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EDUCATIONAL

The document discusses the differences between growth and development, outlining various stages of human development from pre-natal to old age. It also covers types of development such as cognitive, social, physical, moral, and emotional, along with principles of physical development. Additionally, it details Jean Piaget's theory of cognitive development, including its stages and key concepts like schema, assimilation, and accommodation.

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May Mœnä Gül
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5 views19 pages

EDUCATIONAL

The document discusses the differences between growth and development, outlining various stages of human development from pre-natal to old age. It also covers types of development such as cognitive, social, physical, moral, and emotional, along with principles of physical development. Additionally, it details Jean Piaget's theory of cognitive development, including its stages and key concepts like schema, assimilation, and accommodation.

Uploaded by

May Mœnä Gül
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THEORIES OF DEVELOPMENT

Educational Psychology

P:1

BHAKKAREDUCATION ACADEMY
NAEEM ULLAH QURESHI
GROWTH VS DEVELOPMENT

GROWTH DEVELOPMENT
 Increase in height weight and size.  Change in shape , form and structure.
 Visible  Invisible
 Quantitative  Qualitative
 External in nature  Internal in nature
 It stops at particular stage  It is life long/ continuous.
Stages of development

Sr. Stage Age Description


1 Pre-natal Conception to birth Embryo to 9 month baby in womb
2 Infancy Birth – 2 years Increase in height , weight and adoption to
environment
3 Childhood 3 -12 Rapid weight increase , low increase in
I. Early childhood 3-6 height
ii. Later childhood 7 - 12
4 Adolescence 13 - 19 Sexual changes and puberty
5 adulthood 20 – 60 maturation
6 Old age 60 to death Physical weakness and low energy
Types of Development
 Cognitive development :
the gradual development of mental capacities on an individual.
 Social development:
the process by which children learn to interact/ behave with others around them.
 Physical development :
change in body structure over a period of time.
 Moral development:
the development of sense of right or wrong, good or bad , (values ) .
 Emotional development:
it is to develop the ability to regulate and control one’s own emotions and feelings .
PRINCIPLES OF PHYSICAL DEVELOMENT

 Logical and sequential pattern from conception to birth are


called Principles of Development.
 2 main principles are given below.
 Cephalocaudal : Head to Toe / tail development of the
body. Development proceeds from upper part of the head to
the lower parts of the body. Due to importance brain, as it
regulates other functions of the body, so first head develops
more rapidly than the rest of the body.

 Proximodistal : From centre to outward development.


Development occurs from central portion / vertebral column
to toward in perphiral direction. It is near to far development.
THEORIES OF DEVELOPMENT

 THEORY OF COGNOTIVE DELEOPMENT by JEAN PIAGET


 SOCIO-CULTURAL DEVELOPMENT by LEV VYGOTSKY
 THEORY OF PSYCHO-SOCAIL DEVELOPMENT by ERIK ERICKSON
 THEORY OF MORAL DEVELOPMENT by LAWERENCE KOHLBERG
Cognitive development
 Cognition is a Latin word , which means , to know , to recognize.

 Cognition is the mental process of acquiring knowledge , and understanding through thoughts ,
experiences and the senses. It is the ability to perceive and react, process and understand , store and
retrieve information.

 Cognitive development: the process how peoples thinking, understanding, etc. changes across the
life span. Or
 Which mental changes occur through the age.
Jean Piaget
Jean William Fritz Piaget , (1896-1980 ) was a Swiss psychologist known for his work on child’s cognitive
development .
Piaget’s theory of cognitive development , and epistemological view are together called “Genetic
Epistemology”.
Epistemology is the branch of Philosophy that is concerned with the origin and nature of knowledge. Piaget
was not only interested in nature of knowledge, but how it develops , and grows throughout the life.

His early work with Binet’s Intellegence Test led him to conclude that , children think differently from adults.
Piaget got married in 1923 . And had 3 Children . It was Piaget’s observation of his own child that served as
the basis for many of his later theories.
BASIC MENATL PROCESSES

 Shema: these are basic building blocks of thinking. Basic structure of information.
 Assimilation: using existing schema / previous information to make sense of
 events is called accommodation .
 Equilibrium: the state when schema matches or fits in situation.
It is state of mental balance.
 Disequilibrium: the state when previous information cannot fit to new situation.
he thinks that his current ways of thinking are not to understand a situation.
 Accommodation: when a person changes / alters his existing schema to respond to
new situation. Child here adjusts to the new situation.
Stages of Cognitive Development by Piaget

SENSORY MOTOR PRE OPERATIONAL CONCRETE FORMAL OPERATIONAL


( 0-2 ) ( 2-7 ) OPERATIONAL ( 7 -11 ) ( 11 AND ABOVE )

Egocentrism Logical thinking Abstract thinking


Use of only senses Symbolic play Conservation Deductive reasoning
And motor activities . Animism Seriation Metacognition
Artificialism Classification Problem solving.
Reflex actions Transductive reasoning Reversibility
Out of sight out of mind Centration Transitivity
Trial and error Conservation problem De centration
Object permanence Transitivity inference
Irreversibility
1. SENSORY-MOTOR ( 0-2 )
 This is the first stage of child’s cognitive development .
 In this stage , child explores the world through senses rather mental process.
 FEATURES:
 REFLEX ACTIONS: In-voluntary unplanned actions or movements. It means automatic rapid response to
a stimulus. Swallowing, crawling, hand drawl when picked by pin or hot object.
 OUT OF SIGHT , OUT OF MIND: Things that are out of child observation / or hidden from him
, also vanish from his mind of the child .
 TRRIAL AND ERROR: child makes lot of mistakes during early stages.
 OBJECT PERMANANCE: child believes that things exist even these are hidden or out of sight.things
are permanent. They will search or demand for hidden things, object permanence is the main
achievement o sensory-motor stage.
INDUCTIVE REASONING: Child explores the world through sensory experience.
2 PRE-OPERATIONAL ( 2-7 )

 Egocentrism: Assuming that other people experience the world the same way you do.
Thinking that people look the world from your point of view. It is child’s inability to see a
situation from others people point of view.
 Symbolic play : Taking / using things symbolically. Taking objects as they mean or stand for
other real objects. i.e. using TV remote as mobile . Etc.
 Animism: Giving/ Associating living beings characteristics to non living things. They think that
lifeless objects have feelings. i.e children feed doll, comb them etc .
 Artificialism : child thinks that some environmental components are man made. i.e clouds etc.
 Transductive reasoning: Relating unrelated things together, i.e. balloon pops because dog
barks.
2 PRE-OPERATIONAL ( 2-7 )
 Centration: Focus on only one aspect of a thing or situation. Attends only one
aspect or dimension and neglects the other dimensions.
 Conservation problem: child in unable to understand that characteristics of an
object remain same even it changes its appearance. i.e he thinks same water
in glass has more quantity , then in jug, because it looks him raised in glass.
 Transitivity inference: child is unable to make logical relations i.e if A is brother
of , B is brother of C , Then A is brother of C well, but child here fails to make
these logical relations.
 Irreversibility: child is unable to reverse things into their previous order. i.e Ice
was water.
3 CONCRETE OPERATIONAL ( 7 -11 )

 Logical thinking: Child begins to think logically and systematically.


 Conservation: comes to know that characteristics of an object remain same even it changes
its appearance. i.e. Water in glass has same quantity if it is present in jug.
 Seriation : child develops the ability to arrange the objects in sequence and order to one
aspect , I,e colour ,size, shape,
 Classification: can categorize same objects on their characteristics. Animals, birds, etc.
 Reversibility: ability to recognise the process of going back to start.
 Transitivity: can make logical relationship to understand certain situation. i.e. if A is brother of
B, and B is brother of C , Then child can understand that A is also brother of C as well.
 De centration: can focus on more than one aspect or several aspect of same thing,.
4-FORMAL OPERATIONAL ( 11 & ABOVE )

 The intellectual development and functions take a very sophisticated shape.

 FEATURES:
 Abstract thinking : Creativity , ideas and thinking about things which are not present.
 Deductive reasoning: child can drive rule from general and apply to specific .
 Metacognition: It is thinking about ones own thinking process.
 Problem solving : child can use her knowledge to solve any problem .
THANK YOU

BHAKKAR EDUCATION ACADEMY


NAEEM ULLAH QURESHI
03487723455

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