Piaget s Stages of Cognitive Development:

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1 To help learners link observations to Child Development theories: Piaget s Stages of Cognitive Development: Age Stage Behaviours Role of Adult Birth-18 months Sensorimotor Learn through reflexes Learn through senses Manipulate materials Keep babies safe and interested Respond reassuringly to separation anxiety 18 mnths-6yrs Preoperational Form ideas based on perception Can only focus on one variable at a time Overgeneralise based on limited experience Are egocentric Provide large blocks if free play time Provide real world experience Plan open ended activities Ask open ended questions

2 Erikson s Stages of Psychosocial Development: Age Stage Strength Adult role 0-1 year Trust vs. mistrust Hope Hold babies close during feeding Give comfort Support attachment Primary caregiver/keyworker 1-3 years Autonomy vs. Shame and Doubt Willpower Giving children simple choices Not giving false choices Being clear, consistent and reasonable Accepting swings from independence to dependence 3-6 years Initiative vs. Guilt Purpose Encourage independence Focus on gains not on failures Set expectations with abilities Curriculum focus should be on doing and on real things

3 Maslow s Hierarchy of Needs: Physiological Needs Safety Needs Food, drink, oxygen, temperature control, elimination, rest, activity, sex. Protection from potentially dangerous objects or situations; The threat can be physical or psychological To provide adequate food, shelter etc Importance of routine and familiarity Love and Belongingness Receiving and giving love and affection; Trust and acceptance Being part of a family, group; parents giving unconditional love Esteem Needs Cognitive Needs Aesthetic Needs Self Actualisation Self esteem and self respect; the esteem and respect of others; A sense of competence To gain knowledge and understanding, need to find meaning ; curiosity, predictability, exploration Beauty and Art; symmetry, balance, order, form Becoming everything one is capable of; fulfilling potential Praise, encouragement; age appropriate activities

4 Behaviourist and Social Learning Theories: Classical Conditioning Instrumental/Operant learning Social Learning Theory Pavlov Skinner Bandura Something happens first- The dog associates the sound of the bell with food- He learns to anticipate as soon as the bell rings Aversion therapy Person must do something to make something else happen; The rat runs around and food falls at certain times. As time goes on he learns that the food falls when he steps on a particular spot. Positive reinforcement Imitation, reinforcement, and role modelling are essential to learning acceptable behaviour. When we strongly identify with a person we are inclined to copy them

5 Education Theorists: John Dewey Maria Montessori Lev Vygotsky Stimulate the child s powers through social system; start where the child interests lie; Teachers must be sensitive to home and family life. Provide real but child centred environments; Order and accessibility; Create beauty and order Develop competency and an ability to take responsibility Allow children freedom to learn rather than teach them Zone of proximal development-that is the distance between the most difficult task a child can do alone and the most difficult task he can do with help; Scaffolding;personal and social experience cannot be separated. Language development and social interaction are essential to learning Observation; plan a purposeful curriculum (it s fun is not enough);make sense of the world for the child; organisation and documentation is important Provide a structured, safe and stimulating environment with real tools; Observe children carefully and regularly-listen and learn Allow children provide ideas for the curriculum Observation essential to provide curriculum that will stretch the child; provide support (scaffold); encourage conversation; provide opportunities for children to work to-gether;

6 Social Emotional Theories of Development: John Bowlby Winnicott Attachment theory; bonding, loss, maternal deprivation Transitional objects; imaginary friends; comfort behaviours Need to provide security, main carer, key worker, routine and familiarity. We need to understand that children need special toys, blankets, teddies and sometimes imaginary friends as a way to comfort themselves when their security is threatened. It can help them settle in and participate. Terminology Biological Theories (nature): Our behaviour and development is pre- programmed in our genetic structure, which we inherit from our parents Learning Theories(nurture): We are influenced by and learn from our environment and the people in it from birth, and even maybe before birth. Psycho-Analytical Theories: We are born with needs which must be met if we are to continue to develop in a healthy manner. As we grow older needs change and we pass through different phases where different needs must be met.