His interest in children’s cognitive processes developed when he started to notice that children of similar ages made the same kinds of mistakes on test questions. After in depth research, Piaget developed the stages of cognitive development theory. This revolved around the idea that unlike adults, thinking and mental development of children changes qualitatively with age (Passer & Smith, 2013). In order to understand Piaget’s theory, it is important to understand its fundamental principles. The first, Piaget referred to using the term ‘schema’.
Moral Dilemmas and Moral Reasoning The incorporation of morals, beliefs when faced with dilemmas have a profound effect on the decision made and judgments of an individual. Moral development is greatly influenced by preconceived judgments, gathered mainly through cultural experiences. Kohlberg based his theory upon research and interviews with groups of children (Cherrie, 2012). Scenarios of moral dilemmas were presented and participants were later interviewed to determine their reasoning behind their judgments (Cherrie, 2012). Kohlberg was concerned more with reasoning for each participant’s decision rather than their answer (Cherrie, 2012).
Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. Information from colleagues and carers: Parents/carers who know the child and colleagues expertise are very useful, especially when planning for social and academic success for pupils with special educational needs and/or disabilities. If we are concerned about child's development it's good to ask/share information. For example, if a child has not progressed for a while in their assessments or levels, we will call the parents in to talk about our concerns with the child and hopefully try and get them to work with us to help the
Critically review the contribution and influence of psychological theories to early Childhood education and Care curriculum development and childcare practitioner working practices. Throughout this essay I am going to discuss the cognitive development theories of Piaget and Vygotsky. These two theorists were influential in forming a scientific approach to analysing the development process involved in cognition. Cognition is the procedure involved in thinking and mental activity, such as problem solving, memory and attention (Flanagan, 1999, p.72). Both theorists said that a child’s cognitive development took places in stages but the way in which these theorists described the way children go through these stages was completely different.
In addition, they mention their own preceding 1977 peer tutoring training program, during which school-aged children were taught an array of teaching methods for use in classroom cooperation settings. 2. Research Questions/ Hypotheses The study clearly aimed to contrast the 1977 peer tutoring training program developed by Boraks & Allen, RPT (Reciprocal Peer Tutoring), with the more conventional direct adult-child tutoring in terms of effectivity. Furthermore, the study intended to discern what kind of differences, if any, were present in the application of the two aforementioned tutoring approaches in urban and suburban classroom environments, involving children of different ethnicities and socio-economic backgrounds. 3.
This research takes a deeper look into discovering whether resilience is indeed an ability or process? As well as if resilience is due to aspects of environment? Or is it a state of mind? This research also takes a deeper look into child development and how disturbances in their environment effects their behaviors, then determining how resilience plays into the outcome of their lives. 3 Understanding the concept of Resilience In the course of writing this research paper and reading several articles on research about emotional and behavioral difficulties that children face in relation to resilience, one realizes that many of the articles state the same concept.
Hypothesis: Children’s picture books reinforce gender role socialisation through images of men and women in gender specific roles. Aims: • To use questionnaire method to interview young children aged 5-8 about gender roles. • To research previous studies on gender roles in children literature and how this has changed over time. • Find out to what extent gender roles is shown as stereotypes in children’s picture storybooks and how this might affect children’s perceptions of gender roles. • To find out how the gender roles of the men and women in the books affect the children in their primary and secondary socialisation.
Piaget`s theory of moral development Piaget`s theory on moral development focused on the moral judgment and reasoning that children make, he was interested in the way children think, he wanted get into their underlying cognitive thought processes, over many years he carried out a number of studies on children’s verbal attitudes to, lying, stealing, clumsiness and game rules. He believed that in contrast to the social learning theory, and by studying their cognitive processing he could support his theory that children, learn at different stages and are more than capable of making their own decisions in relation to moral development, rather than just copying role models as the SLT claims. Piaget experimented looking at moral judgments in a game of marbles, his studies support his view that there were two distinct stages, children aged 5-9/10 have a heteronymous perspective on rules, they see the rules as something that is just there, set in stone, coming from another plane and have a strict obedience to them, even if they don’t understand why. Piaget`s theory claims that at this stage egocentrism is a major factor, the children are unable to see the world form anything other than their own point of view, suggesting that this limits what they are capable of understanding, however, children aged 10+ had a autonomous view on the game, they were able to see the benefits of having rules, and had a mutual respect for the game, they recognised that the rules could be bent for the good of the game, debating the rules to some length, (more time debating than playing the game itself) and overcoming their egocentrism, it would suggest that their moral reasoning has developed; Piaget clearly suggests that the importance of disagreements and resolutions was a significant part of the study, he also believed that social environment also has a influence, playing with peers
(b) Describe two examples of gender socialisation within the family. [4] Wide range of possible examples, such as different dress codes, toys, games, forms of discipline and regulations for girls and boys. One mark for the example plus one mark for development (2 x 2 marks). (c) Explain how a child learns to interact with other people. [8] 5-8 Answers at this level will demonstrate a good understanding of the question, with links to relevant sociological material such as G. H. Mead’s account of how children learn through interaction with others.
A) Compare and contrast any two of the methodologies that you have pursued in this phase and write a comparative essay. There are numerous approaches to early childhood education. Two perspectives, developed by Friedrich Froebel and Maria Montessori, have similarities as well as many differences. Both approaches are based on the idea that early childhood learning is holistic and intertwined with the developmental progression of the child. They are both constructivist, holding that children learn through constructing meaning with their world.