Child Development Chapter 3 PDF

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Chapter 3 - Classic Theories of Learning and Cognition Learning Objectives: ● 3-1 Describe major concepts of behaviorism and apply them in the classroom. ● 3-2 Describe major concepts of Piaget’s theory of cognitive development, describe how they are foundational to constructivism, and apply them in the classroom. ● 3-3 Describe major concepts of Vygotsky’s sociocultural theory and apply them in the classroom. ● 3-4 Explain similarities and differences among the theories discussed in this chapter Preview Questions: ● How have the consequences of your behavior shaped the kind of student you are? ● How do you learn best? Recall the classes you excelled in and the teaching methods. By figuring out the answers or by being told the answers? Something in the middle? 3.1 Behaviorism: The Science of Observable Behavior ● Classical Conditioning ● Focuses on involuntary responses

- Unconditioned stimulus causes unconditioned response - Paired with neutral stimulus -

After repeated pairing, neutral stimulus becomes conditioned stimulus and causes conditioned response (Dogs salivate at the bell-neutral)

● Operant Conditioning ● Focuses on voluntary behavior - Reinforcer: A consequence that increases the probability of a response - Shaping: Reinforcement of successive approximations to a target behavior - Extinction: Stopping reinforcement results in decline in response

- Response may increase initially after stopping reinforcement Reinforcement ● When you teach a new behavior you will want to reinforce it immediately and every correct response if possible. Think About 3.3 ● Teachers sometimes place misbehaving learners in time-out, like sitting on a solitary chair. ● Is extinction the goal of time-out? ● What other principles of conditioning might be at work in time-out? ● Is the intent to increase or decrease the target behavior? ● What do you think students of different ages are thinking about during time-out? Use a concrete example to make your case. Direct Instruction ● No discovery ● Students are explicitly taught everything they are expected to know ● No reliance on prior knowledge ● If the student has not learned, the teacher has not taught ● Students with ADHD, Autism and various disabilities respond well to this type of instruction Piaget’s Theory of Cognitive Development: Asserts that children actively construct knowledge through new information ● Piaget believes you must consider why children act the way they do. ● ● Accommodation: Child modifies existing mental structures to adapt to new experience). ● Assimilation: Incorporate new information into existing mental schemes ● Equilibrium: State of cognitive balance- our brain seeks this state through accommodation and assimilation – how we learn. Four Major Stages of Cognitive Development: 1. Sensorimotor (B-2)

2. Preoperational (2-7) 3. Concrete Operation (7-12) 4. Formal Operational (12-Adult) Sensorimotor Stage (Birth to 2 Years): ● ● ● ●

Symbolic thought (one thing stands for another) Deferred imitation (Imitation/ make believe play- ie putting a doll to sleep) Object permanence (objects continue to exist even when out of view) A-not-B error (Child focuses on the first spot item was hid- even though they saw it moved to B)

Preoperational Stage (Ages 5-7): ● Not yet capable of thinking logically (now disputed to some extent) ● Animism (inanimate objects have life-like qualities) ● Lack of hierarchical classification (ex: woman and mom are in the same category or collie and dog) ● Egocentric - Collective Monologues: Two preschoolers talking but neither listening to each other (egocentric) ● Inability to decenter (They center or focus on one aspect) and reverse operation (The liquid Glass) Concrete Operational Stage (Ages 7-11): ● More logical in thinking ● Master conservation tasks ● Able to decenter and reverse operations - In your classroom (or at home) children enjoy collecting and sorting Formal Operational Stage (Age 12 and older): ● Capable of fully logical and abstract thinking ● Can think about possibilities that do not physically exist ● Can isolate variables in experiments

Think About 3.4 ● Do any of the Piagetian tasks seem like trick questions to you? Might they seem like a trick question to a child? Explain. ● What if you did not give primacy to language? Social Constructivist Teaching Vygotsky: Emphasizes social and cultural influences on cognitive development ● Scaffolding: More competent people guide learning while reducing assistance as skills are developed. ● Zone of Proximal Development: Drives learning according to Vygotsky ● Classroom discussion/ Teaching Methods - Explain thinking aloud - Learners agree, disagree, critique - Requires a safe, supportive environment Private Speech: Build brains ● Private speech becomes more internal from preschool- adolescence (Out loud from 2-6) ● Out-loud speech can help solve problems for all ages- Thinking out loud helps learning or finding errors. ● Emotion Regulation: Many of us use private speech to calm down or distract. ● ADHD: Private speech can help regulate behavior Social Constructivist Teaching: ● Reciprocal Teaching (Students take turns in the teacher role) ● Knowledge is actively constructed ● Research suggests it is effective, however sometimes students do not know they do not comprehend - Summarize - Question - Clarify - Predict...