Project 1: Peppa Pig: Developmental Psychology

In the group of boys, ages six to twelve, Piggy is the only one that doesn’t seem to belong. Golding illustrates Piggy’s unlikeness through his speech and his lack of a real name. Piggy’s vernacular does not follow the conventions of formal English. He uses phrases such as “them fruit” and pronounces asthma as “ass-mar”, something that Ralph is quick to make fun of. Piggy also seems to believe that everyone needs have their name heard. He asks each of the boys for their names, repeats them and shouts them to Ralph “who is not interested”. When Piggy, someone who puts that much time and effort in remembering everyone’s names, does not receive a name, he becomes the outsider. Piggy clearly recognizes the importance of a name. He repeats Sam and

Mr. Byrne is having trouble getting his students to listen. He is trying scolding as a punishment, but that is not working. By the end of this essay, Mr. Byrne will learn how use operant conditioning to get his seventh grade students to listen.

Throughout this book it is a theme that the boys are forced to simulate adults for means or survival. The quote “Piggy was ... so full of pride in his contribution to the good of society … that he helped to fetch wood.” shows that people weren 't forced to help out and fetch wood, at first, people were offering to help out for the better of others.

Throughout the book Piggy was the one character that always strived for a good society so that everyone would remain good as a whole. As an example “Piggy was so full of delight and expanding liberty in Jack’s departure, so full of pride in his contribution to the good of society, that he helped to fetch wood” (Chapter 8, Page 129). Piggy still with a reasonable mind is still trying to convince others to do good also. He stated “Which is better--to have to be a pack of painted indians like you are, or to be sensible like Ralph is?” (Chapter 11, Page 180). Lastly to keep everything sane they needed to come up with rules to keep everything civil. Piggy suggested “We’ve got to have rules and obey them. After all, we’re not savages. We’re English, and the English are best at everything. So we’ve got to do the right things” (Chapter 2, Page 42). Piggy was the most sane and smart about keeping everything in order and

The Lord Of The Flies by William Golding is a book about a plane full of boys crashing on an island. The boys are by themselves no adults so they have to survive on their own and establish their own government. Piggy is one of the first characters we meet as a boy with poor eyesight, a weight problem and asthma so the readers already like him even if no one else likes him. Piggy is the closest thing the boys have to an adult on the island. Throughout the story Piggy embraces the character traits of being intellectually intelligent, Mature and loyal.

The theory behind behavior modification ethics has a reputation for its accomplishments and disappointments. In addition to this, there are many dangers in using physical punishment as behavior modification with the two primary modifiers of behavior being Classical conditioning and Operant conditioning. The outcome of using negative reinforcement has its share of benefits and downfalls in human behavior whereas; positive reinforcement seems to win over. Then there is the theory of Operant Conditioning of B.F. Skinner and what the public’s view on this theory is and how well it works.

According to Vygotsky, the basis for learning lies within social interaction and communication. It is when a child is able to communicate, either verbally or non-verbally, that they understand the world around them through copying and internalizing new concepts. An example of this is what Vygotsky called cooperative or collaborative dialogue, when a “more knowledgeable other” assists the learner with a task. Although it sounds like a relatively basic idea, other psychologists at the time, notably Piaget, placed the source of learning within the person and not related to the people around them. As Orlando Lourenco illustrated in the article “Piaget and Vygotsky: Many resemblances, and a crucial difference,” the key difference between the two leading psychologists of the early twentieth century was the importance of the surroundings of the child. Piaget believed that children are born with the innate skills to acquire language; whereas, Vygotsky supported the belief that it was the community that teaches a child language (Lourenço,

This task will majorly focus on the lack of social and cognitive development of Genie and its connection with Piaget’s and Erickson’s human psychological development theories. As one of the most well- known feral children in the 20th century, the young girl Genie had been confined to a room, isolated and abused by her parents for over a decade before the rescue. Due to the severely abnormal development occurred in the childhood, Genie’s linguistic ability was nearly undeveloped, her limbs were not fully extended, her development was delayed from various perspectives.

Piaget and Vygotsky provide their distinct differences in their theories; however they share many similarities. These two theorists expanded their beliefs in how they thought a child would progress throughout the years of growing. This brought many different opinions as well as some advantages to each of their theories. Some of the differences between the two theorists are derived from the theoretical experiences and language, culture, and education. Piaget and Vygotsky both shared a common knowledge from either having training or background as biologists. Also, they both had some interest in philosophy. Their views help enhance the similarities and differences providing in their theories.

(although we only know him as Piggy and not by his real name). In chapter 8 of the book, the

Peppe, an Italian worker kid, lives on New York 's Mulberry Street. To support his sisters and sick father, Peppe searches out a job. He can just look for some kind of employment as a lamplighter, which chafes his dad since he sees it as modest road work; lighting the streetlamps was not the occupation his dad imagined when coming to America. As time passes by, Peppe turns out to be progressively demoralized because of his dad 's objection. In the wake of leaving the lights dim one night, unknowingly keeping his sister from discovering her direction home, the genuine effect of his employment is uncovered. Daddy changes his assessment in regards to the significance of his child 's occupation and Peppe recovers dignity. This book was a Randolph Caldecott Medal Honor Book in 1994. Age Range: 4 - 8 years

Piggy’s low self esteem often leads to him being seen as a joke. Due to the fact that he is short and stout, the boys ridicule him and never take him seriously, even though he has some of the best ideas on the island. Overall, Piggy is a physically weak character because of his asthma and dependency on his spectacles, but this also carries over into the way he holds himself. He received his nickname from when he told Ralph “what they used to call [him] in school,” which shows that for years, Piggy has been teased because of his weight, resulting in his lack of confidence (Golding, 11). Piggy struggles for attention and for his voice to be heard, but the other boys never give that to him. At group gatherings especially, Piggy confronted by Jack and is told to “shut up” which leaves him feeling “wilted” and dejected, which he feels after he is involved in most conflicts (Golding, 42). Piggy is seen as unwanted because of his physical weakness; when Piggy suggests that he comes to explore the island with Jack, Simon, and Ralph, he is told

Both Skinner’s theory of operant conditioning and Pavlov’s theory of classical conditioning can be used every day in an ECCE setting. Today many school systems and childhood authorities follow Skinner’s and Pavlov’s theory by using the approach of positive reinforcement. This encourages good behaviour in the child making the behaviour more likely to be repeated again as they are rewarded and praised for their efforts in reading, writing and general learning. It is important that children’s efforts in a learning setting are rewarded as this will encourage the child to perform to the best of their ability. School authorities only use negative reinforcement as a last resort.

There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment. I agree with and will use Vygotsky belief that language is a way for children to exchange ideas with adults and their peers and that it is vital for cognitive development. Also Vygotsky theory that I found useful is that social activities provide the seeds from which complex cognitive processes can

Most of this theory is started by Lev Vygotsky, who was born in Russia in 1896, but unfortunately he died at early age of only thirty-eight. He graduated from University of Moscow, after graduation, he taught literature in secondary school, which experience intensified his interest in how children learn. Most of important parts of Vygotsky theory consist of Scaffolding, MKO (more knowledgeable others), ZPD (zone of proximal development) and Role of Language. Scaffolding means to learn with help and support of others, like parents, tutors, or even peers who know more. These helpful people are called MKO, more knowledgeable others. ZPD is zone of the proximal development. Vygotsky divided children’s knowledge into three sections, respectively are what they can do, what they cannot do and ZPD. Here ZPD is the linking between “can do” and “cannot do”. I t means the potential learning area where children and reach with scaffolding of MKO. The significant part of Vygotsky theory is that he consider not only about children’s mental development, but also the external affection on mental function, which Piaget had missed out. Besides the above concepts, Vygotsky points out that language plays a key role in children’s thought forming. He believes thought is result of language