It can be understood in Maslow’s theory in Hierarchy of needs. Maslow has conceptualized both our physiological and psychological motives as different classes of needs to which we assign different levels of priority. These different classes form a hierarchy of needs, in which the lower- level needs have the first priority (Maslow, 1970). And it is usually presented as a pyramid, as show in Figure A. Also, Maslow
The stages help me to solidify in my mind what might be going on in a person’s life at a given time. His stages fit with what I imagine each age group is grappling with psychologically at each stage. The two theories are alike in that they attempt to explain human behavior, but they approach it from 2 different schools of thinking. The two theories are like in that they both have a social context to them. I believe that both are valid, and both can help to explain why we do what we do.
Cognitive development is a process which enhancing the ability of learning. The cognitive theories emphasize on conscious thoughts which highlight the mental aspects of development such as logic and memory. The primary factors of cognitive theories is the structure and development of the individual’s thought processes and the means of these processes can effort the person’s understanding of the world. Therefore, the cognitive theories study on how this understanding, and the expectations it creates, can affect the individual’s behavior. There are three types of cognitive development theories in human which are Piaget’s Cognitive development theory, Vygotsky’s Sociocultural Cognitive theory and Information-Processing theory.
Bruner’s theory links in closely with Vygotsky’s theory as they both stress about the importance of involving the partnership of parents in order to develop a child’s learning further. “Bruner considers that it is necessary for the adult to be able to ascertain what the child
This then resulting in a greater reliability of this methods as researches can replicate their findings to apply to multiple schools, on a national scale, this making the method more reliable when studying teacher’s labelling of pupils in school, being favoured more by positivists because interpretivists like in-depth data. However, even though the teachers have to perform to the professional duty, to treat all pupil fairly and correctly, they often give negative labels to pupil, based on the ideas of their social class, gender and ethnicity. This showing a limitation to the reliability if using this method in researching teachers’ labelling because pupils may respond to these label in a variety of ways either in a negative or positive, including forming anti-school subcultures, as Item A refers to. With different responses from the labelling this could be favoured by interpretivists due to them getting a deep understand to the different response the pupils give off from getting labelled. Rosenthal and Jacobson’s research includes a reliability strength of field experiments when studying teacher labelling because it was a simple experiment that could easily repeated.
We usually think of personality in terms of how we act and the differences we can see in each person. The concept of personality refers to the dynamic integration of the totality of a person’s experiences and behavior patterns including both conscious and unconscious behavior patterns, experiences and views, and intentional states (Kernberg, 2016). Personality derives from human experiences and the environment in which your grow up in, in can be codetermined by genetic dispositions. Genetics does play a part in a person’s personality but just how much and how is it determined. A major part of a person’s identity is building character and a personality.
Learning Personality Theories and Dispositional Personality Theories Introduction The two psychological personality theories have a number of similarities and differences. As such, this essay transcends a discussion of a comparison between dispositional and learning personality theories. Also, the paper will address the differences between the two personality theories regarding personality, interpersonal relationships, characteristics as well as behaviour. Conventionally, it is evident that individual personality will directly affect the behaviour of one. As such each theory of personality entails characteristics ascribed to it.
Vygotsky emphasized on the crucial role of socio-cultural factors taking place around the individual in developing higher mental processes, while acknowledging the necessity of biological factors. Learning, according to the SCT, is a process centered on the understanding and application of symbols in social settings. Moreover, Lantolf (2000) argued that one of the main concepts in SCT would be the mediation of the human mind, adding that Vygotsky referred the semiotics used in understanding the world as psychological tools. Besides, the capability to be able to make use of tools, either in extending physical or mental abilities, is what differentiates humans to animals. Psychological tools vary from culture and generations as they are subject to alteration depending on the needs and aspirations of the society’s individuals and include symbols, signs, plans, and primarily language.
3 more effective educational delivery - This view, in part, reflects the business concept of total quality management, according to which decisions made close to the actual product will produce a better result. 4 improved communication – between stakeholders, facilitating principals’ awareness of teacher and parent concerns. 5greater accountability - teachers to students, parents, and local communities 6 transparent, - reducing opportunities for corruption. 7 decisions made by groups,- generally better than ones made by individuals. 8 high levels of professionalism 9 improved student retention and learning.