JEAN PIAGET

 Was a Swiss psychologist and genetic epistemologist.

 Suggests that children move through four different stages of mental

development.
 Comprehensive theory about the nature and development of human
intelligence.

COGNITIVE DEVELOPMENT THEORY

Developmental
Stage Age Range Description
Phenomena
Uses senses and
Birth to 2
1. Sensori-motor motor skills, items Object permanence
years
known by use

Symbolic thinking,
Imagination
2. Pre-operational 2-6 years language used;
Egocentrism
egocentric thinking

Logic applied, has Conservation,

3. Concrete
7-11 years objective/rational Mathematical
operational
interpretations Transformations

Thinks abstractly,
12 years to
4. Formal operational hypothetical ideas Abstract, Logic
adulthood
(broader issues)
 ERIK ERIKSON

 Was a neo-Freudian psychologist who accepted many of the central tenets

of Freudian theory but added his own ideas and beliefs.

 Maintained that personality develops in a predetermined order through

eight stages of psychosocial development, from infancy to adulthood.

PSYCHOSOCIAL THEORY

Age Conflict Resolution/Virtue Central questions

Is my world
Infancy
Trust vs. mistrust Hope predictable and
(0-1 yr)
supportive?
Can I do things
Early childhood Autonomy vs. Shame and
Will myself or must I rely
(1-3 yrs) doubt
on others?
Play age
Initiative vs. Guilt Purpose Am I good or bad?
(3-6 yrs)
School age Am I competent or
Industry vs. Inferiority Competence
(6-12 yrs) am I worthless?

Adolescence Who am I and where

Identity vs. confusion Fidelity
(12-19 yrs) am I going?
Shall I share my life
Early adulthood
Intimacy vs. Isolation Love with another or live
(20-25 yrs)
alone?
Will I produce
Adulthood Generativity vs.
Care something of real
(26-64 yrs) Stagnation
value?
Old age Have I lived a full
Integrity vs. Despair Wisdom
(65-death) life?
 URIE BRONFENBRENNER
 Was a Russian-born American psychologist who is most known for his
ecological systems theory.

 Divided the entire ecological system in which human growth occurs into
five subsystems that are organized socially.

ECOLOGICAL SYSTEM THEORY

Theory Examples I
1. Macrosystem Society, culture N

2. Exosystem
Mass media, neighbors, friends
of family, social welfare
D
I
Sex
Age
services, legal sevices V
Interactions of extended levels I
3. Mesosystem D
of microsystems
4. Microsystem Family, peers, school
Time (sociohistorical
U
A
Health
5. Chronosystem L
conditions)
 LEV VYGOTSKY
 Was a seminal Russian psychologist who is best known for his
sociocultural theory.

 He believed that social interaction plays a critical role in children's

learning.
 A person’s cognitive development is largely influenced by their
surrounding culture.

SOCIOCULTURAL THEORY

1. MKO (More Knowledgeable 2. ZPD (Zone of Proximal

Other) Development)
Difference between what child can
 Refers to anyone who has
accomplish alone and he/she can
better understanding of higher
accomplish with the guidance of
ability learning than the learner
another
I. SCAFFOLDING
 Appropriate assistance given by
the teacher to assist the learner
accomplish the task
 Teacher, trainer, older, peers,
II. RECIPROCAL TEACHING
younger person, computers
 Highly successful teaching
method, open dialogue
environment between student
and teacher which goes beyond
question and answer session.
 ABRAHAM MASLOW
 Was an American psychologist who was best known for creating Maslow's
hierarchy of needs.

 American psychologist and philosopher best known for his self-

actualization theory of psychology.

HEIRARCHY OF NEEDS

Achieving ones full Self-fulfillment

1. Self-actualization
potential needs
Feeling of accomplishment
2. Esteem
Physiological
needs
3. Love and Intimate relationships,
Belonging friends

4. Safety Security, safety

Basic needs
5. Physiological Food, water, rest
 EDWARD THORNDIKE
 Is famous in psychology for his work on learning theory that lead to the
development of operant conditioning within behaviorism.

The Law of Effect

 Responses that produce a satisfying effect in a particular situation

become more likely to occur again in that situation, and responses that
produce a discomforting effect become less likely to occur again in that
situation.

 According to this principle, behavior that is followed by pleasant

consequences is likely to be repeated, and behavior followed by
unpleasant consequences is less likely to be repeated.

CONNECTIONISM THEORY