Block I_Theories of dvlp_CV PDF

Block I: CLIL FOR VERY YOUNG LEARNERS Esther Paños / Isabel López Cirugeda Theories of development A theory is an explanation of facts and observations, a set of concepts and ideas that organize the confusing mass of experiences that each of us encounters every minute. Theo...

Block I: CLIL FOR VERY YOUNG LEARNERS Esther Paños / Isabel López Cirugeda Theories of development A theory is an explanation of facts and observations, a set of concepts and ideas that organize the confusing mass of experiences that each of us encounters every minute. Theories help us to understand our environment and the phenomena that take place, and they help us to make decisions (students aged 3-6). Theories of development DEVELOPMENTAL THEORY Group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been made about human growth. They provide a framework for understanding HOW and WHY PEOPLE CHANGE as they grow older. Previous knowledge Grand Theories PSYCHOANALYTIC THEORY BEHAVIORISIM – Learning T COGNITIVE THEORY Grand Theories PSYCHOANALYTIC THEORY 1st half 20 century Theories of psychology – applications in the BEHAVIORISIM – Learning T study of development COGNITIVE THEORY Mid-20th century * dominant comprehensive, enduring, & widely applied UNIVERSALLY ACCEPTED?? Grand Theories PSYCHOANALYTIC THEORY Inner drives, deep motives, and unconscious needs rooted in childhood are the foundation of psychoanalytic theory. These basic underlying forces are thought to influence every aspect of thinking and behavior, from the smallest details of daily life to the crucial choices of a lifetime. Grand Theories PSYCHOANALYTIC THEORY FREUD: Development occurs in 6 stages each characterized by sexual interest and pleasure arising from a particular part of the body. Each stage includes its own potential conflicts. How people experience and resolve these conflicts determines personality lifelong because “the early stages provide the foundation for adult behavior” ERIKSON: 8 developmental stages, each characterized by a particular challenge, or developmental crisis. There are two polarities at each crisis. For most people, development at each stage leads to neither extreme but to something in between the two polarities (e.g. Trust vs Mistrust). The way a person resolve the challenge determines personality. Grand Theories BEHAVIORISM – Learning theory Opposition to the psychoanalytic notion of the uncounscious. Watson (1878–1958) if psychology has to be a true science, psychologists should examine only what THEY CAN SEE AND MEASURE: behavior, not irrational thoughts and hidden urges. BEHAVIORISM To study actual behavior, objectively and scientifically (observable behavior) Learning theorists believe that development occurs not in stages but in small increments ( people learn to talk, read, or anything else one tiny step at a time). Behaviorists study the laws of conditioning, the processes by which responses link to particular stimuli. Grand Theories BEHAVIORISM – Learning theory CLASICAL CONDITIONING (Pavlov): The learning process in which a meaningful stimulus (such as the smell of food to a hungry animal) is connected with a neutral stimulus (such as the sound of a tone) that had no special meaning before conditioning. (Also called respondent conditioning.) Example: - Infants learn to smile at their parents – associate with food and play. - Fear of entering a hospital by associating it with previous experiences.  White coat syndrome When past experiences with medical professionals have conditioned someone to feel anxious. For that reason, when someone dressed in white takes their blood pressure, it is higher than it would be under normal circumstances. White coat syndrome is apparent in about half of the United States population over age 80 (Bulpitt et al., 2013). Many nurses now wear colorful blouses and many doctors wear street clothes to prevent conditioned anxiety in patients. (21) White Coat Hypertension - YouTube Grand Theories BEHAVIORISM – Learning theory OPERANT CONDITIONING (Skinner): The learning process by: which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less likely to be repeated). (Also called instrumental conditioning) Example: - If the student does not complete the assignment, he/she does not have break time. Grand Theories BEHAVIORISM – Learning theory SOCIAL LEARNING (Bandura): humans sometimes learn without personal reinforcement. This learning often occurs through modeling, when people copy what they see others do (also called observational learning). Example: - Adults who, as children, saw their parents hit each other. Some such adults abuse their own partners, while others scrupulously avoid marital conflict. These two responses seem opposite, but both are the result of social learning produced by childhood observation, with one observing the benefits of abuse, the other noting the suffering. Grand Theories COGNITIVE THEORY 1980: psychoanalytic and behaviorist research and therapy were overtaken by a focus on cognition. According to cognitive theory, thoughts and expectations profoundly affect attitudes, beliefs, values, assumptions, and actions. Ideas, education, and language are considered part of cognition. Cognitive theory dominated psychology for decades, becoming a grand theory. Grand Theories COGNITIVE THEORY PIAGET: How children think changes with time and experience, and their thought processes affect their behavior. According to cognitive theory, to understand humans one must understand thinking. Cognitive development occurs in four age-related periods, or stages: sensorimotor, preoperational, concrete operational, and formal operational. Grand Theories Extrated/Adapted from: Berger, 2014 / Created with Canva Grand Theories COGNITIVE THEORY INFORMATION PROCESSING: Inspired by the input, programming, memory, and output of a sophisticated computer. Instead of interpreting responses (as Piaget), it focuses on the processes of thought—how minds work before a response and then the many ways a response might occur. Cognition begins with input picked up by the five senses, proceeds to brain reactions, connections, and stored memories, and concludes with some form of output. Newer Theories GRAND THEORIES - LIMITATIONS Western Europe & North America 100 … Multicultural and Multidisciplinary SOCIOCULTURAL THEORY HUMANISM EVOLUTIONARY THEORY Newer Theories SOCIOCULTURAL THEORY Human development results from the dynamic interaction between developing people and their surrounding society. VYGOTSKY: Each person, schooled or not, develops with the guidance of more skilled members of his or her society, who are tutors or mentors in an apprenticeship in thinking. Newer Theories SOCIOCULTURAL THEORY VYGOTSKY – Zone of Proximal Development: - All learning is social, whether people are learning a manual skill, a social custom, or a language. - A mentor (parent, peer, or professional) identifies the learner’s zone of proximal development, which contains the skills, knowledge, and concepts that the learner is close (proximal) to acquiring but cannot yet master without help. - Through sensitive assessment of the learner, the mentor engages the mentee within that zone. Together, in a “process of joint construction,” new knowledge is attained.  Don’t reteach, too boring Extrated/Adapted from: Berger, 2014 / Created with Canva  ZPD ZPD ZPD Vygotsky: “What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone” Newer Theories SOCIOCULTURAL THEORY VYGOTSKY – Mentors: - Should take advantage of children's innate curiosity in the first years of life. - Children learn because their mentors do the following: - Identify their ZPD. - Present challenges. - Offer assistance (without taking over). - Add crucial information / learnings. - Encourage motivation. Newer Theories HUMANISM Stresses the potential of all humans for good and the belief that all people have the same basic needs, regardless of culture, gender, or background. EVOLUTIONARY THEORY Many human impulses, needs, and behaviors evolved to help humans survive and thrive many millennia ago. To understand human development, humans should acknowledge the lives of our early ancestors. Ex: many people are terrified of snakes. However, virtually no one is terrified of automobiles. Snakes cause less than 1 death in a million, while cars cause more than a hundred times that. The extreme reaction to snakes derives from instinctive fears that evolved over millennia, when snakes were common killers. ICT Images ICT The use of pictures in EChE - Guide students in the acquisition of routines. - Enrich the teaching/learning process. - Show not only objects or people but also values. - Images themselves can tell a story. - Help students think, imagine, etc. - Children use them to communicate. - Focus children attention. ICT Can we use an image from the internet freely? They must be public domain images ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines ICT Open source image search engines  Personal image database Free Stock photos by Vecteezy Summarize today’s class in one image … References Berger, K. S. (2014). The developing person through the life span. Worth Publishers. Doctor: Doctor icons created by Freepik - Flaticon Growth: Vector de etapas de la vida creado por freepik - www.freepik.es Make decisions: Worker icons created by Nikita Golubev - Flaticon Man: Gerente iconos creados por DinosoftLabs - Flaticon