PSY100H1 Lecture Notes - Lecture 11: Social Change, Mary Ainsworth, Attention

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Published on 17 Apr 2013
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Lecture 11 notes
Piaget has had a strong impact on education:
- Children are encouraged to discover for themselves through spontaneous interaction with
objects in the environment
- Development is not speeded. Instead teachers watch for the emergence of schemas and present
them with challenges.
- Teachers realize that though all children go through the same sequence of development, they
do so at a different pace
- De-emphasized communication-based routes to knowledge but this has been criticized
Vygotsky’s Sociocultural Theory
- Believed that complex mental activities such as attention, memory and problem solving, have
their origin in social interaction
- Zone of Proximal Development: a range of tasks that the child cannot yet handle alone, but can
do with the help of more skilled partners
- The main difference between a Piagetian and a Vygostskian classroom is that in the latter
promotes assisted discovery
- Scaffolding : Adjusting the support offered during teaching to fit the child’s current level of
performance
- Peer Collaboration: Teachers group together classmates of different abilities and encourage
them to help each other.
ADHD
Principal symptoms:
- Inattention
- Hyperactivity
- Impulsivity
Causes:
- Does not stem from the home environment or excessive sugar consumption
- Does run in families so there is a genetic component
- Imaging studies suggest under activity in certain areas of the brain. Also, heritability of ADHD is
high
Social Development: Attachment
- Social development involves growth in how we understand ourselves and interact successfully
with others
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Document Summary

Piaget has had a strong impact on education: Children are encouraged to discover for themselves through spontaneous interaction with objects in the environment. Instead teachers watch for the emergence of schemas and present them with challenges. Teachers realize that though all children go through the same sequence of development, they do so at a different pace. De-emphasized communication-based routes to knowledge but this has been criticized. Believed that complex mental activities such as attention, memory and problem solving, have their origin in social interaction. Zone of proximal development: a range of tasks that the child cannot yet handle alone, but can do with the help of more skilled partners. The main difference between a piagetian and a vygostskian classroom is that in the latter promotes assisted discovery. Scaffolding : adjusting the support offered during teaching to fit the child"s current level of performance. Peer collaboration: teachers group together classmates of different abilities and encourage them to help each other.

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