individual development powerpoint

Individual Development

Understanding the Learner Module

Understanding the Learner 2

Individual Development In general psychological terms,

development refers to certain orderly changes that occur in human beings from the time of conception until death.

Different aspects of individual development are:

– Physical development – changes in the body

– Personal development – changes in personality

– Social development – changes in the way we relate to others

– Cognitive development – changes in thinking.


General Principles of Development

Development occurs at different rates

Development is relatively orderly

Development takes place gradually


Piaget’s Four Developmental StagesPiaget believed that all people pass through the same four

stages in exactly the same order.

Sensorimotor Stage (birth-2 years): child builds a set of concepts about reality

Pre-operational Stage (2-7): child unable to conceptualize abstractly and needs concrete physical situations

Concrete Operational Stage (7 – 11): child starts to conceptualize and creates structures for problem solving

Formal Operational Stage (11-15): child solves abstract problems and conceptual reasoning


What does the Infancy Stage mean for a teacher?

Infancy: The Sensorimotor Stage– Child’s thinking involves seeing, hearing,

moving, touching, tasting.– Child develops object permanence.– Child begins logical goal-directed actions

(example: turns a container upside down and shakes out any objects inside and then refills the container).


What does the Preoperational Stage (early elementary years) mean for the teacher? Child gains ability to use symbols

(words, gestures, images, signs). Child pretends or mimics actions in

play (pretends to drink from a cup while playing house).

Child develops vocabulary between age 2 and 4 of 200 – 2,000 words.

Child is egocentric (sees the world from own view).

Child has difficulty with reversible thinking.

Child engages in collective monologue or actively talking when no one is listening.


What does the Concrete Operational Stage (later elementary to middle school)mean to the teacher? Child begins to recognize the stability of the

physical world. Child begins classification or grouping of

objects. Child begins to make orderly arrangement

from small to large and to understand sequential relationships.

Child masters reversibility, or the ability to reverse steps in a series of steps.


What does the Formal Operational Stage (junior and senior high school) mean to the teacher? All earlier abilities are in force. Thinking shifts from ‘what is’ to ‘what might be.’ Inductive reasoning is used. Ability to consider abstract possibilities is gained. Ability to think hypothetically occurs. Some students do not gain all of the aspects of this

stage.


Jean Piaget’s Stages of Mental Development, A Summary


Vygotsky’s Sociocultural Theory & Cognitive Development

Child’s culture shapes cognitive development. Major spokesman was Russian psychologist Lev

Vygotsky. Theory provides alternative to Piaget’s ideas. Theory proposes that cognitive development

depends on interaction with the people and the tools the culture provides.

Language is the most important symbol system supporting learning.


Implications of Vygotsky’s Theory to Teachers

The following cultural tools can be passed on to the child by teachers:

Imitative Learning (one imitates another). Instructional Learning (child internalizes). Collaborative Learning (peers try to

understand each other). Assisted Learning –(guided practice).


Psychosocial Development of the ChildErik Erickson’s Theory Proposed 8 Stages

Preschool years-

Stage 1 = Trust versus Mistrust

Stage 2 = Autonomy verses Shame and Doubt Elementary and Middle School-

Stage 3 = Initiative versus Guilt

Stage 4 = Industry versus Inferiority Adolescence-

Stage 5 = Identity versus Role Confusion Beyond the School Years-

Stage 6 = Intimacy versus Isolation

Stage 7 = Generativity versus Stagnation

Stage 8 = Ego integrity versus Despair


General principles of Erickson’s theory for teachers to consider are: All stages are interdependent on conflict resolution in

earlier stages. Individuals when faced with a developmental crisis are

presented positive and unhealthy alternatives. Resolution or outcome of the developmental crises has a

lasting effect on a person’s view of himself and of society. Unhealthy resolutions have potential life-long negative

consequences. Damage from unhealthy resolutions can be repaired by

choosing positive alternatives in later stages.


Kohlberg’s Stages of Moral DevelopmentLawrence Kohlberg proposed a sequence of stages that the child goes through in making decisions between right and wrong. He proposed that moral reasoning is related to cognitive and emotional development.

Pre-conventional Moral Reasoning Stage – judgment based on a person’s own needs and perceptions

Conventional Moral Reasoning Stage – expectations of society and law are important

Post-conventional Moral Reasoning Stage – judgments are based on abstract and personal principles


Self- Concept and Self-Esteem

Self-Concept is the way a person perceives himself or herself.

(It is a cognitive structure.)

Self-Esteem is the value that a person places on his or her own abilities and characteristics.

(It is more of an affective reaction.)


How do issues of self-concept and self-esteem affect behavior at school?

Judgments of teachers, parents, and peers are very important.

Students compare their performance to the performance of their peers in both academic and social situations.

During middle school, students grow more self-conscious, and self-worth is closely tied to appearance and social acceptance.

Students with higher self-esteem are more likely to have favorable attitudes toward school, more positive behavior in class, and greater popularity with peers.


Suggestions for Encouraging Self-Esteem

Value all students. Create a physically and psychologically safe environment for students. Have clear standards of evaluation. Model appropriate methods of perseverance and self-criticism. Avoid destructive comparisons. Accept students even if you must reject their behavior. Encourage students to take responsibility and show them that they

have choices. Set up support groups and teach students how to help each other. Highlight the value of diversity in cultures and accomplishments.


Reference

Woolfolk, A. (2004). Educational psychology, (9th ed.). Needham Heights, MA: Allyn & Bacon.

individual development powerpoint

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child gains ability

child masters reversibility

learner moduleunderstanding

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