VYGOTSKY’S SOCIOCULTURAL THEORY COGNITIVE DEVELOPMENT

SOCIOCULTURAL THEORY

 views human development as a socially mediated process in which children acquire their cultural
values, beliefs, and problem-solving strategies through collaborative dialogues with more
knowledgeable members of society.
 Vygotsky also suggested that human development results from a dynamic interaction between
individuals and society. Through this interaction, children earn gradually and continuously from parents
and teachers.
 However, this learning varies from one culture to the next.
THREE STAGES OF SPEECH DEVELOPMENT:
1. The Pre-Intellectual Social Speech
- In this stage a child uses speech to control the behavior of others.
- A child uses speech to express simple thoughts and emotions such as crying, laughter and
shouting.
2. The Egocentric Speech
- This is typically the type of speech found in a 3 to 7 years old.
- In this stage, child often talk to themselves, regardless of someone listening to them.
- They things out loud in an attempt to guide their own behavior.
3. The Inner Speech
- It is the inner or soundless speech.
- This is the type of speech used by older children and adults.
- This type of speech allows us to direct our thinking and behavior.

BIO-CULTURAL THEORIES
BIO - means life or living things.
Bio-Cultural Theories- the established link between physiological processes and the development, explained
through universal changes and individual development.
PHYSIOLOGICAL PROCESS

 Physiological- it is relating to physiology or the science of life.

 Physiological Process- represents the most complex form of life; there are additional requirements
such as growth, differentiation, respiration, digestion, and excretion.
 All of these processes are interrelated.
DEVELOPMENTAL PSYCHOLOGY

 It is the study of how people grow develops and adopts at different life stages.
 It is the branch of psychology that focuses on how people grow and change over the course of a life
time.
 It is the study of how human evolve.
In bio-cultural theory the most important elements are the theory of human life history and gene culture co
evolution.
Human Life History- characterized by several unusual features, including large babies, late puberty,
menopause, and it is also examining human life history from an evolutionary ecological perspective.
Human Life History- describes why species have particular patterns of growth, development, and
reproduction determined by an evolutional.
Gene Culture Co-evolution- is the adaptation of process reasoning to the human species, recognizing that
both genes and heritage are subject to similar evolution and that human society is a cultural construction that
creates the environment for biological alterations in individuals.
 COGNITIVE DEVELOPMENT OF CHILDREN AND ADOLESCENTS INFORMATION PROCESSING
THEORIES
The information processing approach takes the human mind as a system that processes information. This is
similar to computer programing where the processes involved are subject to limitations and observance of
logical rules. This views development according to cognitive competencies as derived from changes in the
process and the strategies applied in the process.
The Standard information processes model has three major components
1. Sensory memory- the sensory register stores sensory information for a while, then analyze it to
identify whether the sensory input should be conveyed into working or short term memory or should be
forgotten.
2. Working memory or short term memory- is designed to store and retrieve processed information in
less than a minute. For example, it allows us to remember a name, a number, a list of items, etc.
3. long term memory- refers to unlimited storage information to be maintained for long periods, even for
life.
There are two major memory strategies:
1. Rehearsal- a memory strategy that involves repeating the words or information to be remembered or
recalled either verbally or mentally.
2. Retrieval- memory strategy that gets information out of the long-term memory
TRIARCHIC THEORY BY STERNBERG
This theory points to three major components of intelligent behavior information processing skills: experience
with the given task or situation and ability to adjust one’s behavior to the demands of context.
Sternberg has developed a theory of successful intelligence as an extension of his tribrachic theory. This
states that man can mold, shape, environment to meet his needs as well as that society through

 Analytical
 Creative
 Practical Abilities
Analytical Abilities

 Analytical skills refer to the ability to collect analyze information, problem-solve and make decisions.
 You use analytical skills when detecting pattern, brainstorming, observing, interpreting data and making
decisions based on the multiple factors and options available to you.
Creative Abilities

 Involve imagining and devising new ways or aggressing issue and concerns including present
demands.
Practical Abilities

 Involve the use of tacit knowledge of common sense these are day to day activities people used in the
process of social and professional interaction within the family and the workplace.
What is the importance of triarchic theory?

- The triarchic theory holds that students/persons should be instructed in the way that helps them
both capitalize on their strengths and correct and compensate for weaknesses. Thus ideally
students/persons will be taught in all three ways.
 THE GENDER AND SCHEMA THEORY
Gender and schema theory
- Is a cognitive theory of gender development that says that gender is a Product of the norms of one’s
culture.
Why culture influences on gender schemas?
- Gender schemas have an impact not only on how people process information but also on the attitudes
and beliefs that direct gender appropriate behavior.
GENDER SCHEMA INFLUENCE BY:
- Influence On Self-Esteem
- Society belief about the traits of females and males.
- Influence on the processing of social information.
The theory was originated by psychologist sandra Bem in 1981.
1. Sex-typed individuals
- Who identify with their gender.
2. Cross-typed individuals
- Process information through the lens of opposite gender.
3. Androgynous individuals
- Exhibit both musculine and feminine thingking.
4. Undifferentiated individuals
- Do not show consistent use of sex- typesd processing.
GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

 Howard Gardner is a developmental psychologist best known for this theory on multiple intelligences.
 He believed that people have multiple different ways of thinking and learning.
The 9 Multiple Intelligences by Gardner
1. Linguistic or Verbal Intelligence
- enables people to communicate through language. It is related to the capacity and ability to handle the
mother tongue or other languages, either orally or in writing, in order to communicate and express
one's thoughts.
2. Musical Intelligence
- is the ability to perceive, distinguish, transform, and express sounds and musical forms. It allows people
to create, communicate and understand meaning through sound. This intelligence includes sensitivity to
the rhythms, melodies, and tones of a piece of music

3. logical Mathematics Intelligence

- the ability to analyze situations or problems logically, identify solutions, conduct scientific research, and
easily solve logical/mathematical operations.
4. Spatial or Visual Intelligence
- is the concept of being able to successfully perceive and derive insight from visual data. This cognitive
process is known as an aptitude for understanding visual information in the real and abstract word as
well as an innate ability to envision information.
5. Bodily Kinesthetic intelligence
- is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves
a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons,
and crafts people exhibit well-developed bodily kinesthetic intelligence.
6. Intrapersonal Intelligence
- is defined as the capacity for self-reflection, to be aware of strengths and weaknesses, feelings, and
thought processes that constitute self-knowledge.
7. Interpersonal Intelligence
- is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal
communication, the ability to note distinctions among others, sensitivity to the moods and
temperaments of others, and the ability to entertain multiple perspectives.
8. Naturalistic Intelligence
- is the ability to identify, classify and manipulate elements of the environment, objects, animals or plants.
 9. Existential Intelligence
- is the “capacity or ability of an individual to understand and contemplate philosophical topics relating to
mankind's existence.”
ACHIEVEMENT MOTIVATION AND INTELLECTUAL PERFORMANCE
Achievement motivation: a person’s tendency

 to strive for successful performance,

 to evaluate his performance against a specific standards of excellence, and
 to experience pleasure as a result of having performed successfully. Achievement motivation related to
a child’s emotions and opinion of a himself as a person and as a earner.
- according to the child’s idea or concept of himself, as a person or as a learner. This is referred to as
self-esteem. This child’s self-esteem index is influenced by his learning capacity in some areas. If this
happens, the learner gets distracted from the task and the learning process is not successful.
INTELLIGENCE
Is the capacity to think and understand. It includes the combination of various separated abilities that
includes verbal communication, abstract thinking, logical reasoning, and use of common sense.
1. Psychometric Approach

- is to measurement of hidden intelligence or mental characteristics. Through analysis of result of

intelligence test the structure of human intelligence is caused by one factor or combination of
factors.
- The psychometric approach was established by British psychologist Charles Spearman.

2. Factor Analysis and General Intelligence

- Spearman proposed a two-factor theory of intelligence stating that all measures of intelligence could be
divided into two independent factors: a general factor of g or general intelligence and s factor or
individual tasks. Intellectual tasks are correlated, and each has specific factors that affect performance.
3. Cognitive Approach

- Concerns itself with the processes that result to intelligent behavior. The products of intelligence come
from mental operations that enable one to give answers to questions and solutions to problems.
- The cognitive approach aims at describing the specific components of a given intellectual task and spell
out the mental activities/operations to be able to perform the task.
4.Implicit Theory Approach

- Asserts that intelligence is that which is used every day. A person manifests practical intelligence by
trying to analyze situations, solve problems, and interpret information by being conscious of the
implications of his actions on others.
GROWTH MINDSET AND LEARNING TO LEARN
What is growth mindset for adolescents?

- A growth mindset develops when we believe our intelligence and abilities can be improved through
effort and using the right strategies. Teens with a growth mindset learn from their mistakes and feel that
their performance both in and out of school can be improved. They see challenges as opportunities to
grow and see failure as part of the learning process.
- People with a growth mindset understand that brains and talent are just the beginning. They know that
abilities can be grown through dedication and perseverance. This attitude creates a passion for learning
and the resilience essential to achieve great things.
- A growth mindset focuses on what you can do as opposed to feeling the world has to revolve around
your weaknesses. This mindset is about having the conviction that who you are at this moment does
not define who you will always be.
Teens with a growth mindset learn from their mistakes and feel that their performance both in and out of school
can be improved. They see challenges as opportunities to grow and see failure as part of the learning process.
People with a growth mindset understand that brains and talent are just the beginning.
 NATURAL HISTORY OF LANGUAGE DEVELOPMENT
- Is considered to begin with a stage of pre-verbal communication in which infants use gestures and
vocalizations to make their intents known to others. According to a general principle of development,
new forms then take over old functions, so that children learn words to express the same
communicative functions they had already expressed by proverbial means.
Pre-verbal
- these skills talk about all the ways of a child on how would it communicate with others without using
words. These are early developing skills that form the foundation of a child’s future speech and
language development. Pre-verbal communication skills include things such as eye contact, gestures,
joint attention, and turn-taking.
Principles of Reinforcement
- The Principles of Reinforcement is one the powerful tool that can help us to utilize when we are
teaching new behaviors as well as when we are maintaining behaviors.
- Reinforcement is a consequence that increases the future frequency of that type of behavior that
immediate precedes it.
Choosing Appropriate reinforces:
- When selecting reinforces one must consider the following when utilizing differential reinforcement.
- Helps to maintain desired behaviors but also to create (establish) behaviors that don’t yet exist.
Value of reinforces:
When selecting an appropriate reinforce, the value of the reinforce must match the amount of work it takes to
earn the reinforce:
• For new or difficult tasks, a more powerful reinforce should be utilized.
• For mastered or easier skills, a powerful, but slightly less valuable reinforce, can be utilized.
• Examples:
• When I am being taught to tie my shoes, I get five minutes with an iPad once I am done.
• When I sit in my chair I get a high five when I’m done.
Frequency of Reinforcement:
• Schedules of reinforcement can be utilized to increase and maintain behaviors:
• Continuous Schedule of Reinforcement: a schedule of reinforcement that provides
reinforcement for each occurrence of the target behavior:
• This schedule of reinforcement should be utilized in teaching brand new skills
• Intermittent Schedule of Reinforcement: a contingency of reinforcement in which some, but
not all, occurrences of the behavior produce reinforcement
• This schedule of reinforcement should be utilized in maintaining skills.
OPERANT CONDITIONING
-process of learning through reinforcement and punishment. In operant conditioning, behaviors are
strengthened or weakened based on the consequences of that behavior.
OPERANT CONDITIONING

 Positive Reinforcement- a response or behavior is strengthened by rewards, leading to the

repetition of desired behavior.
- E.g.: Giving a child a compliment or candy for a job well done.
 NEGATIVE REINFORCEMENT- it is the removal of an adverse stimulus which is ‘rewarding’ to the
animal or person.
 - E.g.: Daydreaming or doodling in boring class (Reinforces daydreaming behavior by removing
boredom.)
 PUNISHMENT- the opposite of reinforcement since it is designed to weaken or eliminate a
response rather than increase it.
- E.g.: Teen is grounded for misbehavior.
IMITATION
- Imitation helps the little learners to firm up their knowledge. Most of the meaning in a language is
held within the way the sounds and symbols are combined and in that way children could learn the
language structure and the individual words through copying.
NATIVIST THEORY
• Is a Theory of Language Acquisition that states that language learning occurs in the absence of explicit
instruction.
• The Nativist Theory was first proposed by Noam Chomsky, who argued that children are born with
innate ability to learn languages, and this ability cannot be explained by other theories such as
behaviorist or empiricist.
• UNIVERSAL LANGUAGE ACQUISITION DEVICE- are inborn (innate) readiness to learn grammatical
rules.
- prewired to learn language, social interaction turns the switch on.
• UNIVERSAL GRAMMAR- Common grammatical building blocks that all languages share (inborn).
-Children use nouns first before they learn verbs and adjectives. e.g.: Overgeneralization
INTERACTION THEORY
- Interaction Theory (IT) is an approach to questions about social cognition, or how one understands
other people, that focuses on bodily behaviors and environmental contexts rather than on mental
processes.
A Language Acquisition Support System (LASS)
- Is a system of support given to Language learners (especially First Language Learners) that feeds a
Comprehensive input into their Language Acquisition Devices.
ANTECEDENTS
• Precedes or goes before. So therefore, antecedents of the language development talks about
the ways or means which help the child to prepare him/her in learning the language.
• PSUEDODIALOGUES- this is one of the early training devices characterized by the give and
take conversation between the child and a mother or other person.
• PROTODECLARATIVES- an infant uses gestures to make some sort of statement about an
object.
• PROTOIMPARATIVES- gestures of an infant may use to get someone to do something he or
she wants.
TYPES OF POINTING
1. Protodeclarative pointing- child points the desire to share an experience with another person.
2. Protoimparative pointing- points represent desire for an object.
 BILLIGUAL LANGUAGE DEVELOPMENT

- It has been established that bilingualism where children learn two languages simultaneously, puts
children to an advantage in terms of language proficiency.
- t affords advanced cognitive skills, flexibility of thought (Bee Helen and Denose Boyd,
2002.LifespanDevelopment,3rd edition)
COGNITIVE ADVANTAGE OF BILINGUAL

 Bilingualism does not impact on early language milestone like babbling.

 In bilingual homes, infants readily discriminate between the two languages biologically and
grammatically.
 Learning a grammatical device as using s to denote plurals in one language facilitate learning
corresponding devices in the other language.
 Bilingualism is associated with an advantage in metalinguistic ability, or capacity to think about
language among preschool and school age children.
 Most bilingual children manifest greater ability than monolingual children when it comes to focusing
attention on language task.
COGNITIVE DISADVANTAGES of BILINGUALISM

 Limited vocabulary. Infants in bilingual homes has expressive vocabularies that are as large as those of
the monolingual, but the words they know are divided between two languages resulting into a more
limited vocabulary which continuous into the school years.
 Think more slowly in the language in which they have the lesser fluency. Bilingual children are fluent in
both languages and thus, encounter fewer problems, but they do not attain equal fluency. In such case,
the tendency is for them to think more slowly in the language where they have lesser fluency, so that if
this is the language use in school, then, they are at risk for learning problems.
 Parents who choose bilingualism should consider whether they can help their children achieve fluency
in both languages
 Children who speak their immigrant parents’ language tend to be attached to their patents’ culture of
origin and therefore are able to speak the language.
Learning a second language is constructive process similar to learning a native language. This is made
possible through interactions with children and adults.
MOTHERESE

- The kind of adaptation done by parents in the process of learning the language.

CODE SWITCHING

- Is a special linguistic and social skill, sometimes student read the text in English and mentally translate
it into their native language for easier understanding.
Children acquire an understanding of the language system based from having learned to speak their native
language on account of interactions between the members of the family.
 EMERGENT AND EARLY LITERACY: READING DEVELOPMENT AND PERFORMANCE
Literacy:

 is the ability to read and write.

 begins before elementary grades and continues into adulthood and even through life time.
Emergent Literacy:

 encompasses the knowledge, skills, and attitudes that a child develops in relation to. reading and
writing throughout the early childhood period, starting at birth and before the onset of. conventional
reading and writing instruction (usually at school entry).
Three (3) Components of Emergent Literacy?
1.Word Identification
2.Listening Comprehension
3.Silent Reading Comprehension

 Birth - infants listen to sounds of speech and their native languange.

 2nd month - where babbling starts.
 2th month - infants utter their first word.
 8th month - child begins putting two words together.
 2-3 years old - three or more words together.
 preschool - children learn to read and write.
 age five - children attend kindergarten to start reading and writing lessons.
 Holophrase - children communicate single word not only to name things but also to communicate more
complex thoughts.
 Fast Mapping - ability to to map meaning of a new word.
 Bootstrapping - using their knowledge of word class and syntatic clues to learn.
 Vocabulary Explosion - rapid addition of new words to a toddler’s vocabulary (occurs during late in
the second year)

Stages of Language Development:

1. Children speak in two word sentences.

2. Children use rules to inflect words, indicating plurality and tense.
3. Children can use rules to transport meaning
4. Children’s sentences become increasingly complex in the fourth and fifth stages.

Early Literacy:

 Is what children know about reading and writing before they can read and write. Babies chew on board
books. Toddlers learn which way to turn the pages and hold the book. Preschoolers discover that adults
are not reading the pictures, but the words on the pages.
FIVE (5) EARLY LITERACY SKILSS:
1. Singing
2. talking
3. dancing
4. writing; and
5. playing
 EARLY LANGUAGE STIMULATION
Early language stimulation is what Speech Pathologists call the strategies used and taught to parents and
careers to help children who may be late talkers, who are becoming frustrated because they can't talk to
express their message, or children who are just beginning to use their first words
Two important ways on developing early language stimulation:

 SELF-TALK  PARALLEL TALK

- What they’re doing - what the child is doing
Self-talk

 the educator describes and comments on what he/she is doing. Language is providing to describe
one’s own action. When interacting and playing alongside children.
Parallel talk

 The educator commentates or narrates what a child is doing language is provided to describe the
child’s actions educators use purposeful pauses, eye contact and gestures to allow children
opportunities to communicate with words, sounds or gestures
The benefits of early language stimulation
- Also, for early language users who are already using language to communicate, language stimulation
can support children to: engage in back-and-forth communication. use/understand more words. start to
say longer sentences.
EXCEPTIONAL DEVELOPMENT: JUVENILE DELINQUENCY
Exceptional Development

 Gifted children are those who score 130 or above on an intelligence test and have creative, artistic,
leadership. The special talents these children have make them gifted. Gifted children fail to fit any
stereo type. Acceleration is also done to gifted children allowing them to advance beyond their grade
level.
 On the other hand, there are children with learning disabilities. They are of average or above average
intelligence and manifest a discrepancy between expected and actual performance.
Juvenile Delinquency

 Define as a habitual committing of criminal acts or offenses by a young person, especially one below
the age at which ordinary criminal prosecution is possible.
 Juvenile delinquents are minors.
 Crimes committed by minors are called “delinquent acts.”
2 CATEGORIES:

 Juvenile Delinquents are classified into two. One is the status offender. He is the young person who is
truant, disregards house rules, engages in activities not allowed for his age or has likely done
something which can be classified a crime were it not for his being minor.
 The second kind of juvenile delinquent is one who has done something that is considered a crime
regardless of who commits. Example: robbery, murder or rape. Young persons aged 16 to 18 are
treated differently from other criminals.
"PSYCHOGICAL DISORDER THAT AFFECT CHILDREN"
This disorder is classified into conduct disorder and Attention deficit hyperactivity disorder.
Conduct Disorder

 Manifest in repetitive and pattern of behavior.

 This is considered a disorder of under control.
Attention depicit/hyperactivity disorder (ADHD)

 This disorder creates difficulties in relating to people at home, in classroom or in a peer group.
 Children with this disorder show over activity limited attention span, impulsivity, and problem related to
adherence to instruction and rules.
Hence, children with this disorder makes the child feel sad, fearful and worried. In case of where there is
excessive fear that may cause considerable discomfort not only the children but also to the families as well.
LITERATE COMMUNITIES AND ENVIRONMENT
LITERATE COMMUNITIES - I used the concept of
"Literate communities" to
describe classrooms.
LITERATE ENVIRONMENT - It includes individuals
understanding, skills
and motivation.
LITERARE COMMUNITIES AND ENVIRONMENT
- can usually found in both public and private
spheres.
Linguistic and Literacy Development of
Children and Adolescents
Linguistic - Is the scientific study of human
language.
Pre-verbal - these skills talks about all the ways of
a child on how would it communicate with others
without using words. These are early developing
skills that form the foundation of a child’s future
speech and language development. Pre-verbal
communication skills include things such as eye
contact, gestures, joint attention, and turn-taking.
Principles of Reinforcement
The Principles of Reinforcement is one the powerful
tool that can help us to utilize when we are teaching
new behaviors as well as when we are maintaining
behaviors.
Reinforcement is a consequence that increases the
future frequency of that type of behavior that
immediate precedes it.
OPERANT CONDITIONING -process of learning
through reinforcement and punishment. In operant
conditioning, behaviors are strengthened or
weakened based on the consequences of that
behavior.
Imitation
Imitation helps the little learners to firm up their
knowledge. Most of the meaning in a language is
held within the way the sounds and symbols are
combined and in that way children could learn the
language structure and the individual words
through copying.
Nativist Theory - is a Theory of Language
Acquisition that states that language learning
occurs in the absence of explicit instruction.
Interaction Theory - is an approach to questions
about social cognition, or how one understands
other people, that focuses on bodily behaviors and
environmental contexts rather than on mental
processes.
A Language Acquisition Support System
(LASS) • Is a system of support given to Language
learners (especially First Language Learners) that
feeds a Comprehensive input into their Language
Acquisition Devices.
ANTECEDENTS •Precedes or goes before. So
therefore, antecedents of the language
development talks about the ways or means which
help the child to prepare him/her in learning the
language.
PSUEDODIALOGUES- this is one of the early
training devices characterized by the give and take
conversation between the child and a mother or
other person.
PROTODECLARATIVES- an infant uses gestures
to make some sort of statement about an object.
PROTOIMPARATIVES- gestures of an infant may
use to get someone to do something he or she
wants.
Types of Pointing
1. Protodeclarative pointing- child points the
desire to share an experience with another person.
2. Protoimparative pointing- points represent
desire for an object.
Erickson's Theory: Psychosocial Development
Adaptation of sense of self to puberties changes,
consideration of future choices, achievement of a
more mature sexual identity, and search for new
values.
Love: Person develops intimate relationship beyond
adolescent love; many become parents.
The major conflict at this stage of life centers on
forming intimate, loving relationships with other
people. Success at this stage leads to fulfilling
relationships. Struggling at this stage, on the other
hand, can result in feelings of loneliness and
isolation.
Lawrence Kohlberg cognitive theory of moral
development
WHO IS LAWRENCE KOHIBERG’S?
- was an American psychologist best known for
his theory of stages of moral development
which he popularized through research studies
conducted at Harvard’s center for moral
education.
Lawrence kohlberg opines that the child’s cognitive
capabilities determine the growth of his
moral reasoning , further, moral development builds on
concept acquired in various stages,
such that the attainment in each stage becomes a
product of the previous stages.
- KohIberg experimented on this theory by
interviewing boys aged 10 to 16. they were
presented moral dilemma's and where made to decide
whether to respect and follow the
authority, obey the rules or ignore the rules, and
respond to the needs and welfare of
other people.

Elliot Turiel's Moral Rules.
WHO IS ELIOTT TURIEL?
Elliot Turiel was born on 1938 he is a United States
psychologist and Chancellor’s Professor at the Graduate
School of Education at the University of California,
Berkeley. He teaches courses on human development
and its relation to education.
Elliot Turiel' Moral Rules: "Even very young children can
distinguish moral rules from what are dictated by
conventions & are accepted ways of doing things." -
Elliot Turiel (1983; as cited by Cobb 2001)
It is seen in standard of dressing and even in speech
• Moral rules manifest a concern for the welfare of
others and are not influenced by opinion.
CONVENTIONAL NORMS - IN CONTRAST TO MORAL
AND SOCIAL NORMS CONVENTIONAL NORMS
COORDINATE BEHAVIOR IN ARBITRARY WAYS AND
SOME CONSTRAINTS. FOR EXAMPLE, SHAKING HANDS
BUMPING FISTS OR BOWING TO EACH OTHER.
PERCEIVE MORAL - THE DISCERNMENT OF THE
MORALLY SALIENT QUALITIES IN PARTICULAR
SITUATION.THE DELIBERATION OF WHAT IS THE RIGHT
THING TO DO.
WHAT IS MORAL ACT?
MORAL ACTION INVOLES TAKING THE NECESSARY STEPS
TO TRANSFORM THE INTENT
THING TO DO INTO REALITY, THIS INCLUDES MORAL
OWNERSHIP , MORAL EFFICACY AND MORAL COURAGE.
PROCESS OF LEARNING - ELLIOT TURIEL'S WORK
FOCUSES ON THE DEVELOPMENT OF MORAL
JUDGMENT IN CHILDREN AND ADOLESCENTS AND
MORE GENERALLY ON THEIR EVOLVING
UNDERSTANDING OF THE CONVENTIONS OF SOCIAL
SYSTEM.
NATURE OF LEARNING
HIS RESEARCH SUGGEST THAT SOCIAL JUDGEMENT ARE
ORDERED SYSTEMIC, SUBTLY DISCRIMINATIVE, AND
RELATED TO BEHAVIOR.
Bandura's Social Learning Theory
• Social learning theory emphasizes on the importance
of observing and modelling the behaviours, attitudes
and emotional reactions of others.
• Social learning theory focuses on the learning that
occurs within a social context.
• He stressed the importance of observational learning,
imitation and modeling.
Introduction
BASIC SOCIAL LEARNING CONCEPTS
• Observational Learning - People can learn through
observation.
• Intrinsic Reinforcement – Mental states are important
for learning.
• The Modeling Process – Learning does not lead to a
change in behaviour.
Observational Learning
• A live model: Involves an actual individual
demonstrating or acting out a behavior.
• A verbal instructional model: Involves descriptions
and explanations of a behavior.
Intrinsic Reinforcement
Intrinsic reinforcement is a form of internal reward,
such as pride, satisfaction and a sense of
accomplishment.
Principles of social learning theory
• People can learn by observing the behaviour of others
and the outcomes of those behaviors.
• Learning can occur without a change in behavior.
• Cognition plays a role in learning.
Social Emotional Learning (SEL).
What is Social-Emotional?
Social-emotional development includes the child's
experience, expression, and management of emotions
and the ability to establish positive and rewarding
relationships with others. It encompasses both intra-
and interpersonal processes.
Social-emotional learning (SEL) is the process of
developing the self-awareness, self-control, and
interpersonal skills that are vital for school, work, and
life success. Educational concept that helps kids gain
skills in
important areas beyond math, reading, and other core
school subjects helps kids identify their feelings,
understand and
communicate with others, build strong relationships,
and make good, empathetic decisions.
SEL focuses on a set of life skills kids need to understand
themselves and
communicate with others. For instance, SEL teaches
kids ways to improve
their:
Empathy- ability to sense other peoples emotion.
Emotion Regulation- ability to exert control over ones
own emotional
state.
Problem Solving skills- help you determine why an
issue is happening
and how to resolve that issue.
Decision making skills- the ability to select between
two or more
alternatives to reach the best outcome in the shortest
of time.
Communication skills- enable individuals to understand
others and to be
understood themselves.
Relationships with Family and Friends
Self knowledge- ability to tune in to your own feelings,
thoughts and actions.
Self Control- The ability to regulate and alter your
response in order to
avoid undesirable behaviors.