Developmental theory and learning styles
- 1. Welcome to
- 2. 2e Developmental theory and learning styles https://www.youtube.com/watch?v=Kf7S9BRJ8nk
- 3. 2e Developmental theory and learning styles Theorist
- 4. Theorist: - relate how different theories / observations relate to each other. Tidy and well-organised minds…and e-mail inboxes. Can’t relax until they get to the bottom of situation in question and can explain their observations in basic terms. Uncomfortable with anything subjective or ambiguous. Usually sound in their approach to problem-solving – take a logical, one step at a time approach. 2e Developmental theory and learning styles May like to: • Explore how different Bible Stories releate to each other • Explore different theological views on the same topic • Like working through a series of logical questions about a topic.
- 5. Pragmatist: Seek out and make use of new ideas. Look for the practical implications of any new ideas or theories before making a judgment. If something works – all is well and good. If doesn’t work – little point in spending time on the analysis of its failure. Strength – confident in use of new ideas and will incorporate them into their thinking. Most at home in problem- solving situations. 2e Developmental theory and learning styles May like to... • Search for new ideas for your Christmas nativity • Help plan and implement any new ideas for your youth group • Think through new ways to share familiar bible stories in your family services
- 6. Activist: - learn by doing. Novelty; will ‘give anything a go’. Get on with things – not interested in planning. Immerse themselves in a wide range of things and experiences, and to work in groups so ideas can be shared and tested. Bored by repetition – most often open-minded and enthusiastic. 2e Developmental theory and learning styles May like to: • Direct the Church’s Christmas Nativity • Volunteer at a Christian festival – potentially a different one each year. • Undertake a sponsored event to raise money for a Christian charity...even if it means missing Church on a Sunday...
- 7. Reflector: - stand back and observe. Collect as much info as possible before making decision; ‘look before they leap’. Look at big picture, inc. previous experiences. Strength – will painstakingly collect data and subsequent analysis before they reach any conclusion. Slow to make up their minds…but when they do, decisions based on sound consideration, knowledge and opinions. 2e Developmental theory and learning styles May like to... • Undertake a SWOT analysis of the youth group and present their findings to the leadership team. • Be part of a group which undertakes a community profile and make recommendations for services which the Church might like to set up.
- 8. 2e Developmental theory and learning styles Chapter from Pritchard’s book on Learning Styles is on the Portal under ‘Files’ for today’s session and explores all of these in more depth. Pg 51-55 looks at relationship between Multiple Intelligences and Learning Styles
- 9. 2e Developmental theory and learning styles Do Learning Styles really exist? Video: https://www.youtube.com/watch?v=bYyVWBJn59g Ted Talk: Learning styles & the importance of critical self-reflection https://www.youtube.com/watch?v=855Now8h5Rs http://www.bbc.com/future/story/20161010-do-we-have-a-preferred- style-of-learning
- 10. Group Discussions Discuss some ideas for activities for your youth group which meet different learning styles and help young people explore their faith and / or the issues they’re facing. Bonus point if you can create a activity we can play as a group here on Zoom when we come back from the breakout rooms… 2e Developmental theory and learning styles
- 11. Erikson, like Freud, was largely concerned with how personality and behaviour is influenced after birth - not before birth - and especially during childhood. In the 'nature v nurture' (genes v experience) debate, Erikson was firmly focused on nurture and experience. 2e Developmental theory and learning styles
- 12. 2e Developmental theory and learning styles https://www.youtube.com/watch?v=aYCBdZLCDBQ
- 13. Psychosocial Crisis Stage Life Stage age range, other descriptions 1. Trust v Mistrust Infancy 0-1½ yrs, baby, birth to walking 2. Autonomy v Shame and Doubt Early Childhood 1-3 yrs, toddler, toilet training 3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery 4. Industry v Inferiority School Age 5-12 yrs, early school 5. Identity v Role Confusion Adolescence 9-18 yrs, puberty, teens 6. Intimacy v Isolation Young Adult 18-40, courting, early parenthood 7. Generativity v Stagnation Adulthood 30-65, middle age, parenting 8. Integrity v Despair Mature Age 50+, old age, grandparents http://www.businessballs.com/erik_erikson_psychosocial_theory.htm 2e Developmental theory and learning styles
- 14. Reflection... - Can you see any of these ‘crisis’ in yourself? Or in any of your young people? - How have other people helped you through these crisis? - Do you think any of your young people have struggles today because they haven’t passed through a previous stage successfully? 2e Developmental theory and learning styles
- 15. Who is the most intelligent? 2e Developmental theory and learning styles
- 16. Howard Gardner - Multiple Intelligences 2e Developmental theory and learning styles https://www.youtube.com/watch?v=s2EdujrM0vA How can we incorporate this theory into our youthwork setting?
- 17. Piaget’s Cognitive Development Theory https://www.verywellmind.com/child-development-theories-2795068 2e Developmental theory and learning styles The Sensorimotor Stage: A period of time between birth and age two during which an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli. The Preoperational Stage: A period between ages 2 and 6 during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people. The Concrete Operational Stage: A period between ages 7 and 11 during which children gain a better understanding of mental operations. Children begin thinking logically about concrete events but have difficulty understanding abstract or hypothetical concepts. The Formal Operational Stage: A period between age 12 to adulthood when people develop the ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic planning also emerge
- 18. Takeaway... 2e Developmental theory and learning styles In 2’s or 3’s… - What 1 thing will you take away from this evening’s session? - What’s been most useful and why? - What’s been least useful and why?
- 19. On the Portal… 2e Developmental theory and learning styles • Learning Styles Quiz • Chapter from Alan Pritchard’s book on Learning Styles • Multiple Intelligences: • Descriptors of each intelligence • Multiple Intelligence Test for Young People and Adults
- 20. Assignments 2e Developmental theory and learning styles Assignment 3 - Compulsory (1,000 words) Choose one of the following two questions to complete. How does your theology of young people and your understanding of faith development shape your work with young people? Reflect upon your practice and suggest ways to better shape your youth ministry in the light of this understanding. Or Write a reflective analysis of the young people in your youth group, identifying ‘needs’ and ‘learning styles’. Include some thoughts on a developmental theory that we have covered on the course.
- 21. Assignments 2e Developmental theory and learning styles Assignment 4 - Compulsory (1,000 words) Choose one of the following two questions to complete. a) How do you meet the needs in your young people through the various approaches to youth work, (group work, creative arts, sport, mentoring, detached work etc) and how can these approaches nurture discipleship, evangelism, mission and worship? Discuss why you use the approaches you have chosen, and whether there are any other approaches you have learnt about which would be more suitable. Or b) What factors influence young people’s mental health today, and what can be done to help young people with poor mental health? Suggest activities and ideas that could have a positive effect on young people’s mental health and explain why.
Editor's Notes
- #14: The young people in your youth group might have struggles which have been established in one of their childhood stages e.g. struggling to trust anyone because they developed a unhealthy sense of mistrust in stage 1. As parents / youth workers, our own emotional triggers might be set off by the young people in our care when they go through certain stages
- #15: This theory is another layer to add on top of all the different layers we’ve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
- #16: Do we see our young people’s different types of intelligences as being equally valid and valued?
- #17: This theory is another layer to add on top of all the different layers we’ve looked at today. Your young person who struggles to trust what you say may in fact struggle to trust other people because of something she went through as a baby.
- #18: Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world. Piaget proposed an idea that seems obvious now, but helped revolutionize how we think about child development: Children think differently than adults. Theorist Jean Piaget proposed one of the most influential theories of cognitive development. His cognitive theory seeks to describe and explain the development of thought processes and mental states. It also looks at how these thought processes influence the way we understand and interact with the world. Piaget then proposed a theory of cognitive development to account for the steps and sequence of children's intellectual development.