In this naturalistic observation I was able to find several theories that help describe Anthony’s stage of development and using additional knowledge from this course to describe the possible motive or rationale for his actions. The main theories used to describe his actions and his stage of development are, Bandura’s Social-Cognitive Theory, Piaget’s Developmental Stages, and Vygotsky’s Stage of Cognitive Development.
Bandura’s Social-Cognitive Theory also describes that Anthony learned to locate his toys through a model. The most likely model was his mother who demonstrated that his toys were in a certain closet and that they will be there until he wants to play with them. It also can be interpreted, that his knowledge of the location of
Which describes children that are between the ages six and twelve in which they begin to think logically and become problem solvers. In this specific case I would agree in saying that Anthony is in the concrete operational stage. While he was trying to put the race track together, he was thinking about which pieces of the track would fit. He also was sorting through the track indicating that he wanted to solve his problem of having an incomplete track. He also was thinking thoroughly about what pieces of track will actually fit which the ability to solve problems.
Bandura’s Social-Cognitive Theory can again, also describe his words and actions toward his sister when she was playing with, talking puppets and he told her to go to another room. Bandura’s Theory described that people learned from models and what better models do young children have than their siblings and parents. More than likely he learned that in order to get rid of an annoying behavior all you have to do is yell at that’s
Although speech and language do not seem important during play, it indeed is important. According to Vygotsky’s theory he would be in the ingrowth stage, were his speech is completely internalized. This means that instead of talking to himself out loud about how to maneuver the car or how to play with the tracks, he kept quiet for the majority of the time not mentioning any details or plans he had to play with his toys. Unlike a four-year old who, according the Vygotsky’s Cognitive Development Theory, is in the Naïve Psychology stage in which that child would mumble to themselves or speak to themselves out loud while solving a performing an activity, such as, “Flush!” after using the toilet or saying to themselves, “Hot!” while watching the parent cook dinner on the stove and the child coming near the stove. However, this was not occurring with Anthony, instead he kept the self instruction and speech to himself while trying to solve his problems during his
In the beginning of the short story we learn Alan’s parents didn’t find out about his intellectual disability until he was 16 months old. We can assume the doctor wasn’t able to diagnose Alan for over a year, because he still went through the Sensorimotor Stage, just at a little slower pace than other children. In the sensorimotor stage we know that children learn object permanence and the use of their 5 senses. We know from the way Terry describes him, he is passed the first stage of development. This puts Alan into the Pre-Operational stage. In the Pre-Operational stage we know that children are very ego-centric meaning everything is their way. When they talk they only describe what they know, because they fail to understand other minds. Alan does just that throughout the story. For example Terry stated, “He was unpredictable. He created his own rules and they changed from moment to moment. Alan was twelve years old, hyperactive, mischievous, easily frustrated, and unable to learn in traditional ways.” (The Village Watchman, Pg. 29.) We as students and educators watch children go through this stage they are much like Alan. Children have a hard time sitting for long periods, they act out and if they can’t learn something easily they get frustrated just like Alan in the story. Most children eventually move passed this unlike Alan, because they learn from educators and get through the obstacles. Alan is not able to be educated through school and textbooks like most children in the story instead, he is learning through his experiences and interactions with the world helping him to develop cognitively. Terry tells us that he would vocalize whatever was on his mind with punctuated colorful speech. (The Village Watchman, Pg.30.) This tells us that Alan has yet to think through his actions. He does not know that he is being rude in
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
Vygotsky believes that a child’s cognitive development originates in socialization activities, and then goes through a process of increasing individuation. He argued that self-directed speech did not show any cognitive immaturity, but did show some form of development. He claims that private speech represents a functional differentiation in the speech of a child, or that a child begins to differentiate between speech that is directed towards the others and speech that is self-directed.
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
In stage three, concrete operational, the child now rationalises logically about concrete, real experiences. They have the ability to mentally reverse actions and are able to focus simultaneously on different features of a problem.
Bandura believed that individual learn by observing others and their environment (Schultz & Schultz, 2013). He believed in the effect of modeling (Schultz & Schultz, 2013). Antwone did not have any positive influences on his childhood. He was born in a correctional facility. Not only was his father killed, but his mother was in prison. As a result, he was raised in a foster home. His foster mother was Ms. Tate. She was verbally and physically abusive. Her daughter also made a negative impact on his life. Her daughter molested Antwone. Bandura could have related his current behavior to what he had witnessed as a child. According to the some of the research that was done by Bandura, children that witnesses aggressive behavior also displayed aggressive behavior (Schultz & Schultz, 2013). This is apparent in the life of Antwone Fisher. He was always getting in physical altercations.
Humans are, by nature, filled with curiosity. We incessantly seek to learn about the universe. Not surprisingly, we simultaneously strive to learn about ourselves. What is our place in the world? How do we grow into the people we are meant to be?
Bandura discusses the importance of observational learning. Bandura focuses mostly on how kids develop their habits based of their role models. Bandura shows this in the Bobo Doll Experiment. The Bobo Doll experiment consisted of 36 boys and 36 girls. They were then separated again into watching a video of a plastic doll called Bobo. Some children were separated by some adults aggressively beating up Bobo and the other half were calm adults. After they were showed the video, the kids were then shown to Bobo and the results matched the Social Learning Theory to the max. The kids that were show the aggressive videos were aggressive towards Bobo. Another Social Learning Theory can be told in my shoes because I have done something similar. I remember in fifth grade my older cousin would always ride his bike down the biggest hill without a helmet. I figured if he did and was okay, why can’t I? I learned the hard way and sliced my arm on a rock. Luckily I did not need stitches however, I did go to the doctors and got ointment for it. I still have the scar today. I feel like the Social Learning Theory has made an impact on my life because I have had the opportunity of having a role model. This role model has made a positive change to my life. Similar to Bobo, I have seen what negative role models have done for a person and how much it affects
Bandura’s theory uses the social- learning approach. This approach would explain that Antwone was a product of what he saw. This showed in the behaviors that he displayed. This approach derives from the behaviorist approach (Schultz & Schultz, 2013). Bandura would believe that one learns by observing what is taking place in his or her environment and the people that are around the individual (Schultz & Schultz, 2013). Modeling was very important to Bandura (Schultz & Schultz, 2013).
The way a child develops through out their lives has been a crucial topic, a topic where many theorist state that children develop internally (born with it or on their own) or externally (with the help of others). The scope of a child developing successfully, for those who believe in internal development, consists of completing or experiencing each of the stages the theorists such as Piaget’s stages of intellectual development, Freud’s stages of psychosexual development or the eight stages of life that Erickson constructed. Theorists such as Vygotsky, Bandura, Skinner, and Brofrenbrenner, who believe in external development, stated that a child development consists of exterior influences such as parent, friends, the society or our environment. Regardless
In regards to child development, Jean Piaget and Lev Vygotsky are both highly regarded and well known for their theories. Some educators view themselves as Piagetian while others view themselves as Vygotskians. They see Piaget and Vygotsky as being vastly different. Then there are others who see similarities between the two and hold both Piaget and Vygotsky as correct in their theories. The purpose of this paper is to examine the similarities and differences between Piaget and Vygotsky and determine what can be gained by better understanding these theories.
Children’s from this stage remain egocentric for the most part but to begin to internalize representations. (Piaget, 1999). Concrete operational stage is children to age seven to eleven. They develop the ability to categorize objects and how they relate to one another. A child’s become more mastered in math by adding and subtracting. If a child eat one brownie out of a jar containing six. By doing the math there would be 5 brownies left by counting the remaining brownies left in the jar because they are able to model the jar in their
“The influence of Piaget’s ideas in developmental psychology has been enormous. He changed how people viewed the child’s world and their methods of studying children. He was an inspiration to many who came after and took up his ideas. Piaget's ideas have generated a huge amount of research which has increased our understanding of cognitive development.” (McLeod 2009). Piaget purposed that we move through stages of cognitive development. He noticed that children showed different characteristics throughout their childhood development. The four stages of development are The Sensorimotor stage, The Preoperational Stage, The Concrete operational stage and The Formal operational stage.
During this stage, children will be building up their incidents or encounters through adaptation and slowly move on to the next stage of the development as they are not able to have logical or transformational ideas in the preoperational stage (Mcleod, 2009).
The processes which explain how development transpires can be described as mechanisms of development. Although Piaget and Vygotsky both focused their theories on cognitive development, the mechanisms needed to develop cognition differ for each theorist. Piaget focused on the mechanisms of cognitive organization, adaptation, and equilibration. Vygotsky, on the other hand, focused on a dialectical process, cultural tools, Zone of Proximal Development (ZPD), scaffolding, internalization, and private/inner speech. For Piaget, cognitive organization entails the tendency for thought to have structures in which information and experiences are then labeled into schemas (Miller, 2011). Schemas allow humans to organize categories of information they