【正文】 rlie Chaplin, Michael Jordan. Interpersonal Intelligencel The ability to work effectively with othersl to relate to other peoplel display empathy and understandingl notice their motivations and goals. This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people. Famous examples: Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey. Intrapersonal IntelligenceThe ability for selfanalysis and reflection–to be able to: ? quietly contemplate and assess one39。s acplishments? review one39。s behavior and innermost feelings? make plans and set goals? know oneself Philosophers, counselors, and many peak performers in all fields of endeavor have this form of intelligence. Famous examples: Freud, Eleanor Roosevelt, Plato. Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). to make distinctions in the natural world and to use this ability productively–for example in hunting, farming, or biological science. Farmers, botanists, conservationists, biologists, environmentalists would all display aspects of the intelligence. Famous examples: Charles Darwin, Rachel Carson. Can we be more than one? Yes! ? Although the intelligences are anatomically separated from each other, Gardner claims that the eight intelligences very rarely operate independently. ? Rather, the intelligences are used concurrently and typically plement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he/she has ? strongmusicalintelligencetounderstandtherhythmandvariationsofthemusic? bodilykinestheticintelligencetoprovidehimwiththeagilityandcoordinationtopletethemovementssuccessfully? interpersonalintelligencetounderstandhowhecaninspireoremotionallymovehisaudiencethroughhismovementsThe behavior of children and the development of their thinking can only be explained by the interaction of nature (intrinsic development) and nurture (extrinsic environmental factors). Jean Piaget 18961980Goal of cognitive development– Biological survivalCognitive development as biological adaptation– Adaptation of mental constructs from experiences– Learner as ‘the little scientist’Knowledge originates from the environment– Assimilation + acmodation lead to equilibrium– Cognitive development involves active selection, interpretation, and construction of knowledgeKey wordsCognitive learning theory。 assimilate。 symbolism。 acmodate。 egocentric。 decentre。 conservatism。 active learners。 schemata。 sensorymotor。 stages。 preoperational。 animism。 moral realism。 concrete operations。 formal operationsJean Piaget (18961980)Cognitive Development TheoryTwo processes are essential for development:?Assimilation?Learning to understand events or objects, based on existing structure.?Acmodation?Expanding understanding, based on new information.PiagetChildren pass through specific stages as they develop their Cognitive Development skills:?Sensorimotor – birth 2 years – infants develop their intellect?Preoperational – 27 years – children begin to think symbolically and imaginatively?Concrete operational – 712 years – children learn to think logically?Formal operational – 12 years – adulthood – adults develop critical thinking skills Maslow’s TheoryMaslow’s theory maintains that a person does not feel a higher need until the needs of the current level have been satisfied. Maslow39。s basic needs are as follows: Physiological Needsl Foodl Airl Waterl Clothingl SexBasic Human NeedsSafety Needsl Protectionl Stability l Pain Avoidancel Routine/Order Safety and Security Social Needsl Affectionl Acceptancel InclusionLove and BelongingEsteem Needs l SelfRespectl SelfEsteeml Respected by OthersEsteemSelfActualizationl Achieve full potentiall Fulfillment階段Stages of Growth and Developmentl Infancy? Neonate?Birth to 1 month?Infancy?1 month to 1 yearl Early Childhood? Toddler?13 years?Preschool?36 yearsl Middle Childhood? School age? 6 to 12 yearsl Late Childhood? Adolescent? 13 years to approximately 18 yearsPrinciples of Growth and Developmentl Growth is an orderly process, occurring in systematic fashion.l Rates and patterns of growth are specific to certain parts of the body.l Wide individual differences exist in growth rates.l Growth and development are influences by are influences by a multiple factors.Principles Continuedl Development proceeds from the simple to the plex and from the general to the specific.l Development occurs in a cephalocaudal and a proximodistal progression.l There are critical periods for growth and development.l Rates in development vary.l Development continues throughout the individual39。s life span.Growth PatternGrowth Patternsl The child’s pattern of growth is in a headtotoe direction, or cephalocaudal, and in an inward to outward pattern called proximodistal.Why developmental assessment?l Early detection of deviation in child’s pattern of developmentl Simple and time efficient mechanism to ensure adequate surveillance of developmental progressl Domains assessed: cognitive, motor, language, social / behavioral and adaptiveGross Motor Skillsl The acquisition of gross motor skill precedes the development of fine motor skills.l Both processes occur in a cephalocaudal fashion?Head control preceding arm and hand control?Followed by leg and foot control.Gross Motor Developmentl Newborn: barel