Development Flashcards
what is dweck’s mindset theory
focuses on helping students achieve more. how praise effects growth or fixed mindset
what is willingham’s learning theory
emphasises how practice and effort enables us to master knowledge skills. practice to make things automatic. skills must be kept up. physical, social and cognitive development.
sensorimotor stage (0-2 years)
use senses to understand world, develop object permanence (6mo): knows object exists even if they can’t see
pre- operational stage (2-7)
symbolic play (2-4), egocentric, believe objects behave as if they’re alive. intrusive thought (4-7) reasoning,m centration, not being able to reverse events
concrete operational (7-12)
use of concrete objects to aid understanding, apply rules and strategy to learning, difficulty with abstract thinking
formal operational (12+)
can think about multiple things when describing, understanding that events change, have sequence and actions have consequences.
piaget and inhelder (1956)
aim: to see if children of different ages could take the view of another person
procedure: 100 children had to pick the correct view of 3 mountains of someone else. has to position doll at certain views.
results: children in pre-op stage were egocentric. understanding of different views were better in concrete stage.
conclusion: children <7 years were egocentric. 7+ were able to take correct viewpoint
evaluation of piaget and inhelder (1956)
strength: used qualitative data, wrote down all that was said, valid
weakness: contradictory evidence, borke found 3-4 years old gave correct view 80-90%, lack reliability.
gunderson et al (2013)
aim: to see if parental praise effects a child’s motivational framework
procedure: 53 children were observed at 14m, 26m, 38m and 5 years later parental praise was measured
findings: process praise was 18%, personal was 16% (little difference). other praise was 66%.
conclusion: clear relationship between use of process praise and a child’s later motivational framework. person showed little increase. gender differences also
evaluation of gunderson et al (2013)
strength: avoided bias, researches didn’t know parental praise was point of interest, reliable
weakness: small sample size, only 53 participants, ungeneralisable
conventional stages of mortality (kohlberg)
pre: avoiding punishment and receiving award. action must be good if rewarded, bad if punished.
conventional: maintaining social order, wanting to be seen as “good and “liked” by others
post: abstract ideas, thinking above morals and society, ethical laws
evaluation of stages of morality (kohlberg)
strength: supported by experimental evidence, colby et al interviewed kohlberg participants at 3-4 year intervals, reliable
weakness: gender-biased, only used male sample, andro-centric & ungeneralisable to females
centration
only focusing on one aspect of the situation
