學(xué)前兒童發(fā)展概論第一章課件

兒童發(fā)展概論

GrowthandDevelopment首都師范大學(xué)黃翯青兒童發(fā)展概論

GrowthandDevelopment首發(fā)展學(xué)科：一門關(guān)于年齡的科學(xué)發(fā)展學(xué)科：一門關(guān)于年齡的科學(xué)孔子關(guān)于年齡的思想吾十有五，而志與學(xué)，三十而立，四十而不惑，五十而知天命，六十而耳順，七十而從心所欲，不愈矩?？鬃雨P(guān)于年齡的思想吾十有五，而志與學(xué)，零歲出場(chǎng)亮相十歲天天向上二十遠(yuǎn)大理想三十到處吃香四十奮發(fā)圖強(qiáng)五十開始走樣六十衣錦還鄉(xiāng)七十打打麻將八十曬曬太陽,九十躺在床上,一百歲肯定掛在墻上。零歲出場(chǎng)亮相十歲天天向上二十遠(yuǎn)大理想三十到處吃香四十我的世界：人若有100歲的境界，80歲的胸懷，60歲的智慧，40歲的意志，20歲的激情，加上兩三歲的童心，該有多好啊?。。∥业氖澜纾喝珪鴥?nèi)容概要第一章緒論第二章兒童發(fā)展的基礎(chǔ)第三章兒童感知覺和注意的發(fā)展第四章兒童記憶的發(fā)展第五章兒童想象、思維的發(fā)展第六章兒童言語的發(fā)展第七章兒童情緒的發(fā)展第八章兒童社會(huì)性的發(fā)展第九章兒童個(gè)性的發(fā)展第十章兒童道德的發(fā)展第十一章兒童發(fā)展的認(rèn)知神經(jīng)科學(xué)研究全書內(nèi)容概要第一章緒論第一章緒論第一節(jié)兒童發(fā)展概述第二節(jié)兒童發(fā)展研究的歷史和現(xiàn)狀第三節(jié)兒童發(fā)展研究方法第一章緒論第一節(jié)兒童發(fā)展概述第一節(jié)兒童發(fā)展概述第一節(jié)兒童發(fā)展概述兒童期涵蓋的年齡范圍兒童期涵蓋兒童發(fā)展的年齡范圍是個(gè)體從不成熟成熟這一成長(zhǎng)階段，是個(gè)體生命發(fā)展的重要組成部分?；煦?，未分化分化，專門化被動(dòng)，不隨意主動(dòng)，隨意認(rèn)識(shí)外部認(rèn)識(shí)內(nèi)部態(tài)度不穩(wěn)定穩(wěn)定生物人社會(huì)人

兒童發(fā)展的年齡范圍一兒童發(fā)展概念兒童的哪些方面在發(fā)展和變化？一兒童發(fā)展概念兒童的哪些方面兒童發(fā)展的領(lǐng)域生理發(fā)展認(rèn)知發(fā)展個(gè)性和社會(huì)性發(fā)展文化性發(fā)展發(fā)展是指?jìng)€(gè)體身體、生理、心理、行為等方面的發(fā)育、成長(zhǎng)、分化、成熟和變化的過程。身體結(jié)構(gòu)的變化思維方式的變化兒童發(fā)展的領(lǐng)域生理發(fā)展發(fā)展是指?jìng)€(gè)體身體、生理、心理、行為等方13學(xué)步兒和5歲孩子的身體樣子很不一樣。這個(gè)女孩和她的小弟弟相比，身體線條看上去更像大人。13學(xué)步兒和5歲孩子的身體樣子很不一樣。這個(gè)女孩和她的小弟弟兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性發(fā)展的遞進(jìn)性發(fā)展的易感性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性發(fā)展的遞進(jìn)性發(fā)展的易感性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性發(fā)展的遞進(jìn)性發(fā)展的易感性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性發(fā)展的遞進(jìn)性發(fā)展的易感性兒童發(fā)展的特點(diǎn)發(fā)展的基礎(chǔ)性兒童發(fā)展的概念發(fā)展的基礎(chǔ)性發(fā)展的遞進(jìn)性發(fā)展的易感性年齡領(lǐng)域兒童發(fā)展的概念發(fā)展的基礎(chǔ)性年齡領(lǐng)域第二節(jié)兒童發(fā)展研究的歷史和現(xiàn)狀第二節(jié)兒童發(fā)展研究的歷史和現(xiàn)狀.兒童發(fā)展和人類發(fā)展.兒童發(fā)展和人類發(fā)展心理的種系發(fā)展廣義發(fā)展心理學(xué)狹義發(fā)展心理學(xué)心理的種族發(fā)展個(gè)體心理發(fā)展（生→死）2.發(fā)展心理學(xué)的概念研究個(gè)體從受精卵開始到出生、到成熟、直至衰老的生命全程中心理發(fā)生、發(fā)展的特點(diǎn)和規(guī)律的科學(xué)。即研究畢生心理發(fā)展特點(diǎn)和規(guī)律的科學(xué)。比較心理學(xué)（動(dòng)物心理學(xué)）民族心理學(xué)心理的種系發(fā)展廣義發(fā)展心理學(xué)心理的種族發(fā)展個(gè)體心理發(fā)展（生→廣義發(fā)展心理學(xué)是研究種系和個(gè)體心理發(fā)生與發(fā)展的科學(xué)包含心理的種系發(fā)展（比較心理學(xué)/動(dòng)物心理學(xué)）、心理的種族發(fā)展（民族心理學(xué)）和個(gè)體心理發(fā)展（個(gè)體發(fā)展心理學(xué)）。狹義發(fā)展心理學(xué)即個(gè)體發(fā)展心理學(xué)，是關(guān)于人的個(gè)體從受精卵開始到出生、成熟、直至衰老的生命全程中心理發(fā)生、發(fā)展特點(diǎn)和規(guī)律的科學(xué)。發(fā)展心理學(xué)廣義發(fā)展心理學(xué)是研究種系和個(gè)體心理發(fā)生與發(fā)展的科學(xué)發(fā)展心理學(xué)發(fā)展心理學(xué)畢生（生命全程）年齡特征研究對(duì)象研究?jī)?nèi)容二部分四方面感覺知覺記憶想象思維興趣動(dòng)機(jī)情感價(jià)值觀自我意識(shí)氣質(zhì)性格社會(huì)生活教育條件生理因素動(dòng)作活動(dòng)發(fā)展言語發(fā)展認(rèn)知社會(huì)性質(zhì)的特征智力活動(dòng)人格先天后天外因內(nèi)因階段連續(xù)青春期胎兒受精卵—出生——成熟——衰老嬰兒期童年期青年期中年期老年期幼兒期個(gè)體發(fā)展心理學(xué)（狹義）基本原理發(fā)展心理學(xué)畢生（生命全程）年齡特征研究對(duì)象研究?jī)?nèi)容二部分四方三、種系發(fā)展與個(gè)體發(fā)展種系發(fā)展（廣義）種族發(fā)展個(gè)體心理發(fā)展（狹義）動(dòng)物人類動(dòng)物/比較心理學(xué)民族心理學(xué)個(gè)體發(fā)展心理學(xué)三、種系發(fā)展與個(gè)體發(fā)展種系發(fā)展（廣義）種族發(fā)展個(gè)體心理發(fā)展（什么東西早上是四條腿，到了中午是兩條腿，當(dāng)太陽落山時(shí)又變?yōu)槿龡l腿？斯芬克斯之謎什么東西早上是四條腿，到了中午是兩條腿，當(dāng)太陽落山時(shí)又變?yōu)槿巳藗€(gè)體心理發(fā)展與種系心理發(fā)展的關(guān)系個(gè)體發(fā)展與種系心理發(fā)展的理論，最有代表性的還是20世紀(jì)初霍爾（G..S.Hall.1844--1924）的復(fù)演說。帶了81位博士生，三分之一是大學(xué)校長(zhǎng)或是國際上有名的心理學(xué)家，如杜威、卡特爾個(gè)體心理發(fā)展與種系心理發(fā)展的關(guān)系個(gè)體發(fā)展與種系心理發(fā)展的理論主要觀點(diǎn)：“兒童乃成人之父”。個(gè)體的發(fā)育和發(fā)展是種系發(fā)生的各主要階段的再現(xiàn)。1、胎兒在胎內(nèi)的發(fā)展復(fù)演了動(dòng)物的進(jìn)化過程。2、兒童和青少年時(shí)期的心理發(fā)展復(fù)演了人類進(jìn)化過程①階段：乳兒期復(fù)演了從動(dòng)物到人的進(jìn)化；②8歲前的兒童復(fù)演著原始人的漁獵時(shí)代；

③8-12歲兒童期復(fù)演由蒙昧?xí)r代向文明時(shí)代的過渡時(shí)期④少年期復(fù)演了中世紀(jì)人類的特征；⑤青年期復(fù)演了近代風(fēng)云變幻的人類特征。⑥青年期復(fù)演著人類浪漫主義時(shí)代。

主要觀點(diǎn)：“兒童乃成人之父”。復(fù)演說結(jié)構(gòu)圖動(dòng)物原始人現(xiàn)代人胎兒出生成熟評(píng)論錯(cuò)誤：引向生物決定論復(fù)演說結(jié)構(gòu)圖評(píng)論（3）評(píng)價(jià)

霍爾的復(fù)演說引起了心理學(xué)界很大爭(zhēng)議，我們應(yīng)用辯證的眼光來評(píng)價(jià)它。復(fù)演說有其正確的一面，因?yàn)槲覀冊(cè)趥€(gè)體心理發(fā)展的過程中確實(shí)看到了一些返祖現(xiàn)象。但是復(fù)演說的錯(cuò)誤在于把個(gè)體發(fā)展與種系發(fā)展完全等同起來，從而引向了生物決定論。（3）評(píng)價(jià)第三節(jié)兒童發(fā)展研究方法第三節(jié)兒童發(fā)展研究方法

一、觀察法：觀察者通過自己的感官或儀器，對(duì)兒童的心理和行為變化進(jìn)行有目的、有計(jì)劃的觀察。（一）長(zhǎng)期觀察和定期觀察長(zhǎng)期觀察定期觀察（二）全面觀察和重點(diǎn)觀察全面觀察重點(diǎn)觀察優(yōu)點(diǎn)：現(xiàn)場(chǎng)觀察，資料更客觀、全面、準(zhǔn)確缺點(diǎn)：觀察質(zhì)量的高低決定于觀察者本人的專業(yè)水平第三節(jié)發(fā)展心理學(xué)的主要研究方法第三節(jié)發(fā)展心理學(xué)的主要研究方法認(rèn)人為父的小鵝認(rèn)人為父的小鵝學(xué)前兒童發(fā)展概論第一章課件學(xué)前兒童發(fā)展概論第一章課件學(xué)前兒童發(fā)展概論第一章課件二、訪談法訪談法：研究者通過與兒童進(jìn)行口頭交談，了解和搜集有關(guān)心理特征資料的方法。訪談法在兒童心理學(xué)研究中具有重要意義和作用。根據(jù)訪談內(nèi)容和過程是否有統(tǒng)一要求和結(jié)構(gòu)：結(jié)構(gòu)訪談、非結(jié)構(gòu)訪談根據(jù)是否借助一定的中介物：直接訪談和間接訪談優(yōu)點(diǎn)：較針對(duì)性地收集證據(jù)，情境自然缺點(diǎn)：訪談結(jié)果的準(zhǔn)確性和有效性受到訪談?wù)咦陨項(xiàng)l件的限制，費(fèi)時(shí)多，對(duì)訪談結(jié)果進(jìn)行量化的難度也較大二、訪談法三、問卷法是研究者用同一設(shè)計(jì)的問卷來搜集兒童心理和行為資料的方法問題是問卷的核心。優(yōu)點(diǎn)：更具目的性，內(nèi)容更加完整，設(shè)計(jì)更加嚴(yán)密，標(biāo)準(zhǔn)化程度較高，可以在短時(shí)間內(nèi)搜集到大量的資料，所得數(shù)據(jù)也便于定量分析。缺點(diǎn)：?jiǎn)柧碓O(shè)計(jì)最關(guān)鍵。如果不當(dāng)，會(huì)達(dá)不到預(yù)期效果，對(duì)被試有書面語能力的要求。三、問卷法四、測(cè)驗(yàn)法測(cè)驗(yàn)法：通過測(cè)驗(yàn)量表來測(cè)查兒童心理發(fā)展特點(diǎn)和規(guī)律的方法。編制測(cè)驗(yàn)量表需要經(jīng)過編制測(cè)驗(yàn)題目、預(yù)測(cè)、項(xiàng)目分析、合成測(cè)驗(yàn)、取得信度和效度資料，建立常模等標(biāo)準(zhǔn)化過程。應(yīng)用經(jīng)過標(biāo)準(zhǔn)化測(cè)驗(yàn)量表進(jìn)行測(cè)量，將其得分與常模分?jǐn)?shù)進(jìn)行比較，就可以清楚地了解兒童在某方面的發(fā)展水平。如中國比內(nèi)測(cè)驗(yàn)、韋克斯勒智力量表、瑞文測(cè)驗(yàn)，卡特爾16項(xiàng)人格因素量表。優(yōu)點(diǎn)：測(cè)驗(yàn)量表的編制嚴(yán)謹(jǐn)，結(jié)果處理方便，由于一些常模的存在，可以直接進(jìn)行對(duì)比研究。缺點(diǎn)：受被試口頭語言和書面語言能力的限制，不能用于測(cè)差低幼兒童。四、測(cè)驗(yàn)法瑞文測(cè)驗(yàn)瑞文測(cè)驗(yàn)瑞文智力測(cè)驗(yàn)瑞文智力測(cè)驗(yàn)畫樹測(cè)驗(yàn)畫樹測(cè)驗(yàn)畫人測(cè)驗(yàn)畫人測(cè)驗(yàn)五、實(shí)驗(yàn)法實(shí)驗(yàn)法：通過創(chuàng)設(shè)一定的情境，操縱和控制某些實(shí)驗(yàn)變量，來探討兒童心理發(fā)展的原因和規(guī)律的方法。（一）實(shí)驗(yàn)室實(shí)驗(yàn)：是在專門的實(shí)驗(yàn)室內(nèi)，利用專門的儀器和設(shè)備，對(duì)兒童的心理發(fā)展所進(jìn)行的研究，關(guān)于兒童的各種認(rèn)知能力，如感覺、知覺、已憶、思維等心理過程多用實(shí)驗(yàn)室方法進(jìn)行。如對(duì)嬰兒顏色知覺的研究被試：3、4個(gè)月的嬰兒過程：對(duì)480毫微米藍(lán)波形成習(xí)慣化；呈現(xiàn)450毫微米藍(lán)色510毫微米綠色結(jié)果：嬰兒對(duì)綠色表現(xiàn)出去習(xí)慣化，但對(duì)藍(lán)波沒有。結(jié)論：嬰兒和成人一樣，是按顏色的不同類別做出反應(yīng)的。五、實(shí)驗(yàn)法優(yōu)點(diǎn)：能夠嚴(yán)格地控制和操縱變量，揭示變量間的因果關(guān)系；對(duì)實(shí)驗(yàn)過程和結(jié)果的記錄客觀、準(zhǔn)確，利于定量分析，這就在很大程度上提高了研究的科學(xué)性。局限：與兒童的實(shí)際生活相脫節(jié)，使兒童的表現(xiàn)易帶上非自然性色彩。優(yōu)點(diǎn)：能夠嚴(yán)格地控制和操縱變量，揭示變量間的因果關(guān)系；對(duì)實(shí)驗(yàn)（二）現(xiàn)場(chǎng)實(shí)驗(yàn)：是在現(xiàn)實(shí)的真實(shí)環(huán)境中，對(duì)兒童心理發(fā)展?fàn)顩r所進(jìn)行的研究?，F(xiàn)場(chǎng)實(shí)驗(yàn)的整體實(shí)驗(yàn)情景是自然的，但又對(duì)某些因素進(jìn)行了有目的、有計(jì)劃的控制。優(yōu)點(diǎn)：保證了研究具有較高的內(nèi)部和外部效度。局限：由于這種研究在環(huán)境上的開放性，因而很難對(duì)有些無關(guān)變量進(jìn)行很理想的控制，樣本的代表性也不易控制在具體的研究中，究竟采用實(shí)驗(yàn)室實(shí)驗(yàn)還是采用現(xiàn)場(chǎng)實(shí)驗(yàn)，要根據(jù)研究的具體目的來決定：對(duì)那些不易受場(chǎng)景影響，又需要對(duì)其過程進(jìn)行嚴(yán)密控制的心理過程，用實(shí)驗(yàn)室實(shí)驗(yàn)的方式比較好；對(duì)于兒童的某些社會(huì)行為的研究應(yīng)用現(xiàn)場(chǎng)實(shí)驗(yàn)法更合適。（二）現(xiàn)場(chǎng)實(shí)驗(yàn)：是在現(xiàn)實(shí)的真實(shí)環(huán)境中，對(duì)兒童心理發(fā)展?fàn)顩r所進(jìn)羅森塔爾效應(yīng)羅森塔爾效應(yīng)48InfluencesAttitudesandbeliefsoftheculture,andsub-cultureandfamilyunitswecomefromAlltheseshapeourimageofthechild,justastheyshapetheworkofthemajortheoristsOurbeliefswillinfluencewhatwemightfindusefulfromdifferenttheorists48InfluencesAttitudesandbeli49ImagesofthechildDoviewchildrenas:SeekersofknowledgeOREmptyvesselsforustopourknowledgeinto?Doyouviewbabiesas:PeopleseekingrelationshipsORPeoplewhoneedtobetaughttorelate49ImagesofthechildDoviewc50Whathasinfluencedthewayyouviewchildren/babies?50Whathasinfluencedtheway51OurimageofthechildinourculturehelpsustoformtheseanswersItisimportanttobeawareoftheimagesweworkwithRe-examinationofyourviewofthechildkeepstheseimagesrelevantandopentochangethroughoutourprofessionalcareers51Ourimageofthechildinou52Doyouvalueknowledgegainedthroughgroupworkmore(orless)thanknowledgegainedalone?Why????52Doyouvalueknowledgegaine53MaingroupsoftheoriesMaturationist–AGessell,NChomskyBehaviourist–BSkinner,JWatson,IPavlovDevelopmentalInteractionists–UBronfenbrenner,JPiaget,LVygostky53MaingroupsoftheoriesMatur54WhichTheory?Inassessingtheoriesaskyourself:Howdoesthistheoryexplainbehaviour?Howdoesthistheoryhelpmetopredictbehaviour?Howwillthistheoryassistmeinapracticalsituation?54WhichTheory?Inassessingth55Throughoutthisunityouwillstudyfourmaintheorists:MaslowPiagetVygotskyErikson55Throughoutthisunityouwil56MaslowAbrahamMaslowdevelopedatheorybasedonbasicneeds.Hebelieved:thatpeoplegenerallyhavethesamebasicneeds.thatinordertothriveanddevelopweneedtomeettheseneedsthattheneedtogrowanddevelop,tostriveforimprovementiswithinallofus

SelfActualisation(SelfrespectApproval)Esteem(Respect,approval)Love&Belonging(Family,Community,Friendship),Safety(security,protection)PhysicalNeeds(FoodSleepWater)56MaslowAbrahamMaslowdevelop57JeanPiaget

TheoryonCognitiveDevelopment ConstructingKnowledgeSchemataAssimilationAccomodationConceptdevelopmentConservation57JeanPiaget

TheoryonCogni58Piaget’sstagesofcognitivedevelopmentSensori-Motor–(0-2yrs)explorationusingsenses.Sensoryplayimportant(mouthing,sucking,banging,smellingandlooking).EgocentricPre-operational–(2–7yrs)languageandimaginationtoextendthinkingandunderstanding–lessegocentric58Piaget’sstagesofcognitive59Concreteoperational–(7-11yrs)developskillsofthinkinglogicallyinavarietyofpracticalor‘concrete’situations.Moreorganisedthought(Categories)LogicalratherthanabstractthinkersFormaloperational(11+years)moreabstractargumentsanddiscussions.Broaderissuesoftheworldtakeamoreimportantrole.59Concreteoperational–(7-60LevVygostky

LanguageandCognition

“Whatachildcandoinco-operationtoday,hecandoalonetomorrow.”Vygotsky(1967)SocialConstructivistTheoryHeavieremphasisthanPiagetontheimportanceofsocialinteractionandlanguageingrowthofthinking60LevVygostky

LanguageandC61LearningisaresultofsocialcontactandinteractionwithsignificantandfamiliarpeopleEmphasisedtheimportanceofgesturesofthepre-linguisticchild–bodymovementsshowbeginningsofsymbolicthoughtAndimportanceofinnerspeech–‘talkingthrough’aproblem(selftalk)61Learningisaresultofsoci62ZoneofProximalDevelopment(ZPD)TheZPDisabout"candowithhelp",notasapermanentstatebutasastagetowardsbeingabletodosomethingonyourown.Thekeyto"stretching"thelearneristoknowwhatisinthatperson'sZPD—whatcomesnext,forthem.‘Scaffolding’–addingknowledgeandunderstanding.62ZoneofProximalDevelopment63ErikErikson

PsychosocialTheoryFocusonsocialandemotionaldevelopmentInfluencedbyFreudiantheoryHebelievedthatPeoplegenerallyhavethesamebasicneedsOurpersonalitydevelopsandchangesinresponsetotheseneedsDevelopmentproceedsinstagesthatmatchbiologicallifespanstagesEachstageischaracterisedbyacrisis–socialexpectationsMotivationtomeetthesechallengeswillvaryfromstagetostage63ErikErikson

PsychosocialTh64Erikson’sstages

(8stagesinall–only4outlinedhere)1:TrustvsMistrust(infancy)–“willItrusttheworld?”Infantdevelopsprimarythensecondaryattachments.Infantbeginstotrustthatbasicneedswillbemet.Developmentoftrustimportanttofuturerelationshipsandemotionaldevelopment.64Erikson’sstages

(8stagesi652:Autonomyv’sshameanddoubt(toddlerhood)“canIdothisbymyself”Toddlerseeksapprovalfromadults.Improvedselfhelpskills–requiressupportandguidanceofcarersinorderforautonomytodevelop.652:Autonomyv’sshameanddo663.InitiativevsGuilt(preschoolyears)“IswhatIdoandthinkOK?”Childsometimesoverstepslimits–experienceguilt.Childislearningsocialrulesandconsequencesforbreachofrules663.InitiativevsGuilt(pres674.IndustryvsInferiority(schoolage)“CanImasterthisskill?”Learningandusingpro-socialskillsandbehaviour.Moresureofownabilitiesandbecomemoreindependent.PeeracceptanceisimportantFeelingsofinferiorityarecommonaschildseeksacceptanceandapproval–selfesteemlowersduringmiddlechildhood674.IndustryvsInferiority(TheoriesofChildDevelopment

JeanPiaget?LevVygotsky

AbrahamMaslow?B.F.Skinner?ErikErickson?HowardGardnerTheoriesofChildDevelopmentWhyStudyChild&ParentingDevelopmentTheories?Theorieshelppeople:Organizetheirideasaboutraisingchildren.Understandinfluencesonparenting.Discovermorethanonewaytointeractwithchildren.Analyzethebenefitsandconsequencesofusingmorethanonetheory.WhyStudyChild&ParentingDeWhyStudytheSelectedTheories?Theselectedtheories:Havebeenpopularandinfluential.Representdifferentapproachestoparent-childinteraction.Offerhelpinthe“realworld”ofdailychild-rearing.Makegoodcommonsense.WhyStudytheSelectedTheorieLevVygotsky-1896-1934MainpointsDevelopmentisprimarilydrivenbylanguage,socialcontextandadultguidance.KeyWordsZoneofproximaldevelopmentScaffoldingTheculturesinwhichchildrenareraisedandthewaysinwhichtheyinteractwithpeopleinfluencetheirintellectualdevelopment.Fromtheirculturalenvironments,childrenlearnvalues,beliefs,skills,andtraditionsthattheywilleventuallypassontotheirownchildren.Throughcooperativeplay,childrenlearntobehaveaccordingtotherulesoftheircultures.Learningisanactiveprocess.Learningisconstructed.LevVygotsky-1896-1934ThecuWhatis:ZoneofProximalDevelopment Itisarangeoftasksthatachildcannotyetdoalonebutcanaccomplishwhenassistedbyamoreskilledpartner. Thereisazoneofproximaldevelopmentforeachtask.Whenlearnersareinthezone,theycanbenefitfromtheteacher’sassistance. Learnersdevelopatdifferentratessotheymaydifferintheirabilitytobenefitfrominstructions.Whatis:ZoneofProximalDeve學(xué)前兒童發(fā)展概論第一章課件學(xué)前兒童發(fā)展概論第一章課件Whatis:ScaffoldingAssistancethatallowsstudentstocompletetasksthattheyarenotabletocompleteindependently.Effectivescaffoldingisresponsivetostudents’needs.Inclassroom,teachers’providescaffoldingby:

Breakingcontentintomanageable pieces Modelingskills Providepracticeandexampleswithprompts LettinggowhenstudentsarereadyWhatis:ScaffoldingAssistanceLifeisaseriesofstages.Eachindividualmustpassthrougheachstage.Thewayinwhichapersonhandleseachofthesestagesaffectstheperson’sidentityandself-concept.Thesepsychosocialstagesare:Trustvs.mistrust(birthto1year)Autonomyvs.shame&doubt(2to3years)Initiativevs.guilt(4to5years)Industryvs.inferiority(6to11years)Identityvs.roleconfusion(12to18years)Intimacyvs.isolation(youngadulthood)Generativityvs.stagnation(middleadulthood)Integrityvs.despair(olderadulthood)PsychosocialTheoryofHumanDevelopment–ErikEriksonLifeisaseriesofstages.EStageAgeBasic

ConflictImportant

EventSummaryOral-sensoryBirthto12to18monthsTrustvs.MistrustFeedingTheinfantmustformafirstloving,trustingrelationshipwiththecaregiver,ordevelopasenseofmistrust.Muscular-Anal18months

to3yearsAutonomyvs.

Shame/DoubtToilet

trainingThechild'senergiesaredirectedtowardthedevelopmentofphysicalskill,includingwalking,grasping,andrectalsphinctercontrol.Thechildlearnscontrolbutmaydevelopshameanddoubtifnothandledwell.Locomotor3to6yearsInitiativevs.

GuiltIndependenceThechildcontinuestobecomemoreassertiveandtotakemoreinitiative,butmaybetooforceful,leadingtoguiltfeelings.Latency6to12yearsIndustryvs.InferioritySchoolThechildmustdealwithdemandstolearnnewskillsorriskasenseofinferiority,failureandincompetence.Adolescence12to18yearsIdentityvs.

RoleConfusionPeerrelationshipsTheteenagermustachieveasenseofidentityinoccupation,sexroles,politics,andreligion.YoungAdulthood19to40yearsIntimacyvs.

IsolationLoverelationshipsTheyoungadultmustdevelopintimaterelationshipsorsufferfeelingsofisolation.MiddleAdulthood40to65yearsGenerativityvs.StagnationParentingEachadultmustfindsomewaytosatisfyandsupportthenextgeneration.Maturity65todeathEgoIntegrityvs.DespairReflectiononandacceptanceofone'slifeTheculminationisasenseofoneselfasoneisandoffeelingfulfilled.StageAgeBasic

ConflictImportaErikson’sPsychosocialTheoryofHumanDevelopmentAutonomyvs.Shame/DoubtTrustvs.MistrustInitiativevs.GuiltIndustryvs.InferiorityIdentityvs.RoleConfusionIntimacyvs.IsolationEgoIntegrityvs.DespairGenerativityvs.StagnationErikson’sPsychosocialTheoryCritiqueofErikEriksonSupportersofthisEriksoniantheory,suggestthatthosebestequippedtoresolvethecrisisofearlyadulthoodarethosewhohavemostsuccessfullyresolvedthecrisisofadolescence.Ontheotherhand,Erikson'stheorymaybequestionedastowhetherhisstagesmustberegardedassequential,andonlyoccurringwithintheagerangeshesuggests.Thereisdebateastowhetherpeopleonlysearchforidentityduringtheadolescentyearsorifonestageneedstohappenbeforeotherstagescanbecompleted.CritiqueofErikEriksonSupporTheoryofBehaviorism-

B.FSkinner&othersBasedonLocke’stabularasa(“cleanslate”)idea,Skinnertheorizedthatachildisan“emptyorganism”thatis,anemptyvesselwaitingtobefilledthroughlearningexperiences.Anybehaviorcanbechangedthroughtheuseofpositiveandnegativereinforcement.Behaviorismisbasedoncause-and-effectrelationships.Pavlo'sdoggameTheoryofBehaviorism-

B.FSkClassicalConditioningPavlov'sDogsClassicalConditioningPavlov'sMajorelementsofbehaviorisminclude:

PositiveandnegativereinforcementUseofstimulusandresponseModelingConditioning.IvanPavlovB.F.SkinnerAlbertBanduraMajorelementsofbehaviorismSkinnerBoxOperantConditioningSkinnerBoxOperantConditionin學(xué)前兒童發(fā)展概論第一章課件TheoryofMultipleIntelligence

HowardGardner

TheoryofMultipleIntelligencHowardGardner’stheoryHowardGardnerdefinesintelligenceas"thecapacitytosolveproblemsortofashionproductsthatarevaluedinoneormoreculturalsetting"(Gardner&Hatch,1989).Usingbiologicalaswellasculturalresearch,heformulatedalistofsevenintelligences.Thisnewoutlookonintelligencediffersgreatlyfromthetraditionalviewthatusuallyrecognizesonlytwointelligences,verbalandmathematical.HowardGardner’stheoryHowardWhoisHowardGardner?

HowardGardnerisapsychologistandProfessoratHarvardUniversity'sGraduateSchoolofEducation.Basedonhisstudyofmanypeople,Gardnerdevelopedthetheoryofmultipleintelligences.Gardnerdefinesintelligenceas“abilitytosolveproblemsortocreateproductswhicharevaluedinoneormoreculturalsettings.”AccordingtoGardner,8differenttypesofintelligencearedisplayedbyhumans.

WhoisHowardGardner?HowardGardner’sIntelligences:Gardner’sIntelligences:Logical-MathematicalIntelligence

consistsoftheabilityto:detectpatternsreasondeductivelythinklogicallyThisintelligenceismostoftenassociatedwithscientificandmathematicalthinking.Famousexamples:AlbertEinstein,JohnDewey.

Logical-MathematicalIntelligeLinguisticIntelligence

involveshavingamasteryoflanguage

Thisintelligenceincludestheabilitytoeffectivelymanipulatelanguagetoexpressoneselfrhetoricallyorpoetically.Italsoallowsonetouselanguageasameanstorememberinformation.Famousexamples:CharlesDickens,AbrahamLincoln,T.S.Eliot,SirWinstonChurchill.LinguisticIntelligenceinvolvSpatialIntelligence

givesonetheabilitytomanipulateandcreatementalimagesinordertosolveproblems.

Thisintelligenceisnotlimitedtovisualdomains--Gardnernotesthatspatialintelligenceisalsoformedinblindchildren.

Famousexamples:Picasso,FrankLloydWright

SpatialIntelligencegivesoneMusicalIntelligence

encompassesthecapabilitytorecognizeandcomposemusicalpitches,tones,andrhythms.

(Auditoryfunctionsarerequiredforapersontodevelopthisintelligenceinrelationtopitchandtone,butthesefunctionswouldnotbeneededfortheknowledgeofrhythm.)

Famousexamples:Mozart,LeonardBernstein,RayCharles.

MusicalIntelligenceencompassBodily-KinestheticIntelligence

istheabilitytouseone'smentalabilitiestocoordinateone'sownbodilymovements.Thisintelligencechallengesthepopularbeliefthatmentalandphysicalactivityareunrelated.Theabilitytouseyourbodyskillfullytosolveproblems,createproductsorpresentideasandemotions.Anabilityobviouslydisplayedforathleticpursuits,dancing,acting,artistically,orinbuildingandconstruction.Youcanincludesurgeonsinthiscategorybutmanypeoplewhoarephysicallytalented–"goodwiththeirhands"–don'trecognizethatthisformofintelligenceisofequalvaluetotheotherintelligences.Famousexamples:CharlieChaplin,MichaelJordan.

Bodily-KinestheticIntelligencInterpersonal

IntelligenceTheabilitytoworkeffectivelywithotherstorelatetootherpeopledisplayempathyandunderstandingnoticetheirmotivationsandgoals.

Thisisavitalhumanintelligencedisplayedbygoodteachers,facilitators,therapists,politicians,religiousleadersandsalespeople.

Famousexamples:Gandhi,RonaldReagan,MotherTeresa,OprahWinfrey.

InterpersonalIntelligenceTheIntrapersonalIntelligenceTheabilityforself-analysisandreflection–tobeableto:

quietlycontemplateandassessone'saccomplishmentsreviewone'sbehaviorandinnermostfeelingsmakeplansandsetgoalsknowoneselfPhilosophers,counselors,andmanypeakperformersinallfieldsofendeavorhavethisformofintelligence.Famousexamples:Freud,EleanorRoosevelt,Plato.

IntrapersonalIntelligenceTheNaturalistintelligence

designatesthehumanabilitytodiscriminateamonglivingthings(plants,animals)aswellassensitivitytootherfeaturesofthenaturalworld(clouds,rockconfigurations).tomakedistinctionsinthenaturalworldandtousethisabilityproductively–forexampleinhunting,farming,orbiologicalscience.

Farmers,botanists,conservationists,biologists,environmentalistswouldalldisplayaspectsoftheintelligence.Famousexamples:CharlesDarwin,RachelCarson.NaturalistintelligencedesignCanwebemorethanone?

Yes!

Althoughtheintelligencesareanatomicallyseparatedfromeachother,Gardnerclaimsthattheeightintelligencesveryrarelyoperateindependently.

Rather,theintelligencesareusedconcurrentlyandtypicallycomplementeachotherasindividualsdevelopskillsorsolveproblems.Forexample,adancercanexcelinhisartonlyifhe/shehas

strongmusicalintelligencetounderstandtherhythmandvariationsofthemusic

bodily-kinestheticintelligencetoprovidehimwiththeagilityandcoordinationtocompletethemovementssuccessfullyinterpersonalintelligencetounderstandhowhecaninspireoremotionallymovehisaudiencethroughhismovementsCanwebemorethanone?Yes!Thebehaviorofchildrenandthedevelopmentoftheirthinkingcanonlybeexplainedbytheinteractionofnature(intrinsicdevelopment)andnurture(extrinsicenvironmentalfactors).JeanPiaget-1896-1980Goalofcognitivedevelopment–BiologicalsurvivalCognitivedevelopmentasbiologicaladaptation–Adaptationofmentalconstructsfromexperiences–Learneras‘thelittlescientist’Knowledgeoriginatesfromtheenvironment–Assimilation+accommodationleadtoequilibrium–Cognitivedevelopmentinvolvesactiveselection,interpretation,andconstructionofknowledgeKeywordsCognitivelearningtheory;assimilate;symbolism;accommodate;egocentric;decentre;conservatism;activelearners;schemata;sensory-motor;stages;pre-operational;animism;moralrealism;concreteoperations;formaloperationsThebehaviorofchildrenandtJeanPiaget(1896-1980)CognitiveDevelopmentTheoryTwoprocessesareessentialfordevelopment:AssimilationLearningtounderstandeventsorobjects,

basedonexistingstructure.AccommodationExpandingunderstanding,basedonnewinformation.JeanPiaget(1896-1980)CognitiPiagetChildrenpassthroughspecificstagesastheydeveloptheirCognitiveDevelopmentskills:Sensorimotor–birth-2years–infantsdeveloptheirintellectPreoperational–2-7years–childrenbegintothinksymbolicallyandimaginativelyConcreteoperational–7-12years–childrenlearntothinklogicallyFormaloperational–12years–adulthood–adultsdevelopcriticalthinkingskillsPiagetChildrenpassthroughspMaslow’sTheoryMaslow’stheorymaintainsthatapersondoesnotfeelahigherneeduntiltheneedsofthecurrentlevelhavebeensatisfied.Maslow'sbasicneedsareasfollows:Maslow’sTheoryMaslow’stheory學(xué)前兒童發(fā)展概論第一章課件Physiological

NeedsFoodAirWaterClothingSexBasicHumanNeedsPhysiologicalNeedsFoodBasicHSafetyNeedsProtectionStabilityPainAvoidanceRoutine/Order

SafetyandSecurity

SafetyNeedsProtectionSafetySocialNeedsAffectionAcceptanceInclusionLoveandBelongingSocialNeedsAffectionLoveandEsteemNeedsSelf-RespectSelf-EsteemRespectedbyOthersEsteemEsteemNeedsSelf-RespectEsteemSelf-ActualizationAchievefullpotentialFulfillmentSelf-ActualizationAchievefull學(xué)前兒童發(fā)展概論第一章課件階段階段StagesofGrowthandDevelopmentInfancyNeonateBirthto1monthInfancy1monthto1yearEarlyChildhoodToddler1-3yearsPreschool3-6yearsMiddleChildhoodSchoolage6to12yearsLateChildhoodAdolescent13yearstoapproximately18yearsStagesofGrowthandDevelopmePrinciplesofGrowthandDevelopmentGrowthisanorderlyprocess,occurringinsystematicfashion.Ratesandpatternsofgrowtharespecifictocertainpartsofthebody.Wideindividualdifferencesexistingrowthrates.Growthanddevelopmentareinfluencesbyareinfluencesbyamultiplefactors.PrinciplesofGrowthandDevelPrinciplesContinuedDevelopmentproceedsfromthesimpletothecomplexandfromthegeneraltothespecific.Developmentoccursinacephalocaudalandaproximodistalprogression.Therearecriticalperiodsforgrowthanddevelopment.Ratesindevelopmentvary.Developmentcontinuesthroughouttheindividual'slifespan.PrinciplesContinuedDevelopmenGrowthPatternGrowthPatternGrowthPatternsThechild’spatternofgrowthisinahead-to-toedirection,orcephalocaudal,andinaninwardtooutwardpatterncalledproximodistal.GrowthPatternsThechild’spatWhydevelopmentalassessment?Earlydetectionofdeviationinchild’spatternofdevelopmentSimpleandtimeefficientmechanismtoensureadequatesurveillanceofdevelopmentalprogressDomainsassessed:cognitive,motor,language,social/behavioralandadaptiveWhydevelopmentalassessment?EGrossMotorSkillsTheacquisitionofgrossmotorskillprecedesthedevelopmentoffinemotorskills.BothprocessesoccurinacephalocaudalfashionHeadcontrolprecedingarmandhandcontrolFollowedbylegandfootcontrol.GrossMotorSkillsTheacquisitGrossMotorDevelopmentNewborn:barelyabletolifthead6months:easilyliftshead,chestandupperabdomenandcanbearweightonarmsGrossMotorDevelopmentNewbornHeadControlNewbornAge6monthsHeadControlNewbornAge6montSittingup2monthsold:needsassistance6monthsold:cansitaloneinthetripodposition8monthsold:cansitwithoutsupportandengageinplaySittingup2monthsold:needsaSittingUpAge2monthsAge8monthsSittingUpAge2monthsAge8moAmbulation9monthold:crawl1year:standindependentlyfromacrawlposition13monthold:walkandtoddlequickly15monthold:canrunAmbulation9monthold:crawlAmbulation13montholdNineto12-monthsAmbulation13montholdNinetoFineMotor-InfantNewbornhasverylittlecontrol.Objectswillbeinvoluntarilygraspedanddroppedwithoutnotice.6monthold:palmargrasp–usesentirehandtopickupanobject9monthold:pincergrasp–cangraspsmallobjectsusingthumbandforefingerFineMotor-InfantNewbornhasSpeechMilestones1-2months:coos2-6months:laughsandsqueals8-9monthsbabbles:mama/dadaassounds10-12months:“mama/dadaspecific18-20months:20to30words–50%understoodbystrangers22-24months:twowordsentences,>50words,75%understoodbystrangers30-36months:almostallspeechunderstoodbystrangersSpeechMilestones1-2months:cHearingBAERhearingtestdoneatbirthAbilitytohearcorrelateswithabilityenunciatewordsproperlyAlwaysaskabouthistoryofotitismedia–earinfection,placementofPET–tubesinearEarlyreferraltoMDtoassessforp