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Principles of Education and Training

Principles of Education and Training. Chapter 3: Understanding Human Development . Understanding Human Development . Objectives:. Distinguish between growth and development Identify the main types of human development Develop examples that illustrate principles of development

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Principles of Education and Training

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  1. Principles of Education and Training Chapter 3: Understanding Human Development

  2. Understanding Human Development Objectives: • Distinguish between growth and development • Identify the main types of human development • Develop examples that illustrate principles of development • Define a developmental theory • Apply developmental theories to real-life situations • Analyze how developmental theories impact teaching

  3. Understanding Human Development What is human development ? • Life is a process of growth and development • Growth refers to physical changes in size, such as height and weight • Development is the gradual increase in skills and abilities that occurs over a lifetime • Each person progresses in an individual way • However, the stages of development are similar for almost everybody

  4. Areas of Development • There are four types of development: • Physical • Cognitive (or intellectual) • Social • Emotional During each stage of life a person’s physical, cognitive and social-emotional development can be identified. • Social and emotional development are intertwined, and often referred to together as social-emotional development.

  5. Physical Development Period of rapid growth during the first year of life. • Physical development is advances in physical abilities • Example: a newborn cannot change positions, but a two-year-old can run. • Many aspects of development are happening at the same time. Often referred to as motor skills. • Motor skills include: • Gross-motor skills --the development of large muscles such arms, legs, back, and shoulders (walking and throwing) • Fine-motor skills--the development of small muscles such as hands and wrist (eating with a spoon)

  6. Cognitive Development Process involving thought and knowledge are called cognition • Memorization, organization, knowing are all examples of cognition • Cognitive Development—(aka intellectual development) is the way people change and improve their ability to think and learn throughout life. • Consider math skills as a first grader, eighth grader and now. • The development of connections between nerve cells in the brain is a key component to cognitive development at all stages of life. • Brain connections grow and strengthen with new experiences and repetition of familiar ones.

  7. Social-Emotional Development Includes Areas of Relationships and Feelings Individuals must learn social skills and how to care about others. • Social- Emotional • Must develop both self-confidence and self-esteem • Social-emotional challenges increase at each stage development • New skills must be developed to deal with increasing independence of childhood, adolescence, and adult relationships • How well one meets these challenges depends on skills they develop earlier in life and how they adapt to new situations

  8. Principles of Human Development • Basic Principles of what is already known: • Development is relatively orderly -a sequence of steps that consistently follow one another • Development is a gradual, continuous process -changes happen gradually and are apparent over time • Development is interrelated -most development is not solely physical, cognitive, social, or emotional • Development varies among individuals • -each individual’s progress is unique

  9. Theories of Development Researchers analyze behavior and development to better understand how and why behavior occurs. • Developmental Theories • Why should you as a future teacher learn about developmental theories? • They are useful because they help you understand what students are capable of doing and why • This knowledge can make you a better teacher • While these are theories, not proven facts, they can be useful • The theories mentioned in this book have had a real influence on teachers and teaching • Think about their potential impact in the classroom.

  10. Theories of Development Heredity Versus Environment • Nature (Heredity) vs. Nurture (Environment) • Are a person’s personality traits, abilities, skills, and tastes a result of genetics? OR their environment? • Most researchers would answer “both” • A challenge for researchers is that heredity and environment interact in complex ways Genes carry a person’s biological inheritance and impact intellectual potential and much more

  11. Theories of Development Heredity Versus Environment—Continued • Heredity - Genes • No single gene determines a particular behavior. • Behaviors, like all complex traits, involve multiple gene’s that are affected by a variety of environmental factors. • Genes do influence human development . • Just because a person has a genetic make to have a trait does not mean it will develop. • Environment • Persons are shaped by his or her individual experiences • All developmental traits can be affected by the environment • The term applies to many aspects of life: • Family • Peers • Community • Media • Health • Nutrition and physical activity

  12. Theories of Development Behaviorist Theories • Behaviorism—a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control. • One of the earliest theories in development • Heredity vs. Environment • Behaviorists think environment wins • “Blank Screens” (aka “Tabula Rasa” or “blank slates”) • Behaviorists think infants come into the world this way and all of their behaviors are direct results of their life’s experiences • Ex: If a child bullies another child on the playground, it is assumed he or she learned this behavior

  13. Theories of Development Behaviorist Theories Pavlov’s Classical Conditioning • Pavlov was a Russian researcher • Theory: behaviors can be associated with responses • One of the earliest behavioral experiments Pavlov noticed that a dog naturally salivated at the sight of food. He began ringing a bell at feeding time. Eventually, if the bell was rung, the dog salivated, even if no food was given to the dog!

  14. Theories of Development Behaviorist Theories Skinner’s Operant Conditioning • B.F. Skinner, researcher, well known for identifying the basic principle that if you have a pleasant experience, such as receiving a compliment, that you internalize the experience as positive • Theory: People tend to repeat behaviors that have a positive result or are reinforced • He found that to make these behaviors permanent, they need to be removed gradually, in unpredictable patterns • This also works to reduce unwanted behaviors as well when used with negative reinforcement, or punishments

  15. Theories of Development Behaviorist Theories • Bandura’s Social Cognitive Theory • Albert Bandura argued that people are very different from Pavlov’s dog • Theory: People of all ages observe and imitate the behaviors of others, regardless of rewards and punishments involved. • Piaget’s Cognitive Theory • Jean Piaget, a Swiss researcher, looked for a theory that would better explain differences in how people think throughout the stages of life • Four stages of cognitive development

  16. Theories of Development Behaviorist Theories • Vygotsky’sSociocultural Theory • Lev Vygotsky, a Russian theorist, challenged Piaget’s theory, especially his beliefs that humans learn primarily through experimentation with objects • Theory: Children are social beings and develop their minds through interactions with parents, teachers, and other students. • Social interaction is critical to cognitive development • Erikson’s Psychosocial Theory • Focus was on development of personality • Personality development occurs during eight stages of life

  17. Theories of Development Behaviorist Theories • Kholberg’s Theory of Moral Development • Three levels of moral development • Preconventionalmorality—decisions about what is right or wrong depend on whether you will be punished or rewarded • Convectional morality —understanding that society depends on people to observe basic rules of behavior • Postconventionalmorality—belief that there are universal moral laws related to human rights that are most important to follow • Children and teens should be moved to the next level of moral development with the help of adults • Only men and boys were observed , the findings did not include the way women and girls make moral decisions

  18. Theories of Development Behaviorist Theories Which Theory Is Correct? • Many different, often conflicting, theories to explain human development • As a teacher, you can benefit from understanding several approaches to development and applying them in your classroom • As knowledge of human development grows, more theories will emerge • Gaining a greater understanding of the ways in which humans learn will help teachers develop more effective teaching strategies

  19. End of Chapter Three Review Date: _____________ TEST Date: ______________

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