PED3701_ Psychology Of Education_ ASSIGNMENT 2 2021.

PED3701_ Psychology Of Education_ ASSIGNMENT 2 2021. Jean Piaget: Piaget's studies validated the premise that children think differently than adults, and he identified numerous key milestones in children's mental development. Interest in cognitive and developmental psychology grew as a result of his work. Piaget's insights are still studied by psychology and education students today.  Lev Vygotsky: Human growth, according to Lev Vygotsky, is the consequence of a dynamic interplay between individuals and society. Children gradually and continually learn from their parents and teachers through this connection. This learning, however, differs from one culture to the next. It's worth noting that Vygotsky's theory highlights the interaction's dynamic aspect. People have an impact on society, while society has an impact on people.  Lawrence Kohlberg: According to Kohlberg's theory, there are three degrees of moral development, each of which is divided into two stages. Kohlberg theorized that people progress through these stages in a predetermined order, and that moral awareness is linked to cognitive development. Preconvention, conventional, and post conventional moral reasoning are the three levels of moral reasoning. Kohlberg discovered that the rationale behind a child's decision was a better indicator of moral growth than the actual answer, examining children's replies to a series of moral dilemmas. In general, Lawrence Kohlberg (1958) agreed with Piaget's (1932) theory of moral development, but he sought to expand on it.  G. Stanley Hall: Adolescence, one of Hall's largest and most important books, best expresses his notion that mental growth occurs via evolutionary stages (1904). Despite criticism, Hall welcomed Sigmund Freud and Carl Jung to Clark University's 20th anniversary seminars as early proponents of psychoanalysis (1909). Hall was a driving force behind the establishment of the American Psychological Association, serving as its first president (1892). This study source was downloaded by from CourseH on :08:42 GMT -05:00 This study resource was shared via CourseH 4 | P a g e  James Mark Baldwin: J. M. Baldwin, a philosopher and psychologist, is now widely acknowledged as having predicted most of Piaget's work. Around the turn of the century, Baldwin's work made explicit the goals, genetic approach, and epistemological assumptions that underpin Piaget's investigation into cognitive development. Both men agreed that (1) transformations of the relationship between thoughts and things occur in an orderly, progressive manner; (2) assimilation and accommodation processes are complementary in progressive development; (3) individuals experience dualisms of control manifested as perpetual reformulations of previous points of view; and (4) development principles apply to a variety of situations. On the relationship between individual forms of cognition and the social construction of reality in which that individual's thought is enmeshed, as well as on their projected ultimate stage of development, Baldwin and Piaget disagreed. Because the climate in psychology is currently suited to the type of investigation Baldwin conducted, Baldwin's contemporary value to psychology is recognized. 3.2. Bronfenbrenner's work was crucial in developing a systematic understanding of human and societal development. His bioecological hypothesis explains why children develop differently, as well as which parts of development are under the control of the kid and which are not. It examines not just the biological aspects of development, but also the ecosystem and environment in which it occurs. His approach is crucial for educators to grasp because it enables them to form basic relationships with their pupils and to develop a communication-rich classroom that includes parents. Bronfenbrenner's work also demonstrates how the children's environment and culture have a significant impact on their development. Media, school and governmental legislation, and a child's community can all influence how he or she grows up. Bronfenbrenner devises three distinct systems (microsystem, exosystem, and macrosystem) that can function independently on the child, as well as in concert. The occurrences in the child's microsystem are under his or her control, while the exosystem and macrosystem are beyond his or her control. Bronfenbrenner explains how each system is important for a child's development, and how real-life events can be linked to a specific system. A child's microsystem shapes events such as peer connections, parental relationships, and teacher relationships. Events in a child's neighborhood or community all have an impact on his or her exosystem. The macrosystem of a child shapes societal expectations and standards. Bronfenbrenner's theory has created a framework for parents and teachers to build good interactions and provide a positive environment for their children. It will help the children to develop and succeed to his or her highest potential feasible with quick relationships and a favorable atmosphere. QUESTION 4 4. This study source was downloaded by from CourseH on :08:42 GMT -05:00 This study resource was shared via CourseH 5 | P a g e 4.1.  Emancipation: Adolescents benefit from the peer group because it provides them with a support system that allows them to progressively develop independence from their parents. Adolescents are obliged to stand on their own two feet and make their own decisions in their groups. They also start to express their feelings and views with their peers rather than their parents. They acquire a sense of security from the peer group that they previously experienced in the safe atmosphere of their home life if they are welcomed into the group. As a result, they move their safe haven from their parents' house to their peer group. Look for your own unique individuality.  Search for an individual identity: Adolescents begin to realize that they must cut their ties with their parents and live their lives as independent individuals during the emancipation process. They need to show that they can stand on their own two feet. Children have derived status, which is bestowed to them by virtue of being the parents' kid, while teenagers get primary status via their own efforts and exertion of their own capacities, according to Ausubel (1977). (Manaster 1989). Adolescents can gain primary status in the peer group, which also acts as a source of feedback on personality, looks, and behavior. Adolescents in the group are also assisted in resolving conflict within and about themselves, as well as between themselves and others. Adolescents also gain self-knowledge, self-insight, and self-evaluation from their peers, and the peer group helps adolescents build their own sense of identity in all of these ways. Adolescents have a tendency to over identify with their peer group and lose their individuality. That is why certain adolescent groups dress alike, have similar hairstyles, and speak and act in a similar manner. However, kids progressively identify less with role models and focus instead on the values and attitudes they want to adopt in their future lives. The development of a feeling of individual identity is also influenced by group identification. As a result, a high-status group will bestow status and prestige on its individual members. Positive self-concept and self-acceptance are formed as a result of peer group approval. Because peer relationships are so important for self-concept construction and self-actualization during adolescence, rejection by the group will have a substantial impact on the formation of a self-concept and sense of identity.  Social acceptability and support: Adolescents' requirements for comradeship and camaraderie are met by the peer group, which acts as a socializing agent. It allows individuals to hone their social skills, make close friendships, and interact with people of the opposite gender. They value group acceptance and popularity at this point because they are afraid of loneliness, which they interpret as a sign of social exclusion. The acceptance and support of the This study source was downloaded by from CourseH on :08:42 GMT -05:00 This study resource was shared via CourseH 6 | P a g e adolescent's behavior, appearance, and ideas by peers typically contrasts sharply with parental and societal criticism and condemnation.  The peer group as a reference and experimentation base: In the sense that it helps members determine how well or poorly they are doing in life, the peer group serves as a reference. Adolescents have the option to learn new roles and experiment with them within their peer group. As a result, members have the chance to experiment with behavior patterns using the peer group as a reference framework, and to make changes based on negative feedback. Adolescents have the opportunity to compare their own values and norms to those of their classmates, thereby confirming and strengthening their own views. However, if the values of the group differ from those of the adolescent's parents, the teenager may begin to critique and doubt - or even reject - his or her parents' decision. As a result, the peer group plays a crucial role in the formation of a perspective on life and the world at large.