Children's stages of development report
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Piaget, vygotsky, piaget and parson, and lowenfeld theory
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Children's stages of development report
- 2. Covered Topics 2 PIAGET’S Cognitive Development: • Sensory-motor tage • Pre-operational stage • Concrete operational stage • Formal Operational stage VYGOTSKY’S Theory of Cognitive Development • Attention • Sensation • Perception • Memory The Zone of Proximal development PIAGET & PARSON’S Stages of Artistic Development • Favoritism • beauty and realism • Expressiveness • Style and Form • Autonomy LOWENFELD’S Stages of Artistic development • Scribble • Pre-schematic • Schematic • Drawing Realism • The Pseudorealistic stage
- 4. Scavenger hunt I’m full of holes but can still hold water. 4
- 5. SPONGE I’m full of holes but can still hold water. 5
- 6. Scavenger hunt I have a spine, but no bones. 6
- 7. BOOK I have a spine, but no bones. 7
- 8. Scavenger hunt I have keys, but no locks and space, and no rooms. You can enter, but you can’t go outside. 8
- 9. KEYBOARD I have keys, but no locks and space, and no rooms. You can enter, but you can’t go outside. 9
- 10. Scavenger hunt I begin and end with the letter “E”, and I have usually had one letter but it’s not the letter “E”. 10
- 11. ENVELOPE I begin and end with the letter “E”, and I have usually had one letter but it’s not the letter “E”. 11
- 13. Piaget’s theory 4 Stages of Cognitive Development
- 14. 1st: The Sensory-motor stage (Age 0-2) ✘ Ages: Birth to 2 Years ✘ We develop through experience and movement ✘ Children go through a period of dramatic growth and learning. 14
- 15. 1st: The Sensori-motor stage (Age 0-2) The substage: ✘ Object permanence 15
- 16. 2nd The Preoperational stage (Age 2-7 years) ✘ Children begin to think symbolically and learn to use words and pictures to represent objects ✘ At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. 16
- 17. 2nd The Preoperational stage (Age 2-7 years) 17
- 18. 2nd The Preoperational stage (Age 2-7 years) ✘ At the age of four (4) we’ve become more curious, also known as the Primitive Reasoning or Intuitive age 18
- 19. 3rd: The Concrete Operational Stage (Age 7-11 years) ✘ During this stage, children begin to think logically about concrete cognitive operations ✘ Children begin using inductive logic, or reasoning from specific information to a general principle ✘ They begin to understand the concept of conservation 19
- 20. 3rd: The Concrete Operational Stage (Age 7-11 years) ✘ Their thinking becomes more logical and organized ✘ children also become less egocentric and begin to think about how other people might think and feel. 20
- 21. 4th: The Formal Operational Stage (Age 12+ years) ✘ At this stage, the adolescent or young adult begins to think rationally and reason about hypothetical events ✘ Begin to use deductive logic, or reasoning from a general principle to specific information ✘ Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning 21
- 22. ✘ Why is it important for teachers to study child development? Child Development is important for teachers to know to enable them to find ways or strategies on how to improve a child’s learning development skills. ✘ What is the role of a teacher in the cognitive development of a child? This suggests that teachers can promote the cognitive processes that are essential in children’s learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment. Piaget’s theory 22
- 24. ✘ The More Knowledgeable Other (MKO) ✘ Scaffolding ✘ The Zone of Proximal Development THE THREE MAIN ASPECTS 24
- 25. The Zone of Proximal Development (ZPD) 25 ✘ The More Knowledgeable Other (MKO) ✘ Scaffolding ✘ The Zone of Proximal Development
- 26. ✘ The More Knowledgeable Other (MKO) ✘ Scaffolding ✘ The Zone of Proximal Development ✘ Language THE THREE MAIN ASPECTS + Language 26
- 27. ✘ He believed strongly that community plays a central role in the process of "making meaning.“ ✘ Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function“ “Making Meaning” 27
- 28. How can you apply this as a teacher? Vygotsky’s theory 28
- 30. Parson’s theory 30 Art plays an integral role in human development because it encourages thoughtfulness, reflection, and expression. Several studies report improvements in cognitive function and self-reported quality of life for older adults who engage in the arts and creative activities, compared to those who do not.
- 31. 1st: Favoritism (Age 5) 31 Verbal Indicators Psychological Attributes “It’s my favorite color” The organization is founded on pleasure. At this stage, children respond with delight to most paintings and like paintings because of the subjective associations they stimulate.
- 32. 2nd : Beauty and Realism (Age 10) 32 Verbal Indicators Psychological Attributes “It looks just like the real thing” The operative idea is founded on representation. Attractive objects and realistic representation are objective grounds for judgement. The idea of the subject matter has become dominant, and paintings are valued if they are realistic and beautiful.
- 33. 3rd: Expressiveness (Adolescence) 33 Verbal Indicators Psychological Attributes “We all experience it differently” “You can see the sadness in her face” Intensity and interest confirm that the experience expressed is genuine. Skill and beauty are secondary matters. the dominant idea is now expressiveness. Work is good if it is expressive, and the subject matter of work now becomes what is expressed. Neither realism nor beauty matter anymore. Paintings are judged in terms of the intensity and interestingness of the experience they produce in the respondent.
- 34. 4th: Style and Form (Young Adults) 34 Verbal Indicators Psychological Attributes “He’s playing with the eyes. They are more like cups or boats; it’s a visual metaphor” Significance of the artwork is social rather than an individual achievement. Works exist within a tradition. the dominant focus is on formal properties of the work - the medium, style, color, form, and texture.
- 35. 5th: Autonomy (Trained Adults) 35 Verbal Indicators Psychological Attributes “In the end, the style is too loose, too self-indulgent. I want to see more self-control.” The concepts and values within a scholarly tradition are of great importance, and affirm or amend common views in light of one’s understanding. viewers break away from the tradition and become autonomous. No longer content only to judge the work as part of a particular artistic tradition, viewers now judge the tradition.
- 36. Parson’s theory These stages of artistic development signify the distinctly unique importance that art plays in youth as they graduate from one level of development to the next. 36
- 37. Lowenfeld’s theory Stages of Artistic Development
- 38. Lowenfeld’s theory ✘ Why is it important to study artistic development? ✘ Art is a form of pure Creativity. ✘ One of the ways of understanding how the human mind Creates. 38
- 39. The Stages of Development 39
- 40. 1st: The Scribbling Stage (2-4) ✘At the start a child would scribble random marks. ✘The child derives pleasure in random scribbling ✘The child starts understanding that a correlation exists between how the hand moves and what’s created. ✘The child starts naming his/her scribbles ✘It’s important for parents to let children free during this stage ✘Correction or criticism could serve as negative reinforcement. 40
- 41. 2nd : The pre-schematic Stage (4-7) 41
- 42. 3rd : The schematic Stage (7-9) 42
- 43. 4th : The Dawning Realism Stage (9-11) 43
- 44. 5th: The Pseudo-Naturalistic Stage (11-13) 44
Notes de l'éditeur
- Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Older children do not just think more quickly than younger children. Through his observations of his children, Piaget developed a stage theory of intellectual development that included four distinct stages:
- During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information. The cognitive development that occurs during this period takes place over a relatively short period of time and involves a great deal of growth.
- the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development.
- We have lots of fantasies and believe object are alive. Piaget called this preop because children at this stage they are not able to apply specific cognitive operations. So as they learn how to speak, understand words, these are symbols for somethings else Kids at this stage love to play pretend which allows them to experience something new and learn a lot.
- We want to know everything Intuitive age- kids are getting better with knowledge and thinking but has no idea how they acquire it (like they know something without the use of rational thinking.) Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
- Such as sorting object in a certain order Which means when we see someone eating a chocolate, we draw conclusion and make generalization that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example. Also we understand that 2+4=6
- we apply logic in conversation, activities such as writing or school activities which results to knowing ourselves better Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions= meaning we learn how to put ourselves into someone else’s shoes.
- Once we become teenagers, we become formally operational. involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. ABSTRACT IDEAS= These words describe things that exist as ideas, feelings, or qualities, rather than material objects. The ability to think about abstract ideas and situations is the key hallmark of the formal operational stage of cognitive development. We become abstract thinkers. Ex. We know the difference between love and hate. We can compare two statements and reach a logical generalization. Our mind at this stage helps us to plan our life systematically. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
- Each child is unique and learn in a different pace. A child may excel in academics but not on his behavior or vice versa. Still others may not excel on both and needs improvement. By knowing the different stages of a child’s development, the teacher could properly assess whether a particular child has learning problems and needs additional help or support. This is also a way for them to know how to properly discipline them if they are misbehaving. They could make a behavioural assessment plan and implement it through behavioural charts and Time-outs.
- The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. The main thing to remember is that All the aspects of this theory are centered around the main idea, the idea that development happens through our social connections. Our social connections are what driving forward all of the development.
- MKO- is a person who has skills or knowledge that u don’t have. This is someone who will guide your development. U will learn from them Scaff- like a platform ZPD- maximum potential can be reached through the power of language-reinforced social interaction.
- We should also talk about language. It is important to Vygotsky because language is the way that society communicates it also to which society teaches us meaning which allows us to direct development. Example when you're a baby. And eventually, we began to learn more complex ways of communicating. Like learning to talk to themselves, it is the way in guiding themselves. Like externalizing their own thoughts, eventually will develop to internalize. So language, has really begin to serve as, us internalizing society, views, as well as making meaning.
- Meaning is guiding us to know what sort of ability do we actually need to have. And this acc to Vygotsky is guiding our development and reality. he believed strongly that community plays a central role in the process of "making meaning.“ In other words, social learning tends to precede (i.e., come before) development
- In teaching, it is not only you have to know ur content, u have to know how to express, teach, and explain.
- Human development describes a complex web of factors affecting the health and well-being of individuals across the lifespan. Together, these factors yield cognitive and behavioral outcomes that can shape the social and economic circumstances of individuals, their levels of creativity and productivity, and overall quality of life. Increasingly in the 21st century, U.S. policy leaders in health and education have recognized a need for strategies and interventions to address “the whole person.” In study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan: in early childhood, in adolescence and young adulthood, and in later years.
- There is a strong connections between arts learning and improved cognitive development. Art is important for children especially during their early development. Research shows that art activities develop brain capacity in early childhood. Art engages children’s senses in open-ended play and supports the development of cognitive, social-emotional and multisensory skills. As children progress into elementary school and beyond, art continues to provide opportunities for brain development, mastery, self-esteem and creativity
- the individual is now aware of the subjectivity of aesthetic experience. Individual viewers must respond to and interpret a work; only if it moves them should they value the work
- At stage 2 people look through the medium to the subject matter; at stage 3 people look at the medium, but see it only as a means of expression, and at stage 4 people look at the medium for its own sake
- They raise questions about established views. And just as they themselves question, art is seen as a way of raising questions, rather than as transmitting truth.
- Historically, psychologists have always been fascinated by the way the human mind develops, and what impact childhood has on mental development and learning? Art is a form of pure creativity. Creativity is the ability to bring something new into existence. So when an artist creates a piece of art, he or she is creating out of nothing. Understanding arti dev is essentially one of the ways of understanding how the human mind creates. The first and significant Artistic development was done by Viktor Lowenfeld. He observed that just like cognitive and social development, artistic development also takes place in stages.
- To come up with these stages, Lowenfeld studied thousands of children’s drawings over 7years.
- This becomes a way of self-explanation Exploring artistic materials even though wala sial malay They began understanding. This is when the marks becoming more oddly. This is the child starting to think of pictures, symbols or channeling her mind. This is quite important development in AD and MD in general.
- This stage starts with… The usage of color is based more on emotional choices rather than logical ones, logical reasoning hasn’t been yet develop -As the child grows on this age it will look on new concepts to put on their paper -the more important the object to a child view, the larger it would be on her art. Coz the size of the object depicts significance in their real life. This stage is called the pre-schematic stage because a -Is important for this age
- A schema can be observe in their drawing a lot more clearly In terms of human forms,------------some human forms like eyelashes hairstyle, this does not imply that this will be present in other drawing. Every child will look at the world differently and interpret the world uniquely. If u crack ur brains and think about how you, possibly draw on your younger days, u realize that u will start on the base….. Lastly this will work best in this situation is to…this would help the child realize, for example, if he or she enjoys picnics with family or less than playing ball with friends and so on
- One of the main character of this stage was…that they are a part of a society..and more can be achieved when working with a group. --they often intend to draw really photo realistic imagery and become increasingly critical of themselves when they cant replicate the world that they see around them Studies have revealed…so many untrained adult stay on this stage in terms of artistic their development..they never go out of this stage In this stage there isn’t often a single baseline to draw on but…and human forms tend to have gender, age and charater In terms of motivation..children are already critical on themselves and their drawing affect them hugely……so again minimal adult interaction
- This is the pre-adolescent period of development varied individuals who can no longer be called children…the final product here becomes more important than the process because the process is not enjoyed as much as looking at the final product. 2 --The emphasis is often produce photo realistic drawings like a trained adult at this stage Since drawing sessions are no longer spontaneous, its is beneficial to organize art lessons or live model drawing sessions who still demonstrate interest in art. A lot of people however stop drawing at this stage