» Falculan Twins’ Review Center y “hoping Teachers, Transforming Uve e (sep 2022 LET Child and Adolescent Development and Facilitating Learning GROWTH & DEVELOPMENT Growth + ~ Refers to the quantitative changes in an individual as he progresses in chronological age + - May refer to increases in size, height, or weight. ean De a quantitative changes in size, weight TWalitative changes in the quality ‘number eto observable cannot ke measured wntinue throughout life but stops with continuous process: from womb to the attainment of maturity tomb one of the parts of development growth is one of t= parts ‘may or may not bring about possible without growth development Development Factors Influencing G1 1. Maturation/Nature — newpey + refers to qualitative changes in. maturation + is a series of orderly prog mati ‘There are social expectations for every developmental period which are often referred to as developmental tasks CHARACTERISTICS of LIFE-SPAN DEVELOPMENT (Paul Baltes) 1 2: Contact us at 0977-219.2737 Development is Lifelong. It does NOT end in adulthood. No developmental stage dominates development. Development is Multidimensional. Development consists of biological, cognitive, and socio-emotional dimensions. Development is Plastic. Development is possible through the life-span. Development is Contextual. Individuals are changing beings in a changing world, Development involves growth, maintenance and regulation. These three are 3 goals of human development. The goals of individuals vary among developmental stages. For instance, as individuals reach middle and late childhood, concern with growth gets into the back stage while maintenance and regulation take the center stage.(@@m Falculan Twins’ Review Center y _Shping Teachers Transforming Live e (sep 2022 LET Domains of development - also referred to as areas of development which include ‘PHYSICAL DEVELOPMENT ‘= gross motor development - the large muscles in the body such as legs, arms, and the chest PHYSICAL DEVELOPMENT + fine motor development ~ the small muscles such as those in the hand, fingers, lips and tongue. Hand-eye co-ordination is an example of fine motor development SOCIAL /EMOTIONAL DEVELOPMENT = refers to the development of self-concept and self-esteem ac well as the ability to express feelings and form relationships with other people LANGUAGE DEVELOPMENT + speech ~ production of sounds (articulation) and voice quality * language development — understanding or comprehending (receptive language) and being able to communicate using language [expressive langusee) COGNITIVE (INTELLECTUAL) DEVELOPMENT + thinking processes such as concentrating, logic, organizing information and using aymh development are closely linked. ing, problem-solving, using DEVELOPMENTAL TASKS (ROBERT HAVIG! ‘A Developmental Task ic a tas] > develops later into the embryo. B. Trophoblast > “outer layer of cells. > provides nutrition and support for the embryo 2. EMBRYONIC PERIOD ¥ prenatal development occurs 2 to 8 weeks after conception. ¥ the zygote will become Embryo The following development takes place: cell differentiation intensifies life-support systems for the embryo develop “Organs appear Organogenesis, Contact us at 0977-219.2737 2(@@m Falculan Twins’ Review Center y _Shping Teachers Transforming Live SA (Sep 2022 ter ¥. Itis the process of organ formation during the first two months of prenatal development ‘Three layers of celle > Endoderm = inner layer of the cell. = Becomes the digestive and respiratory cystem= > Ectoderm outermost layer of the cell = becomes the nervous, sensory receptors and skin parts, > Mesoderm + middle layer + develops into circulatory skeletal, muscular, excretory, and reproductive system, As the three layers of the embryo form, the support systems for the embryo develop rapidly. ‘Three life-support systems: Placenta, 2 life support system that consists of ‘which small blood vescels from the mo} but do not join. b. Umbilical Cord ‘group of tissues in ‘the offs pring intertwine the time the fetal body has emerged from jcal cord has been out and tied, HL. Bab; ( 2! week to 2+ year of life) ¥ Chars decreasing dependency for the reason that this is the time when bal ‘enough body control to become independent skills and leg skills ling, gesturing, and emotional expressions are examples of pre-speech forms of communication Babies are capable of establishing friendships IV. Early Childhood + “the “preschooler years” + Years before formal schooling begins + Pre-gang, exploratory, and questioning age, when language and elementary yeasoning are acquired and initial socialization is experienced Developmental Tasks from ages 0-6 -Infancy & early childhood + Learning to wall. Leaming to crawl. Learning to tale solid food, Learning to talk. Learning to control the elimination of body wastes. Learning sex differences and sexual modesty. + Getting ready to read. Contact us at 0977-219.2737 a(@e Falculan Twins’ Review Center Bese teena name ee (sepe 2022 tet + Forming concepts and learning language to describe social and physical ral, Middle and Late Childhood (Industzy ws. Inferiority) © Gang and creativity age when self-help skills, social skills, school skills and play skills are developed. © The fundamental slills of reading, writing and arithmetic are mastered. + The child is formally exposed to the larger world and its culture. Achievement becomes a more central theme of the child's world and self-control Developmental Tasks (Ages 6-12)- Middle childhood ¥ Leaming physical skills necessary for ordinary games, Learning to get along with age mates. Building wholecome attitudes toward oneself ac a growing organizm. Learning an appropriate masculine or feminine social role. 5 : : : i i 4 g i i + Transition age from childhood to adulthood * Begins with rapid physical changes — dramat changes in body contour, and the enlargement of breasts, developm pening ra gns with age mates of both sexes. + ¥ . + + ‘an athical cystem as a guide to behavior z responsible behavior, vu. : fo new patterns of life and new roles such as spouse, parent, . tablishing personal and economic independence, career develop: cting a mate, learning to live with someone in intimate way, Starting a earing children Developmenta of Early Adulthood (Ages 18-30) Learning to live with a partner. ‘Starting family. Rearing children. Managing home. Getting started in occupation. Taking on civic responsibility. ¥ Findings congenial social group. VIIL. Middle Adulthood ( 30-60 years) + Transition age when adjustments to initial physical and mental decline are experienced. + Ie is a time of expanding personal and social involvement and responsibility; of, assisting the next generation in becoming competent and mature individuals, and of reaching and maintaining satisfaction in career Developmental Tasks of Middle Age (Ages 30-60) Assisting teenage children to kecome responsible and happy adults. “ Achieving adult social and civic responsibilty. Contact us at 0977-219.2737 4(@@m Falculan Twins’ Review Center (ilies ela let wa (sepe 2022 tet ¥ Reaching and maintaining satisfactory performance in one’s occupational ¥ Developing adult leisure time activities. Y Relating oneself to one's spouse az a person. 7, To accept and adjust to the physiological changes of middle age, “Adjusting to aging parents. IX. Late Adulthood ( 61 years and above) Developmental Tasks of Later maturity or Old Age (60 and over) Adjusting to decreasing physical strength and health. Adjusting to retirement and reduced income. ‘Adjusting to death of a spouse, Establishing an explicit affiliation with one’s age group. ‘Adopting and adapting social roles in a flexible Establishing satisfactory physical living arr SASS AS Erik Erikson’s Peychosocial Theory + Paycho — relating to the mind, brain and + Social - external relationships and e Erikson’s (1959) theory of psychosoc} growth and development thro Like Freud, Erikson assumes ‘8 tage of development. For Erikson (1963), these they involve psychological needs ‘with the needs of ss to a corresponding life stage and its inherent ‘Syntonic ~ positive disposition in each crisis (e.g. Trust) Dystonic - negative disposition (e.g. Mistrust) Ika stage is managed well, we carry away a certain VIRTUE or PSYCHOSOCIAL STRENGTH. ‘ Malignancy involves too little of the pasitive and too much of the negative aspect of the task Ex A person who can't trust others ¥ Maladaptation is not quite a: bad; involves too much of the positive and too little of the negative Ex A person who trusts too much 1, Trust ve. Mistrust - Infancy (birth to 11/2 years) ¥. Thic stage begins at bisth and Insts through one year of age. ¥ The infant develops a sence of trast when interactions provide reliability, care, and affection, ¥ Alacke of this will lead to mistrust. 2. Autonomy vs. Shame or Doubt — Toddlers (18 months- 2 or 3 years) Contact us at 0977-219.2737 5(@e Falculan Twins’ Review Center Bese teena name y (Sepe 2022 8 Y This stage occurs between the ages of 18 months to approximately age two to three years. ¥ The infant develops a sense of personal control over physical skills and a sence of independence. ‘¥ Erikson states it is critical that parents allow their children to explore the abilities within an encouraging environment which is tolerant s ‘Success leads to feelings of autonomy, failure results in feelings of shame and doubt. . Initiative va. Guilt - Preachool Years (3-5 years) ‘This stage occurs during the preschool years, between the ages of three and. five ae 7 The child begins to assert control and power over their environment ky planning activities, accomplishing tasks and facing challenges. Success at thiz stage leads to a sense of purpose. ¥ Kinitiative is dismicced or discourages, either through criticiem or control, children develop a sence of guilt. 4. Industry vs. Inferiority — Elementary Sch: ¥ This stage ocours during childhood betwe ‘ages of six and twelve ¥ It is at this stage that the child’s peer groy ‘and will become a major source of the esteem. The child ic coping with new learning and social demands. ¥ Success leads to a sense of competence, inferiority. 5. Identity ws ~ The fifth stage occurs d fers on forming intimate, loving unce a need to create or nurture things that will outlast them, &. Integrity ve. Despair — Old Age ¥ This stage takes place after age 65 and involves reflecting on one's life and either moving into feeling satisfied and happy with one’s life or fecling a deep ‘sense of regret ¥ Success at this stage leads to feelings of wisdom, while failure results in vogret, bitterness, and despair Contact us at 0977-219.2737 6Falculan Twins’ Review Center “Shaping Teachers, Transforming Live (Sept. 2022 LeT) Paychosocial CSIs Virtue Waladapation Walignancy Trusts Misirast Tope ‘Sensory Maladjustment —| Withdrawal - The betef tat, even when | -Overlyustng, glib, = Characterized by things arenot gong wel, | cannot beleve that anyone depression, ‘hey wil workout wel in he | would mean them ham paranoia, possibly end sychosis “Ratonomy vs. Shame and_| Willpower or Tmpalsweness Compulsiveness Doutt Determination Shameless wilfuess leads | Fels asi everything must “ean do" attude jumping ino things be done prtety mistakes ‘without proper consideration | must be avoided at alfcasts Taitatve ve Guile “Courage or Abity fo take | Ruihlessness Tabiion risks = heartless, unfeting | -The fear tat they fa, “The capacty for acton + Theydont care | they willbe blamed. despite a dear wi they step on | “Nothing ventured, nothing understanding of your limtatons and past fangs industry va Inferioriiy | Competency Taenty ve Role Confusion Trtimaey v8 3 rotonly + Tendency to + Tendency to isolate findin a become intimate nese fom one but too freely, too love, fiendshp, ‘he loveeteen casi, and without and communty and friends and he love any depth to your develop a ceria one's neighbor, co- intimacy hatfuness in worker and compensation for compatiotas well one's oneness Generativity vs @ ‘Overextension Reject Stagnation = Nolonger aw = Na longer time foresees paricpate in Integrity vs: Despair Wisdom Presumption This is what = Acontempt fit, happens when a nes own or person presumes anyone's" The egointegty person becomes witout actualy very negative and facing the appears io hate ie Ailes of od - age Believes that he aloe is ight a Contact us at 0977-219.2737 7Falculan Twins’ Review Center ‘Shaping Teachers, Transforming Live (Sept. 2022 LET) Cognitive Development Theory Joan Piaget (1896-1980) was one of the 20th centuries most influential researchers in the area of developmental psychology.He was a child prodigy who published his first article in a refereed journal at the age of 11. ‘While working in Binet’s test lab in Paris, Piaget became interested in how children think, He noticed that young children's answers were qualitatively different ‘than older children This suggested to him that the younger children were not less Imowledgeable but, instead, answered the questions differently than their older peers because they thought differently. ‘This implies that human development is qualitative (changes in kind) rather ‘than quantitative (changes in amount). Piaget showed that young children think in strikingly different ways compared to adults. Basic Cognitive Concepts + Schema: - the cognitive structure by which individuals intellectually adapt to and organize their environment * Assimilation - the process of fitting new experi ‘schema + Accommodation - the process of creating a. ‘© Equilibration - achieving proper balance accommodation. 4, Sensorimotor (birth to 2 ‘Stage when a child init gking, and reaching becomes more organized in his inence of the senses and muscle movement th ‘about himself and the world. In working stage, they should aim to provide a ‘everyone else also has his same point of view ¥ Centration © the tendency of the child to only focus on one thing or event and exclude other aspects ¥ Lack of Conservation © the inability to realize that some things remain unchanged despite looking different Irreversibility ‘2 Pre-operational children still have the inability to reverse their thinking. ¥ Animism 2 the tendency of the child to attribute human like traits to inanimate objects. ¥ Realism ‘> believing that psychological events, such as dreams, are real 3.Conerete Operational Stage (7 to 11 years). + This stage is characterized by the ability of the child to think logically But only in terms of concrete objects; covers the elementary school years. + Decentering Contact us at 0977-219.2737 8Falculan Twins’ Review Center ‘Shaping Teachers, Transforming Live (Sept. 2022 LET) © the ability of the child to perceive the different features of objects and situations, ¥ Reversibility © the ability of the child to follow that certain operations can be done in ¥ Conservation © the ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance ¥ Seriation © the ability to arrange things in a series based on one dimension such as weight, volume, size, ete. 4, Formal Operational Stage (11 years and above) + Thinking becomes more logical. They can now solve abstract problems and can hypothesize. / Hypothetical Reasoning © ability to come up with different hypothesis about a problem and weigh data to make judgement ¥ Analogical reasoning ‘© ability to perceive the relationship in .ce and use that relationship to narrow down possible in similar problems, ¥ Deductive reasoning © ability to think logically by applying a situation. Lev Vygotsky's Socie-Cultural Lev Vgostsky is that social interaction plays a very velopment. ‘be looked into in understanding Difference between Vygotsky's Sociocultural Theory and Piaget's Cognitive Development TI Nore ndbedual infocus Moresecia focus Betevedthatihere are OM not propose tagesbut Unbers sages of emphaszed on ctu Eogntwedevsopment factorincognte Bidnotshemich ” Stocied the oe femphastcan ingusge language in cogntive deveopment g Zone of Proximal Development (ZPD) Potential Level - Actual Level = ZPD Contact us at 0977-219.2737(@e Falculan Twins’ Review Center He rcs roomie we caer - Potential Level ~ level that the learner achieves with the assistance of the teacher or a more advanced peer - Actual Level level that the learner achieves alone ‘More Knowledgeable Other (MKO) + Competent adult or a more advanced peer Koblberg's Moral Development Theory Lawrence Kohlberg (1927-1987 ‘® Born into a wealthy family in New York in 1927. © Kohlberg began studying prychology as an undergraduate at the University of Chicago. In one year, Kohlberg had earned his B.A. in psychology and continued his education as a graduate student at the University of Chicago. In 1958, Kohlberg earned his PhD. ® Kohlberg studied moral reasoning & development with much of his work based on that of Jean Piaget and John Dewey. He had a brief teaching position at Yale University before moving onto Harvard in 1967. ‘@ While in Central America in 1973, Kohlberg tropical disease which disabled him in many’ severely depressed. In January of 1987, Kohl later found in a swamp area. There is some ion that Kohlberg tool his own life. Kohlberg’s Stages of Moral Development whether they're good or bad. ‘Orientation Stage 4 - Law and Order Orientation ¥ Right behavior consists in doing one's duty, showing respect for suthority and maintaining the given social order for its own sake. LEVEL Ill - Post-Conventional (13 + years) The moral principles that underlie the conventions of a society are understood. Stage 5 - Social Contract Orientation Rules and laws represent agreements among people about behavior that benefits society. Rules can be changed when they no longer meet society's needs. Stage 6 - Universal Ethical Principle Orientation “Right is defined ky the decision of conscience in accord with self-chosen ethical principles appealing to logical comprehensiveness, universality and consistency. Freud’s Psychoanalytic Theory. Contact us at 0977-219.2737 0(@e Falculan Twins’ Review Center He rcs roomie i caer + A-person goes through the sequence of these five stages and along the way there are needs to be met. + Whether these needs are met or not, determines whether the person will develop a healthy personality or not. ‘Sigmund Freud + Considered to be the most well-known psychologist because of his very interesting theory about the unconscious and alco about sexual development Froud’s Stages of Peychosexual Development Oral stage (birth to 18 moths) Anal stage ( 18 months to 3 years) Phallic Stage (ages 3 to 6 years) Latency stage (age 6 to puberty) Genital stage (puberty onwards) pepe Oral Stage (birth to 18 months) Erogenous zone ~ (pleasure area) a specific area thalsbecomes the focus of pleasure or needs. These may be the arms, + Erogenous zone is the mouth. + During the oral stage the child is fooused on. + Too much or too little satisfaction can lead Personality as shown in increased focus on Fixation ~ results from failure to satisfy the needs Oral receptive — a type of personality which fo smoke, dunk alcohol, overeat + Oral aggressive - a tendency fede or even. . | age, children become interested in what makes boys and girls setimes be seen fondling their genitals boys develop unconscious semaal desize for their mother. Boys see their father as a rival for their mother’s affection. Oedipus — in Greek: mythology unintentionally killed his father and married his mother Jocasta, + Electra Complex — girls may develop an unconscious sexual attraction towards their father + According to Freud, out of fear of castration and due to strong compstition of their father, boys eventually decide to identify with them rather than fight them. + By identifying with their father, the boys develop masculine characteristics and identify themselves as males and repress their sexaal feelings towards their mother. + A fixation at this stage could result in sexual deviances and weak or confused ‘sexual identity, Latency Stage (age 6 to puberty) + Ie is during this stage that sexual urges remain repressed. + The children’s focus is the acquisition of physical and academic skills + Boys relate more with boys and girls with gis during this stage Contact us at 0977-219.2737 a(@e Falculan Twins’ Review Center Bese teena name y (Sepe 2022 8 Genital stage (puberty onwards) + Begins at the start of puberty when sexual urges are again awakened. + Adolescents focus their sexual urges towards the opposite sex with pleasures centered on the genitals. Freud's Personality Components 1. Ia 2. Ego 3. Superego The 1d + Operates on the pleasure principle + It focuses on immediate gratification or satisfaction of its needs. + So whatever feels good now ic what it will pursue with no consideration for the reality, logicality or practicality in the situation The Ego + “Emerges during toddler and preschooler years + Operates using the reality principle + Tis aware that others have also neads to + Itis practical because it knows that negative consequences later, so it reas ‘considers the best response to situations. The Superego + Near the end of the preschool yes the superego develops, It embodies a person's mor what influences us is our unconscious. plex are both buried down into the The Subconscious + This is the part of us that we can reach if prompted, but is not in our active + Itis right below the surface, but still “hidden” somewhat unless we search forit. + Telephone number, childhood memories, name of your childhood fiend Nonconscious + All that we are not aware of, have not experienced, and that have not keen made part of our personalities. Learning + Itis a relatively permanent change in one’s behavior as a result of his interaction in the environment. Contact us at 0977-219.2737 2(@@m Falculan Twins’ Review Center y _Shping Teachers Transforming Live e (sep 2022 LET 8 Important Concepts in Learning 1. Change — Learning involves change in knowledge or behavicr. ~ Example: If rat is lost in a maze, it produces an array of attempts to look for its way out. For several times, it does the same thing unti it finally gets its way out. — Nothing about the maze has changed for it remains the same. Everything else in the rat's situation has remained unchanged EXCEPT the RAT. BEHAVIORAL THEORIST - Learning consists of changes in behavior COGNITIVE THEORIST -Learning involves changes in knowledge 2. Behavior - The changes krought about ky learning are relatively permanent. — However, changes in making responses can be produced by other factors aside from learning. average intensity and duration. set ~ responses accompanied by satisfaction strengthen the conne sponses accompanied ky discomfort weaken the John Watson (1878-1958) + He was the Sirst American psychologist to work with Pavlow's ideas. + He too was initially involved in animal studies, then later became involved in human behavior research. + He believed in the power of conditioning so much that he said that if he iz given a dozen healthy infants, he can make them into anything you ‘want them to be through a stimulus-response connections throuzh conditioning, Experiment on Albert + Watson applied classical conditioning in his experiment conceming Albert, young child and a white rat + In the beginning Albert was not afraid of the rat; but Watson made a sudden loud noise each time Albert touched the rat. Contact us at 0977-219.2737 3(@@m Falculan Twins’ Review Center y _Shping Teachers Transforming Live e (sep 2022 LET + Because Albert was frightened by a loud noise, he soon became conditioned to fear and avoid the rat. II, Classical Conditioning ‘+ Also known as respondent conditioning refers to a form of learning that occurs through the repeated association of 2 or more different stimuli. Ivan Pavlov (1849-1936) v Russian psychologist ¥. Nobel Prize winner 1904 for work on digestion ¥ First to study classical conditioning ¥ Inhis famous experiments with dogs, he showed that a desired zesponse can be elicited when paired repeatedly with a stimulus There are 4 key elements that are used to describe the conditioning: 1, Unconditioned Stimulus of classical 2. Unconditioned Response 3. Conditioned Stimulus 4. Conditioned Response 5. Us Imconditioned Stimulus ‘The unconditioned stimulus particular, naturally 00% + In Pavlov’s experiment, 1. Pavlov distinguished several key processes that are involved in classical conditioning. These are Imown as: Acquisition Extinction Stimulus generalisation ‘Stimulus discrimination Spontaneous recovery y pepe Acquisition is the overall process during which the organism Teams to associate 2 events 2. Extinction is the gradual decrease in the strength or rate of a CR that occurs when the UCS is no longer presented. 3. Spontaneous Recovery - In CC, spontaneous recovery is the reappearance of a CR when the CS is presented, following a rest period after the CR appears to have been extinguished. 4. Stimulus Generalisation - This ic lmown az stimulus generalisation which ic the tendency for another stimulus to produce a response that is similar to the CR. Contact us at 0977-219.2737 14(@e Falculan Twins’ Review Center y _Shping Teachers Transforming Live 2 (sep 2022 LET ‘Te greater the similarity between the stimuli, the greater the possibilty that a ipentalineGion pil mur, eal Desens - Be dial ei lia parte Shima responds to the CS only, but not fo any other stimulus that it sana to thees Il. OPERANT CONDITIONING - B.F. Skinner (1904-1990) The term ‘operant conditioning” originated ky the behaviorist BF. Skinner, who believed that one should focus om the external, observable causes of behavior (eather than ty to unpack the internal thoughts and motivations). 7 “All we need to imow in order to desoribe and explain behavior iz this: actions followed by good outcomes are likely to recur and actions followed by bad outcomes are less likely to recur.” (Skinner, 1953) ‘Skinner's Work + Operant conditioning is a type of learning in which the organism learms through the CONSEQUENCES of its behavior. + Differs from that of Pavlov, Watson and Tho: BEHAVIOR (voluntary behaviors used in op, + Operant Conditioning is based upon the not change in overt behavior. + When a particular Stimulus-Reeponee (5- the individual is conditioned to rezponse REINFORCEMENT ‘Another way to put itis that po . that will motivate the child (or indi "vill engage in that behavior again. it as TAKING/REMOVING something ‘a response. ‘che dishes (behavior) in order to AVOID his mother NAGGING t should not be thought of as a punishment procedure behavior, whereas Punishment is a process by which a consequence immediately follows a behavior which DECREASES the future frequency of that behavior. 1. Positive Punishment: Y Positive punishment ixvaives SSS « SURERSEEUNMENER Aer on undesired behavior is emitted to decreace future responses. EXAMPLE: A child grabs a toy from another child (behavior) and is sent to time out (negative stimulus) 2. What is Negative Punishment: ¥ Negative punishment includes certain jer the undesired behavior happens in order to decrease fature responses. Contact us at 0977-219.2737 15(@e Falculan Twins’ Review Center Bese teena name y (Seve 202218 EXAMPLE: Siblings {@EIRIRIBQME (behavior) over who gets to play with a new toy, the parent takes the game/toy away (desired stimulus) =t= | ( = = Se Ss] = = IV. Albart Bandura: Social Cognitive Theory + Human beings have specific abilities related from other species. + Social cognitive theory states that there are aracteristics that are unique to humans: — Vicarious consequenc: 4 Phases of Observational Le: 1. Attention, Mere exposure does will be no overt performance unless they have observed. Several studies involving television videos containing violent scenes have supported this theory of javad television was a source of behavior modeling. Models are classified as: 1. Real Life ~ exemplified by teachers, parents and significant others 2. Symbolic - presented through oral or written symbols 3. Representational — presented through audio-visual measures (Cognitiviem + The cognitivist paradigm essentially argues that the “black box” of the mind should be opened and understood. The learner is viewed as an information proceszer (like a computer) I. Gestalt Laws ‘oThe word Gestalt is used in modern German to mean the way a thing has been “gestellt’; ie, “placed” or “put together” Contact us at 0977-219.2737 16(@@m Falculan Twins’ Review Center y “Shaping Teachers, Transforming Uve Z (Sept. 2022 LET) There is no exact equivalent in English. Form ic the usual translation; in paychology the word is often rendered “pattem” or “configuration”. © One of the most important theories of perception is the Gestalt Theory. It was developed about 1910 by Max Wertheimer and carried on by Wolfghang, Kohler and Kurt Koffka at Frankfurt University. © They suggested that learners do not just collect information but they actively process and restructure data in order to understand it. © This called perceptual process. © Like past experience, needs, attitudes and one’s present situation can affect his/her perception © According to the Gestalt Peychologist, the way we form our perception are guided by certain principles or laws, Principles of Gestalt Psychology 1. Law of Continuity - states that perceptual organization tends to preserve smooth continuities rather than abrupt changes. 2. Law of Closure - states thet incomplete figures t perception there is the tendency to complete un! ignore gaps and complete contour lines. . Law of Proximity - Holds that things close perception Law of Similarity - Refers to the perception be seen as complete. In hjects. We tend to ‘are grouped together in lar objects that tend to be a problem: ‘ware opposed to at the time wviorist views. Wertheimer emphasized of the problem. xrs should be encouraged to discover wn slements of a problem 1. We Insight Learning/Problem-Solving Theory + theca: discern the true nature of situation im to see into and understand immediately + Gaining gradual process of exploring, analyzing, and stracturing, IIL. Lewin’s Topological and Vector Theory (Field Theory) +” Authored by Kurt Lewin + Focused on psychological field or life space of an individual + Believes that every object exists in a field of forces that move to change it, define it or give it a degree of stability and substance. + The behavior of an individual at a given moment is the result of existing forces operating simultaneously in his life space. 2 Force: + Internal forces- individual's feelings, attitudes, and need= + Extemal forces- everything in the physical world inclading other human beings Application to Teaching Contact us at 0977-219.2737 75: Falculan Twins’ Review Center y _Shping Teachers Transforming Live e (sep 2022 LET To understand the motivation of a learner, the teacher has to develop the ability. to transcend the tension (needs) of the learner, the learner's ability, and the properties of the leamer's perceived environment Teacher chould try to suit the goals and activities of the lessons to the learner's needs IV. Urie Bronfenbrenner’s Ecological Theory Social Levels or Systems 1, Microsystem ‘This theory looks at a child's developmentwithin the context of the system of relationships that form his or her environment. It defines complex “layers” of environment, each having an effect on a child’s development. Renamed as Bioecological Systems Theory Emphasizes that a child's own biology is a primary environment fueling her development The interaction between factors in the child’: maturing biology, hic immediate family/community environment, and the societal landscape fuels and steers his development is the layer closest to the child and contains -s with which the child has direct contact. family, child care services, school, local nei organisations or clubs, or child care enviror 1008, memberships of .d of cultural values, oustoms, and laws (Berk, 2000) 'ger principles defined ky the macrosystem have a cascacing jhout the interactions of all other layers. ‘ion of time as it relates to a child’: environments encompas! the social ‘time frame in which the child’s life is set ~ this reflects how children over time, Elements within this } Combinatorial learning Derivative subsumption + Describes the situation in, already learned relationships can ke 125 acquired a basic concept such ver seen before “persimmon tree” tanding of “trea” sees ic attached to the concept of tree, ‘this new information, Ali has to alter or extend hic concept of “tree” to include the possibilty of red leaves. ‘Superordinate learning ob In this case, you already Imew a lot of examples of the concept, but you did not Inow the concept itself until it was taught to pupils. Example: + Aliwas well acquainted with maples, oaks, apple trees eto., but pupils still did not Ienow, until they were taught that these were all examples of deciduous trees Combinatorial learning + Tt-deseribes a process ky which the new idea is derived from another ides that comes from his previous knowledge (in a different, but related, "branch’) + Students could think of this as learning by analogy Contact us at 0977-219.2737 19(@@m Falculan Twins’ Review Center y _Shping Teachers Transforming Live e (sep 2022 LET Example: + Alilears about modification on the plants part, Ali might relate it to previously acquired knowledge of how papyrus tree used to produce Paper. VI. Jerome Bruner’s Discovery Learning Theory or Inquiry Method Discovery Learning Bruner believes that students must be ACTIVE - they must identify ley principles for themselves rather than simply accepting teacher's explanation + Posits that learning is more meaningful to learners when they have the opportunity to discover on their own the relationship among concepts or to actively search for a solution to a problem + Anapproach to instruction through which students interact with their environment by exploring and manipulating objects, wrestling with questions and controversies and performing experiments + The idea is that students are more likely to remember concepts they discover on their own. + Calls his view of learning as “instrumental concept ” Characteristics: + Inquiry-based process + Focuses on learning through experience + Inductive reasoning — uses specific exampl mulate a general principle ‘Advantages of Discovery Learning ‘Achive engagement + Promotes motivation + Promotes ownership of le + The development of creati jolving skills + Atailored learning Spiral Curriculum ‘the use of mental images that stand for certain objects or events 12 development of intellectual capacities ¥ Enaotive, iconic and symbolic representations develop in a sequential manner. However, it doesn't mean that they replace one another. In fact, as children grow, they continue to use various representations. VIL. Richard Atkinson's and Richard Shiffrin’s Information Processing Theory ‘+ The individual leams when the human minds takes in information (encoding), performs operation in it, stores the information (storage) and retrieves it when needed (retrieval) ‘Memory ~is the ability to store information so that it can be used at a later time. Stages of Human Memory Contact us at 0977-219.2737 2