Theories of development - created from Mind Map

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Behaviourism

Focus on observable, measurable events/behaviour

All behaviour learned and maintained by consequences

Two types of conditioning

Classical conditioning - used to re-train reflex behaviours

Generalization - when other neutral stimuli (similar) elicit a conditioned response

Operant conditioning

Extinction - loss of a learned association

Emphasis on environment

Child - 'a blank slate'

Pavlov

Watson - focus on emotions. Little Albert

Skinner - Skinner box - consequences of pressing the lever will reinforce the behaviour

Punishment - environmental stimulus that result in a decrease in behaviour

Reinforcement - environmental stimulus that results in an increase

3 forms of punishment, 2 forms of reinforcement

Punishment: Positive punishment, time-out, response cost

Reinforcement: positive and negative reinforcement

For a punishment to be effective, it should be contingent (immediate), severe and consistent (Klein, 1996)

ABA - Applied behavioural analysis - assists with SEN to make progress

Advantages: form of direct communication with young children who may not be able to discuss behaviour effectively

Limitation: ignores childs own thoughts on their behaviour and their interpretations of an incident. Also ignores that punishments may affect the child in addition to that of it's behaviour

Social learning theory (Bandura)

Reinforcement not necessary

Learn though modelling/observation

Environment

Four inter-related factors to learning: Attend, retain, physically able and motivation

Bandura's study (1965) - Bobo doll

Liebert et al. (1977) - studies on children and violence on tv

Bandura (1973) - learning goes through three stages: exposure, acquisition and acceptance

Children more likely to imitate if model similar to them or viewed as attractive

Support for Bandura - Davidson (1996) - reports amount of violence viewed affects adulthood

Hutson et al. (1981) - some tv positive in educational sense

Bandura's theory implies that children learn general principles from what they observe

Limitations: Does not take into account the nature of the child's thinking, nor gives an insight into congnitive development

Emphasis on environment

Constructivism

Piaget

Light (1979) - the chipped beaker

Emphasis on environment

The learning individual

Ping pong model

Stages of development

Interaction of environment (learning) and biology (maturation)

Genetic episemology

Cognitive development - progressive and constructive

Development - the childs own construction

Infant - lack of object permanence

Centering and egocentrism

Central concept - schema

Assimilation

Accommodation

Three processes: intrinsic motivation, assimilation and accommodation

Staged development, some implications due to what if one stage not completed?

Pre-operational, will not understand conservation

Teaching should be exploring and peer led - discovery learning

Criticism - lack of acknowledgement to social and cultural context

Social constructivism (Vygotsky)

Interaction of environment and biology

Emphasis - society & culture

'the learning group member'

The Wolf pack model (group learning)

Social learning

Social and cultural world important

cultural tools acquired - appropriation

Reasoning and cognitive ability linked to social and cultural contextx

Inter and intrapsychological language

Egocentric speech, internalising external speech

Learning best seen as teacher led

Zone of proximal development (ZPD)

Did not consider the insider thoughts of the child

Nativism (Chomsky)

Biology

Child a 'pre-programmed' organism

Teaching - no intervention required

Snowball effect model

Theories of development