Developmental Developmental PsychologyPsychology

Chapter 3Chapter 3

McElhaney McElhaney

Key TopicsKey Topics Developmental PsychologyDevelopmental Psychology Outline the Nature vs. Nurture DebateOutline the Nature vs. Nurture Debate DNA + Genes as related to behaviorDNA + Genes as related to behavior Human Growth Sequence- Human Growth Sequence- Know the period and description of eachKnow the period and description of each Example: prenatal…adolescenceExample: prenatal…adolescence Why is Prenatal a sensitive period? Why is Prenatal a sensitive period?

(Teratogens) (Teratogens) Fetal VulnerabilityFetal Vulnerability Fetal Alcohol SyndromeFetal Alcohol Syndrome What do parents need to know about a What do parents need to know about a

healthy pregnancy?healthy pregnancy? Lamaze- how doe this work Lamaze- how doe this work

psychologically?psychologically? Physiology of a new born brainPhysiology of a new born brain What can be understood about: deprivation What can be understood about: deprivation

and enhanced stimulation?and enhanced stimulation? List and describe-Neonate Inborn behaviorsList and describe-Neonate Inborn behaviors What do we need to know about Emotional What do we need to know about Emotional

Development Patterns?Development Patterns? Social ReferencingSocial Referencing Konrad Lorenz- and Imprinting and infantsKonrad Lorenz- and Imprinting and infants Separation anxiety/DisorderSeparation anxiety/Disorder ProblemsProblems

Attachments and how to promote secure Attachments and how to promote secure attachmentsattachments

Harry Harlow and Baby Monkey StudyHarry Harlow and Baby Monkey Study Contact ComfortContact Comfort Breast Feeding and psychBreast Feeding and psych Optimal Caregiving-Maternal and Paternal Optimal Caregiving-Maternal and Paternal

influencesinfluences Diana Baumrind and Parenting Styles- Diana Baumrind and Parenting Styles- Spanking: is it ok?Spanking: is it ok? Which type of discipline has most potential Which type of discipline has most potential

for damage?for damage? Outline Language Development and Outline Language Development and

maturationmaturation Noam Chomsky vs criticsNoam Chomsky vs critics Cognitive Development and Jean PiagetCognitive Development and Jean Piaget Piaget StagesPiaget Stages Piaget and parentingPiaget and parenting Piaget CriticismPiaget Criticism Vygotsky-Social Cultural theory and Zone of Vygotsky-Social Cultural theory and Zone of

Proximal DevelopmentProximal Development ScaffoldingScaffolding Effective Parenting (page 126)Effective Parenting (page 126) Our parentsOur parents IngredientsIngredients

Basic IdeasBasic Ideas Genetic Heritage + Environment = PersonalityGenetic Heritage + Environment = Personality Parenting + nurturing + Environment is importantParenting + nurturing + Environment is important Development is effected by deprivation + EnrichmentDevelopment is effected by deprivation + Enrichment Emotional bondsEmotional bonds with caregivers is with caregivers is very importantvery important Language learningLanguage learning is a key step in development is a key step in development Piaget’s Stage TheoryPiaget’s Stage Theory- maps how thinking develops- maps how thinking develops Vygotsky’s TheoryVygotsky’s Theory- says A child’s mind is shaped by - says A child’s mind is shaped by

human relationshipshuman relationships Effective Child DisciplineEffective Child Discipline- is consistent, humane, - is consistent, humane,

encouraging + respectful communicationencouraging + respectful communication Genetics ResearchGenetics Research tells us stuff = tells us stuff = Predications Predications Related Related

to Genetic Problems can be madeto Genetic Problems can be made

Developmental PsychologyDevelopmental Psychology The Study of progressive changes in The Study of progressive changes in

behavior and abilitiesbehavior and abilities

Nature vs. Nurture debateNature vs. Nurture debateHeredityHeredityFrom ParentsFrom ParentsGenes/Genes/ChromosomesChromosomes46 contained in each 46 contained in each cellcellSperm and ovum carry Sperm and ovum carry 23 each23 eachDNADNA

EnvironmentEnvironment

LearningLearning

Models Models

ExamplesExamples

ExperiencesExperiences

DNA: Deoxyribonucleic AcidDNA: Deoxyribonucleic Acid

3 billion pairs3 billion pairs GenesGenes Small areas of DNA codeSmall areas of DNA code 40,000 genes in cells40,000 genes in cells

Polygenic-Polygenic- something controlled by something controlled by many genesmany genes

46 Chromosomes- contained in each human cell nucleusSperm and Ovum Carry 23 Chromosomes Each

Dominant and Recessive FeaturesDominant and Recessive Features The feature will The feature will

appear when gene is appear when gene is presentpresent

Must be paired with Must be paired with 22ndnd recessive gene recessive gene before effect will be before effect will be expressedexpressed

Predictions related to genetic problems can be made

Mechanisms of recessive and dominant inheritance. Recessive

Inheritance Both parents carry a

normal gene (N), and a faulty, recessive, gene (n). The parents, although carriers, are unaffected by the faulty gene.

Their offspring are affected, not affected, or carriers. This type of inheritance was first shown by Mendel.

Dominant Inheritance One parent has a single, faulty dominant gene (D), which overpowers its normal counterpart (d), affecting that parent. When the affected parent mates with an unaffected and non-carrier mate (dd), the offspring are either affected or not affected, but they are not carriers.

X and Y ChromosomesX and Y Chromosomes Two of the chromosomes (the X and the Y chromosome) determine Two of the chromosomes (the X and the Y chromosome) determine

your gender and are called sex chromosomes:your gender and are called sex chromosomes: Females have 2 X chromosomes. Females have 2 X chromosomes. Males have 1 X and 1 Y chromosomeMales have 1 X and 1 Y chromosome.. TheThe Y Y chromosome determines the male gender, but does little chromosome determines the male gender, but does little

else.else. Each parent contributes one half of each chromosome pair to Each parent contributes one half of each chromosome pair to

their childtheir child – – 22 autosomal chromosomes and 1 sex chromosome. 22 autosomal chromosomes and 1 sex chromosome. The The mother alwaysmother always contributes an X contributes an X chromosome to the child. chromosome to the child. The father may contribute an X or a Y. The father may contribute an X or a Y. Father determines the gender of the childFather determines the gender of the child..Down syndromeDown syndrome is the most common chromosomal disorder is the most common chromosomal disorder (1 (1

out of 800).out of 800). Affected individuals have an extra copy of chromosome 21. Affected individuals have an extra copy of chromosome 21. This unbalanced set of genes results in mild to moderate mental This unbalanced set of genes results in mild to moderate mental

retardation and numerous physical changes. retardation and numerous physical changes. Cause associated with older male sperm defectCause associated with older male sperm defect

Human Growth SequenceHuman Growth SequenceTypes of Children Types of Children (Charts of Developmental Milestones) another

PrenatalPrenatal (conception to birth) (conception to birth)Germinal-zygote- (first 2 weeks)Germinal-zygote- (first 2 weeks)

Embryonic-embryo (2-8 weeks)Embryonic-embryo (2-8 weeks)

Fetal-fetus (8 weeks to birth)Fetal-fetus (8 weeks to birth)

Neonatal-neonateNeonatal-neonate- - (birth to a few weeks)(birth to a few weeks)

Infancy-infant Infancy-infant (few weeks after birth till walking 17 months)(few weeks after birth till walking 17 months)

Early Childhood-toddlerEarly Childhood-toddler (15 months -2 ½ yrs) then 2-3 yrs)(15 months -2 ½ yrs) then 2-3 yrs)

Middle Childhood (6-12yrs)Middle Childhood (6-12yrs)

PubescencePubescence (2 yrs before puberty) (2 yrs before puberty)

PubertyPuberty (Point of development of biological changes-sexual (Point of development of biological changes-sexual maturity)maturity)

Adolescence (full social maturity)Adolescence (full social maturity)

Newborn TemperamentNewborn Temperament Types of Children Types of Children (Charts of Developmental Milestones) another another

Genetic?Genetic?

SensitivitySensitivityIrritabilityIrritabilityDistractibilityDistractibilityTypical mood Typical mood 40% 40% are easyare easy= relaxed + agreeable= relaxed + agreeable10% 10% difficultdifficult=moody intense, easily angered=moody intense, easily angered15% 15% slow to warm-slow to warm- restrained, unexpressive, shy restrained, unexpressive, shy35% are combination of the traits35% are combination of the traits

Nurture= environmentNurture= environment Environment influences peopleEnvironment influences people Sensitive- periods-Sensitive- periods- times when children are more susceptible to times when children are more susceptible to

environmental influencesenvironmental influences

““Congenital disorderCongenital disorder involves defects in or damage to a involves defects in or damage to a developing fetus.Genetic Disorders” developing fetus.Genetic Disorders” http://en.wikipedia.org/wiki/Congenital_disorderhttp://en.wikipedia.org/wiki/Congenital_disorder

Poor Prenatal care-Poor Prenatal care- may cause birth defects-injuries- need good may cause birth defects-injuries- need good nutrition, nutrition,

GeneticGenetic disorders (inherited) NATURE disorders (inherited) NATUREInherited Inherited Sickle Cell Anemia, hemophilia, cystic Fibrosis, Muscular Dystrophy, Sickle Cell Anemia, hemophilia, cystic Fibrosis, Muscular Dystrophy,

AlbinismAlbinism

Fetal VulnerabilityFetal Vulnerability Mothers can pass on addiction to babiesMothers can pass on addiction to babies Many medications & drugs are harmful to fetus Many medications & drugs are harmful to fetus

(page 96)(page 96)

Fetal Alcohol Syndrome caused by Fetal Alcohol Syndrome caused by Repeated heavy drinkingRepeated heavy drinking Low birth-weight Low birth-weight Small headSmall head Bodily defectsBodily defects Facial MalformationFacial Malformation Emotional, behavioral, mental disabilitiesEmotional, behavioral, mental disabilities

Smoking is BadSmoking is Bad

Mothers who smokeMothers who smoke Babies have lower scores on language Babies have lower scores on language

and mental abilityand mental ability

TeratogensTeratogens- anything that can cause birth - anything that can cause birth defectsdefects Thalidomide picturesThalidomide pictures

Healthy PregnancyHealthy Pregnancy

Education Education NutritionNutrition Relaxation- stress reductionRelaxation- stress reduction Avoid teratogensAvoid teratogens ExerciseExercise EducationEducation

ChildbirthChildbirth LamazeLamaze

Lamaze Classes- Ferdinand LemazeLamaze Classes- Ferdinand LemazeLearn about what to expect and how it worksLearn about what to expect and how it worksCoping + emotional supportCoping + emotional support

General Anesthesia= General Anesthesia= medication introduced to medication introduced to the blood stream of the mother, to reduce painthe blood stream of the mother, to reduce pain may cause lag in muscular & neural may cause lag in muscular & neural developmentdevelopment

Epidural Block- blocks the channels of pain Epidural Block- blocks the channels of pain (video)(video)

C SectionC Section

New Born BrainNew Born Brain

Brain has fewer- dendrites + synapsesBrain has fewer- dendrites + synapses

During first 3 years Brain Density During first 3 years Brain Density increases increases

StimulationStimulation causes brain growth causes brain growth DeprivationDeprivation = lack of stimulation = lack of stimulation

Breast FeedingBreast Feeding

Colostrum-Colostrum- Rich protein produced by Rich protein produced by breast first days after birthbreast first days after birth Prevents disease includes anti-bodiesPrevents disease includes anti-bodies Includes lots of touchingIncludes lots of touching IQ: Study showed average of 6 point IQ Boost IQ: Study showed average of 6 point IQ Boost For babies fed for 7-9 monthsFor babies fed for 7-9 months Why?:Why?: Brain nourishment + more touching Brain nourishment + more touching Close to mother infant relationshipClose to mother infant relationship

Deprivation vs. EnrichmentDeprivation vs. Enrichment EnrichmentEnrichment

Complex EnvironmentComplex Environment Intellectually StimulatingIntellectually Stimulating *Extra Enhanced Stimulation- increases brain size*Extra Enhanced Stimulation- increases brain size So enriched complex, stimulating environment So enriched complex, stimulating environment is good.is good. Parents open kids to experiences- colors, music, people, things Parents open kids to experiences- colors, music, people, things

to see, taste, smell, touchto see, taste, smell, touch DeprivationDeprivation

Lack of stimulationLack of stimulation IQ downIQ down Emotional ScaringEmotional Scaring Poverty can impact development-Poverty can impact development- Lower IQ- Fearful, unhappyLower IQ- Fearful, unhappy Prone to hostile- aggressive behaviorProne to hostile- aggressive behavior

Developmental Periods:Developmental Periods: NeonatesNeonates= New Born Infant= New Born Infant

Very ResponsiveVery Responsive Interest in Human FaceInterest in Human Face Inborn BehaviorsInborn Behaviors

• Grasping Reflex-Grasping Reflex- object pressed for the palm of neonate object pressed for the palm of neonate• Rooting Reflex=Rooting Reflex= head turning & Nursing head turning & Nursing

Caused by touching babies cheekCaused by touching babies cheek• Sucking ReflexSucking Reflex= to obtain food= to obtain food• Moro ReflexMoro Reflex= baby clings to mom when fear/sounds= baby clings to mom when fear/sounds

Neonate VisionNeonate Vision Mimic Facial ExpressionsMimic Facial Expressions Can see 1 foot awayCan see 1 foot away Drawn to Familiar facesDrawn to Familiar faces Babies can see large patterns & shapesBabies can see large patterns & shapes Adult vision is 30 times sharperAdult vision is 30 times sharper See curves, circles, bright lightsSee curves, circles, bright lights At 6 months different shapesAt 6 months different shapes At 9 months differentiates between animalsAt 9 months differentiates between animals Age 2 unusual objects interest kidsAge 2 unusual objects interest kids

MaturationMaturation

Concept of Concept of physical growthphysical growth + Body-Brain + Body-Brain SystemSystem

There is an ordered sequence of There is an ordered sequence of development development

Emotional Development (see chart)Emotional Development (see chart)

Patterns exist Patterns exist Basics of Anger, Fear, JoyBasics of Anger, Fear, Joy All basic emotions appear before age 2All basic emotions appear before age 2 They appear in an orderThey appear in an order

Social Smile:Social Smile: By age of 10 months- infants smile when By age of 10 months- infants smile when

someone is nearbysomeone is nearby Early growth is extremely rapidEarly growth is extremely rapid

Social Attachments (key aspect)Social Attachments (key aspect)

Self Awareness Self Awareness 1. Depends on brain maturation 1. Depends on brain maturation 2. Self recognition- 2. Self recognition- Occurs usually 15 monthsOccurs usually 15 months

Social Referencing:Social Referencing: End of first yearEnd of first year Babies use social referencingBabies use social referencing Observing others to obtain information or guidanceObserving others to obtain information or guidance Helps tell us how to respondHelps tell us how to respond

Imprinting Imprinting (Animals/some birds (Animals/some birds

only)only)

Rapid early learning of permanent behavior Rapid early learning of permanent behavior patternspatterns

Konrad LorenzKonrad Lorenz Ethologist (Studied animal behavior patterns)Ethologist (Studied animal behavior patterns) Study of ImprintingStudy of Imprinting Geese follow first large moving object they seeGeese follow first large moving object they see Geese- imprinted on LorenzGeese- imprinted on Lorenz Imprinting applied to humans = Imprinting applied to humans = Emotional Emotional

AttachmentAttachment

Emotional Attachment (bonding)Emotional Attachment (bonding)

During first year of lifeDuring first year of life Attachment by infant to Attachment by infant to

caregiverscaregivers Separation AnxietySeparation Anxiety (evidence of (evidence of

emotional attachment)emotional attachment) When babies exhibit behavior of When babies exhibit behavior of

crying, fear, crying, fear, When left alone or with strangersWhen left alone or with strangers Intense Separation Anxiety is a Intense Separation Anxiety is a

problemproblem

Separations Anxiety DisorderSeparations Anxiety Disorder

5% of all children (1 in 20)5% of all children (1 in 20)

Children manifest misery when separatedChildren manifest misery when separated

Excessive fear Excessive fear

Reluctant to leave homeReluctant to leave home

Reluctant to sleep at friends houseReluctant to sleep at friends house

Reluctant to go to schoolReluctant to go to school

Attachment Qualities:Attachment Qualities: 1. Securely Attached:1. Securely Attached:

When mothers leave and returnWhen mothers leave and return Stable positive emotional bondsStable positive emotional bonds Upset by mom’s absence but seek to be near when returnedUpset by mom’s absence but seek to be near when returned Secure Attached by year 1 is goodSecure Attached by year 1 is good

• More resilient- show curiosityMore resilient- show curiosity• Problem solving abilityProblem solving ability• Social Competence in preschoolSocial Competence in preschool

2. Insecure-Avoidant:2. Insecure-Avoidant: Anxious emotional bondAnxious emotional bond Turn away from motherTurn away from mother When they returnWhen they return

3. Insecure Ambivalent3. Insecure Ambivalent Anxious emotional bondAnxious emotional bond Seek to be near returning momSeek to be near returning mom Resist contact with momResist contact with mom

Harry Harlow- Harry Harlow-

Baby Monkey Studies:Baby Monkey Studies:Baby Monkey Separated from mothersBaby Monkey Separated from mothersSurrogate mothers- Wire and SoftSurrogate mothers- Wire and SoftMonkeys went to soft momMonkeys went to soft mom Contact Comfort Contact Comfort

Babies cling to soft mothers for Security + Babies cling to soft mothers for Security + Comfort in fearful situationsComfort in fearful situations

Babies/kids get reassured feelingsBabies/kids get reassured feelings Relates to sensitivity of brain development Relates to sensitivity of brain development

VideoVideo

Maternal/Paternal Influences

Maternal Influences Best to allow/provide children-

educational experience Let children initiate activities

Optimal Caregiving:1. Proactive maternal

Involvement2. Parental Responsiveness

a. To child – feelings & needsb. Parent need to change

approach over time

1. Paternal influencesa. Playmate for infants b. Tactile- lifting

ticklingc. Physically Arousing-

i. Rough playii.Come and goiii.Action orientediv.Exploratoryv.Risk taking

Parenting StylesParenting StylesAuthoritarian:Authoritarian: Expectations stay out of troubleExpectations stay out of trouble Rigid rules Rigid rules Strict obedienceStrict obedience Put responsibilities on kidsPut responsibilities on kids Kids have few rightsKids have few rights Children- usually obedient, self Children- usually obedient, self

controlledcontrolled Must accept parent view of right and Must accept parent view of right and

wrongwrong Emotionally stiffEmotionally stiff WithdrawnWithdrawn Higher rates of drug abuseHigher rates of drug abuse

Overly Permissive:Overly Permissive: Little guidanceLittle guidance Too much freedomToo much freedom Low accountabilityLow accountability Rights but few responsibilitiesRights but few responsibilities Rules not enforcedRules not enforced Spoiled kidsSpoiled kids = poorly behaved child= poorly behaved child

AuthoritativeAuthoritative Firm consistent Firm consistent

guidanceguidance With love & affectionWith love & affection Not harshNot harsh Not rigidNot rigid Encourage child:Encourage child: To act responsibilityTo act responsibility To thinkTo think To make good To make good

decisionsdecisions

Children are Children are competentcompetent

IndependentIndependent Self controlledSelf controlled AssertiveAssertive

Researchers Diana Baumrind found 3 stylesResearchers Diana Baumrind found 3 styles

Spanking:Studies say no

Most kids show no signs of long term damage

If spanking is used with supportive parenting

Problem: Frequent spanking = aggression

Could cause emotional damage

Problem: spanking doesn’t change behavior by itself.

Types of Discipline:Types of Discipline: 1. Power Assertion:1. Power Assertion: Physical PunishmentPhysical Punishment Force Force Take away privilegesTake away privileges Effects:Effects:

Defiance, rebellious, fear, hatred Defiance, rebellious, fear, hatred of parentsof parents

2. Withdrawal of Love2. Withdrawal of Love Withholding affectionWithholding affection Refusing to speak to a childRefusing to speak to a child RejectingRejecting Threatening to leaveThreatening to leave

Effects:Effects: Self –Esteem= Self Regard Self –Esteem= Self Regard High Self Esteem = worthwhile= is High Self Esteem = worthwhile= is

importantimportant Low Self Esteem = connected to Low Self Esteem = connected to

physical punishment and physical punishment and withholding of lovewithholding of love

AnxiousAnxious Insecure, dependent on adults for Insecure, dependent on adults for

approvalapproval

3. Management 3. Management Techniques:Techniques:

CombineCombine PraisePraise RecognitionRecognition ApprovalApproval Rules Rules ReasoningReasoning Related to self-esteemRelated to self-esteem Problem:Problem: Need to adjust to kids levelNeed to adjust to kids level

Psychology in Action= Effective Psychology in Action= Effective ParentingParenting

*Most people parent the way they were parented.*Most people parent the way they were parented.Thus more mistakes are made.Thus more mistakes are made.2 Ingredients of Effective Parenting:2 Ingredients of Effective Parenting:1 Communication1 Communication 2 Discipline2 Discipline

What to do:What to do:Set Boundaries of behavior for kidsSet Boundaries of behavior for kidsBe consistent= stable rules of conduct-Be consistent= stable rules of conduct- creates security creates securityProblemsProblems

Saying one thing and doing something elseSaying one thing and doing something elseMaking statements you don’t meanMaking statements you don’t meanOverstating consequencesOverstating consequencesNot checking to see if the child has done something wrongNot checking to see if the child has done something wrongContradicting rules set by spouseContradicting rules set by spouseMean what you sayMean what you sayResponding differently to same behaviorResponding differently to same behavior

PiagetPiaget Cognitive DevelopmentCognitive Development Jean Piaget (Swiss 1950s)Jean Piaget (Swiss 1950s) Theory & Insight into how kids develop thinkingTheory & Insight into how kids develop thinking Found cognition progresses through stagesFound cognition progresses through stages Children’s thinking is concrete (less abstract)Children’s thinking is concrete (less abstract) Need examples- objects to see or touchNeed examples- objects to see or touch Piaget believed learning occurs through Piaget believed learning occurs through

Schema Schema TheoryTheory

Schema:Schema: is a mental is a mental model the brain uses model the brain uses to organize to organize information and information and integrate new integrate new information into the information into the existing model or existing model or schema-schema-

Assimilation and Assimilation and AccommodationAccommodation

Assimilation: Assimilation: We interpret new We interpret new

experiences in terms experiences in terms of our current of our current understanding or understanding or Schema Schema

Kids use existing Kids use existing knowledge to new knowledge to new situationssituations

Accommodation:Accommodation: We adjust our schema We adjust our schema

to incorporate new to incorporate new experiences= refining experiences= refining our schemaour schema

Ideas + knowledge are Ideas + knowledge are modified to fit new modified to fit new requirementsrequirements

““New ideas are New ideas are created to created to accommodate new accommodate new experiences.”experiences.”

PiagetPiaget

Age 0-2 Sensorimotor Stage Age 2-7 Preoperational Stage Age 7-11 Concrete Operational Stage Age 11 and up Formal Operational:

Abstract

Piaget Stages:Piaget Stages:

Age 0-2 Sensorimotor StageAge 0-2 Sensorimotor Stage Non-verbal intellectNon-verbal intellect Learning CoordinationLearning Coordination SensesSenses Object permanenceObject permanence Objects continue to exist when out of sightObjects continue to exist when out of sight

Age 2-7 Pre-Operational StageAge 2-7 Pre-Operational Stage

Before 6-7 children think concretelyBefore 6-7 children think concretely Age 7 more logical thinkingAge 7 more logical thinking Begin to think symbolicallyBegin to think symbolically Still intuitive beginning logicStill intuitive beginning logic Language developingLanguage developing Egocentric= unable to see the viewpoint of Egocentric= unable to see the viewpoint of

others – self concernedothers – self concerned SelfishSelfish

Age 7-11 Concrete Operational StageAge 7-11 Concrete Operational Stage

Concept of conservation developedConcept of conservation developed Idea that objects have mass and volume Idea that objects have mass and volume

constancyconstancy Proportions Proportions Children begin to use time, space and numberChildren begin to use time, space and number Logical ThinkingLogical Thinking Concrete objects Concrete objects Categories Categories PrinciplesPrinciples

Age 11 and up Formal Operational: Age 11 and up Formal Operational: AbstractAbstract

Abstract Principles developAbstract Principles develop Less egocentricLess egocentric AdolescentAdolescent Can consider Hypothetical PossibilitiesCan consider Hypothetical Possibilities Adult abilitiesAdult abilities Inductive ReasoningInductive Reasoning Deductive ReasoningDeductive Reasoning Formal thinking needs and enhanced by (not just maturity)Formal thinking needs and enhanced by (not just maturity) EnvironmentEnvironment KnowledgeKnowledge ExperienceExperience WisdomWisdom

BloomsBloomsTaxonomyTaxonomy

Vygotsky and Socio-Cultural Vygotsky and Socio-Cultural Theory of CognitionTheory of Cognition

Children’s thinking develops through dialogues with Children’s thinking develops through dialogues with expert others (more skilled)expert others (more skilled)

Children are guided by experts = Tutors= Children are guided by experts = Tutors= parents=teachersparents=teachers

Zone of ProximalZone of Proximal (close) (close) DevelopmentDevelopment (Learning) (Learning) Children can achieve more complex/higher levels with Children can achieve more complex/higher levels with

support working with expert others or skilled partnerssupport working with expert others or skilled partners Scaffolding=Scaffolding=

Temporary Support to help kids learnTemporary Support to help kids learn Must be responsive to children’s needsMust be responsive to children’s needs Mental bridgesMental bridges

Horror Story of Neglect and Abuse:Horror Story of Neglect and Abuse:

A Dark Matter of Love (about Attachments A Dark Matter of Love (about Attachments and orphans)and orphans)