g. height‚ weight‚ strength‚ gender‚ this approach has limitations‚ because behaviours and learning differ so widely. Secondly‚ sociologists may argue that human childhood is essentially a social construct where society categorises biological development in terms of ideas such as: Childhood‚ Adolescence / youth‚ Adulthood and Old age. The interpretation of such categories varies across societies; "youth" appears to be a relatively modern categorisation in industrial societies with few pre-industrial
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nurture debate is one of the oldest and most controversial issues in Psychology. The nature versus nurture debate revolves around the contributions of genetic factors and environmental factors to human development. The primary method of attempting to determine which of these effects human development the most has been cross-cultural studies. Cross-cultural studies are studies conducted across more than one culture‚ based on the assumption that the differences between cultures genetically are less that
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sorting task‚ then link these observations to Piaget’s stages of cognitive development. Cognitive development as defined by Gale Cengage (2005) is “The construction of thought processes‚ including remembering‚ problem solving‚ and decision-making‚ from childhood through adolescence to adulthood”. Jean Piaget‚ French biologist and psychologist (1896-1980)‚ developed a theory of development based on observations of children. Piaget’s theory is made up of four stages of development of how the mind processes
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Chapter 7: Jean Piaget’s cognitive theory of child development Preoperational stage: Ages 2-7 Operations: reversible mental actions that allow children to do mentally what they formerly did physically The symbolic function sub-stage: ages 2-4 (1st sub-stage) Egocentrism: cannot distinguish one’s own perspective and someone else’s perspective (dolls and their own. They choose their own) Animism: belief that inanimate objects have lifelike qualities and are capable of action. (the sidewalk tripped
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Psychology Q) Describe the stages of moral reasoning suggested by Kohlberg. Discuss the cultural limitations of Kohlberg’s stages. Ans: Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded upon Jean Piaget’s work to form a theory that explained the development of moral reasoning. Kohlberg’s theory of moral development outlined six stages within three different levels
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Piaget showed cognitive development symbols the change from childhood into adulthood. It is categorized by mental‚ psychosocial‚ and emotional development. There were four different stages in the cognitive development that the child passes through‚ each one with new abilities. The four stages are- Sensorimotor Stage (Birth-2 yrs.) Best known as the object permanence‚ for example the child knows that an item such as a toy still exists‚ even if it is taken out of eyesight. Preoperational Stage (2-7
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to Piaget‚ teaching can support these development processes by stages of Development. A child’s cognitive development is about a child developing or constructing a mental model of the world. Jean Piaget was interested both in how children learnt and in how they thought. Piaget studied children from infancy to adolescence‚ and carried out many of his own investigations using his three children. He used the following research methods: Naturalistic observation: Piaget made detailed
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Study Sheet for Psy 210 Final – Summer 2011 1. Know the following stages in prenatal development with a general understanding of what happens in these stages: Germinal‚ Embryonic‚ and Fetal stages from an example 2. Know the following trends in physical development: proximodistal‚ cephalocaudal‚ generalized to specific tendency in development 3. Know the following terms and the ages at which they generally occur: Menarche‚ spermarche‚ osteoporosis 4. Know Piaget’s sensorimotor stage from an example
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- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 I. Piaget’s Cognitive Development - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3 II. Erikson’s Psychosocial Theory of Development - - - - - - - - - - - - - - - - - - - 6 III. Kohlberg’s Theory of Moral Development - - - - - - - - - - - - - - - - - - - - - - - -- 7 IV. Vygotsky’s Socio Cultural Theory of Development- - - - - - - - - - - - - - - - - - 10 V. Learners with Exceptionalities - - - - - - -
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Assessing Behaviors of Young Children IV-3BECEd Prof. Joyce Leviste-Bautista 1. What is observation? According to The Glossary of Education Reform‚ a classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment. Typically conducted by fellow teachers‚ administrators‚ or instructional specialists‚ classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom
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