Theorists for CPLD

Theorists for CPLD

1. Arnold Gessell (1880-1961): Development follows a pattern

   • 1.Development follows a definite, orderly sequence
     • As children grow and develop, a pattern emerges that certain movements have to be in place before others can follow. E.g. Children have to walk before they can run
   • 2. Development begins with the control of head movements and proceeds down the body
     • Babies at first gain control of their head and top of the spine before other parts of their body. This is thought to be a survival mechanism as it's important for babies to be able to turn their head to feed.
   • 3. Development begins with uncontrolled large (gross motor) movements before movements become precise and refined.
     • At first a young baby's arm and leg movements are uncontrolled. However, some control is quickly gained - first control of the arms and then of wrists and hands. By 6 months, babies are usually able to take an offered toy reasonably easily.

2. Albert Bandura: Social Learning Theory: Children learn from observing others

   • Observational learning
     • Children learn through watching others than being shown or taught to do something.
       • MODEL: the person whose behaviour is being imitated/learned from
         • MODELLING: the process by which learning takes place
   • Bobo doll experiment
   • Social Cognitive theory
     • Bandura suggests that there are several conditions that are required in order for children to be able to learn from watching others.

3. Ivan Pavlov: Classical Conditioning: Children learn through association.

   • Pavlov's work was subsequently built on by John Watson. Watson was able to make a baby of 11 months afraid of a white rat. The young child had previously shown no fear of rats, but by pairing the rat with something that did frighten the child, the child was conditioned to be afraid of the rat.

4. B.F. Skinner: Operant conditioning: Children's learning and responses are dependent on reinforcement

   • All learning could be shaped by controlling the environment. The basis of operant conditioning theory is that our learning is based on the type of consequence or reinforcement that follows our initial behaviour.
   • CONSEQUENCES: known as reinforcers - can be either negative or positive , and primary or secondary.
   • NEGATIVE REINFORCES:: These are likely to make us repeat behaviour, but this is in order to stop something from happening to us.
   • PUNISHERS: These are likely to stop us from repeating behaviour.

5. Jean Piaget: Stage model of cognitive development: children use experiences to create their own thoughts and logic

   • Constructivist Approach
     • Children construct or build up their thoughts according to their experiences of the world around them.
     • SCHEMA: A child's conclusions and thoughts.
       • ASSIMILATION: The child constructs a theory of schema.
         • EQUILIBRIUM:The child's experiences to date seem to fit the schema (everything balances).
           • DISEQUILIBRIUM: An experience occurs that casts doubt on the effectiveness of the schema (things don't add up any more).
             • ACCOMODATION: The child changes the original schema to fit the new experience or piece of information.
   • SENSORIMOTOR: 0-2YEARS: Moving from physical reflexes to coordinated movements. Development of object permanence. Development of the general symbolic function (child begins to use symbols, e,g. language)
     • PRE-OPERATIONAL:2-7YEARS: Child uses symbols in play and thought. Egocentrism. Centration. Animism. Inability to conserve,
       • CONCRETE OPERATIONS: 7-11YEARS: Ability to conserve. Children begin to solve mental problems using practical supports such as counters and objects.
         • FORMAL OPERATIONS: 11-15YEARS: Ability to think and manipulate ideas abstractly, e.g. calculate without the need for counters. Start deductive logic.

6. Chris Athey

   • Schemas develop from actions and experiences and that children develop them to make sense of the world.
   • By working closely with parents, observing children and looking at their paintings and drawings, she started to identify a number of schemas that children frequently used.
     • These schemas have since been developed and are often used to support children's learning through play.
   • MOTOR LEVEL: Children explore through physical movements: e,g, Twirling around.
     • SYMBOLIC REPRESENTATIONAL LEVEL:Children start to see relationship between the schema and other things: e.g. Pretending to be a dancer.
       • FUNCTIONAL DEPENDENCY RELATIONSHIP: Children start to see the relationship between the schema and other things: e.g. Stopping a clockwork mouse from tuning.
         • THOUGHT: Children are able to use the schema to think about things: e.g. Talking about how the washing machine is not working because it can't spin round and that if a clock wasn't working the handle might not go round.

7. Lev Vygotsky: Social Constructivism: Children learn by being with, and supported by, adults and other children.

   • He believed the