What kind of research is useful for practitioners
- How and when children develop skills/abilities
- what influences development (family, peers, culture)
- Strategies for improving (academic, social/emotional, and mental/physical outcomes)
Research Cautions and Limitations
- What is the sample like (SES, race, geographic location, sample size)
- has the study been replicated
- was it correlational or experimental
- how were the variables measured
- what constraints do I face in my professional environment making research difficult.
Developmentally Appropriate Practice
- Age Appropriate
- Individual Appropriate
- Culture Appropriate
Age Appropriate
Consideration of age
- biological/physical
- cognitive
- language
- social-emotional
- moral
Individual appropriate
consideration of individual variation, diversity.
Culture Appropriatness
Consideration of cultural norms, values, diversity.
Behavioral
Operant Conditioning
Social learning theory
Cognitive
Piaget
Information Processing
Vygotsky
Where can you find Research
- professional organization publications
- Newspapers and other media outlets
- books
- literature search
Operant Conditioning
Positive and Negative reinforcement
-Punishment to decrease likelihood of behavior
Contextual
Brofenbrenner.
Social Learning Theory
Learn by watching others
- More likely when people are unsure how to act
- more likely to imitate behavior of a model who is seen as strong
Cognitive:Piaget
Stage like development (universal pattern)
- Children play an active role, “little scientists”
- Schemes: organized patterns of behavior
- assimilation vs. Accomodation
Assimilation
incorporating information into existing schemas.
Accomodation
Changing schema to accommodate new information
Schemes
organized patterns of behavior or thoughts.
Information Processing
Cognitive Theory
focused on the specific process by which individuals acquire an use the information to which they are exposed.
Information Processing Model
encode: take relevant info
Storage: put info into memory
Retrival: process by which material in memory is located and used.
Cognitive theory
Vygotsky
ZOne of Proximal Development
Scaffold
Zone of Proximal Development
that which a child can do with help, but cannot do on their own.
Scaffolding
targeting teaching in the ZPD and moving up as the ZPD expands
COntexual/Sociocultural
Brofenbrenner
development must me understood within multiple contexts/levels of influence
Microsystem
Mom, Dad, child care center etc
Mesosystem
How all in the Microsystem communicate with the child
