 6 years
Middle Childhood: 6 – 11 years
Adolescence: 11 – 18 years
Emerging Adulthood: 18 – 25 years
Adulthood: 25+
+Categories of Theories
Continuous vs. Discontinuous Development
One Course of Development vs. Many
Genetic Influences vs. Environmental Influences
+Theories: What we think we know
How do we know we know what we know?
A theory is an orderly, integrated set of statements that describes, explains and predicts behavior.
Describes: Under normal conditions, what do humans do in certain circumstances?
Explains: How and Why does the human do this?
Predicts: How does this affect future circumstances? What happens under different, or similar, circumstances?
+Research: How we “prove” what we think we know
There certain METHODS of researching human subjects which are accepted as … Rigorous Reliable and Replicable
Research Methods: How are data gathered to “prove” what we think we know?
Research Design: How do you structure the collection of data so you can do it again?
+Research Methods
Systematic Observations Naturalistic: observe human subjects in the natural
environment in which the behavior occurs Classroom Child Care Playground
Structured: observe humans in a laboratory situation that evokes the behavior of interest so that every subject as equal opportunity to respond Marshmallow Experiment Child-Parent interactions
+Research Methods
Self-Reports Clinical Interview
Structured Interview
Surveys
Questionnaires
+Research Methods
Cinical (Case Study) Method Developmental delays Learning Disabilities Gifted/Talented
Ethnography Immersion in a specific culture for an extended period in
order to understand a culture
+Research Designs
Correlational Gather information from natural life circumstances and
don’t alter their experiences The goal is to measure how to two (or more) factors are
related to each other. The closer the correlation to 1.0, the stronger the correlation.
Example 1: There is a strong correlation between student engagement and achievement.
Example 2: There is a strong correlation between parents who read to their children at a young age and reading ability later in life.
+Research Designs
Experimental Design: Test the effect of an INDEPENDENT VARIABLE on a DEPENDENT VARIABLE.
Requirements: Random assignment Treatment group Control group
Example: What is the effect of spelling lessons on a child’s ability to spell correctly? Treatment: Receives spelling lessons Control: Receives no spelling lessons Compare performance on spelling test
+Research Designs
Quasi-Experimental Design: Test the effect of an INDEPENDENT VARIABLE on a DEPENDENT VARIABLE, but in a natural or field setting.
Requirements: Control group Treatment group
Example: What is the affect of playing Mozart on a child’s cognitive development? Treatment group: Listens to Mozart Control group: No Mozart Compare performance on a cognitive task (e.g., word recognition)
+Research Designs
Longitudinal: study an individual or group of people over time Example: Determine if personality characteristics at a
young age persist into adulthood
Cross-Sectional: Observe or measure people at different developmental stages using the same instrument OR measure people in different groups at the same time.
+Research Designs
Sequential Design: mix of cross-sectional and sequential
Year born Year 1 Year 2 Year 3
1987 6th grade 7th grade 8th grade
1986 7th grade 8th grade 9th grade
1985 8th grade 9th grade 10th grade
+Famous Theorists
John Locke (1632-1704): Blank slate
Jean-Jacques Rousseau (1712-1778): Novble Savages
Charles Darwin (1809-1882): Child development followed the same path as the development of the human species.
+Famous Theorists
G. Stanley Hall (1844-1924) and Arnold Gesell (1880-1961): Normative approach to development Large numbers of age-related averages are computed to
represent typical development
Alfred Binet (1857-1911): constructed the first successful intelligence test, which is still used today (Stanford-Binet Intelligence Scale).
+Famous Theorists
Sigmund Freud (1856-1939): Developed the psychosexual theory. How parents manage their child’s sexual and aggressive
drives in the first few years is crucial for healthy personality development.
Erik Erikson (1902-1994): Developed psychosocial theory. Similar to Freud’s stages, but focused on social, not sexual,
stages
+Freud and Erikson
+Famous Theorists
Ivan Pavlov: the famous dog experiment
John Watson (1878-1958): Little Albert
B.F. Skinner (1904-1990): Operant Conditioning Theory Behavior can be modified by how it is rewarded and
punished
Albert Bandura (1925-Present): Social Learning Theory Children develop and learn by modeling after, or imitating,
a care-giver Over time, children develop personal standards and self-
efficacy
+Famous Theorists
Jean Piaget (1896-1980): Cognitive-Developmental Theory Children actively construct knowledge as they manipulate
and explore the world
+Famous Theorists
Lev Vygotsky (1896-1934): Sociocultural Theory Knowledge, Skills, Values and Beliefs are socially
transmitted, or passed down, to each generation. Learning is socially mediated because children rely on
adults of more knowledgeable peers to learn new concepts and skills.
Zone of Proximal Development: The difference between what children can accomplish independently and with the help of an adult of expert peer.