11506996
Descripción
Mapa Mental por Olan Hegarty, actualizado hace más de 1 año
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Creado por Olan Hegarty
hace alrededor de 7 años
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Developmental
Psychology in a
2nd class classroom
- Skinner
- Operant Conditioning
- The relationship between a behaviour and a
consequence and the way in which
consequences have the ability to determine
whether or not particular behaviours are
repeated e.g. Skinner Box: Pigeon repeated
action in which she received food (positive)
and stopped actions in which she got
shocked (negative)
- The relationship between a behaviour and a
consequence and the way in which
consequences have the ability to determine
whether or not particular behaviours are
repeated e.g. Skinner Box: Pigeon repeated
action in which she received food (positive)
and stopped actions in which she got
shocked (negative)
- Use in Classroom
- Use of reinforcement and punishment, both
positive and negative e.g. Positive reinforment
would be giving a child a gold starif homework was
completed well. Negative punishment would be
child is not aloud become teachers helper this week
as homework was not completed well.
- Use of reinforcement and punishment, both
positive and negative e.g. Positive reinforment
would be giving a child a gold starif homework was
completed well. Negative punishment would be
child is not aloud become teachers helper this week
as homework was not completed well.
- Operant Conditioning
- Pavlov & Watson
- Classical Conditioning
- The relationship between a specific stimulus to a
reaction e.g. linking furry animals with a loud
bang to make a child cry (Watson)
- The relationship between a specific stimulus to a
reaction e.g. linking furry animals with a loud
bang to make a child cry (Watson)
- Use in Classroom
- Teacher can link a loud noise, like the
sound of a Tibetan bowl, to the children
being quiet. Before conditioning teacher
would ask children to be quiet. During
conditioning teacher would ask children to
be quiet and hit the bowl. After
conditioning teacher would just hit the
bowl and the children would be quiet.
- Teacher can link a loud noise, like the
sound of a Tibetan bowl, to the children
being quiet. Before conditioning teacher
would ask children to be quiet. During
conditioning teacher would ask children to
be quiet and hit the bowl. After
conditioning teacher would just hit the
bowl and the children would be quiet.
- Classical Conditioning
- Erikson
- Use in Classroom
- Encourage the children
to try new skills and
encourage throughout
the lesson. The use of
positive language is
key even when
correcting mistakes
e.g. "You will get it the
next time"
- Encourage the children
to try new skills and
encourage throughout
the lesson. The use of
positive language is
key even when
correcting mistakes
e.g. "You will get it the
next time"
- Psychosocial Theory
- Stage 4 Industry vs Inferiority:
Child develops perseverance
with new skills and then a
competency of these new skills.
If this compentancy does not
emerge then the child begins to
compare themselves to other
children and lose confidence.
- Stage 4 Industry vs Inferiority:
Child develops perseverance
with new skills and then a
competency of these new skills.
If this compentancy does not
emerge then the child begins to
compare themselves to other
children and lose confidence.
- Use in Classroom
- Vygotsky
- Use in Classroom
- Scaffold the child's learning by providing prompts, tasks
or sentence starters. Group work or paired work is
encouraged between children of different levels so that
the ZPD is activated.
- Scaffold the child's learning by providing prompts, tasks
or sentence starters. Group work or paired work is
encouraged between children of different levels so that
the ZPD is activated.
- Sociocultural Theory
- "Child as an apprentice", children learn off
more-able others. Social interaction plays a
key role in children's learning. The Zone of
Proximal Development (ZPD) Is the area
between the child’s current development
level “as determined by independent
problem solving” and the level of
development that the child could achieve
“through adult guidance or in collaboration
with more capable peers” (Vygotsky 1978,
p.86).
- "Child as an apprentice", children learn off
more-able others. Social interaction plays a
key role in children's learning. The Zone of
Proximal Development (ZPD) Is the area
between the child’s current development
level “as determined by independent
problem solving” and the level of
development that the child could achieve
“through adult guidance or in collaboration
with more capable peers” (Vygotsky 1978,
p.86).
- Use in Classroom
- Piaget
- Cognitive Development Theory
- Stage 3 Concrete
Operational: "Child as a
scientist", children explore
and learn through their
environment. Logical
thinking has developed,
however, abstract
reasoning is yet to develop.
- Stage 3 Concrete
Operational: "Child as a
scientist", children explore
and learn through their
environment. Logical
thinking has developed,
however, abstract
reasoning is yet to develop.
- Use in Classroom
- Teachers should use concrete materials such as Dien's
blocks, unifix cubes, counters or visual aids for a
hands-on experience. Instructions to be kept short and
simple.
- Teachers should use concrete materials such as Dien's
blocks, unifix cubes, counters or visual aids for a
hands-on experience. Instructions to be kept short and
simple.
- Cognitive Development Theory
- Bandura
- Use in Classroom
- Teach by Example. Use
modelling to demonstrate new
skills showing exactly how
tasks are performed. Model
pro-social behaviour at all
times.
- Teach by Example. Use
modelling to demonstrate new
skills showing exactly how
tasks are performed. Model
pro-social behaviour at all
times.
- Social Learning Theory
- Behaviour is learned through the observation
of others and the social influences impacting
the child. Children imitate models like parents,
siblings, teachers and TV stars and implement
their behaviours as their own. Four factors
influencing observational learning are
attention, retention, reproduction and
motivation.
- Behaviour is learned through the observation
of others and the social influences impacting
the child. Children imitate models like parents,
siblings, teachers and TV stars and implement
their behaviours as their own. Four factors
influencing observational learning are
attention, retention, reproduction and
motivation.
- Use in Classroom
- Bronfenbrenner
- Use in Classroom
- The school is on the microsystem level of
a child's life therefore teachers have to
act as role models for the children under
their care. Teachers must also cater
lessons toward the stages of
development the children are on in order
to create the most effective learning
environment.
- The school is on the microsystem level of
a child's life therefore teachers have to
act as role models for the children under
their care. Teachers must also cater
lessons toward the stages of
development the children are on in order
to create the most effective learning
environment.
- Ecological Systems Theory
- A child develops within a
complex system of
relationships affected by
multiple levels of the
surrounding environment.
Levels are microsystem,
mesosystem, exosystem and
macrosystem.
- A child develops within a
complex system of
relationships affected by
multiple levels of the
surrounding environment.
Levels are microsystem,
mesosystem, exosystem and
macrosystem.
- Use in Classroom
- Physcial
- Use in Classroom
- Physical Development is extremely important in the
classroom. Physical activity should be incorporated
into as many lessons as possible. Physical Education
should be fun and demanding. Teacher should
encourage every child to try the physical activity.
Helps children both physically and socially.
- Physical Development is extremely important in the
classroom. Physical activity should be incorporated
into as many lessons as possible. Physical Education
should be fun and demanding. Teacher should
encourage every child to try the physical activity.
Helps children both physically and socially.
- Use in Classroom
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