UNIT 3: Development
- Created by: Jc1415
- Created on: 04-07-21 15:09
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- UNIT 3: Development
- Brain development
- Cortex
- Outer layer of brain
- Where all thinking and processing takes place
- Cerebellum
- "little brain"
- coordination and balance
- Thalamus
- The "hub" of the brain
- Receives and sends signals
- Brain Stem
- Connects brain to spinal cord
- Controls autonomic functions
- Functions that do not need to be thought about
- Breathing
- Blinking
- Functions that do not need to be thought about
- Cortex
- Nature Vs Nurture
- Nurture
- Development of the brain is effect by what happens while the boby is in the womb
- Smoking
- Diseases such as rubella
- Development of the brain is effect by what happens while the boby is in the womb
- Nature
- What a baby inherits genetically
- Nurture
- Piaget
- Children think differently to adults
- Their logic develops over time
- Children use schemas to make sense of their world
- Assimilation
- When similar objects get added to an already existing scheme
- Accommodation
- When a new schema is created
- Assimilation
- Four stages of development
- Sensorimotor 0-2 years old
- Object permanence from 8 months
- Good to stimulate senses
- Pre-operatinaol 2-7 years old
- egocentric
- 3 mountain study
- Can not conserve
- Good activities include role-play and dressing up
- egocentric
- Concrete operational 7-11 years old
- Can conserve
- good activities include following instructions
- formal operational 11+
- Can think abstractly
- Sensorimotor 0-2 years old
- Evaluation
- Has real-world value
- Lacks the ability to generalise to a wider population
- Any research done by piaget was done on a small sample of children
- He both over and under estimated childrens abilities
- Children think differently to adults
- Mcgarrigle and donaldson naughty teddy study
- Aim
- To see if children could conserve from a younger age than piaget suggested
- Method
- 2 rows of counters were set up, a teddy came and messed up tone row of counters. the child was asked if the two rows were the same
- 4-6 year old's
- Results
- When an adult deliberately changed the rows only 41% could conserve. When the teddy did it by accident 68% of the children could conserve
- Conclusion
- Piaget underestimated what children could do
- Children could conserve earlier than piaget suggested
- Evaluation
- Refines Piagets theory
- All particicipants came from the same school
- Children could of simply been distracted by the teddy and not of been paying attention to the counters
- Aim
- Hugh's Policeman Doll study
- Results
- 90% of children could hide the doll
- Older children did better at more difficult tests
- Method
- Children were asked to hide a doll from a policeman doll
- 3.5- 5 year old's
- Given a pratice test first
- Conclusion
- PIaget underestimated children's abilities
- Children were less egocentric than piaget suggested
- Aim
- To see if children were less egocentric than piaget suggested
- Evaluation
- More realistic task than Piagets study (three mountains)
- Refines piagets theory
- Researcher may of given unconscious clues with eye contact
- there could be a bias
- There was an element of multiple choice
- The sample can not be generalized to wider population
- All children were from Edingburgh
- Results
- Dwecks Mindset theory
- Fixed mindest
- Effort wont help because talent and intelligence is fixed
- Gives up easily
- Focuses on performance
- Growth Mindset
- Believes you improve with effort
- enjoys challenges
- Deals with faliure by putting in effort
- Focoses on learning goa;s
- Evaluation
- Has real-world value
- Both mindsets involve praise which can be demotivating
- Fixed mindest
- Willingham
- There is no evidence learning styles work
- Neuroscience can be used to improve learning
- Praise should be unexpected
- Forgetting happens because there is a lack of memory cues
- Practising memory techniques is more important than learning styles
- Learning styles should be applied to the subjects being taught
- Self-regulation is linked to higher grades
- Evaluation
- Based on scientific evidence
- Positive impacts on education
- Brain development
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