Psychology of Development: Vygotsky and Wallon

• This lesson explores human development and how humans transition from needing assistance with basic needs to constructing advanced technologies.

Psychology of Development

• The scientific study of human development falls under the area of Psychology of Development.

Lev S. Vygotsky (1896-1934)

• Lev S. Vygotsky pioneered the study of intellectual human development through social interaction.
• Vygotsky placed importance on the origin of language and thought as products of social relationships with parents, family, and school.
• Vygotsky emphasized the role of the collective and social environment as factors that shape individual representations.
• Knowledge is developed over a person's social and cultural history.

Henri Paul H. Wallon (1879-1962)

• Henri Wallon was a key researcher who believed knowledge doesn't originate from absolute truths.
• Wallon argued for dialogues between teacher and learner to formulate theory/knowledge.
• He believed a person's formation occurs based on a social and emotional foundation.

Jean William Fritz Piaget (1896-1980)

• Jean Piaget studied countless children, from birth through adolescence.

Cognitive Theory

• Jean Piaget divided development into periods or stages, creating a Cognitive Theory.

Sensório-motor Stage (0-2 years)

• An individual discovers and coordinates movements with their hands, feet, eyes, and head.
• During this stage people manipulate objects and acquire habits.
• Neurological maturation helps establish social and emotional connection through speech imitation.

Pré-Operatório Stage (2-7 years)

• Language acquisition enables the development of thought.
• The stage is characterized by more individualistic attitudes towards body awareness and understanding their environment.
• New skills result from neurological maturity, such as fine motor skills leading to writing, drawing, using cutlery etc.

Operações Concretas Stage (7-12 years)

• This period is defined by mental and intellectual development.
• The brain can work with numbers, sequences, logic, and cause-and-effect relationships.
• Personal connections of respect, honesty, and companionship emerge on the affective aspect.
• Children seek peer groups, developing concepts of rules and boundaries.

Operações Formais Stage (12+ years)

• Individuals can abstract or generalize concepts.
• Cognitive ability can formulate educational, pedagogical, social, and emotional patterns.
• Adolescents seek to establish their own identity, create a social world, and define how they see the world.

Knowledge Assimilation

• Assimilation involves physiological, anatomical, and neurological aspects.
• Maturation of the central and peripheral nervous system enables a person to execute thoughts/movements with increasing complexity.

Knowledge Accommodation

• "Giving time" is needed for the brain to process new information without being overwhelmed.
• Brain structures process and store information in long-term memory, integrating knowledge.

Key Considerations of Human Development

• Human development is complex and involves biological, physical, motor, and neurological aspects.
• Mental, emotional, and affective impacts play a role.
• Neuroscientists say the brain is the most complex organ, beginning formation in early gestation and completing after birth
• The vertebral column completes development at age 21, marking the end of physical and physiological formation.

Aging and the Brain

• Unless an individual experiences neurological issues like Parkinson's, Alzheimer's, or brain cancer, the brain continues to function throughout life.
• The brain has no limit to learning or information storage.
• Neurons create synapses, and the more these are strengthened, the better the brain recognizes external stimuli, thus enhancing learning, contributing to human development.

Summary

• Human development theories are based on studies by Piaget, Wallon, and Vygotsky.
• Study how the nervous system functions and how the brain executes activities and development.
• Study the processes of cognitive, affective, and social formation as experienced throughout life.