Notesale: Turn your study into money

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Piaget
Piaget is a constructivist
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Ø Moral development: Piaget stated that moral development happens in stages as well as cognitive
development
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§
Moral realism (4-7 years): in this stage, children’s moral development is greatly influenced
by the adults in their life
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Ø 4 cognitive stages of development:
§ Sensorimotor stage (0-2 years)
§ Pre-operational stage (2-7 years)
Egocentrism: where the child only sees things from their perspective
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§ Concrete operational (7-11 years)
§ Formal operational (11-15 years)

Ø Schemas: A schema is a term that is used to describe how children construct or build on their
thoughts or knowledge
...
Co-ordinations lead to higher-level and more powerful schemas”
This statement is one from Athey – he delved deeper into the study of schemas picking up from
Piaget
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Levels of schemas –

Motor level – children use physical movement
i
...
runs with arms out
Symbolic representation – children give meaning to the schema
i
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pretend to be an aeroplane
Functional dependency relationship – children relate their schema to other things
i
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watching insects flying, kites
Thought: children use the schema to explain things
i
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“you’re paper aeroplane won’t work – there’s no wings”

Types of schemas –

1
...
EYPs should closely observe play in order to develop new activities to engage the children
incorporating their preferred schema
3
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Play supports all areas of development, particularly cognitive skills
5
...
This leads to higher cognitive development

Types of curriculum schemas –

1
...

3
...

5
...

7
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9
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Positive reinforcement = positive behaviour continued
Negative reinforcement = negative behaviour discontinued

Skinner believed that if children were rewarded for good and positive behaviour with positive
reinforcements, they would continue to show this behaviour
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Types of positive reinforcements –

Primary reinforcements – stickers for their jumpers, verbal praise, dojo’s, seeing the headteacher for
good work/behaviour
Secondary reinforcements – sticker charts, dojo reward for reaching a certain amount, celebration
assembly (must show good behaviour all week to be chosen)
Types of negative reinforcements –

- 123 magic
- loss of breaktime/lunchtime
- going to the headteacher
- phone call home
- exclusion (in extreme circumstances but has happened)

Bronfenbrenner
Bronfenbrenner’s Ecological systems theory:

Chronosystem

Macrosystem
Exosystem
Mesosystem
Microsystem

Child

The ecological systems theory is 5 systems that influence a child and their development
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g
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4 Stages –

Stage 1: pre-attachments
6 weeks à 3 months
Stage 2: indiscriminate attachment
3 months à 7/8 months
Stage 3: specific attachment
7/8 months
Stage 4: multiple attachments
From 8 months

5 features –

v
v
v
v
v

Monotropy (innate & inborn capacity to attach primarily to a single caregiver)
Critical period (before 1 year)
Children show distress when separated from their main carer (it is separation anxiety)
Children need ‘parenting’ (children need a main attachment [constant] for support)
Internal working models (primary caregiver acts as a prototype for future relationships
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2
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4
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6
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Responsive to Ainsworth’s experiment –
Type A (Anxious/ Avoidant)

Mainly ignores the parent and hardly shows any distress when they leave
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The baby does not like being alone but can be comforted by a stranger
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Baby calms
down on return of the parent
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Type C (Insecure ambivalent/resistant CAR)

Baby explores the toys less than A&B
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Wants immediate attention from the parent on their return but then shows anger and frustration towards
them
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Harter believed that having a strong self-image, where children are happy with who they are and what
they can achieve can impact a strong sense of self-esteem as they become older
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He believed that children viewed themselves in relation to how they feel other people view them
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Therefore, we need to use ‘unconditional praise’ so that
children do not feel good when they have achieved something
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Maslow believes that you cannot achieve the next stage up if you are not receiving the
basics
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Growth –

1
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Different parts of the body grow at different rates (they will have body/neural growth spurts)
Development –

1
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Begins with the control of the head movements and continues down the body
3
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The support can be reduced as
children master the skill
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Children are active learners and should be involved in sensory/visual activities to give them the
opportunities to develop their memory skills
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He developed this theory by doing an experiment using a bobo doll – The Bobo doll experiment
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Group A –

1
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3
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He placed the bobo doll in a room with other toys
Put an adult and child in the room with the doll
Adult acted out violently towards the doll
Adult then left, leaving the child on their own

Group B –

1
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3
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He placed the bobo doll in a room with other toys
Put an adult and child in the room with the doll
Adult acted calm and didn’t show any violence towards the doll
Adult then left & child then on their own

Findings of the experiment –

It was found that group A, who were exposed to violence, then copied what the adult had shown them,
and the children showed violence towards the doll after the adult had left
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They continued as they were
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Conditions for the social learning theory –

v
v
v
v
v

Attention
Encoding & retrieval
Opportunities to reproduce actions
Physical skills
Motivation

Chomsky
Chomsky is a nativist, and his theory is language related and is called the ‘Language Acquisition Device’
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Factors that can affect language acquisition –

v
v
v
v
v

Background noise (will be unable to hear what is said)
Excessive screen time (reduces concentration)
Conductive hearing loss (not be able to hear words or sounds)
Learning difficulties (low concentration)
Quality of adult interaction (bad role model can reduce confidence)

Brown
He introduces the term ‘telegraphic speech’
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He carried out longitudinal observations to classify the progress of telegraphic speech
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His stages are not measured in words, but in morphemes (the smallest element that can give a word a
mean e
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Run = 1 morpheme
Runs = 2 morpheme
Ran = 1 morpheme
Running = 2 morphemes

I
...

Go home now = 3 morphemes

}

I live in Billingham = 4 morphemes

}

17 morphemes/ 4sentences

Mummy kissed my daddy = 5 morphemes

}

= 4
...
75

Age

15-30 months

2

2
...
75
3
...
0

42-52+ months

Examples of language in practice

The joining of 2 words together, referred as telegraphic
speech (teddy gone)
Naming of objects, describing experiences with use of
‘ing’ endings, the inclusion of ‘in’ and ‘an’ and the use
of ‘s’
Using past tense and possessives
Speaking sentences with more complex, use of past
tense and articles
Making more complex sentences with the use of
contractions and third person irregular

Argyle
Argyle’s cycle is a theory that links to language development
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He believed children learn best by doing
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His main and most well-known theory is his ZPD/ZAD (zone of proximal development/zone of actual
development) although, he does have other theories including his sustained shared thinking theory
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ZPD/ZAD (Zone of proximal development/Zone of actual development)

Vygotsky’s ZPD/ZAD theory is the theory that shows the gap between what a child can already do/already
knows and where they can get to with some support
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Mildred Parten
Mildred Parten is a theorist linking to play and development
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Her research was from observations made on children’s play
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They are:
v
v
v
v
v
v

Unoccupied play
Solitary play
Onlooker play
Parallel play
Associative play
Cooperative play



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