SHIFTING

PARADIGMS.
THE FIRST LEARNING
PARADIGMS.
The student is seen as a passive object that only absorbed
information ransmitted by the teacher.

COGNITIVE PARAGDIM.
The student must actively participate in the construction of
new knowledge, skills and ways of understanding.

ECOLOGICAL MODEL OF
DEVELOPMENT PROPOSED BY
BRONFENBRENNER (1993).
The microsystem: are the things that have direct contact with the
child in their immediate environment, such as parents, siblings,
teachers and school peers.
The mesosystem: encompasses the interactions between the
child’s microsystems, such as the interactions between the child’s
parents and teachers, or between school peers and siblings.
The exosystem: It incorporates other formal and informal social
structures, which do not themselves contain the child, but indirectly
influence them as they affect one of the microsystems. For exmaple,
the neighborhood, parent’s workplaces, parent’s friends and the
mass media.
The macrosystem: focuses on how cultural elements affect a
child's development, such as socioeconomic status, wealth, poverty,
and ethnicity.

CONTEXTUAL SYSTEMS
MODEL.
According to this model, we have to understand child
development in the context of four systems:
1. The individual child.
2. The family.
3. The classroom.
4. Culture in general.

TEACHER EFFECTIVENESS
Not using psychology and psychological techniques is
likely to lead to greater problems.
The variations in achievement due to home background
appear to be much larger.

Presented by:
Laura Vanessa Bermúdez Ramírez.
Clara Meryan Monroy Piñeros.
Diana Sofía Valoyes.
Dillan Nicolas Medina Rivera.
Juan Esteban Gómez.
Kevin Peña.