All My Texts

1- RESEARCH DESIGN
Research is crucial for teachers because it helps them stay updated on the latest
educational trends, teaching methodologies, and advancements in their subject areas.
1. Case Study: Examines a single case in-depth, offering detailed qualitative insights
into unique situations.
2. Correlational Study: Identifies patterns and associations between variables without
manipulation.
3. Experimental: Manipulates variables, observes effects, often with random group
assignment.
4. Naturalistic Observation: Observes behavior in its natural setting, studying it as it
naturally occurs.
5. Longitudinal:Studies a group over time to observe changes or developments.
6. Cross-Sectional: Examines different groups at one point, facilitating comparisons.
7. Sequential: Integrates elements of longitudinal and cross-sectional designs.
8. Action Research: Practitioners conduct systematic inquiry to solve specific context-
based problems.
2-Piaget's Stages
Jean Piaget's Cognitive Theory of Development is truly a classic in the field of
educational psychology. This theory fueled other research and theories of development
and learning.
**Sensorimotor Stage (Birth to 2 Years):**
Children rely on senses and motor skills for understanding. By age 2, they achieve
object permanence, knowing objects exist even when hidden. For instance, a child
comprehends that a hidden teddy bear still exists.
**Pre-Operational Stage (2 to 7 Years):**
Language and symbolic thinking develop significantly. Children create mental
representations, like a red apple symbolizing an apple. This stage fosters the use of
symbols for understanding.
**Concrete Operational Stage (7 to 12 Years):**
Logical thinking about concrete situations emerges. Children overcome preoperational
limitations, grasping conservation. For instance, recognizing that differently shaped
glasses can hold the same amount of juice demonstrates conservation in this stage.
Formal Operational Stage (12 Years and Onward):**
Abstract and hypothetical thinking skills develop. Adolescents and adults can solve
complex problems and think about possibilities. For example, they can formulate
hypotheses or consider various solutions to a problem.
3-Vygotsky
**Vygotsky's Sociocultural Theory:**
Vygotsky emphasized that human development and learning are shaped by
social interactions, often involving family and the community.
**Zone of Proximal Development (ZPD):**
The ZPD represents the theoretical space between what a learner can do
independently and what they can achieve with guidance. It comprises three
stages: Can't Do even with Guidance, Can Do With Guidance, and Can do Alone
(Independently).
**Language and Private Speech:**
Vygotsky viewed language as a powerful tool emerging through social
interactions. It serves as the primary means of communication between adults
and children, offering the main arena for learning possibilities.
**Scaffolding:**
Derived from the ZPD, scaffolding is a teaching approach where educators
provide necessary tools and set achievable targets for students, especially when
tackling complex concepts.
**MKO: The More Knowledgeable Other:**
The More Knowledgeable Other (MKO) refers to individuals with higher
competence or understanding relative to the learner. This can be an instructor,
an elder, or even peers who possess greater knowledge or experience in a
specific domain.
4-Piaget VS Vygotsky
Both were constructivist, Both believed that social forces set the limits of
development. Vygotsky worked on his theory around the same time as Piaget in
between the 1920'and 30's but they had clear differences in their views about
cognitive development.
1) 4 discrete stages
2) Cognitive development limited by stages
3) Young children are schematic
4) Motivation to maintain cognitive equilibrium
5) Development occurs when assimilation is not possible
6) Individual processes become social processes
1) Continuous development (no stages)

2) Zone of proximal development
3) Socially transmitted knowledge (cooperative learning and scaffolding
4) Private speech helps internalize knowledge
5) Social processes become individual-physiological processes
5-Bronfenbrenner
This theory emphasizes the importance of the various systems and environments
that surround an individual and how these systems interact to shape their
development. Bronfenbrenner identified five levels, or systems, in his ecological
model:
Microsystem: A child's microsystem might consist of their family, friends,
teachers, and classmates. The interactions and relationships within this
microsystem directly influence the child's development.
Mesosystem: A child's experience at school can be influenced by the
relationship between parents and teachers. If there is effective communication
and collaboration between these two microsystem elements, it can positively
impact the child's development.
Exosystem A parent's workplace is part of the exosystem for a child. The work
environment and the parent's experiences at work can influence the child's well-
being and development indirectly.
Macrosystem: The macrosystem could include cultural attitudes toward
education, gender roles, or socioeconomic status. These cultural factors can
shape the opportunities and challenges individuals face in their development.
Chronosystem: Changes in family structure (such as divorce or remarriage) or
historical events (like economic recessions or technological advancements) can
be part of the chronosystem..
6-KOHLBERG
Kohlberg's theory suggests that moral development occurs in a series of six stages:
(Preconventional Morality) children's decisions are primarily shaped by the
expectations of adults and the consequences of breaking the rules.
Stage 1 (Obedience and Punishment): People at this stage see rules as fixed and
absolute. Obeying the rules is important because it is a way to avoid punishment.
Stage 2 (Mutual Benefit): Children account for individual points of view and judge
actions based on how they serve individual needs.
(Conventional Morality) The next period of moral development is marked by the
acceptance of social rules regarding what is good and moral.
Stage 3 (Social Approval): Often referred to as the "good boy-good girl" orientation,
this stage of the interpersonal relationship of moral development is focused on living up
to social expectations and roles.
Stage4. The focus is on maintaining law and order by following the rules, doing one’s
duty, and respecting authority.
(Postconventional Morality) At this level of moral development, people develop an
understanding of abstract principles of morality
Stage 5 (Social Contract):Rules of law are important for maintaining a society, but
members of the society should agree upon these standards.
Stage 6 (Universal Principles): At this stage,people follow these internalized principles
of justice, even if they conflict with laws and rules.
7-PARTEN
Parten's Theory of Social Play
Unoccupied Behavior: Children move about the classroom going from one area to
another, observing but not getting involved
Solitary Play: Children engage in solitary play, occupying themselves without
interaction with other children. This form of play can be observed at any age, but in
older children, solitary play tends to become more intricate and complex.
Onlooker Play: Children position themselves in proximity to other children, observing
and aligning with ongoing activities but not actively participating.
Parallel Play: Children play with the same materials or says that other children are
using and may seem to imitate each other's activity, but do not interact with each other
Associative Play: Younger preschool-aged children engage in interactions and share
toys, but they are not participating in a shared activity. Each child pursues their own
play independently, occasionally sharing items with their peers.
Cooperative Play: older preschool-aged children exhibit a heightened level of social
interaction by sharing materials, co-creating ideas, and engaging in collaborative play.
This form of play not only fosters social bonds but also enhances their collective
imaginative experiences.
8-STEPHEN COVEY
We talked about these 4 Quotients of Stephen Covey in this course. I decided to
research this topic further. Why do you think SQ is so popular? Because without
spiritual intelligence, EQ, IQ, PQ will not work for the good of society. Sometimes they
don't even work for their own good
Now imagine a person with high IQ, EQ, PQ instead of those taken, but who does not
have a single gram of SQ. These are the greatest dictators Charles Ponzi, Adolf Hitler
and many others
In this "Pedagogy" lesson, we studied the stages, types, and characteristics of the
child's development in each field. The theories presented here were very interesting to
me and I think the tips given here will help me in my future teacher career

All My Texts

Uploaded by

Copyright:

Available Formats

All My Texts

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

All My Texts

Uploaded by

Copyright:

Available Formats

1- RESEARCH DESIGN

1) Continuous development (no stages)

You might also like