CLASS REPORT INSIGHTS

Erik Erikson's stages of psychological development

Erikson's theory described the impact of social experience across the whole lifespan. Erikson
was interested in how social interaction and relationships played a role in the development and
growth of human beings.

Freud Components and Stages of Psycho-sexual Development

Freud proposed that we go through a series of psychosexual stages in predetermined sequence

during childhood. These stages contain activities that revolve around a certain erogenous zone
– an area of our body that is sensitive to stimulation. According to Freud, by successfully
moving from one psychosexual stage to the next, we develop a healthy personality. Failure to
resolve issues or getting stuck at any of the psychosexual stages will result in a problematic
personality.

Gender and Development

Gender equality is considered a critical element in achieving Decent Work for All Women and
Men, in order to effect social and institutional change that leads to sustainable development
with equity and growth. Gender equality refers to equal rights, responsibilities and
opportunities that all persons should enjoy, regardless of whether one is born male or female.

Vygotsky Language and Zone of Proximal Development Report

Vygotsky created the concept of the zone of proximal development, often abbreviated as ZPD,
which came to be a central part of his theory. Language is the way that a child communicates
with others after they are born and they continue to learn by interacting with those around
them. Building on his idea of social interaction as the basis for learning, he broached the value
of a mentor or teacher in the life of a student.

Bronfenbrenner's Ecological system’s Theory

Taking very much a sociological approach, Bronfenbrenner described the influences of

environmental factors on children and encouraged us to look at what was going on for a child
at their level within the different systems that they exist within any given society, and how
these systems, in turn, interact with each other and greater systems beyond.

Information Processing

Information Processing Theory uses a computer model to describe human learning. Information
comes in, it gets processed, and then it gets stored and retrieved. Of course, this is an
oversimplification of human learning, but it gives us a good overview and simile by using the
computer model.

BLOOM’s Taxonomy
 Bloom’s Taxonomy is a hierarchical classification of the different levels of thinking, and
should be applied when creating course objectives. Course objectives are brief
statements that describe what students will be expected to learn by the end of the
course. Many instructors have learning objectives when developing a course. However,
many instructors do not write learning objectives. The full power of learning objectives
is realized when the learning objectives are explicitly stated. Writing clear learning
objectives are critical to creating and teaching a course.

Learning Thinking Skills & Multiple Intelligence

It’s important to understand the different types of learning preferences and prevailing theories
when building online school and homeschool lessons, and when helping student’s study
effectively to master difficult concepts. While one learning preference or theory won’t work for
all students, learning about them can still help you identify your own student’s strengths and
weaknesses. Some overtime has been met with criticism, but that’s not to say we can’t test some
of their practices out to find out how our students best prefer to learn and study.

Culture Shock

Culture shapes the way people see the world and can be thought of as the way in which people
preserve societies and meet a range of human needs. Shared belief systems, behaviors, and
traditions are only a few factors that make up a culture. It is easy to be unaware of the
tremendous impact culture plays in our lives when we are surrounded by individuals who
share the same assumptions an shared values. We may experience “culture shock” when we
find ourselves in a culture different from the one we are accustomed to.

Neo- Behaviorism of Tolman and Bandura

 An approach to psychology influenced by logical positivism that emphasized the

development of comprehensive theories and frameworks of behavior.

 Behavior implied a performance, the achievement of an altered relationship between the

organism and its environment; behavior was functional and pragmatic; behavior
involved motivation and cognition; behavior revealed purpose.

 Teachers can focus on different learning styles to reach different students, creating
teaching that focuses directly on student needs and aptitudes.

"Behaviorism by Pavlov, Thorndike and Skinner"

 The theory of behaviorism focuses on the study of observable and measurable behavior.
It emphasizes that behavior is mostly learned through conditioning and reinforcement
(rewards and punishment).
  Skinner developed the behaviorist theory of operant conditioning. Contrary to the
theories of both Watson and Pavlov, Skinner believed that it wasn't what comes before a
behavior that influences it, but rather what comes directly after it.

 Skinner's behavior theory was based on two assumptions, firstly that human behavior
follows 'laws' and that the causes of human behavior are something outside of a person,
something in their environment.

 He believed that these environmental 'causes' of behavior could always be observed and
studied.

 In this experiment Skinner demonstrated the ideas of "operant conditioning" and

"shaping behavior." Unlike Pavlov's "classical conditioning," where an existing behavior
(salivating for food) is shaped by associating it with a new stimulus (ringing of a bell or
a metronome),

"Motivation and it's types"

 Intrinsic and extrinsic motivation are the two main types of motivation and represent all
motivational drivers. Intrinsic motivation describes all motivational-types driven by
internal rewards while extrinsic motivation describes all motivational-types driven by
external rewards.

 Motivations are primarily separated into two categories: extrinsic and intrinsic. Good
news if neither of these get the job done.

 Motivation is the word derived from the word 'motive' which means needs, desires,
wants or drives within the individuals.

 It is the process of stimulating people to actions to accomplish the goals. In the work
goal context the psychological factors stimulating the people's behaviour can be - desire
for money. success.

 A person who is motivated extrinsically will work on a task even though they may hate
what they are doing because of the anticipated reward. Extrinsic motivation has been
called crude and rudimentary but it's still probably one of the most effective types of
motivation

"Individual Differences"
  Individual differences are the ways in which people differ from each other. Every
member of an organization has its own way of behavior. It is important for managers to
understand individual differences because they influence the feelings, thoughts, and
behavior of employees.

 It is stand for those differences which in their totality distinguish one individual from
another. So, we can say that individual differences is the differences among humans that
distinguish or separate them from one another and makes one as a single unique
individual.

 Identifying and meeting individual learner needs boosts their morale and encourages
them. In some cases, the learner does not gain much from mass instruction. As such,
when the teacher provides individually prescribed instruction (IPI) it significantly helps
many learners to understand and grasp educational concepts.

 So the next time you are challenged with individual differences, create yourself some
space to listen, put your assumptions on hold, look for options, recognise your own
impact and ask questions with a positive intent.

 Individual differences play a key role in how employees handle workplace stress and
also heavily influence workplace dynamics and culture. Some personality traits have
been linked to toxic working environments where scapegoating and bullying are rife.

“Structural Functionalism”

 Social structures give shape to our lives – for example, in families, the community, and
through religious organizations. And certain rituals, such as a handshake or complex
religious ceremonies, give structure to our everyday lives.

 In structural functionalism, social change is regarded as an adaptive response to some

tension within the social system. When some part of an integrated social system
changes, a tension between this and other parts of the system is created, which will be
resolved by the adaptive change of the other parts.

 Structural-functionalism emphasized the formal ordering of parts and their functional

interrelations as contributing to the maintenance needs of a structured social system.
 The function of any institution (or 'recurrent social activity') was the part it played in
the maintenance of the larger structural whole.

 Examples of structures or institutions of society include: education, health care, family,

legal system, economy, and religion.
“Symbolic Interactionism”

 According to symbolic interactionism, an individual's personality is formed within

society, i.e., a human community. A central characteristic of human communities is
interaction, among other things with the help of symbols. By constantly acting and
interacting, social norms and values are created.

 So, we can see here that it understand that our understanding of the world is subjective
depending on who we are and who we interact with. As a simple example, the word
“dog” might evoke a fuzzy, heart-warming emotion in someone who has had mostly
friendly experiences with dogs.

 Research guided by the symbolic interactionist perspective suggests that teachers'

expectations may influence how much their students learn. When teachers expect little
of their students, their students tend to learn less.

“Looking-Glass Self”

 The looking-glass self describes the process wherein individuals base their sense of self
on how they believe others view them.

 The result is that individuals will change their behavior based on what they feel other
people think about them, even if not necessarily true.

 In this way, social interaction acts as a "mirror" or a "looking-glass," since one's sense of
self and self-esteem is built off of on others.

 For example, on a dance floor, many people who see themselves as “good” dancers may
in fact be perceived as “bad” dancers, but will nonetheless react as if they are good
dancers. While individuals' self-image is shaped by others, this only happens through
the mediation of their minds.

“Four pillars of education”

 The four pillars are interdependent and form a single learning. That directs the human
person to the construction of knowledge, skills, the ability to discern, act and evaluate in
a broad and integral way.

 To summarize, this analysis of the learning-to-do pillar, as based on the Delors Report,
has identified three facets or components: learning job-skills, learning job-relevant social
skills, and learning to become [an] agent of change.
  A central argument is that if education is to succeed in its tasks, curriculum as its core
should be restructured or repacked around the four pillars of learning: learning to know,
learning to do, learning to live together, and learning to be.

“Relationship between Language and Culture”

 Our thoughts are expressed through language, making it a logical step to assume that
this process works the opposite way too, and that our thought processes are affected by
the language we use to express ourselves. Understanding a culture is much easier if we
understand its language; and vice versa.

 Language is culture and culture is language. Language and culture have a complex,
homologous relationship. Language is complexly intertwined with culture (they have
evolved together, influencing one another in the process, ultimately shaping what it
means to be human).

 Culture influences the language that is spoken within its constraints as a society, such as
how certain words are used in support of the culture. It's through language that
members of a specific culture communicate with each other and create bonds with each
other.

“Enculturation”

 Enculturation is the process by which people learn the dynamics of their

surrounding culture and acquire values and norms appropriate or necessary to that
culture and its worldviews.

 Enculturation is a deep-rooted process that binds together individuals. Indeed, even

as a culture changes, center convictions, values, perspectives, and youngster raising
practices are very similar.

“Acculturation”

 Acculturation is a process of social, psychological, and cultural change that stems from the

balancing of two cultures while adapting to the prevailing culture of the society.
Acculturation is a process in which an individual adopts, acquires and adjusts to a new
cultural environment as a result of being placed into a new culture, or when another culture
is brought to you.
  Individuals of a differing culture try to incorporate themselves into the new more prevalent
culture by participating in aspects of the more prevalent culture, such as their traditions, but
still hold onto their original cultural values and traditions. The effects of acculturation can be
seen at multiple levels in both the devotee of the prevailing culture and those who are
assimilating into the culture

“Assimilation”

 Assimilation is the cognitive process of making new information fit in with your existing
understanding of the world. Essentially, when you encounter something new, you
process and make sense of it by relating it to things that you already know.

 Assimilation plays an important role in how we learn about the world around us. In
early childhood, children are constantly assimilating new information and experiences
into their existing knowledge about the world. However, this process does not end with
childhood. As people encounter new things and interpret these experiences, they make
both small and large adjustments to their existing ideas about the world around them.

“Cultural Relativism”

 Cultural relativism is the idea that a person's beliefs and practices should be understood
based on that person's own culture. Proponents of cultural relativism also tend to argue that
the norms and values of one culture should not be evaluated using the norms and values of
another

 Cultural relativism involves specific epistemological and methodological claims. Whether or

not these claims necessitate a specific ethical stance is a matter of debate.

“Ethnocentrism”

 Ethnocentrism is an important concept in the study of intergroup relations. William

Graham Sumner introduced it, and he advanced the central theorem concerning the
concept. 

 The breadth of the general concepts involved in the Sumerian hypothesis invites a wide
range of indicators for both ingroup and outgroup reactions.

 The present review suggests the use of multiple indicators for each of the key parts of
the Sumnerian hypothesis. For direct indicators of ethnocentrism itself, numerous
measures exist at both the individual and societal levels of analysis.

“Xenocentrism”
 In psychological terms, xenocentrism is considered a type of deviant behavior because it
sways from the norms of society.

 It is unexpected that an individual would value the goods, services, styles, ideas and
other cultural elements of another nation.

 However, in some limited circumstances, it has been noted that xenocentrism can help
to shed light on cultural deficiencies, whether it be ideas or products, and offers the
opportunity to fix that which may legitimately inferior to another country or culture.