Development Early brain development Piagets theory application to
Development Early brain development Piaget’s theory – application to education Hughes’ ‘policeman doll’ study
TITLE: Memory – Revision 2 1 Name the different parts of the brain that develop in the womb. What are they responsible for? BS, C, C, T 05 February 2022 How can Piaget’s theory (stages) be applied to education? What can schools/teachers do to make maximise learning potential in students? 3 Describe the ‘policeman doll’ study. Make sure to use key terms. LO: To revise previously learnt content.
Cortex Thalamus Cerebellum Brain Stem LO: To understand how the brain develops from simple neuron structures in the womb.
Early brain development Brain stem – Highly developed at birth. - Connects brain to the spinal cord. - Carries motor and sensory nerves to the brain from the body. - Controls autonomic functions, e. g. heartbeat, breathing, etc. Cerebellum - One of the last parts of the brain to develop. - Located near the top of the spinal cord. - Main role is the coordination of movement and sensory information. LO: To understand how the brain develops from simple neuron structures in the womb.
Early brain development Thalamus – Located deep inside the brain in each hemisphere. - Acts as a hub of information, receiving signals from other areas of the brain and sending these signals on. Cortex - Is thin, highly folded and covers the brain. - Divided into two hemispheres, and several regions: frontal cortex (thinking), visual & auditory cortex (sight & hearing), motor cortex (movement). - The cortex functions in the womb, e. g. sensory and motor functions. At birth the cortex is basic and develops through life. LO: To understand how the brain develops from simple neuron structures in the womb.
TITLE: Piaget's Theory – Application in Education Readiness: Piaget suggested that age-related changes mean you cannot teach a child something before they are biologically ‘ready’. Activities should be at an appropriate level for age. Learning by discovery: Children must discover concepts for themselves rather than rote-learn. Teachers plan lessons that challenge schemas so assimilation and accommodation occur, and thinking will develop. Individual learning: Children go through the same developmental stages in the same order but at different rates, so classroom activities should be for individuals and groups of children rather than for the whole class. LO: To apply Piaget's Theory to education.
TITLE: Piaget's Theory – Application in Education Application to stages: Sensorimotor stage – rich stimulating environment, sensory experiments to learn motor coordination. Pre-operational stage – games that involve role play to reduce egocentricity. Discovery learning rather than written work. Concrete operational stage – should be given concrete materials to manipulate. Cooking is good as it involves a logical sequence of instructions. Formal operational stage – scientific experiments to develop logical thinking. Group discussions.
RECAP Aim Design Method To see if children could see things from another’s perspective if the task made more sense to them. Lab study- which controlled the EV’s and standardised procedures - 30 children between the ages of 3. 5 and 5 years took part. - Children shown a model with two intersecting walls forming a cross. - One policeman doll was placed on the model. The child was asked to place a boy doll somewhere else where the policeman doll couldn’t see him. - They did this several times; this was to make sure the child understood the task. - If the child made mistakes then they could do it again. During the actual experiment – a 2 nd policeman doll was placed on the model and the child was asked to place the boy doll where he couldn’t be seen by either policeman doll. They did this 3 times so that a different section of the grid was used. Results Conclusion LO: To outline 90% of the children aged between 3. 5 and 5 years old could hide the boy doll from the two policeman dolls. In more difficult scenarios – with more than 4 sections – the 3 -year-olds had trouble whereas the 4 -year -olds had 90% success. This suggested that Piaget underestimated the age that children were able to de-centre and see the world from another perspective. The researchers suggest that if the task is presented in a way that makes sense to the everyday experience of a 3 or policeman 4 -year-old then theystudy. are not as egocentric as Piaget thought. and evaluate Hughes’ doll
Evaluation – (AO 3) More realistic One strength of the study is that the task made better sense to children. Hiding from a policeman is easier to think about than selecting a view of a mountain top. This makes it a more realistic test of children’s abilities. Effects of expectations A weakness is that the researcher’s expectations may have influenced the children’s behaviour. They may unconsciously have given the children cues how to behave in the naughty policeman task. This could have cause the results to lack validity. Challenges Piaget A strength of this study is that it challenges Piaget’s theory. The results imply that Piaget’s original study confused young children because the task didn’t make sense to them. Therefore, this study helped refine this type of child development research. LO: To outline and evaluate Hughes’ policeman doll study.
9 mark question Steps for success! Paragraph 1 – Aim and method Paragraph 2 – Results and conclusion Paragraph 3 – Evaluation – more realistic Paragraph 4 – Evaluation – Effects of expectations Paragraph 5 – Evaluation – Challenges Piaget. Outline and evaluate Hughes’ policeman doll study. (9 marks)
Next lesson Independent Evidence. LO: To revise previously learnt content.
Cortex Thalamus Cerebellum Brain Stem LO: To understand how the brain develops from simple neuron structures in the womb.
Early brain development Brain stem – Highly developed at birth. - Connects brain to the spinal cord. - Carries motor and sensory nerves to the brain from the body. - Controls autonomic functions, e. g. heartbeat, breathing, etc. Cerebellum - One of the last parts of the brain to develop. - Located near the top of the spinal cord. - Main role is the coordination of movement and sensory information. LO: To understand how the brain develops from simple neuron structures in the womb.
Early brain development Thalamus – Located deep inside the brain in each hemisphere. - Acts as a hub of information, receiving signals from other areas of the brain and sending these signals on. Cortex - Is thin, highly folded and covers the brain. - Divided into two hemispheres, and several regions: frontal cortex (thinking), visual & auditory cortex (sight & hearing), motor cortex (movement). - The cortex functions in the womb, e. g. sensory and motor functions. At birth the cortex is basic and develops through life. LO: To understand how the brain develops from simple neuron structures in the womb.
TITLE: Piaget's Theory – Application in Education Readiness: Piaget suggested that age-related changes mean you cannot teach a child something before they are biologically ‘ready’. Activities should be at an appropriate level for age. Learning by discovery: Children must discover concepts for themselves rather than rote-learn. Teachers plan lessons that challenge schemas so assimilation and accommodation occur, and thinking will develop. Individual learning: Children go through the same developmental stages in the same order but at different rates, so classroom activities should be for individuals and groups of children rather than for the whole class. LO: To apply Piaget's Theory to education.
TITLE: Piaget's Theory – Application in Education Application to stages: Sensorimotor stage – rich stimulating environment, sensory experiments to learn motor coordination. Pre-operational stage – games that involve role play to reduce egocentricity. Discovery learning rather than written work. Concrete operational stage – should be given concrete materials to manipulate. Cooking is good as it involves a logical sequence of instructions. Formal operational stage – scientific experiments to develop logical thinking. Group discussions.
RECAP Aim Design Method To see if children could see things from another’s perspective if the task made more sense to them. Lab study- which controlled the EV’s and standardised procedures - 30 children between the ages of 3. 5 and 5 years took part. - Children shown a model with two intersecting walls forming a cross. - One policeman doll was placed on the model. The child was asked to place a boy doll somewhere else where the policeman doll couldn’t see him. - They did this several times; this was to make sure the child understood the task. - If the child made mistakes then they could do it again. During the actual experiment – a 2 nd policeman doll was placed on the model and the child was asked to place the boy doll where he couldn’t be seen by either policeman doll. They did this 3 times so that a different section of the grid was used. Results Conclusion LO: To outline 90% of the children aged between 3. 5 and 5 years old could hide the boy doll from the two policeman dolls. In more difficult scenarios – with more than 4 sections – the 3 -year-olds had trouble whereas the 4 -year -olds had 90% success. This suggested that Piaget underestimated the age that children were able to de-centre and see the world from another perspective. The researchers suggest that if the task is presented in a way that makes sense to the everyday experience of a 3 or policeman 4 -year-old then theystudy. are not as egocentric as Piaget thought. and evaluate Hughes’ doll
Evaluation – (AO 3) More realistic One strength of the study is that the task made better sense to children. Hiding from a policeman is easier to think about than selecting a view of a mountain top. This makes it a more realistic test of children’s abilities. Effects of expectations A weakness is that the researcher’s expectations may have influenced the children’s behaviour. They may unconsciously have given the children cues how to behave in the naughty policeman task. This could have cause the results to lack validity. Challenges Piaget A strength of this study is that it challenges Piaget’s theory. The results imply that Piaget’s original study confused young children because the task didn’t make sense to them. Therefore, this study helped refine this type of child development research. LO: To outline and evaluate Hughes’ policeman doll study.
9 mark question Steps for success! Paragraph 1 – Aim and method Paragraph 2 – Results and conclusion Paragraph 3 – Evaluation – more realistic Paragraph 4 – Evaluation – Effects of expectations Paragraph 5 – Evaluation – Challenges Piaget. Outline and evaluate Hughes’ policeman doll study. (9 marks)
Next lesson Independent Evidence. LO: To revise previously learnt content.
Next lesson Perception LO: To revise previously learnt content.
- Slides: 21