【正文】 l 發(fā)展的易感性兒童發(fā)展的特點l 發(fā)展的基礎(chǔ)性l 發(fā)展的遞進性l 發(fā)展的易感性兒童發(fā)展的特點l 發(fā)展的基礎(chǔ)性l 發(fā)展的遞進性l 發(fā)展的易感性兒童發(fā)展的特點l 發(fā)展的基礎(chǔ)性l 發(fā)展的遞進性l 發(fā)展的易感性 兒童發(fā)展的概念l 發(fā)展的基礎(chǔ)性l 發(fā)展的遞進性l 發(fā)展的易感性年齡領(lǐng)域第二節(jié) 兒童發(fā)展研究的歷史和現(xiàn)狀.兒童發(fā)展和人類發(fā)展心理的種系發(fā)展廣義發(fā)展心理學(xué) 狹義 發(fā)展心理學(xué)心理的種族發(fā)展個體心理發(fā)展（生 → 死）研究個體從受精卵開始到出生、到成熟、直至衰老的生命全程中心理發(fā)生、發(fā)展的特點和規(guī)律的科學(xué)。發(fā)展心理學(xué)發(fā)展 心理學(xué)畢生 （生命全程） 年齡特征研究對象 研究內(nèi)容二部分 四方面感覺知覺記憶想象思維興趣動機情感價值觀自我意識氣質(zhì)性格社會生活教育條件生理因素動作活動發(fā)展言語發(fā)展認知 社會性質(zhì)的特征智力活動 人格先天后天外因內(nèi)因階段連續(xù)青春期胎兒受精卵 — 出生 —— 成熟 —— 衰老嬰兒期童年期青年期中年期老年期幼兒期個體發(fā)展心理學(xué) （ 狹義 ）基本原理三、種系發(fā)展與個體發(fā)展種系發(fā)展 （ 廣義 ）種族發(fā)展 個體心理發(fā)展 （ 狹義 ）動物 人類動物 /比較心理學(xué)民族心理學(xué) 個體發(fā)展心理學(xué)什么東西早上是四條腿，到了中午是兩條腿，當太陽落山時又變?yōu)槿龡l腿？斯芬克斯之謎人人個體心理發(fā)展與種系心理發(fā)展的關(guān)系l 個體發(fā)展與種系心理發(fā)展的理論，最有代表性的還是20世紀初霍爾（ G..）的復(fù)演說。l 兒童和青少年時期的心理發(fā)展復(fù)演了人類進化過 程 ① 階段：乳兒期復(fù)演了從動物到人的進化； ② 8歲前的兒童復(fù)演著原始人的漁獵時代； ③ 812歲 兒童期復(fù)演由蒙昧時代向文明時代的過渡時期 ④ 少年期 復(fù)演了中世紀人類的特征； ⑤ 青年期 復(fù)演了近代風云變幻的人類特征。但是復(fù)演說的錯誤在于把個體發(fā)展與種系發(fā)展完全等同起來，從而引向了生物決定論。根據(jù)訪談內(nèi)容和過程是否有統(tǒng)一要求和結(jié)構(gòu)：結(jié)構(gòu)訪談、非結(jié)構(gòu)訪談根據(jù)是否借助一定的中介物：直接訪談和間接訪談優(yōu)點：較針對性地收集證據(jù)，情境自然缺點：訪談結(jié)果的準確性和有效性受到訪談?wù)咦陨項l件的限制，費時多，對訪談結(jié)果進行量化的難度也較大三、問卷法 是研究者用同一設(shè)計的問卷來搜集兒童心理和行為資料的方法? 問題是問卷的核心。四、測驗法測驗法：通過測驗量表來測查兒童心理發(fā)展特點和規(guī)律的方法。優(yōu)點：測驗量表的編制嚴謹，結(jié)果處理方便，由于一些常模的存在，可以直接進行對比研究。如對嬰兒顏色知覺的研究被試： 4個月的嬰兒過程：? 對 480毫微米藍波形成習慣化；? 呈現(xiàn) 450毫微米藍色 510毫微米綠色結(jié)果：嬰兒對綠色表現(xiàn)出去習慣化，但對藍波沒有。（二）現(xiàn)場實驗：是在現(xiàn)實的真實環(huán)境中，對兒童心理發(fā)展狀況所進行的研究。羅森塔爾效應(yīng)48Influencesl Attitudes and beliefs of the culture, and subculture and family units we e froml All these shape our image of the child, just as they shape the work of the major theoristsl Our beliefs will influence what we might find useful from different theorists49Images of the childDo view children as:l Seekers of knowledge ORl Empty vessels for us to pour knowledge into?Do you view babies as:l People seeking relationships OR l People who need to be taught to relate50What has influenced the way you view children / babies?51l Our image of the child in our culture helps us to form these answers l It is important to be aware of the images we work withl Reexamination of your view of the child keeps these images relevant and open to change throughout our professional careers52lDo you value knowledge gained through group work more (or less) than knowledge gained alone?Why????53Main groups of theoriesl Maturationist – A Gessell, N Chomskyl Behaviourist – B Skinner, J Watson, I Pavlovl Developmental Interactionists – U Bronfenbrenner, J Piaget, L Vygostky54Which Theory ?In assessing theories ask yourself:l How does this theory explain behaviour?l How does this theory help me to predict behaviour?l How will this theory assist me in a practical situation?55Throughout this unit you will study four main theorists:lMaslowlPiagetlVygotskylErikson56Maslowl Abraham Maslow developed a theory based on basic needs. He believed:l that people generally have the same basic needs.l that in order to thrive and develop we need to meet these needsl that the need to grow and develop, to strive for improvement is within all of us Self Actualisation(Self respectApproval)Esteem(Respect, approval)Love Belonging(Family, Community, Friendship),Safety(security, protection)Physical Needs(Food Sleep Water)57Jean Piaget Theory on Cognitive Development l Constructing KnowledgeSchemataAssimilationAcodationConcept developmentConservation58Piaget’s stages of cognitive developmentl SensoriMotor – (02 yrs) exploration using senses. Sensory play important (mouthing, sucking, banging, smelling and looking). Egocentricl Preoperational – (2 – 7 yrs) language and imagination to extend thinking and understanding – less egocentric59l Concrete operational – (7 11 yrs) develop skills of thinking logically in a variety of practical or ‘concrete’ situations. More anised thought (Categories) Logical rather than abstract thinkersl Formal operational (11+years) more abstract arguments and discussions. Broader issues of the world take a more important role.60Lev Vygostky Language and Cognitionl “What a child can do in cooperation today, he can do alone tomorrow.” Vygotsky (1967)l Social Constructivist Theoryl Heavier emphasis than Piaget on the importance of social interaction and language in growth of thinking61l Learning is a result of social contact and interaction with significant and familiar peoplel Emphasised the importance of gestures of the prelinguistic child – body movements show beginnings of symbolic thoughtl And importance of inner speech – ‘talking through’ a problem (self talk)62Zone of Proximal Development (ZPD)l The ZPD is about can do with help, not as a permanent state but as a stage towards being able to do something on your own. The key to stretching the learner is to know what is in that person39。s theory may be questioned as to whether his stages must be regarded as sequential, and only occurring within the age ranges he suggests. There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be pleted.Theory of Behaviorism Skinner othersBased on Locke’s tabula rasa (“clean slate”) idea, Skinner theorized that a child is an “empty anism” that is, an empty vessel waiting to be filled through learning experiences. Any behavior can be changed through the use of positive and negative reinforcement. Behaviorism is based on causeandeffect relationships. Pavlo39。theandinproblems. lThislimitednotesisblindt recognize that this form of intelligence is of equal value to the other intelligences. Famous examples: Charlie