Saturday, November 30, Piaget vs. Bronfenbrenner - September 23 Of the three main theorists we discussed over the previous classes, we are able to observe an obvious scale of focus shifting from primarily cognitive to strictly social. Vygotsky, also a constructivist, focuses more on the social and cultural forces in cognitive development.
Last year I surveyed students about their class preparation. Students who used another students' notes had course averages 5 points lower than the class average; students who missed more than 5 classes and used somebody else's notes had course averages 34 points lower!
You can not change your past test scores or grades, but there are three things that predict final course grade even better than prior GPA. Here is a table that shows you how to succeed in this class.
Class-time is an opportunity to push yourself to learn more deeply and thoroughly than you can completely on your own. Class-time is also enjoyable because we intersperse discussion into lectures and we make concepts concrete by watching videos of children engaging in many activities.
Your questions about developmental psychology are always appreciated.
Grading Your efforts in this class will help you understand children in new ways and prepare you to scientifically study development across the lifespan.
Learning means knowing key concepts from the major content areas of developmental psychology. The course calendar provides a broad list of the content areas.
Before each class begins, I display an abbreviated class outline with major themes. Through the class website, you can get a more detailed outline.
During class I emphasize the key concepts in the titles of slides and in words emphasized in purple bold italics. Learning also means thinking critically about the content: Grades reflect this learning Exams are designed to assess your mastery of core concepts covered in lecture, discussion, and the assigned readings.
Exams take approximately 45 minutes to complete, but please take your time and remember that you have the full class meeting allotted 80 minutes.
Exams will be comprised of different kinds of questions such as multiple-choice, fill-in-the-blank, and essay. Though some questions will ask you for basic, factual information, most questions will ask you to integrate concepts or apply what you learned to a new situation.
This means that the exams are definitely challenging. But please do not let that discourage you! I provide additional points for attendance and active class participation.
Remember from the "How to Succeed in Class" section above, you almost certainly will get an A or B if you attend regularly, engage with the class, and conscientiously complete assignments.
Scaled grades will be posted on the course "Moodle" website.Bronfenbrenner believed that human development stems from social interactions and is highly influenced by society and culture.
In contrast to Piaget's stages, Bronfenbrenner viewed development as taking place within a series of different social ecosystems. Bronfenbrenner does a remarkable job of considering a variety of different social factors and their reciprocal interactions on the effect of development that are lacking in both Piaget’s and Vygotsky’s theories of development.
Two of the most recognized cognitive psychologists, Jean Piaget and Lev Vygotsky, developed theories that addressed cognitive development and learning among children and adolescents. Child Development Theories. Erikson, Piaget, Bowlby, Vygotsky and Bronfenbrenner.
Learn with flashcards, games, and more — for free. Nov 20, · The four theories relating to child development I chose for discussion are Bronfenbrenner’s Ecological Systems Theory, Piaget’s Theory of Cognitive Development, Vygotsky’s Sociocultural Theory, and Erikson’s Psycho-Social Theory of Development.
I chose these theories to compare and contrast as they have . Also called "development in context" or "human ecology" theory, ecological systems theory, originally formulated by Urie Bronfenbrenner specifies four types of nested environmental systems, with bi-directional influences within and between the systems.
The four systems are microsystem, mesosystem, exosystem, and macrosystem.