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Foundations
of Human Development
Instructor~ Rachel Karlsen
Website~
http://wpchd310a.wordpress.com
Cell number~ 360-901-5297
Workshop #4
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Inspirational
Isaiah 1:17-18 (NAS):
"Learn to do good; seek justice, reprove the ruthless,
Defend the orphan, Plead for the widow.”
(Take a few minutes to read handout in file.)
Point for Prayer:
Are you weary of false religiosity in your own life? Do
you hear yourself talking about God but in truth there
is no substance to your faith? If so, then look for
someone to help today and help them. That is indeed
true spirituality.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Welcome!
What are you passionate about?
Please share what’s on your heart and
mind. What is a deep interest or
concern of yours?
Please note: I’d like to encourage everyone to share
your vision and let us get to know you, however,
please feel free to “pass” if this is not comfortable for
you.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Learning Objectives
(slide 1 of 2)
Upon completion of this workshop, each student should
be able to:
• Define the learning theories.
• Distinguish between behaviorism and social learning.
• List eight assumptions of behaviorism.
• Summarize the basic tenets of classical conditioning
and operant conditioning.
• Discuss the four components of observational
learning.
• Explain the major concepts of Piaget's cognitivestructural theory of development.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Learning Objectives
(slide 2 of 2)
• List Piaget's stages of cognitive development.
• Analyze one of Piaget's stages, focusing on how the
person's mind works at that stage.
• Contrast Piaget's theory and Vygotsky's cognitive socialhistorical approach.
• Paraphrase Vygotsky's zone of proximal development and
discuss its implications for parenting and/or education.
• Evaluate the theories of behaviorism, social learning,
cognitive-structural, and cognitive social-historical in terms
of strengths and drawbacks.
• Explain behavioral theories and know the main theorists.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Approximate Schedule
6:00-7:00 Welcome, Bible inspiration, overview of
evening, Black Item activity, Learning theories
7:00-7:30 Pavlov, Watson, Skinner, Bandura
information
7:30-8:00 break
8:00-9:00 Vygotsky and Piaget information and
activities, video
9:00-9:45 group activity using chosen theory, final
paper discussion, practice debate for final week.
9:45-10:00 exit papers, group work
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Assignments due tonight
(4th workshop)
The following assignments are to be completed prior to this workshop:
Individual
1. Read Craig & Dunn, pp. 13–20.
2. Read Crain, Chapters 6, 8, 9, and 10.
3. Continue assessing theories studied so far in preparation for the final
paper.
Learning Team
1. Research the main points of selected theory.
2. Prepare 1–3 page typed bullet points of main points, thoughts, and
approaches of selected theory. This should be handed out to everyone
in class on the final night of class (10 points)
3. Gather information obtained thus far and review for final presentation
and class debate.
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Assignments due next week
(5th workshop)
• Read Craig & Dunn, pages 49-57
• Complete a 5-6 page typewritten paper that demonstrates
eclecticism: what each student will retain and discard in light of
their vocational choice (see Theory Application Paper on page 4
of syllabus and rubric at http://wpchd310a.wordpress.com)
• Learning Team
– Give copy of key points, etc., of theory to classmates.
– Present a brief overview of theory with main points and theorists
– Be prepared to discuss your theory from the viewpoint of a theorists
(debate using in-depth scenarios)
– Complete and turn in Learning Team End of Course Evaluation
– Be prepared to change Learning Teams
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Selected Defense Mechanisms Used by
Children (Craig and Dunn, p. 175)
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Selected Defense Mechanisms
Used by Children (continued)
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Black Items Intro Activity
• Guidelines:
•
Divide into groups of 3-4 people
•
No talking
•
Metacognition (be aware of your own
thinking)
•
Task: Decide what to do with Black
Items and do this with group
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Black Puzzle Intro Activity
• What did you notice?
• Reflections?
• Comments?
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Black Puzzle Activity
(slide #1 of 2)
• Demonstrates
– Piaget: intrinsically interesting problem
– Bandura: use of models (watching/learning
from each other)
– Piaget: organization, assimilation (puzzles
are familiar to us), accommodation
(perhaps you haven’t done this type of
puzzle before)
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Black Puzzle Activity
(slide #2 of 2)
• Demonstrates:
– Piaget: Abstract thinking (formal
operations)
– Vygotsky: talk to ourselves (think with the
help of words, give ourselves nonverbal
instructions)
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Learning Theory basic tenets
(slide #1 of 2)
• One is shaped by one’s environment (experience +
practice)
• Learning is pervasive: behavior is acquired by it; life
span is composed of step-by-step accumulation of
knowledge, skills, memories and competencies
• Development results from learning
• Development occurs as result of different types of
learning
• Individual differences in learning reflect differences in
past history and experiences
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Learning Theory basic tenets
(slide #2 of 2)
• Development involves building
behaviors hierarchically
• Heredity/biology sets limits
• Development is not tied to biologically
determined stages
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Learning Theory:
Pavlov~Classical Conditioning
• Activity (optional): Read paragraph on
bottom of page 180-181 aloud. Every
time “Pavlov” is read, listeners eat one
smartie
• Father of modern learning theory:
(1849-1936)
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Pavlov: Basic concepts
(source: http://psychology.about.com)
• Unconditioned stimulus (US) is one that unconditionally,
naturally, and automatically triggers a response. For example,
when you smell one of your favorite foods, you may immediately
feel very hungry. In this example, the smell of the food is the
unconditioned stimulus.
Example of the unconditioned stimulus include:
• A feather tickling your nose causes you to sneeze. The feather
tickling your nose is the unconditioned stimulus.
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Pavlov:
Basic concepts~Classical Conditioning
• Unconditioned response (UR) is the unlearned response that
occurs naturally in response to the unconditioned stimulus. For
example, if the smell of food is the unconditioned stimulus, the
feeling of hunger in response to the smell of food is the
unconditioned response.
Some more examples of unconditioned responses include:
• Gasping in pain after being stung by a bee.
• Jerking your hand back after touching a hot plate on the oven.
• Jumping at the sound of a loud noise.
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Pavlov:
Basic Concepts~Classical conditioning
• Conditioned stimulus (CS) is previously neutral stimulus that,
after becoming associated with the unconditioned stimulus,
eventually comes to trigger a conditioned response. For
example, suppose that when you smelled your favorite food, you
also heard the sound of a whistle. While the whistle is unrelated
to the smell of the food, if the sound of the whistle was paired
multiple times with the smell, the sound would eventually trigger
the conditioned response. In this case, the sound of the
whistle is the conditioned stimulus.
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Pavlov: Basic Concepts
~Classical Conditioning
• Conditioned response (CR) is the learned response to the
previously neutral stimulus. In previous example, the
conditioned response would be feeling hungry when you heard
the sound of the whistle.
• Extinction is when the occurrences of a conditioned response
decrease or disappear. In classical conditioning, this happens
when a conditioned stimulus is no longer paired with an
unconditioned stimulus.
– For example, if the smell of food (the unconditioned stimulus) had
been paired with the sound of a whistle (the conditioned stimulus),
it would eventually come to evoke the conditioned response of
hunger. However, if the unconditioned stimulus (the smell of food)
were no longer paired with the conditioned stimulus (the whistle),
eventually the conditioned response (hunger) would disappear.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Classroom Application
• These techniques are useful in treating phobias or
anxiety. Teachers are able to apply classical
conditioning in the class by creating a positive
classroom environment to help students overcome
anxiety or fear. Pairing an anxiety-provoking
situation, such as performing in front of a group, with
pleasant surroundings helps the student learn new
associations. Instead of feeling anxious and tense in
these situations, the child will learn to stay relaxed
and calm.
• Which brings us to:
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Learning Theory:
Watson
• Basic concepts:
– At birth, there are only three unlearned
emotions: love, rage, fear
– Little Albert: Conditioning fear (white rat)
– Peter: fears, rabbit example
– Classical conditioning paradigm became a
cornerstone of psychological theory
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Learning Theory:
Skinner~Operant Conditioning
• Operant conditioning
–
–
–
–
Sometimes called instrumental conditioning
method of learning
rewards and punishments for behavior
An association is made between a behavior and a
consequence for that behavior.
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Operant Conditioning:
Skinner
• Positive and negative reinforcements are used to increase
behavior. Punishment is focused on reducing or eliminating
unwanted behaviors
• Positive reinforcement:
– Strengthens response by adding positive consequences
such as food or praise
• Negative reinforcement:
– removing unpleasant or aversive stimuli (example: child
does her chores so that mom will stop nagging)
• Punishment:
– refers to any change that occurs after a behavior that
reduces the likelihood that that behavior will occur again in
the future.
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Application in Learning
• Crain, p. 198 and 199. Follow
directions and read through
“Programmed Instruction.” Discuss.
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Classical vs Operant conditioning
• Classical conditioning
– Involves placing a neutral signal before a reflex
– Focuses on involuntary, automatic behaviors
• Operant conditioning
– Involves applying reinforcement or punishment
after a behavior
– Focuses on strengthening or weakening voluntary
behaviors
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Bandura: Social Learning Theory
• Observational Learning (no trial
learning)
– Teacher demonstrates observations;
student observes
– When ready, student tries the new skill
after watching models
– Appears to be cognitive, rather than being
acquired through trial and error, with
reinforcements
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Bandura: Social Learning Theory
Four components of Observational Learning
1. Attentional processes: pay attention to model
2. Retention processes: method to remember (Memory
lanes, Learning and Memory Book)
3. Motor reproduction processes: must have necessary
motor skills, through physical growth and practice
4. Reinforcements and motivational processes: people
can observe and learn from models, but may choose
to not practice the skill. Must have a reason for doing
so.
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Bandura: Bobo doll
Child copying treatment of bobo doll:
http://www.youtube.com/watch?v=hHHdovKHDNU
Learning application: Sometimes used to examine
bullying and violence. Bullying: three roles~bully,
victim, bystander.
Bystander apathy:
http://www.youtube.com/watch?v=OSsPfbup0ac&feature=related
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Vygotsky:
Social-Historical Theory of Cognitive
Development
• Theory is one of the foundations of
constructivism (children build their own
understanding based on prior
knowledge)
• Asserts three major themes:
– Social interaction
– More Knowledgeable Other (MKO)
– Zone of proximal development
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Vygotsky:
Social Interaction
– Social interaction plays a fundamental role
in the process of cognitive development
• Every function appears twice: first, socially or
between people; second, individually or inside
a person
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Vygotsky:
MKO
• More knowledgeable other: anyone
who has a better understanding or
higher level than the learner when
thinking about a task, concept or
process. Usually considered to be a
teacher, coach or perhaps even an
older peer.
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Vygotsky:
Zone of Proximal Development
• Learning occurs in this zone. The
distance between the student’s ability to
perform a task under adult or more
experienced peer supervision and a
student’s ability to solve a problem or
perform a task independently.
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Vygotsky: Educational Impact
• Use of tools such as graphic organizers
as scaffolding method
(see examples in file)
• Psychological tools, such as symbols to
signify numbers or speech to free our
thoughts (show example on
whiteboard) Let’s Practice!
– One dot, one line, one higher dot and line
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Piaget:
Cognitive Developmental Theory
• Children are not less intelligent than
adults; they just think differently.
• Piaget's stage theory describes the cognitive
development of children.
• Cognitive development involves changes in
cognitive process and abilities.
– early cognitive development involves processes
based upon actions
– later progresses into changes in mental
operations.
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Piaget’s main concepts
• Schemas:
– describes both the mental and physical
actions involved in understanding and
knowing
– categories of knowledge that help us to
interpret and understand the world.
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Piaget’s main concepts
• Assimilation:
– process of taking in new information into our previously
existing schema
– somewhat subjective, modified to fit in with our preexisting
beliefs
• Accommodation:
– changing or altering our existing schemas in light of new
information
– involves altering existing schemas, or ideas, as a result
– New schemas may also be developed during this process
Equilibration: Striking a balance between applying existing
info and new info (change). Allows children to move through
stages of development.
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Piaget’s stages:
Become the expert
• Divide into four groups
• Each group chooses one of Piaget’s stages of development
– Sensorimotor
– Preoperational
– Concrete operational
– Formal operational
• Working together as a group, each member fills out worksheet
• Share your stage of development with rest of class
• Class members: take notes as people present
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Applying concepts to
examples
• In a group of three or four, choose a
stack of curriculum
• Skim and browse, looking for examples
of theories and concepts studied so far
• Be ready to show curriculum and share
examples
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Learning team work
(Theoretical Frameworks
for Human Development)
With your learning team:
~Fill out theoretical framework graphic
organizers
Large group share:
~As teams share the information, fill out each
section
(See next slide and worksheet for theories)
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Learning teams
Basic information is from Understanding Human
Development, by Craig and Dunn
– Biologically based theories (overview p. 10-11)
– Psychodynamic theories (overview p. 11-14)
– Behavioral theories (overview p. 14-16)
– Cognitive theories (overview p. 16-18)
See next slide for Biologically Based info.
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Biological based theories:
Background and Main Contributors
(see worksheet)
Background
• Genetics studies the biological instructions encoded in the
human genome
• Developmental neuroscience focuses on links between brain
function, behavior, and thought
• Evolution and natural selection focus on the adaptation of a
species to its environment
Main contributors include:
Darwin~Evolution and Natural Selection
Ainsworth~Attachment ideas; “Strange Situation”
Bowlby~early relationships with caregivers has lifelong
influences on social relationships
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Final week:
paper discussion and practice debate
• Theory Application paper discussion
• http://wpchd310a.wordpress.com/
– click Rubrics, click Theory Application Paper wk 5
• Practice Debate.
– Using the following screens, in your Learning Team, discuss what is
happening from the viewpoint of your group’s chosen theory. Be prepared
to answer as a theorist. Jot notes for classroom discussion.
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Topic #1:
Thoughts and behavior
• A young child’s thoughts and behaviors
are frequently quite different than ours.
Give examples from the viewpoint of
your chosen theory/theorists.
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Topic #2:
Baby noises
• Infant crying is often viewed as an
expression of discomfort, or a simple
reflex, or mere fussing. State what
might be happening, possibly including
reference to stages.
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Topic #3
To Raise a Child
• Give tips, best practices and proverbs
from the viewpoint of your chosen
theory on the best way to parent and
teach children
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Topic #4
What’s happening?
Andy is ten years old. Last year, his parents divorced after trying to
work things out through counseling. He lives with his mom and
sees his dad at least once per week. Despite his best efforts to
do well, he failed two subjects and has a hard time making
friends. He will sometimes complete his school work by copying
answers from students he considers to be smart. He feels like
he is not good at anything in particular.
From the viewpoint of your chosen theory, what is going on here?
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Baby Einstein Rules.
Early is best for formal education
experiences for children!
A. Yes, I agree with this statement.
B. No, I do not agree with this statement.
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Attendance in childcare programs
deprive children of quality early
life experiences.
A. Yes, I agree with the statement.
B. No, I do not agree with the statement.
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Preschool children are incapable
of holding or acting on prejudicial
attitudes.
A. Yes, I agree with this statement.
B. No, I do not agree with this statement.
Copyright © 2010 Pearson Education, Inc. All rights reserved.
Group work and Exit papers
• Connect with learning team
• Remember to turn in exit/participation
papers in file folders
• Thank you for coming to class!
• Have a nice week!
Copyright © 2010 Pearson Education, Inc. All rights reserved.