2. Beyond Vygotsky, Piaget and IPModel
The concept of “culture” and cognitive
functioning.
The social systems that influence
development and cognitive E WORK OF URIE
BROFENBRENNER ; 1989-2000)
3. The Bio-Ecological
Model of Human
• BIO= Human beings bring their
Development
biological selves to the
developmental process.
• ECOLOGICAL = the recognition
that the social contexts in which we
develop are ECOSYSTEMS.
4. The Theory
“Ecological systems theory views the child as
developing within a complex system of
relationships affected by multiple levels of
the surrounding environment.”
“Bio-ecological” model (Bronfenbrenner &
Evans, 2000).
6. MICROSYSTEM
(a) specific physical and
The
innermost material elements, (b) face-
level, the to face interactions with
microsystem other people (parents,
consists of teachers, friends) who have
activities and
interaction particular personalities,
patterns in temperaments, and belief
the child‟s systems.
immediate
surroundings
7. Home in relation to
MESOSYSTEM
school, neighborhood in
The second relation to social life.
level of the
model, the
mesosyste
m spans the Does the peer group
connections contradict or support the
between parent‟s belief system?
microsyste
ms.
8. EXOSYSTE
M
Religious institutions,
The
exosystem is parents‟ social networks,
made up of health and welfare services
social
settings that in the community, parents‟
do not workplace.
include
children
directly but
affect their
experiences
in immediate
settings.
9. MACROSYSTEM
The
macrosystem is Consider the effects of the
made up of
historical feminist movement.
events, cultural
values, laws, The establishment of
customs and
resources. educational
A general policies, children‟s welfare
cultural policies.
“blueprint” that
structures the
activities and
values occurring
in lower levels.
10. Chronosyst
em
The birth of siblings, moving
The to a new neighborhood
chronosyst
em
captures
the
temporal
dimension
of the
model.
11. IMPLICATIONS FOR COGNITIVE
DEVELOPMENT AND TEACHERS
(1)The relationships (2)There are
between systems are DYNAMIC FORCES
RECIPROCAL that affect individual
development
(3) The
Micorsystem and
Mesosystem in
relation to socio-
cognitive
development.
12. IMPORTANT MICROSYSTEMS
FAMILY SCHOOL (school
culture, teaching styles)
(Nuclear family, blended
family, divorce, parenting
styles)
BAUMRIND (1991) PEER GROUPS (peer-
Authoritarian = parental culture, peer
power and a detached aggression, bullying)
attitude.
Instrumental Aggression =
Permissive = limited control no clear intention to cause
and love and affection. harm.
Authoritative=high levels of
Hostile Aggression:
both warmth and
achievement demands. bold, direct actions
intending to harm (a)
Rejecting-neglecting=a Overt, (b) relational
disengaged style.
WHY ARE THESE IMPORTANT
TO COGNITIVE DEVELOPMENT
AND LEARNING?
13. ENGAGING SCHOOLS
“Although learning involves cognitive
processes that take place within each
individual, motivation to learn also depends
on the students‟ involvement in a web of
social relationships that supports learning.”
“Thus, a focus on engagement calls attention
to the connection between a learner and the
social context in which learning takes place.”
14.
15. TWO CRITICAL CONCEPTS FOR
ENGAGED LEARNING
Collaboration
Cooperation
A philosophy about
how to deal with people A philosophy of how to
that respects work with others to
differences, shares attain a shared goal.
authority and builds on
the knowledge of „The majority of studies
others. indicate that cooperative
groups have positive
effects on students'
See Ch. 9, p. 323 empathy, tolerance of
differences, feelings of
acceptance, self-
confidence and even
school attendance.‟
16. Basic Characteristics of Cooperative
Learning
Group Work
Integral parts of group work: (i)
Argumentation,
(ii) Elaboration/interpretation/explanation,
(iii) Appreciation of multiple perspectives.
(i) SOCIAL SKILLS, (ii) TEAM BUILDING
GOALS, (iii) INDIVIDUAL
ACCOUNTABILITY
17. Preparing Students for Cooperative
Learning
DAVID AND ROGER JOHNSON (1999)
Five elements define true cooperative learning
groups:
1. Face-to face interaction
2. Positive interdependence
3. Individual Accountability
4. Cooperative skills
5. Group Processing
Australian research in grades 8 -12 indicates that
in science, math and English students learned
more in such groups.
18. • CULTURAL • FAMILY/TE
BELIEFS ACHERS/PE
affect what is ERS
acceptable Influence
and non- norms and
acceptable values about
school
achievement.
SOCIAL
COGNITIVE
PROCESSES IN
LEARNING
LEARNING
• SCHOOL COOPERATIVE
COMMUNITY LEARNING COLLABORATION • INDIVIDUAL
Learning can be CHARACTERISTIC
developed in S AND THE
cooperative groups DEVELOPMENT
through rehearsal OF SOCIAL SKILLS
and elaboration .
(IPM), • Respect for
disequilibrium differences, and
(Piaget) or conflict resolution
scaffolding mechanisms.
(Vygotsky).
