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Social Contexts in Child Development

The document discusses several theories related to learner development including Piaget's 4 stages of cognitive development, Vygotsky's zone of proximal development and the role of more knowledgeable others, Erikson's 8 psychosocial stages of development, and Kohlberg's 6 stages of moral development. It also covers Piaget's concepts of schemas, assimilation, accommodation, and equilibration. The theories focus on how children and learners develop cognitively, socially, and morally at different ages and stages with impacts from significant individuals and social interactions.

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angie
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23 views13 pages

Social Contexts in Child Development

The document discusses several theories related to learner development including Piaget's 4 stages of cognitive development, Vygotsky's zone of proximal development and the role of more knowledgeable others, Erikson's 8 psychosocial stages of development, and Kohlberg's 6 stages of moral development. It also covers Piaget's concepts of schemas, assimilation, accommodation, and equilibration. The theories focus on how children and learners develop cognitively, socially, and morally at different ages and stages with impacts from significant individuals and social interactions.

Uploaded by

angie
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

Focus on the

Learner
KOHLBERG Erickson
3 Levels and 6 8 Psycho-Social
Stages of Moral Stage of
Development Development

Theories
Related to the
Learners
Development
VYGOTSKY
On Language PIAGET
Zone of Proximal 4 Stage of Cognitive
Development Development
 Healthy children will not fear life id their
elders have integrity enough not to fear death
 He believed in the impact of the significant
others in the development of ones view
himself, life and of the world.
Stages of Cognitive
development
 SCHEMA-refers to the cognitive structures by
which individuals intellectually adapt to and
organize their environment.
>ASSIMILATION
>ACCOMMODATION
>EQUILIBRATION
STAGE 1
Sensory-motor(0-2 years old)
STAGE 2
Pre-operational (2-7 years old)
STAGE 3
Concrete-operational (7-11 years old)
STAGE 4
Formal-operational (11 year old-beyond)
AGE CRISIS VIRTUE OUTCOME
(YEARS)
1 TRUST VS HOPE FEAR
MISTRUST
2 AUTONOMY VS WILL SHAME
DOUBT-SHAME
3-5 INITIATIVE VS PURPOSE INADEQUACY
GUILT
6-12 INDUSTRY VS COMPETENCE INFERIORITY
INFERIORITY
12-18 IDENTITY VS ROLE FIDELITY REBELLION
CONFUSION

18-40 INTIMACY VS LOVE ISOLATION/UNH


ISOLATION APPY
40-65 GENERATIVITY CARE UNPRODUCTIVE

65 INTEGRERITY VS WISDOM DISSATISFACTION


DESPAIR
 Right action tend to be defined in terms of
general individual right and standards that
have been clinically examined and agreed upon
by the society.
 The ability to choose right from wrong is tied
with our ability to understand and reason
logically.
LEVEL STAGE DESCRIPTION
PRE- 1 PUNISHMENT-OBEDIENCE
CONVENTIONAL ORIENTATION
LEVEL 2 MUTUAL BENEFITS
CONVENTIONAL 3 GOOD BOY/GOOD GIRL
LEVEL ORIENTATION
4 LAW & ORIENTATION
POST- 5 SOCIAL CONTRACT
CONVENTIONAL ORIENTATION
LEVEL 6 UNIVERSAL PRINCIPLE
ORIENTATION
 The teacher must orient his work not on
yesterday’s development in the child but on
tomorrow’s.
 Emphasized the role of social interaction in
learning and development.
 Scaffolding- Refers to providing support and
resources to help a child learn new skills,
 More knowledgeable other (MKO) – It refers to
someone who is better understanding or a
higher ability level than the learner,
 ZDP-Zone of proximal development- a
distance between the students ability to
perform a task under adult guidance.

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