CHILD DEVELOPMENT EED108 Session 1, 2012 Gerald Wurf (Bld 27 Rm 203) Consultation: Monday 10:00- 12:00; Thursday 10:00-12:00md Wayne Parkins (Bld 27 Rm 201) Consultation: Monday 2:00- 3:30; Wednesday 12:00-1:30pm
Jun 12, 2015
CHILD DEVELOPMENT
EED108 Session 1, 2012Gerald Wurf (Bld 27 Rm 203)
Consultation: Monday 10:00-12:00; Thursday 10:00-12:00md
Wayne Parkins (Bld 27 Rm 201)Consultation: Monday 2:00-3:30; Wednesday 12:00-1:30pm
Subject aims EED108
AITSL (2011) National Graduate Teacher Standards, Elements 1 & 7) “Know [primary] students and how they learn” & “Engage professionally with colleagues, parents/carers and the community”
Explore a range of topical issues and typical/atypical development
Apply the content of the subject to primary education (including an investigation of sex/gender differences)
Understand the effects of broader developmental processes on learning
Today
Introduce the subject and some of the major debates in child development
Use a model of three interacting processes to describe development (biological, psychological & cognitive)
Describe major theories that explain child development and how they relate to primary classrooms
Learning community (rules: noise, mobile phones, “off task” behaviour, teachers’ responsibilities, prompts & seating plans)
Workshops & Lectures
Workshops & lecture content will follow the schedule on p. 5-6 of the Subject Outline.
PowerPoint handout of Lecture will be available on Interact > resources
Text complements workshop/lecturesSantrock (2011). Expected to have read the associated
chapter for the weekly topic. A text is in closed reserve at the library (2 hour, within library only loan)
Student consultation timesGerald Wurf (Bld 27 Rm 203)
Consultation: Monday 10:00am-12:00mdThursday 10:00am-12:00md
Wayne Parkins (Bld 27 Rm 201)Consultation: Monday 2:00pm-3:30pm
Wednesday 12:00pm-1:30pm
Assessment Tasks
Assessment item 1 (Research item - 50%)
Workshop activities and data entry Week 4 (5%)
Written research report due 18/04/2012 (45%)
Assessment item 2 (Final Exam in Week 15/16 – 40%)
20 multiple-choice questions (20%)
1 essay question (10%)
1 case study question (10%)
Assessment item 3 (Workshop presentation 10%)
5 minute chapter review in allocated workshop
Debates: Nature or Nurture?
Is development primarily influenced by nature or nurture?
Maturation (Nature) – Biological inheritance is most important.
Experience (Nurture) – Environment and experience is most important.
Research
To answer the nature/nurture question we can use systematic research (a “scientific” approach)
different types of research: case studies (n = 1), observational studies, interviews and experiments.
Case studies of “feral children”/extremely neglected children – What happens if we raise a child without “nurture”?
Victor (Itard, 1801), “Genie” (1970) & Oxana Malaya Oxana video
Interactionist position: Developmental Processes
Biological neural and physical changes
Cognitive changes in thought, intelligence and language
Socio-emotional changes in relationships, emotions and personality
Child Development Processes
(Santrock, 2011, p. 16)
1 Stage Theories: Freud’s Psychoanalytic Theory / Erikson’s Psychosocial TheoryI. Freud proposed children move through stages:
I. Oral
II. Anal
III. Phallic
IV. Latency
V. Genital
II. Erikson extended Freud’s stages and focused on psycho-social development (rather than sexual development) – First stage Trust Vs Mistrust
2 The Behavioural Theories (+ Social –Cognitive-Behavioural Theories ) Traditional behavioural theories stressed
environmental conditioning (nurture)
Conditioning works by:pairing of events (e.g. eat bad prawns > food
poisoning > avoid prawns rewards and punishments
Watson’s (classic) behavioural position
“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select–doctor, lawyer, artist merchant chief and, yes, even beggar-man or thief –regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing so for many thousands of years“ (Watson, 1924/2009, p. 82).
Think-Pair-Share: Examples of behavioural tradition in schools?
Behavioural Theories (continued) Examples in schools:
direct instruction (DI)/explicit teaching. (e.g. Accelerated Literacy, Jolly Phonics, Ants in the Apple, SRA)
behaviour/discipline systems (levels/ merit certificates/rewards & punishments - typically taking away privileges)
Lovaas’ program for students with autism - Applied Behaviour Analysis
Modern behavioural theories include cognitive/social processes) Bandura’s “Bobo” doll experiments (modelling). Later work on
beliefs about success (self-efficacy) Tend to be more teacher-centred approaches
3 Cognitive Theories: The constructivists (Piaget + Vygotsky) Piaget proposed children actively “construct” their thinking by
interacting with the environment and through maturation (stage theory). School examples: discovery learning inquiry-based learning (science) problem-based learning (PBL)
Vygotsky also believed children construct knowledge but by interacting with the social world (i.e. social constructivism). School examples: ZPD and teacher scaffolding (Bruner) reciprocal teaching cooperative learning
Tend to be more learner-centred
Cognitive Theories: Information Processing Theories Another example of cognitive theories
Focus on processes like perception, attention, memory and recall
School examples Cognitive (+ meta-cognitive) strategy
instruction IQ (tests to determine additional resources
e.g. aide support) memorisation strategies (times
tables/spelling)
4 Ecological Theories (Bronfenbrenner’s model) Focus on interacting environments
individual (biology) immediate family/school/neighbourhood
systemsmass media, government services, legal
systemsculture time
School examples: whole-school approach (bullying interventions) home/school/community link/partnership
programs
Summary
Development a complex interaction between biological, cognitive and socio-emotional processes
A range of research strategies are used to study child development and learning
Psychoanalytic, behavioural, constructivist, IP and ecological theories introduced to explain child development
References
Santrock, J. W. (2011). Child Development (13th ed). New York, NY: McCraw-Hill.
Watson, J.B. (1924/2009). Behaviorism. Piscataway, NJ: Transaction Publishers .