Educational Psychology

Group 2 Project
James Horan - Erikson
Kenneth Guzman - Piaget
Megan Clark - Kohlberg
Jessica Divis - Maslow
Elisabet Kennedy - Vygotsky
Elisabet Kennedy - Bloom
Erikson’s
Psychosocial
Theory of
Development
JAMES HORAN
Psychosocial Theory of
Development
 Erikson’s theory relies on stages
 Stages are psychosocial crises
 A choice (One considered better)
 One crisis affects the next crisis (Seifert and Sutton, 2009).
Trust and Mistrust

 Age: 0-1
 “Development of trust between caregiver and child” (Seifert and
Sutton, p.51, 2009).
 Example: Infant trusting caregiver (Seifert and Sutton, 2009).
Autonomy and Shame

 Age: 1-3
 “Development of control over bodily functions and activities”
(Seifert and Sutton, p.51, 2009).
 Example:
 Either trust or mistrust of caregiver already formed
 Want to have some control
 How does caregiver respond to their attempts at control (Seifert and
Sutton, 2009).
Initiative and Guilt

 Age: 3-6
 “Testing limits of self-assertion and purposefulness” (Seifert and
Sutton, p.51, 2009).
 Example:
 Need to control is extended from the previous crisis
 Role of Caregiver
 To allow this with limits without creating guilt for the child (Seifert and Sutton,
2009).
Industry and Inferiority

 Age: 6-12
 “Development of sense of mastery and competence” (Seifert and
Sutton, p.51, 2009).
 Example:
 Elementary School
 Wants approval from teacher and peers
 Very difficult
 If received, industry
 If not, inferiority (Seifert and Sutton, 2009).
Identity and Role Confusion

 Age: 12-19
 “Development of identity and acknowledge of identity by others”
(Seifert and Sutton, p.51, 2009).
 Example:
 Lasting impact of previous crisis
 Search for identity
 Can lead to role confusion (Seifert and Sutton, 2009).
References

 Seifert, K., Sutton, R. (2009). Educational psychology: Second edition.

Zurich, Switzerland: Global Text.
Jean Piaget’s
Theory of Cognitive
Development
Kenneth Guzman
Sensorimotor (Birth to 2 years of
age)
 The child is experiencing a
sensation.
 Tasting or sucking on the lemon,
the child now knows that it is sour.
 Here the caregiver may repeat
the word “lemon” as the child
tastes it, establishing a word that
may help the child recognize the
lemon later.
Preoperational (ages 2 to 7)

 Children at the preoperational stage

when presented with two equal pieces of
PlayDoh, one flattened, one rolled into a
ball, will likely choose the flattened piece
because it “looks larger”.
 The child’s thinking at this stage is
restrictive so even if the caregiver
explained the logic, the child will remain
in their concrete thinking.
Concrete Operational (ages 7 to 11)
 In picture I, both A and B contain equal
amounts of the liquid.
 In picture II, the contents of B are poured
into C.
 Children in the preoperational stage can
determine by using their logic, that the
contents of A and C are still equal,
because it was shown at the beginning
that A and B both contained equal
amounts of the liquid.
Formal Operational (ages 12 and
beyond)
 The youth at this stage, are
capable of understanding
mathematical reasoning and
concepts.
 In the picture you can see the
teen speaking about the area of a
triangle to an audience similar in
age.
 If Piaget’s theory is true then
children below the age of 12
would have a more difficult time
understanding the concept of
shapes having measurable areas.
References

 Beilin, H. (1992). Piaget's enduring contribution to developmental

psychology. Developmental Psychology, 28(2), 191-204.
doi:http://dx.doi.org.marshall.idm.oclc.org/10.1037/0012-1649.28.2.191

 Ewing, J. C., Foster, D. D., & Whittington, M. S. (2011). Explaining student

cognition during class sessions in the context piaget's theory of
cognitive development. NACTA Journal, 55(1), 68-75. Retrieved from
https://search-proquest-
com.marshall.idm.oclc.org/docview/864043581?accountid=12281

 Ghazi, S. R., Khan, U. A., Shahzada, G., & Ullah, K. (2014). Formal
operational stage of piaget's cognitive development theory: An
implication in learning mathematics. Journal of Educational Research,
17(2), 71-84. Retrieved from https://search-proquest-
com.marshall.idm.oclc.org/docview/1786828918?accountid=12281
Lawrence
Kohlberg’s
Moral Stages
Levels of Moral Development

 Preconventional
 Conventional
 Postconventional
Preconventional Level:

 Preschool period of life

 Stage 1: Obedience and Punishment
 Stage 2: Market Exchange (Seifert and Sutton, p.57, 2009).
Stage 1: Obedience and
Punishment
 Action that is rewarded and not punished
 Behaving a certain way in order to get rewarded
 Example: helping yourself to the cookie jar without permission and
seeing if you are praised (morally “good”) or scolded (morally “bad”)
(Seifert and Sutton, p.57, 2009).
Stage 2: Market Exchange

 Action that is agreeable to the child and child’s partner

 The morally “good” action is one that favors not only the child, but
another person directly involved. A ”bad” action is one that lacks
reciprocation
 Example: if trading a sandwich from your lunch for cookies in your
friend’s lunch is mutually agreeable, then the trade is morally good;
otherwise it is not (Seifert and Sutton, p.57, 2009).
Conventional Level:

 School years
 Stage 3: Peer opinion
 Stage 4: Law and order (Seifert and Sutton, p.57, 2009)
Stage 3: Peer opinion

 Action that wins approval from friends or peers

 Beliefs based on what this larger array of people agree on
 Example: When your peer’s politeness influences you to be polite.
(Seifert and Sutton, p.58, 2009).
 Example: Shop lifting would be morally bad but win approval from
friends or peers
Stage 4: Law and order

 Action that conforms to community custom laws

 Their moral beliefs are determined on what the majority of society
 Example: A community or society may agree that people of a certain
race should be treated with deliberate disrespect, or that a factory
owner is entitled to dump wastewater into a commonly shared lake or
river (Seifert and Sutton, p.58, 2009).
Postconventional Level:

 Young adulthood
 Stage 5: Social contract
 Stage 6: Universal principles (Seifert and Sutton, p.57, 2009).
Stage 5: Social contract

 Action that follows social accepted ways of making decisions

 As a person becomes able to think abstractly, ethical beliefs shift from
acceptance of what the community does believe to the process by
which community beliefs are formed.
 An action, belief, or practice is morally good if it has been created
through fair, democratic processes that respect the rights of the people
affected
 Example: The laws in some areas require motorcyclists to wear helmets
(Seifert and Sutton, p.58, 2009).
Stage 6: Universal Principles

 Action that is consistent with self-chosen, general principles

 Example: a society could decide democratically to kill off every
member of a racial minority, but would deciding this by due process
make it ethical?
 The morally good action is based on personally held principles that
apply both to the person’s immediate life as well as to the larger
community and society (Seifert and Sutton, p.59, 2009).
References

 Seifert, K., Sutton, R. (2009). Educational psychology: Second edition.

Zurich, Switzerland: Global Text.
Maslow
HIERARCHY OF NEEDS
JESSICA DIVIS
Deficiency-growth
Physiological Needs

 Basic survival needs need to be met in order to satisfy other needs

 Food, shelter, clothes, water, etc.
 School lunch- created to assist children learn by providing basic
nutrition to children who’s family couldn’t provide food at home.
 Important parent involvement in classroom
Safety Needs

 Protection, security, order, law, freedom from fear

 Classroom behavioral management plan- outlines rules of the
classroom, procedures, consequences, crisis and action plan.
 Students understand what is expected, all students are held equally
to the same standards and are provided the same opportunities to
learn in a safe environment
Love & Belonging

 Interpersonal relationships motivate behavior

 Positive Reinforcement-builds self-esteem
 Extrinsic motivators
 Social-constructivist classroom
Esteem Needs

 Intrinsic vs extrinsic motivators

 Dignity, achievement, mastery, independence
 Reputation/respect from others
 Cooperative learning
Self-actualization

 Ultimate goal
 Self-fulfillment
 Mastery-Oriented attributions
References

 Berk, L. (2014) Development Through the Lifespan (6th Edition).

Upper Saddle River, New Jersey. Pearson
 McLeod S., (2018). Maslow’s Hierarchy of Needs. Simply
Psychology. Retrieved from
https://www.simplypsychology.org/maslow.html
 Siefert, K., Sutton, R. (2009). Educational Psychology (2nd Edition).
Retrieved from
https://resources.saylor.org/wwwresources/archived/site/wp-
content/uploads/2011/04/Educational-Psychology.pdf
Lev Vygotsky’s
Theory of
Development
ELISABET KENNEDY
Social Development Theory

 Emphasizes the importance of social interaction in stimulating the

development of the child
 Zone of Proximal Development
 Sociocultural Theory
Zone of Proximal Development

Zone of

Expert
Proximal
Novice Development
(ZPD)

Novice (Child) Learning a new skill or new problem Expert (Teacher)

Athlete Increasing free throw percentage Coach

Sociocultural Theory

“For Vygotsky the answer was straightforward: you must understand

how learners think about the world and how this thinking evolves.
Learners come to your classroom and encounter your lessons with
certain experiences, information, concepts, and ways of thinking”
(Borich and Tombari, p.42, 1997).

 Example: Students are asked to work in groups and partner activities

while the teacher monitored the progress of students. This type of
learning community creates a platform for student voice and
confidence in sharing.
Influence on today’s educational
practices
 Guided practice, a ZPD, or a scaffold
▪ focusing on the task at hand,
▪ asking questions that break the task into manageable parts,
▪ reframing or restating the task so that it becomes more understandable,
▪ giving frequent feedback about the student’s progress (Rogoff, 2003)”
(Seifert & Sutton, 2009, p. 226).
References

 Borich, G., Tombari, M. (1997). Educational Psychology: A

Contemporary Approach. Pearson.
 Seifert, K., Sutton, R. (2009). Educational psychology: Second edition.
Zurich, Switzerland: Global Text.
 Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT
Press.
Benjamin Bloom
ELISABET KENNEDY
Bloom’s Taxonomy

 “Bloom’s taxonomy, as it is usually called, describes six kinds of

learning goals that teachers can in principle expect from students,
ranging from simple recall of knowledge to complex evaluation of
knowledge” (Seifert & Sutton, 2009, p. 36).
6 Learning
Goals
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Knowledge
• Listing
• Recalling

• Example: Student labels

the different pictures
correctly.
Comprehension
• Understanding
• Interpreting

• Example: Student
understands and can
explain that their eyes are
on their face and that
they are a specific color.
Application
• Using concepts
• Solving Problems

• Example: Student is asked

to predict what the boy in
the picture would wear
on their head if it were
cold outside.
Analysis
• Distinguish parts of
information, concept or
procedure

• Example: Student is asked

to select which vocabulary
word, describing the body,
is unlike the others.
(stomach)
Synthesis
• Combining elements into
new object, idea or
procedure

• Example: Student is asked

to tell us how the
vocabulary would be
different if instead of a boy,
the image was of an
octopus.
Evaluation
• Assessing and judging the
value of ideas, objects, or
materials in the situation

• Example: Student is asked to

decide whether the boy in
the picture is happy or sad.
References

 Seifert, K., Sutton, R. (2009). Educational psychology: Second edition.

Zurich, Switzerland: Global Text.