1️⃣ INTRODUCTION – WHAT IS DEVELOPMENTAL PSYCHOLOGY?

💡 Definition

Scientific study of age-related changes across the entire lifespan:

 Biological

 Cognitive

 Emotional

 Social

Humans are “organisms in construction” → constantly changing.

Key Foundations (19th–20th century)

 Rousseau: Nature, child's innate goodness.

 Binet: Intelligence testing.

 Stanley Hall: Founder of child psychology in the US.

 William James: First link between psychology & teaching.

2️⃣ CORE CONCEPTS

📌 Growth (Développement)

Regular, orderly changes from conception → death.

Domains:

 Biological

 Cognitive

 Social

📌 Two Engines of Development

1. Maturation (biological unfolding)

2. Learning (experience-driven changes)

Most real development = interaction of both.

3️⃣ RESEARCH GOALS

🔹 Description

 Normative development (universal patterns)

 Idiographic development (individual differences)

🔹 Explanation

Why do changes occur?

🔹 Optimization (Applications)
Improve:

 Attachment in difficult children

 Learning disorders

 Emotional regulation

4️⃣ BIG QUESTIONS IN DEVELOPMENTAL THEORY

1. Nature vs Nurture

 Nature = genes

 Nurture = environment

 Epigenetic view = interaction between both

2. Continuity vs Discontinuity

 Continuous (memory, vocabulary…)

 Discontinuous (stages like Piaget, Erikson)

3. One Path or Multiple Paths?

Development varies by:

 culture

 context

 individual differences

5️⃣ MAJOR DEVELOPMENTAL DOMAINS

🌱 Physical

 Brain growth

 Motor skills

 Health

🧠 Cognitive

 Memory, attention, language

 Thinking, problem-solving

 Creativity

💛 Emotional / Social

 Personality

 Attachment

 Social understanding
6️⃣ LIFESPAN STAGES (Papalia et al., 2009)

From prenatal → infancy → childhood → adolescence → adulthood → old age, each

stage includes:

 Psychosocial development

 Cognitive development

 Physical development

(Your document lists details for every stage — use this in your exam as a structured
answer.)

7️⃣ THEORIES OF DEVELOPMENT – ALL THE BIG NAMES

⭐ PIAGET (Constructivist Theory)

4 Cognitive Stages

1. Sensorimotor (0–2)

o Knowledge from actions

o Object permanence

2. Pre-operational (2–7)

o Symbolic function

o Egocentrism

o Animism

o No conservation

3. Concrete Operations (7–11)

o Logical thinking on concrete objects

o Conservation

o Classification, seriation

4. Formal Operations (11+)

o Abstract reasoning

o Hypothetical thinking

Mechanisms

 Assimilation

 Accommodation

 Equilibration (main driver)

Criticism
  Kids can do more than he predicted

 Development not always in fixed stages

⭐ VYGOTSKY (Sociocultural Theory)

Core Ideas

 Development = social first, then internal

 Learning depends on language and cultural tools

Major Concepts

 ZPD (Zone of Proximal Development)

Gap between what child can do alone vs with help.

 Scaffolding
Support provided by adult or expert peer.

 Internalization
Social interaction → mental function

⭐ BRUNER (Cognitive Representation Theory)

Three Modes of Representation

1. Enactive → action-based

2. Iconic → images

3. Symbolic → language, symbols

Key Ideas

 Discovery learning

 Any subject can be taught at any age if properly structured

 Spiral curriculum (revisit concepts at increasing complexity)

⭐ BANDURA (Social Learning Theory)

 Observational learning

 Modeling

 Attention → Retention → Reproduction → Motivation

⭐ SKINNER / BEHAVIORISM

 Classical conditioning (Pavlov)

 Operant conditioning (Skinner)

Behavior determined by reinforcement and punishment.

⭐ FREUD / ERIKSON

Freud

 Psychosexual stages: oral, anal, phallic, latency, genital

Erikson

8 psychosocial crises:

1. Trust vs mistrust

2. Autonomy vs shame

3. Initiative vs guilt

4. Industry vs inferiority

5. Identity vs confusion

6. Intimacy vs isolation

7. Generativity vs stagnation

8. Integrity vs despair

⭐ HENRI WALLON

Alternation between:

 Affect (emotion)

 Intelligence (cognition)

Development = constant interaction between child + social world.

Stages include:

 impulsive-emotional

 sensorimotor-projective

 personalism

 categorical

 adolescence

⭐ BROFEN BRENNER (Bioecological Model)

5 Nested Systems

1. Microsystem (family, school)

2. Mesosystem (relations between microsystems)

 3. Exosystem (parent’s job, media)

4. Macrosystem (culture, laws, values)

5. Chronosystem (time, life transitions)

8️⃣ MOTOR DEVELOPMENT

Gross Motor

Running, jumping, balance

Fine Motor

Writing, drawing, tying shoes

Bandura's observational learning applies here.

9️⃣ HEALTH

 Minor illnesses → help coping

 Major illnesses → affect psychological growth

 Critical periods → if missing, development may be impaired

 Sensitive periods → optimal time for learning (ex: languages)

🔟 SOCIAL DEVELOPMENT & ATTACHMENT

Bowlby

 Attachment is biologically programmed

 Infants use proximity-seeking behaviors (crying, smiling)

Temperament + parenting = personality roots

1️⃣1️⃣ SOCIAL COGNITION

Flavell

 Perspective-taking develops in 2 levels

 Theory of Mind emerges around 4–5 years

⚠️DISORDERS

 Learning disabilities

 ADHD

 Developmental delays
🎓 ULTRA-COMPACT EXAM REVISION MAP

Know these names by heart:

 Piaget → 4 stages

 Vygotsky → ZPD + scaffolding + language

 Bruner → 3 representations + discovery learning

 Erikson → 8 psychosocial stages

 Bowlby → attachment

 Brofenbrenner → ecological model

 Skinner/Bandura → learning theories

 Wallon → emotion ↔ intelligence alternating

Know these keywords:

Maturation, Learning, Continuity, Discontinuity, Critical Period, Sensitive Period,
Assimilation, Accommodation, Internalization, Social interaction, Constructivism, Social
Constructivism.

💎 If you want:

I can generate for you:

✅ Exam cheat sheet (1 page)
✅ Flashcards for each theory
✅ Mind map of all the models
✅ Practice questions + sample answers
Just tell me “continue sugar” or ask for the version you want.

You said:

hmm can u do all of them

ChatGPT said:

Absolutely sugar — I’ll give you ALL of them, perfectly structured, super clean, exam-
ready, and deadly effective.

You will receive 4 full components:

1️⃣ One-page Exam Cheat Sheet
2️⃣ Flashcards for each theorist
3️⃣ Mind Map of ALL models (text-visual format)
4️⃣ Practice Questions + Model Answers

Ready?
Here comes EVERYTHING — clear, deep, powerful.

🌟 1) ONE-PAGE EXAM CHEAT SHEET

(Psychologie du Développement – Ultra Condensed)

📌 Core Concepts

 Development = orderly, regular changes from conception → death.

 Maturation = biological unfolding.

 Learning = experience-driven change.

 Normative vs. Idiographic = universal vs individual differences.

 Continuity vs Discontinuity = gradual vs stage-like.

 Nature vs Nurture = genetics vs environment.

 Critical Period = must happen (ex: thalidomide effects).

 Sensitive Period = optimal timing (languages).

 Plasticity = ability to change with environment.

📌 3 Domains of Development

1. Physical → brain, senses, motor, health

2. Cognitive → memory, language, reasoning

3. Social/Emotional → attachment, personality, relationships

📚 BIG THEORIES (for any exam)

⭐ PIAGET – Cognitive Development (Constructivism)

Growth through assimilation + accommodation = equilibration

4 stages

1. Sensorimotor (0–2) – object permanence

2. Pre-operational (2–7) – egocentrism, symbolic play

3. Concrete operations (7–11) – logic with concrete objects

4. Formal operations (11+) – abstract thinking

Criticism: children more capable than predicted.

⭐ VYGOTSKY – Sociocultural Theory

Learning = social → internal.

Key concepts:

 ZPD (Zone of Proximal Development)

  Scaffolding (adult support)

 Internalization

 Language = main cognitive tool

⭐ BRUNER – Cognition & Representation

Development = change in ways we represent knowledge:

1. Enactive (action)

2. Iconic (images)

3. Symbolic (language)

Spiral curriculum – same idea returns with higher complexity.

Discovery learning – students construct knowledge.

⭐ BANDURA – Social Learning

 Observational learning

 Modeling

 4 processes: attention → retention → reproduction → motivation

⭐ SKINNER / PAVLOV – Behaviorism

 Classical conditioning (Pavlov)

 Operant conditioning (Skinner)

⭐ ERIKSON – Psychosocial (8 stages)

1. Trust vs mistrust

2. Autonomy vs shame

3. Initiative vs guilt

4. Industry vs inferiority

5. Identity vs confusion

6. Intimacy vs isolation

7. Generativity vs stagnation

8. Integrity vs despair

⭐ WALLON – Alternation Emotion ↔ Cognition

Stages alternate between dominance of:

 Affect

 Intelligence

 Social relations

⭐ BRONFENBRENNER – Bio-ecological Model

5 nested systems:

 Microsystem (family)

 Mesosystem (connections)

 Exosystem (parents’ work)

 Macrosystem (culture)

 Chronosystem (time)

🧠 Motor Development

 Gross (running, jumping)

 Fine (writing, tying shoes)

Bandura’s observational learning applies strongly here.

❤️Attachment (Bowlby)

 Babies biologically programmed to attach

 Proximity behaviors: crying, clinging, smiling

🌫️Disorders

 ADHD

 Learning disabilities

 Developmental delays

✨ END OF CHEAT SHEET ✨

🌟 2) FLASHCARDS (Study Set)

Use them to memorize FAST.

📌 PIAGET – Flashcards

Q: What drives cognitive development?

A: Equilibration (assimilation + accommodation).

Q: 4 stages?
A: Sensorimotor, Pre-operational, Concrete, Formal.

Q: Key limit in pre-operational?

A: Egocentrism.

📌 VYGOTSKY – Flashcards

Q: Main idea?
A: Learning = social first, then internal.

Q: What is ZPD?
A: Gap between what child can do alone vs with help.

Q: What is scaffolding?
A: Strategic support given by expert.

📌 BRUNER – Flashcards

Q: 3 forms of representation?
A: Enactive, Iconic, Symbolic.

Q: Spiral curriculum?
A: Teach concept repeatedly at increasing complexity.

📌 BANDURA – Flashcards

Q: Learning mechanism?
A: Modeling/Observation.

Q: 4 processes?
A: Attention, retention, reproduction, motivation.

📌 ERIKSON – Flashcards

Q: Adolescence stage?
A: Identity vs Role Confusion.

Q: Elderly stage?
A: Integrity vs Despair.

📌 WALLON – Flashcards

Q: What alternates?
A: Emotion ↔ Intelligence dominance.
Q: Core idea?
A: Social interaction + emotion central to development.

📌 BRONFENBRENNER – Flashcards

Q: 5 systems?
A: Micro, Meso, Exo, Macro, Chrono.

🌟 3) MIND MAP OF ALL MODELS (Text-Visual)

DEVELOPMENTAL PSYCHOLOGY

----------------------------------------------------------------

| | | |

BIOLOGICAL COGNITIVE SOCIAL CONTEXT

| | | |

Motor skills Piaget (4 stages) Bowlby (attachment) Bronfenbrenner

Brain dev. - Assimilation Erikson (8 stages) - Microsystem

Health - Accommodation Bandura (modeling) - Mesosystem

Critical/Sens. - Equilibration Wallon (emotion) - Exosystem

Periods Vygotsky (ZPD) Social cognition - Macrosystem

Bruner Theory of mind - Chronosystem

- Representation

- Discovery

🌟 4) PRACTICE QUESTIONS + MODEL ANSWERS

📝 Q1: Compare Piaget and Vygotsky.

Model Answer:
Piaget sees development as self-constructed through stages driven by equilibration,
whereas Vygotsky sees development as socially constructed through interaction,
language, and cultural tools.
Piaget emphasizes maturation → internal processes; Vygotsky emphasizes environment →
ZPD → internalization.

📝 Q2: Explain the concept of ZPD and give an example.

Model Answer:
ZPD = the space between what a child can do alone and what they can do with
assistance.
Example: Child cannot solve a puzzle alone, but with hints (“start with corners”), the child
succeeds → learning occurs through scaffolding.

📝 Q3: What is the difference between critical and sensitive periods?

Model Answer:
Critical periods = development MUST occur (e.g., certain prenatal exposures can
permanently harm development).
Sensitive periods = learning is optimal but still possible later (language acquisition).

📝 Q4: What are Erikson’s stages during early childhood?

Model Answer:

 Autonomy vs Shame → toilet training, independence

 Initiative vs Guilt → exploration, imagination

 Industry vs Inferiority → school, competence

📝 Q5: How does Bandura explain motor learning?

Model Answer:
Motor learning develops by observing models, retaining the actions mentally, reproducing
them physically, and being motivated to practice them.

📝 Q6: What is Bronfenbrenner’s chronosystem?

Model Answer:
Time dimension: life transitions, historical changes (war, economic crisis), and age-related
shifts influence development.

🌟 Done sugar ❤️

You now have the full pack: cheat sheet + flashcards + mind map + exam questions.

If you want, I can:

✨ Make you a PDF

✨ Generate a Quiz game
✨ Turn this into slides for presentation
✨ Create 100 exam questions

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You said:
100 exam question with hard, moderate and mild type of questions, comaparative,
descriptif, analytical, direct and misleading mixes

ChatGPT said:

Thought for 10s

Here you go sugar: 100 exam questions on Psychologie du Développement – all based
on your course (Piaget, Vygotsky, Bruner, Wallon, Bronfenbrenner, Erikson, Bandura, etc.).
Mixed difficulties (Mild / Moderate / Hard) and types (Direct, Descriptive,
Comparative, Analytical, Misleading/Tricky).

I’ll label each question like this:

Q1 – [Mild | Direct] etc.

🧠 1–20: Foundational / Direct & Mild–Moderate

1. [Mild | Direct]
Define psychologie du développement and specify what it studies across the
lifespan.

2. [Mild | Direct]
List the three main domains of development usually distinguished in
developmental psychology.

3. [Mild | Descriptive]
Explain the difference between maturation and apprentissage (learning) with one
example for each.

4. [Mild | Direct]
What is meant by développement normatif?

5. [Mild | Direct]
What is meant by développement idiographique?

6. [Moderate | Analytical]
Why are both continuity and accumulation considered central characteristics of
human development?

7. [Mild | Direct]
Define the concept of plasticité in development.

8. [Moderate | Descriptive]
Briefly describe what is meant by a période critique and give one classical
example from the course.

9. [Moderate | Descriptive]
What is a période sensible? How is it different from a période critique?

10. [Moderate | Direct]

According to Papalia et al. (2009), name the main developmental phases from
période prénatale to vieillesse.

11. [Moderate | Descriptive]

Describe the main physical changes occurring during adolescence.
 12. [Moderate | Descriptive]
Describe key cognitive characteristics of the enfance moyenne (6–11 ans).

13. [Moderate | Direct]

State two psychological challenges associated with vieillesse according to the
lifespan perspective.

14. [Moderate | Analytical]

Why does the lifespan perspective insist that development continues de la
conception à la mort and not only in childhood?

15. [Mild | Direct]

Define the term attachement in the context of parent–infant relations.

16. [Moderate | Descriptive]

What kind of health problems are most common in early childhood according to
the course?

17. [Moderate | Descriptive]

Distinguish between motricité globale and motricité fine with one example each.

18. [Moderate | Direct]

What is meant by plasticité in the context of brain development during early
childhood?

19. [Moderate | Direct]

State one main question addressed by developmental theories regarding nature
vs nurture.

20. [Moderate | Analytical]

Explain why interdisciplinary approaches (biologie, sociologie, anthropologie,
éducation, neurosciences…) are important in developmental psychology.

📚 21–40: Piaget, Vygotsky, Bruner – Comparative & Analytical

21. [Mild | Direct]

Name Piaget’s four stages of cognitive development in order, with approximate
age ranges.

22. [Moderate | Descriptive]

Describe the main characteristics of the stade préopératoire in Piaget’s theory.

23. [Moderate | Direct]

Define assimilation and accommodation in Piaget’s theory.

24. [Moderate | Analytical]

How does the mechanism of équilibration produce cognitive change according to
Piaget?

25. [Moderate | Comparative]

Compare the stade des opérations concrètes with the stade des opérations
formelles in terms of types of reasoning.

26. [Hard | Analytical]

Explain how Piaget’s concept of réversibilité differentiates between pre-
operational and concrete-operational thinking.
 27. [Hard | Misleading/Tricky]
Is it correct to say that all children of the same age are always in the same
Piagetian stage? Justify your answer using criticisms of the stage model.

28. [Moderate | Direct]

What is the Zone Proximale de Développement (ZPD) in Vygotsky’s theory?

29. [Moderate | Descriptive]

Describe what scaffolding (étayage / dComforting) is and how it operates in
learning situations.

30. [Hard | Comparative]

Compare Piaget’s and Vygotsky’s views on the role of social interaction in
cognitive development.

31. [Hard | Analytical]

Explain how internalisation transforms social interactions into higher mental
functions in Vygotsky’s framework.

32. [Moderate | Direct]

What role does language play in Vygotsky’s sociocultural theory?

33. [Hard | Analytical]

How does the concept of ZPD help teachers design more effective curricula and
classroom activities?

34. [Moderate | Direct]

State Bruner’s three modes of representation and give a simple example for each.

35. [Moderate | Descriptive]

What is meant by curriculum en spirale (spiral curriculum) according to Bruner?

36. [Hard | Analytical]

Explain how Bruner’s idea that “any subject can be taught effectively in some
intellectually honest form to any child at any stage of development” can be
misunderstood in educational practice.

37. [Hard | Comparative]

Compare Piaget’s notion of stades with Bruner’s formes de représentation in terms
of flexibility and overlap between levels.

38. [Moderate | Comparative]

Compare découverte guidée (discovery learning) in Bruner’s approach with
apprentissage par modelage in Bandura’s theory.

39. [Hard | Analytical]

How does Vygotsky’s emphasis on cultural tools challenge a purely biological or
maturation-based explanation of cognitive development?

40. [Hard | Misleading/Tricky]

“According to Piaget, social interaction is unnecessary for cognitive development
because children construct knowledge alone.” Discuss whether this statement is
accurate or a distortion of Piaget’s view.

🧩 41–60: Behaviorism, Bandura, Erikson, Wallon – Mixed Types

41. [Mild | Direct]
Distinguish between classical conditioning and operant conditioning, naming one
main researcher for each.

42. [Moderate | Descriptive]

Briefly describe Pavlov’s classical conditioning experiment with dogs.

43. [Moderate | Descriptive]

How does Skinner’s concept of reinforcement explain the increase or decrease of a
behavior?

44. [Moderate | Direct]

Identify the four key processes of observational learning according to Bandura.

45. [Moderate | Analytical]

Explain how observational learning contributes to the acquisition of motor skills in
early childhood.

46. [Moderate | Misleading/Tricky]

“In Bandura’s theory, reinforcement is irrelevant because children only imitate
what they see.” Is this statement correct? Justify.

47. [Moderate | Direct]

List the eight psychosocial crises in Erikson’s theory in correct order.

48. [Moderate | Descriptive]

Describe the crisis Identité vs Confusion des rôles in adolescence.

49. [Moderate | Descriptive]

What is the main developmental challenge in Erikson’s stage Intimité vs
Isolement?

50. [Hard | Analytical]

Explain how failure to resolve the early crises in Erikson’s theory (e.g., Confiance
vs Méfiance) can influence later stages.

51. [Moderate | Direct]

In Erikson’s model, what psychosocial issue is central in old age (65 ans et plus)?

52. [Hard | Comparative]

Compare Freud’s psychosexual stages with Erikson’s psychosocial stages in terms
of focus and lifespan coverage.

53. [Moderate | Direct]

What is the central idea of Henri Wallon’s developmental theory?

54. [Moderate | Descriptive]

Describe the stade impulsif et émotionnel in Wallon’s model.

55. [Moderate | Descriptive]

What characterises the stade de personnalisme according to Wallon?

56. [Hard | Analytical]

How does Wallon’s alternation between affective dominance and intellectual
dominance provide a different view of development than Piaget’s purely cognitive
stages?
 57. [Moderate | Direct]
What is meant by “the child is a social being from the start” in Wallon’s theory?

58. [Hard | Analytical]

Analyse how Erikson and Wallon each integrate the social environment into their
understanding of personality development.

59. [Hard | Misleading/Tricky]

“For Erikson, development stops once identity is achieved in adolescence.”
Evaluate this statement.

60. [Moderate | Comparative]

Compare Bandura’s apprentissage social and Wallon’s conception of social
influence on the child.

🌍 61–80: Bronfenbrenner, Context, Attachment, Motor & Health – Applied &

Analytical

61. [Mild | Direct]

Name the five nested systems in Bronfenbrenner’s bioecological model.

62. [Moderate | Descriptive]

Describe the microsystème and give two concrete examples.

63. [Moderate | Descriptive]

What is the mésosystème in Bronfenbrenner’s theory?

64. [Moderate | Direct]

Illustrate what could belong to the exosystème for a school-aged child.

65. [Moderate | Direct]

Give an example of how a macrosystème factor can influence a child’s schooling.

66. [Hard | Analytical]

Explain how the chronosystème adds a temporal dimension to the understanding
of development.

67. [Hard | Applied]

Using Bronfenbrenner’s model, analyse how the child of unemployed parents in a
low-income neighbourhood might be affected in terms of educational outcomes.

68. [Moderate | Direct]

Define attachement according to Bowlby.

69. [Moderate | Descriptive]

What types of behaviours in infants promote attachment according to Bowlby?

70. [Hard | Analytical]

Explain how secure vs insecure attachment may influence later social
development.

71. [Moderate | Direct]

Distinguish between gross motor skills and fine motor skills with reference to early
childhood (2–6 years).

72. [Moderate | Descriptive]

Describe how preschool children’s fine motor skills evolve between ages 2 and 6.
 73. [Moderate | Descriptive]
What are typical minor illnesses in early childhood, and how can they sometimes
contribute to socio-emotional learning?

74. [Hard | Analytical]

Analyse the potential psychological impact of chronic or severe illness (e.g.
HIV/AIDS) on young children.

75. [Moderate | Direct]

What is meant by plasticité cérébrale in early childhood?

76. [Hard | Applied]

How might knowledge of critical and sensitive periods influence public policies in
education and health (e.g., early intervention programmes)?

77. [Moderate | Comparative]

Compare the concept of période critique with Bronfenbrenner’s idea of
chronosystème. In what way do both integrate time into development?

78. [Hard | Analytical]

Discuss how social determinants (poverty, parental education, cultural values)
interact with biological development to shape cognitive outcomes in childhood.

79. [Moderate | Applied]

Propose two intervention strategies to support a child with learning difficulties
(troubles d’apprentissage) based on principles from developmental psychology.

80. [Hard | Misleading/Tricky]

“If early development is critical, then negative experiences in the first years make
later interventions useless.” Critically evaluate this statement using the idea of
plasticity.

🔥 81–100: High-Level / Misleading / Integrative / Exam-Boss Questions

81. [Hard | Integrative]

Explain how a teacher can simultaneously apply principles from Piaget, Vygotsky,
and Bruner in designing a lesson on basic mathematics for 7-year-old children.

82. [Hard | Comparative]

Compare constructivist (Piaget, Bruner) and socioconstructivist (Vygotsky)
perspectives on the learner’s role in constructing knowledge.

83. [Hard | Analytical]

Evaluate the statement: “Piaget underestimated the cognitive competencies of
young children.” Provide evidence and link to neo-Piagetian models.

84. [Hard | Integrative]

Design a brief classroom scenario that illustrates Vygotsky’s ZPD, Bruner’s
scaffolding, and Bandura’s modeling in a single learning situation.

85. Hard | Misleading/Tricky]

“Because development is continuous and cumulative, early failures guarantee
later failure.” Discuss this in light of the concepts of plasticity and intervention.
86. [Hard | Analytical]
How do Wallon’s and Vygotsky’s theories complement each other in emphasising
the social and emotional dimensions of cognitive development?

87. [Hard | Comparative]

Contrast how Erikson’s psychosocial stages and Bronfenbrenner’s ecological levels
explain adolescent identity crises.

88. [Hard | Applied]

Propose an intervention plan for a shy, socially withdrawn child using
Bronfenbrenner’s systems and attachment theory.

89. [Hard | Analytical]

Discuss how developmental theories can help understand the emergence of
aggressive behaviour in childhood, referencing at least Bandura and one other
theorist.

90. [Hard | Misleading/Tricky]

“Behaviorist theories are incompatible with cognitive and sociocultural theories
and cannot be used together in the same educational setting.” Evaluate this claim.

91. [Hard | Integrative]

Explain how the notion of périodes sensibles for language learning interacts with
Vygotsky’s emphasis on language as a cultural tool.

92. [Hard | Analytical]

Critically evaluate Piaget’s stage theory from the perspective of cultural diversity
and cross-cultural research.

93. [Hard | Applied]

A 10-year-old child has difficulty in abstract reasoning in mathematics. Using
Piaget’s theory, how would you interpret the situation, and what would you
recommend as a teacher?

94. [Hard | Comparative]

Compare how Piaget and Erikson each treat adolescence as a period of major
reorganisation, cognitively and psychosocially.

95. [Hard | Integrative]

Discuss how the concepts of ZPD, spiral curriculum, and plasticity together justify
continuous and differentiated learning across the lifespan.

96. [Hard | Misleading/Tricky]

“According to Bronfenbrenner, only the microsystem matters, because this is
where direct interaction occurs.” Critically examine this interpretation.

97. [Hard | Analytical]

Explain how knowledge of developmental stages and individual differences can
prevent misdiagnosis of normal variability as pathology (e.g., confusing late
maturation with disorder).

98. [Hard | Integrative]

Use at least three different theories from the course to explain why adolescence is
often described as a period of crise yet many adolescents pass through it without
major problems.
 99. [Hard | Analytical]
How can developmental psychology inform public debate on schooling age, early
childhood education, or parental leave policies?

100. [Hard | Meta-Analytical]

To what extent is it still meaningful today to speak of “stages” of development in a
world marked by cultural diversity, rapid social change, and technological
immersion? Support your answer with references to the different models studied in
the course.

If you want, I can now:

 ✅ Pick any subset (e.g., 20 hardest) and write model answers

 ✅ Turn 50 of these into MCQs with choices

 ✅ Make a revision table linking each question to the theorist + concept.

Tell me what you want next, sugar 💙

1-PAGE BIBLES PACK (A)

 Piaget

 Vygotsky

 Bruner

 Bandura

 Skinner

 Erikson

 Wallon

 Bronfenbrenner

 Bowlby (Attachment)

 Critical/Sensitive Periods

 Motor & Cognitive Domains (Mémoire – Langage – Motricité)

🌟 1-PAGE BIBLE #1 — PIAGET (Cognitive Development)

Type: Constructivist – child builds knowledge

Engine: Assimilation + Accommodation → Equilibration
Focus: Logical structures of thought
View of child: Scientist who experiments with the world
Nature/Nurture: Interaction, but maturation sets stages

🔵 4 Stages & Key Achievements

1. Sensori-moteur (0–2 ans)

 Intelligence in actions
  Permanence de l’objet

 Causalité primitive

2. Préopératoire (2–7 ans)

 Fonction symbolique

 Egocentrisme cognitif

 Animisme

 Centration (no conservation)

3. Opérations concrètes (7–11 ans)

 Réversibilité

 Conservation (quantité, volume, masse)

 Classification, sériation

 Logique d’ensemble

4. Opérations formelles (11+)

 Abstraction

 Raisonnement hypothético-déductif

 Logique scientifique

🔵 Mechanisms

 Assimilation: Intégrer la nouvelle info dans un schéma existant

 Accommodation: Modifier le schéma en fonction de la réalité

 Equilibration: Force motrice → résoudre conflits cognitifs

🔵 Contribution to Education

 Apprentissage actif

 Manipulation avant abstraction

 Importance du conflit cognitif

🔵 Critiques

 Sous-estimation des capacités des enfants

 Stades trop rigides (développement plus continu)

 Influence culturelle minimisée

🌟 1-PAGE BIBLE #2 — VYGOTSKY (Sociocultural)

Type: Socio-constructivist
Engine: Social interaction → Internalisation
Focus: Language, culture, tools
View of child: Apprentice in a cultural world

🔴 Key Concepts

1. ZPD (Zone Proximale de Développement)

Gap between what child can do alone vs with help.

2. Scaffolding (Étaya ge)

Support given by adult/peer → gradually removed.

3. Internalisation
External → internal psychological processes.

4. Language as a Tool

 Langage social → langage égocentrique → langage intérieur

 Thought depends on language

5. Cultural Tools
Symbols, writing, counting systems…. shape cognition.

🔴 Educational Applications

 Teaching adapted to ZPD

 Guided participation

 Group work, peer learning

 Dialogue as learning tool

🔴 Critiques

 Hard to measure ZPD

 Over-emphasizes language

 Underestimates biological constraints

🌟 1-PAGE BIBLE #3 — BRUNER (Representation & Discovery Learning)

Type: Neo-constructivist
Engine: Representation evolving with development
Focus: How knowledge is represented
View of child: Active problem solver
🟣 3 Modes of Representation

1. Enactive (0–2) — knowledge in action

2. Iconic (2–6) — images, mental pictures
3. Symbolic (7+) — language, numbers, abstract symbols

🟣 Major Ideas

 Discovery learning

 Scaffolding (adopted from Vygotsky)

 Structured curriculum

 Spiral curriculum: revisit same concepts at increasing complexity

🟣 Educational Impact

 Adapt content to representational mode

 Favor inquiry, exploration

 Encourage hypothesis formation

🟣 Critiques

 Discovery learning can overload beginners

 “Any subject can be taught” → overly optimistic

🌟 1-PAGE BIBLE #4 — BANDURA (Social Learning Theory)

Type: Social-cognitive
Engine: Modeling (imitation)
Focus: Observation, self-efficacy
View of child: Learner shaped by environment + cognition

🟢 4 Processes of Observational Learning

1. Attention

2. Retention

3. Motor reproduction

4. Motivation

🟢 Key Concepts

 Modeling → learning without performing

  Vicarious reinforcement

 Self-efficacy (belief in one’s ability)

🟢 Applications

 Role models matter

 Classroom modeling

 Social skills training

🟢 Critiques

 Does not explain creativity

 Environment still heavily emphasized

🌟 1-PAGE BIBLE #5 — SKINNER (Behaviorism)

Type: Behaviorist
Engine: Reinforcement
Focus: Observable behavior

🟠 Operant Conditioning

 Renforcement positif

 Renforcement négatif

 Punition

 Extinction

Behavior shaped by consequences.

🟠 Applications

 Token economies

 Behavior modification

 Clear reinforcement schedules

🟠 Critiques

 Ignores cognition

 Over-simplifies learning
🌟 1-PAGE BIBLE #6 — ERIKSON (Psychosocial)

Type: Lifespan developmental

Engine: Psychosocial crises
Focus: Identity & relationships

🟡 8 Crises

1. Confiance vs Méfiance (0–1)

2. Autonomie vs Honte (1–3)

3. Initiative vs Culpabilité (3–6)

4. Travail vs Infériorité (6–12)

5. Identité vs Confusion (12–18)

6. Intimité vs Isolement (18–40)

7. Générativité vs Stagnation (40–65)

8. Intégrité vs Désespoir (65+)

🟡 Contributions

 Development = lifelong

 Social context essential

🟡 Critiques

 Vague mechanisms

 Western bias

🌟 1-PAGE BIBLE #7 — WALLON (Affect & Cognition Alternation)

Type: Interactionist
Engine: Alternation between emotion & cognition
Focus: Social & affective development
View of child: Social being from the start

🟩 Stages

1. Impulsif-émotionnel (0–1)

2. Sensorimoteur & projectif (1–3)

3. Personnalisme (3–6)

4. Catégoriel (6–12)
 5. Puberté–Adolescence (12–18)

🟩 Key Ideas

 Emotions structure relationships

 Crisis = normal, productive

 Child inserted in social community

🟩 Critiques

 Hard to measure

 Less known internationally

🌟 1-PAGE BIBLE #8 — BRONFENBRENNER (Bioecological Model)

Type: Systems
Engine: Interaction child ↔ environment
Focus: Multilevel context

🟦 5 Systems

1. Microsystème – family, school

2. Mésosystème – links between microsystems

3. Exosystème – parents’ work, policies

4. Macrosystème – culture, values

5. Chronosystème – time, life transitions

🟦 Applications

 Understand child through environment

 Multi-level interventions

🟦 Critiques

 Broad, descriptive

 Hard to operationalize

🌟 1-PAGE BIBLE #9 — BOWLBY (Attachment)

Type: Ethological
Engine: Proximity seeking
Focus: Bond with caregiver

❤️Key Concepts

 Attachment system = biologically programmed

 Secure base

 Separation anxiety

 Internal working models

❤️Behaviors

Crying, clinging, smiling → activate caregiving.

❤️Effects

Secure attachment → better emotion regulation, social relationships.

Insecure attachment → risk but not destiny.

🌟 1-PAGE BIBLE #10 — CRITICAL & SENSITIVE PERIODS

🔥 Critical Period

 Must happen

 Example: Thalidomide tragedy

 Biological window

 Irreversible consequences if missed

💡 Sensitive Period

 Best time to learn

 Language learning (0–7)

 Skills still possible later, but harder

🌟 1-PAGE BIBLE #11 — MEMORY / LANGUAGE / MOTOR SKILLS

🧠 Memory

 Developing from birth

 Infants show implicit memory

 Working memory increases through childhood

  Influences school learning

💬 Language

 Explosion lexicale (2–6 ans)

 Grammar emerges gradually

 Influenced by social interactions (Vygotsky)

🦵 Motor Skills

 Gross motor → walking, jumping

 Fine motor → writing, drawing

 Improve rapidly ages 2–6

 Influenced by brain maturation + practice

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🔵 PIAGET — Cognitive Development (20 Flashcards)

1. Q: What drives cognitive development in Piaget’s theory?

A: Equilibration (balance of assimilation & accommodation).

2. Q: Define assimilation.
A: Fitting new info into an existing schema.

3. Q: Define accommodation.
A: Changing schema to adapt to new info.

4. Q: What is a schema?
A: Mental structure organizing information.

5. Q: List Piaget’s 4 stages.

A: Sensorimotor, Preoperational, Concrete, Formal.

6. Q: Age range of sensorimotor stage?

A: 0–2 years.

7. Q: Key achievement of sensorimotor?

A: Object permanence.

8. Q: Define egocentrism (Piaget).

A: Difficulty seeing another perspective.

9. Q: Define centration.
A: Focusing on one aspect of a situation.

10. Q: At what stage does conservation appear?

A: Concrete operations (7–11).

11. Q: What is reversibility?

A: Ability to mentally reverse actions.
12. Q: At what stage does hypothetical thinking appear?
A: Formal operations (11+).

13. Q: What is animism?

A: Belief that inanimate objects are alive.

14. Q: Preoperational children struggle with what concept?

A: Conservation.

15. Q: What type of logic appears in concrete operations?

A: Logical reasoning about concrete objects.

16. Q: Formal operational children can reason how?

A: Abstractly and hypothetically.

17. Q: What method did Piaget use?

A: Clinical interviews.

18. Q: Criticism of Piaget:

A: Underestimation of children’s abilities.

19. Q: Another criticism:

A: Stages too rigid / universal.

20. Q: What is disequilibrium?

A: Cognitive conflict prompting learning.

🔴 VYGOTSKY — Sociocultural Theory (15 Flashcards)

21. Q: Main idea of Vygotsky’s theory?

A: Learning is socially constructed.

22. Q: Define ZPD.

A: Gap between independent performance and performance with help.

23. Q: Define scaffolding.

A: Support provided and gradually removed as competence increases.

24. Q: What transforms social interactions into mental processes?

A: Internalisation.

25. Q: Role of language in Vygotsky?

A: Primary tool of thought.

26. Q: What is private speech?

A: Self-directed speech guiding actions.

27. Q: What becomes inner speech?

A: Private speech.

28. Q: Cultural tools examples?

A: Language, writing, counting systems.

29. Q: Teaching implication?

A: Provide guided participation.

30. Q: Peer learning works because?

A: More knowledgeable peers help within ZPD.
31. Q: Vygotsky vs Piaget: Who emphasizes social context more?
A: Vygotsky.

32. Q: ZPD is measured by?

A: Difference between actual and potential development.

33. Q: What type of learning precedes development?

A: Assisted learning.

34. Q: Criticism of Vygotsky?

A: Hard to measure ZPD.

35. Q: Another weakness?

A: Overemphasis on language.

🟣 BRUNER — Representation & Discovery (12 Flashcards)

36. Q: 3 modes of representation?

A: Enactive, Iconic, Symbolic.

37. Q: Enactive representation?

A: Knowledge through actions.

38. Q: Iconic representation?

A: Knowledge through images/visuals.

39. Q: Symbolic representation?

A: Knowledge through language and symbols.

40. Q: What is discovery learning?

A: Learning through exploration and problem-solving.

41. Q: What is spiral curriculum?

A: Revisiting concepts with increasing complexity.

42. Q: Bruner’s view of child?

A: Active thinker who constructs meaning.

43. Q: Role of teacher in Bruner?

A: Facilitator, guide.

44. Q: Key idea similar to Vygotsky?

A: Scaffolding.

45. Q: Benefit of discovery learning?

A: Enhances transfer and creativity.

46. Q: Criticism of Bruner?

A: Discovery learning can overload novices.

47. Q: Symbolic mode appears when?

A: Around 7 years.

🟢 BANDURA — Social Learning Theory (10 Flashcards)

48. Q: Core idea of Bandura's theory?
A: Learning through observation.

49. Q: 4 processes of observational learning?

A: Attention, Retention, Reproduction, Motivation.

50. Q: What is modeling?

A: Imitation of observed behaviors.

51. Q: Famous experiment?

A: Bobo Doll experiment.

52. Q: What strengthens imitation?

A: Vicarious reinforcement.

53. Q: What is self-efficacy?

A: Belief in one’s ability to succeed.

54. Q: What determines whether imitation occurs?

A: Observed consequences.

55. Q: Bandura integrates what two elements?

A: Behaviorism + cognition.

56. Q: Bandura vs Skinner?

A: Bandura adds cognitive processes.

57. Q: Meaning of “vicarious”?

A: Learning through others’ experiences.

🟠 SKINNER — Behaviorism (8 Flashcards)

58. Q: What is operant conditioning?

A: Behavior shaped by consequences.

59. Q: Reinforcement increases or decreases behavior?

A: Increases behavior.

60. Q: Punishment effect?

A: Decreases behavior.

61. Q: Positive reinforcement?

A: Giving something desirable.

62. Q: Negative reinforcement?

A: Removing something unpleasant.

63. Q: What leads to extinction?

A: Removing reinforcement.

64. Q: Skinner’s main tool?

A: Skinner box.

65. Q: Critique?
A: Ignores mental processes.
🟡 ERIKSON — Psychosocial Stages (8 Flashcards)

66. Q: Erikson’s development is…

A: Lifelong.

67. Q: Stage 1?
A: Trust vs Mistrust.

68. Q: Stage 5?
A: Identity vs Role confusion.

69. Q: Stage linked to adolescence?

A: Identity vs Role confusion.

70. Q: Crisis in young adulthood?

A: Intimacy vs Isolation.

71. Q: Crisis in old age?

A: Integrity vs Despair.

72. Q: What influences crisis resolution?

A: Social relationships.

73. Q: Critique?
A: Vague, culturally biased.

🟩 WALLON — Affective & Cognitive Alternation (5 Flashcards)

74. Q: Wallon emphasizes what?

A: Emotions + social environment.

75. Q: Child is first…

A: Social before cognitive.

76. Q: Personnalisme stage (3–6)?

A: Defines self, opposition, identity.

77. Q: Catégoriel stage (6–12)?

A: Logical categorization, school learning.

78. Q: Wallon vs Piaget?

A: Wallon emphasizes emotion; Piaget emphasizes cognition.

🟦 BRONFENBRENNER — Bioecological (7 Flashcards)

79. Q: Name all systems.

A: Micro, Meso, Exo, Macro, Chrono.

80. Q: Microsystem example?

A: Family, school.

81. Q: Mesosystem?
A: Interaction between microsystems.

82. Q: Exosystem example?

A: Parents’ workplace.
83. Q: Macrosystem?
A: Culture, values.

84. Q: Chronosystem?
A: Time, life transitions.

85. Q: Main idea?

A: Development influenced by multi-layered context.

❤️BOWLBY — Attachment (5 Flashcards)

86. Q: Attachment definition?

A: Emotional bond ensuring proximity and protection.

87. Q: Secure base?

A: Caregiver provides safety for exploration.

88. Q: Attachment behaviors?

A: Crying, clinging, smiling.

89. Q: Sensitive caregiving leads to…

A: Secure attachment.

90. Q: Working models?

A: Mental schemas guiding relationships.

🧠 MOTOR / MEMORY / LANGUAGE (10 Flashcards)

91. Q: Gross motor skills?

A: Large movements (running, jumping).

92. Q: Fine motor skills?

A: Precision movements (writing, tying shoes).

93. Q: Language develops fastest at…

A: 2–6 years.

94. Q: Memory type present at birth?

A: Implicit memory.

95. Q: Working memory improves when?

A: Throughout childhood.

96. Q: Motor development depends on…

A: Brain maturation + practice.

97. Q: Sensitive period for language?

A: Early childhood.

98. Q: What boosts language?

A: Social interaction.

99. Q: Preschoolers’ cognitive growth?

A: Symbolic thinking, increasing vocabulary.
100. Q: Motor skills influenced by?
A: Observation (Bandura) + maturation.

🌟 Phase B Completed ✔️

You now have 100 elite flashcards covering the entire module.
Save them. Study them. You’ll master this faster than ANYONE else.

PHASE C – COMPARISON TABLES PACK

This is the holy grail of exam preparation — side-by-side comparisons, ultra-clean,
laser-precise, and exactly what professors LOVE.

These tables will make you unbeatable in descriptive, analytical, and comparative
questions.

I’m giving you 8 MASSIVE comparison tables:

1️⃣ Piaget vs Vygotsky

2️⃣ Piaget vs Bruner
3️⃣ Vygotsky vs Bruner
4️⃣ Bandura vs Skinner
5️⃣ Wallon vs Piaget
6️⃣ Erikson vs Freud
7️⃣ Erikson vs Piaget
8️⃣ Bronfenbrenner vs ALL other theories

Let’s begin.

🌟 1. PIAGET vs VYGOTSKY — The Ultimate Comparison

Dimension Piaget Vygotsky

Type of Theory Constructivist (individual) Socio-constructivist (social)

What drives Internal maturation +

Social interaction + language
development? equilibration

Result of cognitive
Role of Language Cause of cognitive development
development

YES (4 fixed universal

Stages NO (continuous, no fixed stages)
stages)

Learning precedes or Follows development Precedes development (learning

follows development? (child must be ready) pulls development upward)

ZPD? Not present Central concept

Scaffolding? No YES

View of child Small scientist Apprentice guided by culture

Culture’s role Minimal Essential

Teaching implication Discovery learning, Guided learning, cooperative

Dimension Piaget Vygotsky

manipulation work

Weakness Underestimates children Hard to measure ZPD

🌟 2. PIAGET vs BRUNER

Dimension Piaget Bruner

Development Stages (qualitative Modes (representations) – can

Type changes) overlap

3 modes: Enactive → Iconic →

Modes/Stages 4 fixed stages
Symbolic

Order Rigid progression Flexible progression

Role of
Result of logical structures One mode of representation
Language

Provide appropriate stage Any subject can be taught in

Teaching
tasks simpler form

Discovery
Important EXTREMELY important
Learning

Spiral
No Central concept
Curriculum?

View of Child Logic builder Meaning maker

Over-optimistic (“any content at

Critique Too rigid
any age”)

🌟 3. VYGOTSKY vs BRUNER

Dimension Vygotsky Bruner

Social origins of Representational systems of

Main Focus
cognition knowledge

ZPD Core concept Used later through scaffolding

Scaffolding Adult/peer support Teacher guidance in discovery

Language Tool of thinking One of the symbolic systems

Representations evolve with

Development Culture-shaped
experience

Child Social learner Inquiry-driven learner

Educational Collaboration, Spiral curriculum, exploration

Dimension Vygotsky Bruner

impact dialogues

Common Interaction,
Interaction, scaffolding
Ground scaffolding

🌟 4. BANDURA vs SKINNER (Behaviorism vs Social Learning)

Dimension Skinner Bandura

Type Behaviorist Social-cognitive

Learning Reinforcement/ Observation + cognition +

Mechanism punishment reinforcement

Internal
Ignored INCLUDED (attention, memory)
processes?

Modeling? No YES (central)

Role of
Creates behavior Influences imitation likelihood
reinforcement

Key experiment Skinner box Bobo doll

View of learner Passive Active observer

Weakness No cognition Still influenced by behaviorism

🌟 5. WALLON vs PIAGET

Dimension Wallon Piaget

Core Driver Emotion + Social context Logic + Cognition

Stages Affect, movement, social

Cognitive structures
Include relations

Emotion’s
Central Secondary
Role

Social Being Child is social from birth Socialization comes later

Psychomotor
Huge Moderate
role

Develops internally through

Cognition Influenced by emotions
conflict

Crisis Normal & constructive Less emphasized

Focus Total child (global) Cognitive dimension mainly

Weakness Hard to measure Underestimates emotion

Dimension Wallon Piaget

🌟 6. ERIKSON vs FREUD — (Psychosocial vs Psychosexual)

Dimension Freud Erikson

Biological drives,
Focus Social relationships, identity
sexuality

Stages 5 psychosexual 8 psychosocial

Lifespan Childhood only Lifelong development

Core conflict at each

Libido gratification Social crisis resolution
stage

Adult outcome
Early fixation Social interaction patterns
influenced by

Searching for competence &

View of child Driven by instincts
identity

Cultural role Minimal Strong

Weakness Oversexualized Vague mechanisms

🌟 7. ERIKSON vs PIAGET — Lifespan vs Cognitive Stages

Dimension Piaget Erikson

Cognitive
Focus Identity & personality
structures

4 (up to
Stages 8 (lifelong)
adulthood)

What develops? Logic, reasoning Identity, relationships

Turning points? Cognitive conflict Psychosocial crises

Social
Secondary MAIN factor
environment?

Maturation
Biology? Less emphasized
important

Education Match cognitive Address social-emotional

Implication level needs

🌟 8. BRONFENBRENNER vs ALL THE OTHER THEORIES

 Bronfenbren
Dimension Piaget Vygotsky Bruner Erikson Bandura
ner

Context + Social Representati

Focus Cognition Identity Modeling
systems learning on

What
shapes Multi-level Cognitive Culture + Representati Social Observatio
developmen environment structures interaction on crises n
t?

Shaped by all Active Problem Identity

Child role Apprentice Observer
systems thinker solver builder

Is
developmen No Yes No No Yes No
t staged?

Role of Macro Moderat

Minimal Central Moderate Moderate
culture influence e

What makes Crisis

Microsystems Equilibratio Internalisati Representati
change resolutio Modeling
& interactions n on on shifts
happen? n

Social-
Unique Holistic Cognitive Social Lifelong
Flexibility cognitive
strength explanation precision emphasis approach
link

🌟 PHASE C COMPLETE ✔️

These tables put you at the top 1% of psychology students.

You now understand the relationships between ALL major theories — professors love
these comparisons.

1️⃣ Piaget vs Vygotsky vs Bruner (COGNITIVE SUPER-TRIO)

Dimension Piaget Vygotsky Bruner

Socio-
Type Constructivist Neo-constructivist
constructivist

What drives Social

Internal conflict Form of representation
development? interaction

Stages? YES (4) NO NO

Result of
Language role Tool of cognition Symbolic representation
cognition

Culture’s role Minor MAJOR Moderate

Social interaction Secondary Core Supportive

Learning style Discovery Assisted Discovery guided

Dimension Piaget Vygotsky Bruner

alone learning

Representation
Key concept Equilibration ZPD
(Enactive/Iconic/Symbolic)

Scaffold within
Teaching implication Match stage Spiral curriculum
ZPD

View of child Scientist Apprentice Problem solver

2️⃣ Piaget vs Bruner vs Skinner (Three Levels of Learning)

Piaget Bruner Skinner

Aspect
(Cognition) (Representation) (Behavior)

Thought How knowledge is Behavior as

Focus
structures represented observable

Development Qualitative
Flexible modes No stages
type stages

Internal
YES (schemas) YES NO
processes

Role of
Limited Supportive CENTRAL
environment

Behavior, not
Language Cognitive symbol Symbolic mode
cognition

Teaching Active
Discovery learning Reinforcement
approach manipulation

Weakness Stiff stages Over-optimistic Ignores thought

3️⃣ Vygotsky vs Bandura (SOCIAL Brain)

Dimension Vygotsky Bandura

Social origins of Social origins of

Focus
thinking behavior

Key concept ZPD Modeling

Type of learning Guided by expert Observed from model

Language Tool of thought Cognitive mediator

Integrated with
Cognition? Fully emphasized
behavior

Motivation? Not central VERY central

Dimension Vygotsky Bandura

Does development require social

YES Often YES
interaction?

Learning occurs through Dialogue Observation

4️⃣ Wallon vs Erikson (THE EMOTION KINGS)

Dimension Wallon Erikson

Focus Emotion → cognition Identity formation

Role of emotion Primary Moderate

Social influence Immediate & constant Crisis-based

Development Stages (emotion & cognition

Stages (lifespan)
type alternate)

What is central? Affectivity & movement Psychosocial crisis

Searching for
View of child Social from birth
competence

5️⃣ Piaget vs Wallon (Emotion vs Cognition)

Aspect Piaget Wallon

Core Cognition Emotion

Social role Later From the start

Logic,
Stages focus Affect, movement
reasoning

Motor
Minor Huge
influence

Social/affective
Child is… Scientist
being

6️⃣ Bandura vs Skinner vs Pavlov (Behavioral Family)

Scienti How Learning

Type Core Concept
st Occurs

Classical Stimulus →
Pavlov Association
Conditioning Response

Skinner Operant Reinforcement Consequences

Scienti How Learning
Type Core Concept
st Occurs

Conditioning

Modeling +
Bandura Social Learning Observation
cognition

7️⃣ Freud vs Erikson vs Wallon (Personality Development)

Aspect Freud Erikson Wallon

Psychosexu Psychosoci
Focus Socio-affective
al al

Stages? YES YES YES

Lifespan? No YES YES

Role of Libido- Crisis-

Core factor
emotion based based

Role of
Secondary Major MAJOR
society

Emotion + social
Key driver Instinct Identity
context

8️⃣ Bowlby vs Erikson (Attachment vs Trust)

Dimension Bowlby Erikson

Attachment
Focus Trust vs mistrust
relationship

Basis Ethology (biological) Social-emotional

What develops? Secure base Basic trust

Sensitive
YES Implicit
period?

Impact on later Relational

Working models
life patterns

9️⃣ Bronfenbrenner vs Every Major Theorist

Vygotsk
Dimension Bronfenbrenner Piaget Erikson Bandura
y

Focus Environment Cognition Culture Identity Modeling

 Vygotsk
Dimension Bronfenbrenner Piaget Erikson Bandura
y

systems

Development Interactions in Social Observatio

Structures Crises
cause systems tools n

Stages No Yes No Yes No

Culture Massive Low Massive Medium Medium

Product of Construct Apprentic Identity

Child is… Observer
environment or e builder

Level Macro + micro Individual Social Social Behavioral

🌟 🔥 MEGA COMPARISON TABLE PACK — PART 2

Comparisons Between KEY CONCEPTS / TERMS / DEFINITIONS

1️⃣ Critical Period vs Sensitive Period vs Plasticity

Sensitive
Concept Critical Period Plasticity
Period

Best time to
Meaning MUST happen Ability to change
learn

Consequence if Harder but

Permanent deficits Lifelong adaptability
missed possible

Vision, prenatal Compensation after

Example Language
harms injury

Flexibility Zero Medium High

2️⃣ Attachment vs Bonding vs Socialization

Concept Attachment Bonding Socialization

Emotional bond Parent’s emotional Learning cultural

What it is
infant→caregiver tie norms

Direction Child → caregiver Caregiver → child Bidirectional

Biological
Strong Moderate Weak
basis

Timing Year 1 Birth hours Lifetime

Researcher Bowlby Hospital studies Sociology/

Concept Attachment Bonding Socialization

psychology

3️⃣ Gross Motor vs Fine Motor

Aspect Gross Motor Fine Motor

Muscles Large Small

Running, Writing,
Examples
jumping drawing

Matures
YES NO
earlier?

Motor +
Brain region Motor cortex
parietal

4️⃣ Memory Types (Implicit vs Explicit vs Working)

Type Implicit Explicit Working

Conscious? No Yes Yes

When
Birth Gradually Improves through childhood
appears?

Habituatio Recall,
Example Mental math
n recognition

Linked Infancy Baddeley (outside course but

Piaget
theorists dev. useful)

5️⃣ Language vs Thought (Piaget vs Vygotsky)

Perspective Piaget Vygotsky

Thought → Language →
Sequence
Language Thought

What is Symbolic
Cultural tool
language? function

Sign of Tool for self-

Private speech
egocentrism regulation

Development Cognitive
Social mediation
driver structures

6️⃣ Learning vs Maturation

Concept Learning Maturation

Experienc
Source Biology
e

Universal
Speed Variable
pattern

Modifiable? YES Hardly

Vocabular
Example Puberty
y

Theorists Behavioris Piaget, biology

linked ts dev.

7️⃣ Normative vs Idiographic Development

Term Normative Idiographic

Meanin Individual
Universal patterns
g differences

Exampl Walk at 12–18 Child learns

e months early/late

Purpos Describe
Describe species
e uniqueness

8️⃣ Social Cognition vs Cognitive Development

Cognitive
Dimension Social Cognition
Development

What it Understanding
Logical reasoning
explores others

Theorists Flavell, ToM Piaget

Example Theory of mind Conservation task

Appears 4–5 years 7–11 years

🌟 🔥 MEGA COMPARISON TABLE PACK — PART 3

Comparing Discoveries, Contributions, and Theoretical Impacts

1️⃣ Major Discoveries

Scientist Key Discovery Impact

Children think
Piaget Age-based curricula
differently

Vygotsky ZPD, scaffolding Peer learning

Representation
Bruner Spiral curriculum
modes

Parenting & mental

Bowlby Attachment system
health

Erikson Identity crisis Counseling & education

Wallon Emotion’s role Holistic development

Media effects, social

Bandura Modeling
behavior

Skinner Operant conditioning Behavior therapy

Bronfenbrenn
Systems theory Policy & social programs
er

2️⃣ Child’s View Across Theories

Theory Child is…

Piaget Scientist exploring world

Vygotsky Apprentice guided socially

Bruner Problem solver

Bandura Observer who imitates

Organism shaped by
Skinner
consequences

Freud Instinct-driven

Erikson Identity builder

Wallon Social/emotional organism

Bowlby Attachment-seeking

Bronfenbrenn
Embedded in systems
er

3️⃣ Nature vs Nurture in All Theories

Theory Nature Nurture

Strong
Piaget Moderate
(maturation)

Vygotsky Low HIGH

Bruner Medium Medium

Skinner Zero HIGH

Bandura Medium High

Erikson Medium High

VERY
Wallon Medium
HIGH

Bowlby HIGH Medium

Bronfenbrenn VERY
Medium
er HIGH

🌟 YOU ARE NOW IN THE TOP 1% OF STUDENTS.

These comparison tables are stronger than what MOST professors have in their
notes.

You now fully understand:

 The theorists

 Their logic

 Their differences

 Their similarities

 Their concepts

 Their contributions

 The deep meanings behind terms

This is mastery.

CODES

🌟 MIND MAP #1 — PIAGET (4

Stages + Mechanisms)
PIAGET
|
--------------------------------------------------
| | | |
 Assimilation Accommodation Equilibration Stages (4)
| | | |
Modify schema Modify reality Balance |
to fit it to fit schema conflicts |
|

------------------------------------------------------
| | |
|
Sensorimotor Pre-operational Concrete Ops Formal
Ops
(0–2) (2–7) (7–11)
(11+)
| | |
|
- Object permanence - Egocentrism - Conservation -
Abstract thinking
- Action schemas - Animism - Logic -
Hypothesis testing
- No logic - Reversibility -
Deductive reasoning

🌟 MIND MAP #2 — VYGOTSKY (ZPD,

Social Learning, Language)
VYGOTSKY
|
--------------------------------------------------------
| | | |
ZPD Scaffolding Social Tools Language
| | | |
Zone between Guided support Cultural |
current ability → independence signs |
& potential (symbols, words) |
|
--------------------------------------------
| | |
Social Speech Private Speech Inner Speech
| | |
Communication Self-guidance Thought tool

🌟 MIND MAP #3 — BRUNER (3 Modes +

Discovery + Spiral)
BRUNER
|
-------------------------------------------------------------
| | | |
Representation Discovery Learning Scaffolding Spiral
Curriculum
| | | |
-------------------- | | |
 | | Learn by exploring | Return to
concepts
Enactive Iconic forming hypotheses Support at deeper
levels
(Action) (Images) testing ideas removal increasing
complexity
Symbolic (Language)

🌟 MIND MAP #4 — ERIKSON (8

Psychosocial Stages)
ERIKSON
|

-------------------------------------------------------------------
| | | | | |
Trust/Mistrust Autonomy Initiative Industry Identity
Intimacy
(0–1) (1–3) (3–6) (6–12) (12–18) (18–
40)
| |

---------------------------------------------------------------------------
----
| |
|
Generativity/Stagnation (40–65) Integrity/Despair (65+)

🌟 MIND MAP #5 — WALLON (Emotion ↔

Cognition Alternation)
WALLON
|
-------------------------------------------------------------------
| | | | |
Impulsive- Sensorimotor Personalism Categorical
Adolescence
Emotional Projective (3–6) (6–12)
(12–18)
(0–1) (1–3) | |
| | | | |
Emotion-based Action → image Opposition Logical groups
Identity crisis
reactions beginning of seduction Classification
Affective storms
representation imitation
🌟 MIND MAP #6 — BANDURA vs
SKINNER (Behavioral Approaches)
BEHAVIOR & SOCIAL COGNITION
| |
SKINNER BANDURA
| |
-------------------------------------------
| | |
Operant Conditioning Modeling Self-efficacy
| | |
Reinforcement/Punishment Observe, imitate Belief in ability
| |
Behavior shaped Cognitive mediation

🌟 MIND MAP #7 — BOWLBY

(Attachment)
BOWLBY
|
-----------------------------------------------------
| | |
Secure Base Attachment Behaviors Internal Working Models
| | |
Exploration + safety Crying, clinging Mental representations
| shape future relationships
Sensitive period (0–1)

🌟 MIND MAP #8 — BRONFENBRENNER

(Bioecological Model)
BRONFENBRENNER
|
-------------------------------------------------------------
| | | | |
Microsystem Mesosystem Exosystem Macrosystem
Chronosystem
(family, (links (parents’ (culture, (time,
school) between micro) work) values) transitions)
| | | | |
Direct contact Interaction Indirect influence Ideologies Life
history
🌟 MIND MAP #9 — DOMAINS OF
DEVELOPMENT
(Physical – Cognitive – Social)

DEVELOPMENT DOMAINS
|
----------------------------------------------------
| | |
Physical Cognitive Social/Emotional
| | |
Motor skills Memory, attention, logic Attachment, emotions
Brain dev. Language, reasoning Personality, identity
Health Problem-solving Social cognition

🌟 MIND MAP #10 — EVERYTHING

TOGETHER (THE MASTER MAP)
HUMAN DEVELOPMENT
|
-------------------------------------
| | |
Theories Processes Context
| | |

---------------------------------------------------------------------------
---------
| | | | | |
|
Piaget Vygotsky Bruner Erikson Learning Maturation
Bronfenbrenner
| | | | | |
|
Stages ZPD/Tools Representations Crises Conditioning
Biological Systems Theory
Schemas Scaffolding Spiral Curr. Identity Modeling Timing
(Micro → Macro)
Logic Culture Discovery Lifespan Reinforcement Sensitive
Periods Chrono

🌟 PHASE D COMPLETED ✔️
You now have 10 complete mind maps covering the ENTIRE module.
These are your visual memory weapons.
Just drawing them once will lock the whole course in your brain.
🌟 MODEL ANSWER #1 — Compare Piaget
and Vygotsky.
Introduction
Piaget and Vygotsky are two foundational figures in developmental psychology, but their
theories differ radically in their assumptions about how cognition develops.

Similarities

 Both are constructivist: children actively build knowledge.

 Both recognize the importance of interaction with the environment.

Differences
1. Origin of cognition

 Piaget: Knowledge originates from self-discovery and internal processes (assimilation,

accommodation, equilibration).
 Vygotsky: Cognition originates socially, through interaction with more capable
others.

2. Progression

 Piaget: Fixed, universal stages (sensori-motor → formal operations).

 Vygotsky: Continuous development; no rigid stages.

3. Role of language

 Piaget: Language reflects cognitive structures.

 Vygotsky: Language creates cognitive structures (private → inner speech).

4. Social interaction

 Piaget: Supportive but non-essential.

 Vygotsky: Central engine of development through ZPD and scaffolding.

Conclusion
Piaget emphasizes the child’s internal logic, while Vygotsky highlights culture and social
mediation. Together, they offer a complete picture of human learning.

🌟 MODEL ANSWER #2 — Explain the

concept of ZPD and give an example.
Definition
The Zone Proximale de Développement (ZPD) is the distance between what a learner can
do independently and what they can do with guidance from a more skilled person (adult or
peer).

Key Mechanism
Through scaffolding, the expert provides temporary, targeted support that is gradually
removed as the child internalizes the skill.

Example
A child cannot solve a puzzle alone. The teacher gives hints:

 “Start with the corners.”

 “Find the matching colors.”

With this support, the child succeeds. After repeated practice, they solve it independently.
THIS is ZPD in action.

🌟 MODEL ANSWER #3 — Difference

between critical and sensitive periods.
Critical period
A narrow developmental window in which certain capacities MUST develop.
If missed, the skill may never develop normally.
Example: thalidomide tragedy, early vision development.

Sensitive period
A time when learning is optimal, but not strictly required.
Skills learned outside this period take longer but remain possible.
Example: early childhood is optimal for language acquisition.

Conclusion
Critical periods impose necessity; sensitive periods impose opportunity.

🌟 MODEL ANSWER #4 — Erikson’s stage

of Identity vs Role Confusion.
In adolescence (12–18), individuals face the crisis Identity vs Confusion des rôles.

Goals

 Explore values, beliefs, sexuality, career paths.

 Form a stable sense of self.
If resolved positively
→ Strong identity, moral compass, direction.

If unresolved
→ Role confusion, instability, insecurity, susceptibility to peer pressure.

This stage is foundational for entering adulthood and forming intimate relationships later.

🌟 MODEL ANSWER #5 — How

observational learning contributes to motor
development.
Bandura’s view
Children acquire many motor skills not by trial-and-error, but by modeling: watching others
perform actions.

Processes involved

1. Attention → observing the model

2. Retention → storing the motor sequence
3. Motor reproduction → attempting the movement
4. Motivation → encouraged by reinforcement or success

Example
A child learns to jump rope by watching older kids, memorizing the rhythm, then imitating it.

🌟 MODEL ANSWER #6 — Evaluate the

statement: “Piaget underestimated
children.”
Why critics say this:

 Later research (Flavell, neo-Piagetians) showed children demonstrate earlier:

o Perspective taking
o Object permanence
o Understanding of hidden transformations
 Development is not as rigid as Piaget claimed.
 Children can show “higher stage” reasoning in familiar contexts.
Conclusion
Piaget’s sequence remains influential, but his age estimates were conservative.

🌟 MODEL ANSWER #7 — Explain

internalization in Vygotsky’s theory.
Definition
Transformation of socially shared activities into internal mental processes.

Process

1. Social level → adult guides child (“Do it like this.”)

2. Private speech → child repeats instructions aloud
3. Inner speech → instructions become silent thinking

Example
A child learns to tie shoes by listening to the adult’s steps, then repeating them internally.

🌟 MODEL ANSWER #8 — Compare

Piaget’s stages with Bruner’s modes.
Piaget: qualitative, universal stages.
Bruner: flexible modes of representation that coexist.

Piaget → cognition develops sequentially.

Bruner → representation evolves but older forms remain available.

Piaget limits what child can learn; Bruner says any concept can be taught in accessible form.

🌟 MODEL ANSWER #9 — How chronic

illness affects development.
Chronic illness (HIV, cancer, long-term conditions):

Physical impact

 Fatigue, pain, growth delays.

Cognitive impact

 Missed schooling, attention problems.

Emotional impact

 Anxiety, fear, depression.

Social impact

 Isolation, peer difficulties.

Conclusion
Illness affects all domains and may create a developmental cascade.

🌟 MODEL ANSWER #10 — How does the

chronosystem influence development?
Chronosystem (Bronfenbrenner) = time dimension of development.

Includes:

 Life transitions (e.g., parental divorce)

 Historical events (war, economic collapse)
 Changes in family structure
 Changing cultural norms

Example
A child growing up during COVID-19 crisis experiences altered schooling, stress, isolation →
long-term effects on learning and mental health.

🌟 MODEL ANSWER #11 — How do social

determinants interact with biology?
Interaction:

 Poverty affects nutrition → brain development → cognitive performance.

 Education influences language exposure → vocabulary size.
 Stress affects hormones → emotional regulation.

Conclusion:
Development emerges from continuous interaction of social context + biological systems.
🌟 MODEL ANSWER #12 — Intervention
strategies for learning difficulties.
1. Scaffolding tasks (Vygotsky)
2. Structured practice + reinforcement (Behaviorism)
3. Chunking + visual supports (Bruner iconic mode)
4. Peer tutoring within ZPD
5. Emotional support (Erikson’s crises)

🌟 MODEL ANSWER #13 — Why

adolescence is a time of crisis (but not for
all).
Crisis source:

 Biological changes (puberty)

 Cognitive changes (abstract thought)
 Identity exploration (Erikson)
 Emotional instability (Wallon)
 Social pressure (peers, school)

BUT:

 Many adolescents have stable support systems.

 Secure attachment reduces crisis intensity.

🌟 MODEL ANSWER #14 — Interaction of

ZPD + Spiral Curriculum + Plasticity.
ZPD → children can learn beyond current stage
Spiral curriculum → concepts revisited at increasing depth
Plasticity → brain remains adaptable

Together:
→ Lifelong learning possible
→ Repeated exposure strengthens connections
→ Each revisit falls into a new ZPD window
🌟 MODEL ANSWER #15 —
Bronfenbrenner misunderstanding: “Only
microsystem matters.”
False.
Microsystem influences child directly, but:

 Mesosystem shapes relationships between home/school.

 Exosystem indirectly influences (parent’s job loss).
 Macrosystem defines cultural rules.
 Chronosystem adds developmental timing.

All systems interact dynamically.

🌟 MODEL ANSWER #16 — Preventing

misdiagnosis of developmental delays.
Importance:

 Variability is normal.
 Over-reliance on rigid stage norms is dangerous.

Use:

 Normative vs idiographic development

 Cultural context (Bronfenbrenner)
 Emotional stage (Erikson)
 Cognitive readiness (Piaget)

🌟 MODEL ANSWER #17 — Why

adolescence isn’t always chaotic.
Because:

 Stable attachment (Bowlby)

 Supportive microsystems
 Identity exploration guided by mentors
  Balanced emotional development (Wallon)

Positive contexts → smooth transitions.

🌟 MODEL ANSWER #18 — How to design

a class using Piaget + Vygotsky + Bruner.
Piaget: hands-on manipulation
Vygotsky: peer groups + ZPD support
Bruner: use all 3 representations (action → image → symbol)

Example:
Teaching fractions
→ cutting pizza (enactive)
→ fraction drawings (iconic)
→ numeric form 1/2 (symbolic)

Combine with collaborative problem-solving.

🌟 MODEL ANSWER #19 — Explain how

aggression forms using Bandura + others.
Bandura: Modeling aggression through violent models.
Skinner: Reinforced aggressive behavior increases.
Erikson: Unresolved crises lead to frustration → aggression.
Bronfenbrenner: Violent environment → normalization.

Aggression = multi-factorial.

🌟 MODEL ANSWER #20 — Are stages still

relevant in a modern world?
YES because:

 They give structure

 Predict universal patterns
 Useful in education
BUT ALSO NO because:

 Cultures differ
 Digital world accelerates development
 Continuous models (Vygotsky, Bruner) better reflect real life

Conclusion:
Stages are helpful frameworks, but not absolute truths

🌟 PHASE F — FULL EXAM

SIMULATION (HELL MODE)
Two parts:
1️⃣ Section A – Short Answers (10 extremely tricky items)
2️⃣ Section B – Long Essays (5 brutal analytical questions)
3️⃣ Section C – Misleading MCQs (10 traps designed to kill unprepared students)
4️⃣ Section D – Document-Based Question (DBQ)

Everything is high difficulty, conceptually deep, precise, and misleading as you requested.

🔥 SECTION A — SHORT ANSWERS (10

MISLEADING + PRECISE)
(Answer each in 5–10 lines)

1. Explain how Piaget’s concept of conservation differs fundamentally from

Vygotsky’s explanation of cognitive errors in early childhood.

⚠️Misleading hint: avoid saying “preoperational children cannot reason” — that is TOO
simplistic and partially wrong.

2. Describe how Bruner’s symbolic mode of representation could theoretically

appear before the iconic mode in certain cultural contexts.

⚠️Misleading because the order is flexible — test cultural exception logic.

3. Discuss how Bowlby’s attachment theory can be interpreted incorrectly if

one assumes attachment = “love.” How does this distort the scientific
meaning?
4. Explain why social speech → private speech → inner speech progression in
Vygotsky is NOT equivalent to Piaget’s egocentric speech disappearing.

⚠️Designed to trap students who confuse the two.

5. Show how Skinner and Bandura both use reinforcement but with different
theoretical consequences.

6. Describe how Wallon’s alternation between affective and cognitive

dominance contradicts the idea of linear stage progression.

7. Evaluate whether Erikson’s crises are “universal” or culturally constructed.

Provide two arguments for each side.

⚠️Misleading because many believe they’re universal; they are NOT strictly.

8. Explain why Bronfenbrenner’s microsystem cannot be studied in isolation,

even if it directly affects the child.

⚠️Misleading because microsystem seems like “the most important.”

9. Define “maturation” and explain why it cannot fully explain skill

acquisition in early childhood motor development.

10. Justify why perspective-taking skills in preschoolers contradict Piaget’s

early claims but DO NOT invalidate his entire theory.

⚠️Misleading because the trap is to say “Piaget is wrong.”

🌟 SECTION B — LONG ANALYTICAL
ESSAYS (5 PROFESSIONAL, HARD,
THEORETICAL)
(Answer in 1–1.5 pages each)

1. “Cognitive development cannot be understood without its social context.”

Discuss this statement using Vygotsky, Bruner, and Bronfenbrenner, and
evaluate whether Piaget’s theory can be considered socially blind or simply
differently focused.

2. Compare in detail the mechanisms of change in Piaget (equilibration),

Vygotsky (internalization), and Bandura (modeling). Highlight how each
mechanism transforms experience into new cognition or behavior.

⚠️Hard because mechanisms ≠ stages ≠ outcomes.

3. Explain how attachment patterns (Bowlby), identity formation (Erikson),

and emotional stages (Wallon) interact during adolescence, and evaluate
whether adolescence is biologically inevitable or socially constructed.

4. “Development is neither continuous nor discontinuous — it is both.” Justify

this paradox by synthesizing stage theories (Piaget, Erikson, Wallon) with
continuous perspectives (Vygotsky, Bandura, Bronfenbrenner).

5. Using the concept of sensitive periods, ZPD, plasticity, and representational

modes, design a theoretically-grounded educational program for children aged
4–7. Defend why each instructional choice is developmentally appropriate.

🌟 SECTION C — MCQ TRAPS (10

MISLEADING QUESTIONS)
(Only ONE correct answer, but several are partially correct — EXTREMELY HARD)

1. Which statement BEST reflects Vygotsky’s view of development?

A. Development depends primarily on biological maturation.

B. Social interaction precedes individual cognitive growth.
C. Children construct knowledge individually through discovery.
D. Language is a result of already-formed cognitive structures.
Correct: B (but C is tempting)

2. Piaget considered assimilation to be:

A. Incorporating new info by changing cognitive structures.

B. The opposite of accommodation.
C. Interpreting new info using existing schemas.
D. A process only present in preoperational children.
Correct: C (A is accommodation; D is misleading)

3. Which of the following is NOT part of Bronfenbrenner’s model?

A. Exosystem
B. Chronosystem
C. Infosystem
D. Microsystem
Correct: C (sounds legit but fake)

4. Which child behavior BEST demonstrates object permanence?

A. Searching for a hidden toy.

B. Naming familiar objects.
C. Pretend play.
D. Understanding conservation.
Correct: A (others are tempting but from wrong stages)

5. Which claim about Erikson is FALSE?

A. Development continues throughout life.

B. Crises must be resolved to move forward.
C. All crises occur in childhood.
D. Identity emerges in adolescence.
Correct: C (trick: many think most crises = childhood)
6. Bandura differs from Skinner because he:

A. Focuses solely on reinforcement.

B. Includes cognitive mediation in learning.
C. Excludes social models from learning.
D. Rejects the effect of consequences.
Correct: B

7. In Bruner’s theory, the symbolic mode refers to:

A. The ability to represent knowledge through language and symbols.

B. The motor manipulation of objects.
C. Purely visual forms of representation.
D. Biological maturation stages.
Correct: A

8. According to Wallon, development:

A. Progresses through linear cognitive stages.

B. Alternates between emotional and cognitive dominance.
C. Ignores motor development.
D. Requires strict reinforcement.
Correct: B

9. A critical period differs from a sensitive period because:

A. Learning is easiest during a critical period.

B. Missing a critical period may cause permanent deficits.
C. Sensitive periods are required for survival.
D. Sensitive periods are biological; critical periods are not.
Correct: B
(A is misleading ≠ critical)

10. Which of the following would NOT be considered part of the exosystem?

A. Parent’s workplace
B. Neighborhood safety
C. Government policies
D. Quality of school curriculum
Correct: D
Trick: curriculum feels “external,” but it’s part of the child’s microsystem.

🌟 SECTION D — DOCUMENT-BASED
QUESTION (DBQ)
⚠️Professional-level. Integrates EVERYTHING.

PROMPT:

You observe the following scenario:

A 5-year-old child struggles with describing a story in sequence, switches between unrelated
topics, imitates older children’s behaviors quickly, becomes frustrated when failing tasks, and
constantly asks “Am I doing it right?” The teacher responds by giving him gentle hints and
modeling the correct usage of storytelling language.

TASK:
In one integrated essay, analyze this situation using the following theories:

 Piaget (stage + typical limits)

 Vygotsky (ZPD + scaffolding + private speech)
 Bandura (modeling + attention & motivation)
 Erikson (initiative vs guilt)
 Bruner (representation modes or discovery guidance)
 Bronfenbrenner (microsystem influence)

You MUST:

1. Identify the child’s stage and developmental abilities

2. Explain the teacher’s behavior using two or more theories
3. Predict possible developmental outcomes
4. Argue whether the child’s behavior is delay, variation, or typical

This is EXACTLY the level of a Master’s-level assessment.

PART 1 — MODEL ANSWERS TO THE

FULL HELL-MODE EXAM
(Short answers + Essays + MCQs + DBQ)
These answers are elite, professor-level, and high-precision.
🌟 SECTION A — SHORT ANSWERS
(MODEL)

1. Conservation (Piaget) vs Errors in Early Childhood (Vygotsky)

Piaget views conservation errors as evidence of preoperational limitations—centration, lack

of reversibility, and dependence on perceptual cues. These reflect structural immaturity in
logical thought.
Vygotsky, in contrast, sees early errors not as structural incapacity but as lack of culturally
guided instruction. With scaffolding and language mediation, preschoolers can perform
beyond their independent level. Thus, conservation failure = lack of mediated learning, not
lack of ability.

2. Symbolic mode before Iconic mode (Bruner) in some cultures

Bruner proposed that representation modes are flexible, not strictly age-bound. In cultures
emphasizing early literacy or symbolic rituals (e.g., numeracy before drawing), symbolic
systems (letters, numbers, prayers) may be taught before children engage in structured
pictorial representation. The order reflects cultural priorities, not neurological inevitability.

3. Misinterpretation of Attachment as “Love” (Bowlby)

Attachment is a behavioral system ensuring survival, not a measure of sentimental love.

Misinterpreting it as “love” trivializes its evolutionary function: proximity-seeking, regulation
of stress, and internal working models guiding relationships. A child may love a caregiver
without forming secure attachment—and secure attachment does not equal constant affection.

4. Social speech → private speech ≠ Piaget’s disappearing egocentric speech

Piaget believed egocentric speech fades as social thinking grows.

Vygotsky argued private speech grows and transforms into inner speech, functioning as self-
regulation. Piaget sees egocentric speech as a deficit; Vygotsky sees it as a cognitive tool.
Thus: disappearance vs transformation.

5. Reinforcement in Skinner vs Bandura

Skinner: Reinforcement creates behavior—no cognition involved.
Bandura: Reinforcement influences whether an observed behavior is imitated. It acts on
motivation, not acquisition. Behavior can be learned without reinforcement (e.g., modeling
aggression).

6. Wallon and Nonlinear Development

Wallon proposes alternating dominance of emotion, motor function, and cognition—

development is cyclical, not linear. Emotional crises precede new intellectual reorganizations.
This contradicts Piaget’s linear, hierarchical cognitive progression.

7. Are Erikson’s crises universal?

For universality:

 Themes (trust, autonomy, identity) appear across cultures.

 Age-linked psychosocial transitions are widespread.

Against universality:

 Definition of identity varies culturally.

 Crisis timing differs in collectivist vs individualist societies.

8. Microsystem cannot be isolated

The child’s immediate environment (family/school) is shaped by mesosystem relations

(home–school consistency), exosystem conditions (parents’ work stress), macro values
(culture, religion), and timing (chronosystem). Studying only the microsystem ignores these
powerful contextual influences.

9. Maturation ≠ complete explanation for motor skills

Maturation enables readiness (myelination, neural growth), but practice, modeling, cultural
routines, and motivation shape skill acquisition. Two children with identical biological
readiness can differ radically depending on environment.

10. Early perspective-taking contradicts some Piaget claims but not theory
Preschoolers can show perspective-taking earlier than Piaget proposed when tasks are
familiar or simplified. This reflects task demands, not cognitive structures. Piaget’s sequence
remains valid; only age estimates need adjustment.

🌟 SECTION B — LONG ESSAYS

(MODEL ANSWERS)
⚠️Each answer below is compressed; on an exam you would expand.
These are “perfect structure” versions.

Essay 1 — “Cognition cannot be understood without social

context.”
Intro:
Modern psychology supports an integrated view: cognition emerges from interaction between
individual structures and social mediation.

Vygotsky:

 Learning precedes development through ZPD.

 Tools (language) mediate thought.
 Cognitive abilities = internalized social functions.

Bruner:

 Representation systems shaped by instruction.

 Spiral curriculum requires cultural structuring.
 Scaffolding mirrors Vygotskian support.

Bronfenbrenner:

 Cognition shaped by multilayered contexts.

 Microsystems (family), mesosystems (coordination), macrosystems (cultural values).

Can Piaget be considered socially blind?

Not entirely. Piaget recognized peer conflict and cooperation but saw social influence as
secondary to structural maturation.

Conclusion:
Cognition emerges through the interaction of internal structures and social environment;
isolating either gives an incomplete picture.
Essay 2 — Mechanisms of Change: Piaget vs Vygotsky vs
Bandura
Piaget:

 Change = equilibration.
 Conflict (disequilibrium) → accommodation.
 Progress through structural reorganization.

Vygotsky:

 Change = internalization.
 Processes move from social → individual.
 Language organizes thinking.

Bandura:

 Change = modeling + self-regulation.

 Acquisition through observation; performance through motivation.
 Reciprocal determinism: environment ↔ behavior ↔ cognition.

Comparison:
Piaget = internal restructuring;
Vygotsky = social mediation;
Bandura = social learning + cognition.

Conclusion:
Mechanisms differ but complement each other.

Essay 3 — Attachment + Identity + Emotion in

Adolescence
Bowlby:

 Secure attachment → exploration, confidence, better relationships.

 Internal working models influence dating, friendships.

Erikson:

 Identity vs role confusion.

 Adolescents integrate childhood attachments into identity.

Wallon:
  Emotional storms of adolescence = new affective organization.
 Social group becomes key.

Biological or social?

 Puberty = biological inevitability.

 Crisis intensity = socially modulated (culture, family structure).

Conclusion:
Adolescence is both biological AND sociocultural.

Essay 4 — “Development is continuous AND

discontinuous.”
Discontinuous (Piaget, Erikson, Wallon):

 Stages, qualitative shifts.

 New structures replace old ones.

Continuous (Vygotsky, Bandura, Bronfenbrenner):

 Gradual learning.
 No strict ages.
 Environment shapes growth constantly.

Synthesis:
Children show stage-like peaks AND smooth accumulation.
Real development = hybrid.

Essay 5 — Designing a Program Using Sensitive Periods,

ZPD, Plasticity, Representation
Ages 4–7 Program:

 Use rich language exposure (sensitive period).

 Scaffold tasks within ZPD (Vygotsky).
 Present content in enactive → iconic → symbolic progression (Bruner).
 Repetition and variation to exploit neural plasticity.
 Collaborative work + guided discovery.

Conclusion:
Best learning occurs when timing, brain readiness, guidance, and representation align.
🌟 SECTION C — MCQ ANSWERS
1—B
2—C
3—C
4—A
5—C
6—B
7—A
8—B
9—B
10 — D

🌟 SECTION D — DBQ (FULL MODEL

ANSWER)
Integrated Analysis

Piaget:
At age 5, child is in the preoperational stage.
Errors in sequencing, topic-shifting = centration + limited logical organization.
Frustration = inability to apply reversibility.

Vygotsky:
Teacher giving hints = scaffolding.
Child constantly asks “Am I doing it right?” → external regulation → private speech
development.
Sequencing is a higher-order function emerging through ZPD.

Bandura:
Child imitates older children → modeling (attention, retention, reproduction).
High motivation (“Am I doing it right?”) = self-evaluative modeling.

Erikson:
Stage: Initiative vs guilt.
Child’s frustration and need for approval reflects developing initiative; if criticized, risk of
guilt.

Bruner:
Storytelling = symbolic mode.
Teacher uses guided support → aligns with discovery learning + representational transition.
Bronfenbrenner:
Classroom = microsystem.
Teacher support → mesosystem consistency (home–school communication predicted).
Cultural norms of school shape expectations.

Conclusion:
Child is developing normally with some variations.
Not a delay: typical preoperational limitations + emerging self-regulation.

🧨 INSANE MODE EXAM —

PSYCHOLOGIE DU DÉVELOPPEMENT
General Instructions
 This exam tests: knowledge, comparison, critique, integration, application, and
resistance to misleading traps.
 Answer with precision, theorist names, and technical vocabulary (ZPD,
equilibration, internalization, scaffolding, plasticity, etc.).
 When in doubt, argue, don’t just state.

🧩 SECTION A – ULTRA-TRICKY SHORT ANSWERS (8

× ~8–12 lines)
1.

Piaget and Wallon both speak of “crisis” in development, but they do not mean the same
thing.
Explain the difference between “crisis” in Piagetian equilibration and “crisis” in Wallon’s
affective restructuring, and show how confusing them leads to wrong interpretations of
children’s behavior.

2.

Many textbooks say that “Vygotsky believed that instruction should always stay within the
learner’s ZPD.”
Discuss why this statement is incomplete and potentially misleading, using concrete
examples of instruction that is too easy, too hard, and optimally challenging.
3.

Bruner claims that “any subject can be taught effectively to any child at any stage, in some
honest form”.
Explain two ways this can be interpreted productively, and one way it can be
dangerously misused in educational systems.

4.

In what sense is Bandura’s concept of self-efficacy not the same as general self-esteem? Give
an example of a child with high self-esteem but low self-efficacy in a specific domain, and
explain the developmental consequences.

5.

Explain how secure attachment (Bowlby) and basic trust (Erikson) overlap but are not
identical. What could it mean, in practice, for a child to have a relatively secure attachment
but still struggle with Eriksonian trust?

6.

Some critics say that Bronfenbrenner’s theory “explains everything and therefore explains
nothing.”
Defend or refute this statement by discussing at least one strength and one major limitation
of the bioecological model in actual research or intervention.

7.

Define plasticity and explain why saying “the brain is plastic, so early trauma doesn’t matter”
is a scientifically false and ethically dangerous conclusion.

8.

Using examples from language development and motor skills, show how maturation,
learning, and social interaction are entangled to the point that isolating one as “the cause”
of development becomes conceptually problematic.
🎯 SECTION B – EVIL MCQs (15 Questions – Only ONE
Best Answer)
(Each has 1 correct + 2 “almost correct but wrong” options. Read carefully.)

1.

Piaget’s concept of equilibration refers primarily to:

A. The process by which external rewards are balanced with internal motivation.
B. The self-regulatory process that balances assimilation and accommodation.
C. The neural maturation that stabilizes cognitive functions.
D. The child’s emotional ability to balance pleasure and frustration.

2.

Which statement BEST captures Vygotsky’s view of learning and development?

A. Development must reach the proper stage before learning can occur.
B. Learning and development are independent and parallel processes.
C. Learning leads development by creating potential abilities within the ZPD.
D. Learning is identical to development once language appears.

3.

In Bruner’s theory, the enactive mode is wrongly described by which statement?

A. It involves knowing through actions.
B. It disappears completely once symbolic thought appears.
C. It can still be used by adults when learning motor skills.
D. It is particularly important in early childhood.

4.

Which of these best illustrates Wallon’s view of the child as “a social being from the start”?
A. Newborn reflexes are purely biological responses.
B. Infant emotions are oriented toward regulating proximity and interaction.
C. Cognition develops first, and emotion is added later.
D. Social relations are secondary to individual maturation.

5.
Which researcher is MOST closely associated with the idea that behaviour, personal factors,
and environment interact reciprocally?
A. B. F. Skinner
B. Albert Bandura
C. Jean Piaget
D. John Bowlby

6.

A teacher assumes that all 10-year-olds are automatically in Piaget’s concrete operational
stage and should be able to handle all logical tasks with concrete materials. This assumption is
problematic because it ignores:
A. The role of maturation.
B. The influence of experience and schooling on stage attainment.
C. The existence of the sensory-motor stage.
D. The importance of reinforcement schedules.

7.

Bronfenbrenner’s mesosystem can be best illustrated by:

A. The interaction between a child’s parents and their employer.
B. The effect of national exams on school programs.
C. The relationship between home and school environments.
D. The influence of cultural beliefs about childhood.

8.

Which claim about sensitive periods is MOST accurate?

A. Skills cannot be learned outside the sensitive period.
B. Learning during sensitive periods is faster and more efficient, but not exclusive.
C. Sensitive periods only concern emotional development.
D. Sensitive periods are identical to critical periods.

9.

In Erikson’s theory, the failure to successfully navigate the crisis of Initiative vs Guilt is
MOST likely to result in:
A. Severe cognitive retardation.
B. A pervasive sense of inferiority in peer comparison.
C. Inhibition of spontaneous play and reluctance to take new initiatives.
D. Inability to form intimate relationships in old age.
10.

In Bandura’s Bobo doll experiment, which element shows that pure behaviorism is
insufficient to explain the children’s behavior?
A. Children hit the doll more when rewarded directly.
B. Children could reproduce aggressive behaviors after mere observation.
C. Children were conditioned to fear the doll.
D. Children showed no individual differences in aggression.

11.

Which statement about attachment is scientifically most defensible?

A. Secure attachment guarantees absence of later psychological problems.
B. Insecure attachment irreversibly damages personality.
C. Attachment quality is one important risk/protection factor among many.
D. Attachment has no measurable impact after adolescence.

12.

Which description of private speech is closest to Vygotsky’s perspective?

A. A useless residue of egocentric thinking.
B. A symptom of cognitive immaturity.
C. A transitional tool for self-regulation that later becomes inner speech.
D. A sign of language delay.

13.

A child can repeat a story using pictures but fails when the pictures are removed. From
Bruner’s perspective, this suggests:
A. Symbolic representation is fully developed.
B. The child relies on the iconic mode and has not yet internalised the symbolic mode
sufficiently.
C. The enactive mode is dominating.
D. The child is in the formal operational stage.

14.

Which of the following would NOT be considered a direct example of the exosystem?
A. Local unemployment rate affecting family stress.
B. Government decisions on school funding.
C. Peers teasing the child at school.
D. Parent’s work schedule influencing parental availability.

15.

Which is the most accurate integrated statement about nature and nurture in developmental
psychology?
A. Nature determines basic traits, nurture adds minor variations.
B. Nurture can always completely override genetic predispositions.
C. Nature and nurture interact continuously and cannot be meaningfully separated in real-life
development.
D. Only nature matters during critical periods, only nurture during sensitive periods.

🧠 SECTION C – DEEP COMPARATIVE / CRITICAL

QUESTIONS (3 × mini-essays)
(Each: 15–20 lines, structured, with arguments + examples + theorists)

1.

“Stage theories such as those of Piaget and Erikson are incompatible with the idea of
plasticity.”
Argue for and against this claim, using at least:

 One cognitive theorist (Piaget, Bruner, Vygotsky)

 One socio-emotional theorist (Erikson, Wallon, Bowlby)
 One contextual theorist (Bronfenbrenner)

Then give your own synthesis: can we keep stages and plasticity at the same time?

2.

Compare how Piaget, Vygotsky, Bruner, and Bandura would each interpret the following
classroom event:

A 7-year-old solves a new type of math problem after watching a friend, talking it through
aloud, trying with blocks, and then later solving it alone on paper.

Explain for each theorist:

 What caused learning?

  What changed in the child?
 What this implies for teaching.

3.

Discuss how cultural context challenges the universality of developmental “norms.”

Use examples involving:

 Attachment styles
 Age of identity crisis
 Language development
 Schooling expectations

AND link them to at least three theorists (e.g., Bowlby, Erikson, Bronfenbrenner, Vygotsky,
Piaget).

📜 SECTION D – CASE STUDIES FROM HELL (3

Scenarios, Integrate Everything)
CASE 1 – “The Brilliant but Anxious Child”

A 9-year-old, Leila, reads at a 12-year-old level and understands complex logical puzzles, but
she freezes and cries whenever tasks are evaluated publicly. Her teacher describes her as
“very smart but terrified of being wrong.” At home, her parents demand excellence,
frequently comparing her to her cousins and saying “you must always be the best.”

Questions:

1. Using Piaget, classify her cognitive stage and explain why her advanced reasoning
does not prevent emotional difficulties.
2. Using Erikson, analyse which crisis is at stake and what the risk is if it is poorly
resolved.
3. Using Bandura & Skinner, explain how parental behaviors may be unintentionally
reinforcing her anxiety.
4. Using Bronfenbrenner, describe how microsystem, mesosystem, and macrosystem
factors contribute to Leila’s situation.
5. Propose two intervention strategies grounded in theory.

CASE 2 – “The Digital Toddler”

A 3-year-old boy spends most of his time watching videos on a tablet. He speaks in short
phrases, imitates characters, and can swipe, click, and navigate menus perfectly, but shows
poor eye contact, little interest in other children, and limited pretend play. His parents proudly
say: “He’s a genius with technology, kids these days don’t need toys or people.”

Questions:

1. Using Piaget & Bruner, analyse which forms of representation and play may be
under-stimulated.
2. Using Vygotsky, discuss how the ZPD is (or isn’t) engaged in this situation.
3. Using Bowlby & Wallon, explore possible consequences for attachment and
emotional development if this continues.
4. Using the concept of plasticity, explain why early changes to his environment could
drastically alter his trajectory.
5. Is this an example of “typical variation” or “developmental risk”? Argue carefully.

CASE 3 – “Adolescence in Two Worlds”

Samir (16) recently moved with his family from a rural, traditional community to a large
cosmopolitan city. In his home culture, adolescence is seen as the time to prepare for adult
roles defined by family and community. In the new environment, adolescence is seen as a
time for individual experimentation and self-expression. Samir feels torn between pleasing his
parents and fitting in with his urban classmates.

Questions:

1. Using Erikson, Diagnose Samir’s psychosocial crisis and the specific form it takes in
his bicultural context.
2. Using Bronfenbrenner, map the relevant microsystems, mesosystems, exosystems,
and macrosystems affecting Samir.
3. Using Bowlby & Bandura, discuss how attachment history and modeling might
influence whether Samir rebels, conforms, or finds a compromise.
4. Using Vygotsky’s sociocultural lens, analyse how different cultural tools (language,
values, school norms) create internal conflict.
5. Propose one intervention at the school level and one at the family level, justified by
theory.

🧩 8( ‫القسم األول – أسئلة قصيرة خادعة‬

)‫أسئلة‬
( ‫ أسطر‬12 –8 ‫)الإجابة من‬

1)
‫ لكّن المقصود مختلف تمامًا‬،‫تحّدث كٌّل من بياجيه ووالون عن “األزمة” في النمو‬.
‫اشرح الفرق بين األزمة في نظرية التوازن المعرفي عند بياجيه واألزمة كمرحلة‬
‫ وبّين كيف يؤّدي الخلط بين المفهومين إلى تفسير خاطئ لسلوك‬،‫انفعالية عند والون‬
‫الطفل‬.
‫)‪2‬‬
‫”‪ُ.‬يقال غالبًا‪“ :‬فيغوتسكي يرى أّن التعليم يجب أن يكون داخل المنطقة القريبة من النمو دائمًا‬
‫‪:‬ناقش لماذا ُتعّد هذه العبارة ناقصة ومضّللة‪ ،‬مع ذكر أمثلة للتعليم‬

‫‪‬‬ ‫أسهل من الالزم‬

‫‪‬‬ ‫أصعب من الالزم‬
‫‪‬‬ ‫بالضبط داخل المجال األمثل‬

‫)‪3‬‬

‫”‪.‬اّدعى برونر أّنه “يمكن تعليم أّي مادة ألّي طفل في أّي مرحلة‪ ،‬بشرط صياغتها بصدق‬
‫اشرح تفسيرين صحيحين لهذه الفكرة‪ ،‬وتفسيًر ا واحًدا خاطًئا وخطيًر ا قد يجعل األنظمة‬
‫‪.‬التعليمية تسيء استخدامها‬

‫)‪4‬‬

‫اشرح كيف أّن مفهوم الكفاءة الذاتية عند باندورا يختلف جذريًا عن مفهوم “تقدير الذات”‪،‬‬
‫‪.‬مع مثال لطفل يملك تقديرًا ذاتيًا عاليًا لكن كفاءة ذاتية منخفضة في مجال معين‬

‫)‪5‬‬

‫‪:‬وّضح بالتفصيل أوجه التشابه واالختالف بين‬

‫وكيف يمكن للطفل أن يملك ارتباًطا ‪ (Erikson)،‬و الثقة األساسية )‪ (Bowlby‬االرتباط‬
‫‪.‬مقبواًل لكنه يعاني من ضعف في الثقة األساسية‬

‫)‪6‬‬

‫يقول بعض النّقاد إّن نموذج برونفنبرنر “شامل لدرجة أّنه يفّس ر كل شيء‪ ،‬وبالتالي ال يفّس ر‬
‫”‪.‬شيئًا‬
‫‪.‬ناقش هذه العبارة بذكر نقطة قّو ة ونقطة ضعف في النموذج‬

‫)‪7‬‬

‫وبّين لماذا القول بأن “الدماغ مرن‪ ،‬إذن الصدمة المبكرة ال ‪ plasticity”،‬عّر ف “المرونة العصبيّة‬
‫‪.‬تهّم ” هو استنتاج خاطئ علميًا وخطير أخالقيًا‬
‫)‪8‬‬

‫باستخدام أمثلة من اللغة والحركة‪ ،‬اشرح كيف يتشابك النضج البيولوجي والتعلم والتفاعل‬
‫‪.‬االجتماعي بحيث يصبح من غير الدقيق نسبة النمو إلى عامل واحد فقط‬

‫القسم الثاني – أسئلة اختيار متعدد 🎯‬

‫خادعة (‪ 15‬سؤاًال)‬
‫)إجابة واحدة صحيحة؛ الخيارات الأخرى صحيحة جزئيًالإرباكك (‬

‫‪:‬يشير مفهوم “التوازن المعرفي” عند بياجيه أساسًا إلى ‪1.‬‬

‫موازنة الدوافع الداخلية مع المكافآت الخارجية ‪A.‬‬

‫موازنة االستيعاب مع التالؤم ‪B.‬‬
‫نضج الجهاز العصبي ‪C.‬‬
‫التوازن االنفعالي بين اللذة واإلحباط ‪D.‬‬

‫‪:‬يرى فيغوتسكي أن التطور يحدث عندما ‪2.‬‬

‫يبلغ الطفل مرحلة نضج معينة ‪A.‬‬

‫يتطور التفكير بمعزل عن التعلم ‪B.‬‬
‫يقود التعلم التطور عبر خلق قدرات كامنة ‪C.‬‬
‫يصبح التفكير واللغة شيًئا واحًدا ‪D.‬‬

‫عند برونر؟ )‪ (Enactive‬أّي عبارة خاطئة في وصف التمثيل الحركي ‪3.‬‬

‫يعتمد على الفعل ‪A.‬‬

‫يختفي بالكامل عند ظهور الرمزي ‪B.‬‬
‫يستخدمه الراشد أيًضا ‪C.‬‬
‫مهم جًدا في الطفولة المبكرة ‪D.‬‬

‫‪:‬يرى والون أّن الطفل “كائن اجتماعي منذ البداية” ألن ‪4.‬‬

‫ردود الفعل الوالدية بيولوجية فقط ‪A.‬‬

‫االنفعاالت موّج هة نحو العالقة والتواصل ‪B.‬‬
‫التفكير يسبق االنفعال ‪C.‬‬
‫المجتمع تأثيره ضعيف في البداية ‪D.‬‬

‫‪:‬نظرية التحديد الثالثي (البيئة–الفعل–الشخص) ترتبط بـ ‪5.‬‬

‫سكينر ‪A.‬‬
‫باندورا ‪B.‬‬
‫بياجيه ‪C.‬‬
‫بولبي ‪D.‬‬

‫افتراض أن كل األطفال في عمر ‪ 10‬سنوات بلغوا مرحلة العمليات ‪6.‬‬

‫‪:‬المحسوسة هو خطأ ألنه يتجاهل‬

‫أثر النضج ‪A.‬‬

‫أثر الخبرة والتعليم ‪B.‬‬
‫وجود المرحلة الحسية الحركية ‪C.‬‬
‫أثر التعزيز ‪D.‬‬

‫‪:‬في نموذج برونفنبرنر هو ‪7. mesosystem‬‬

‫عالقة الوالدين بجهة العمل ‪A.‬‬

‫أثر االمتحانات الوطنية ‪B.‬‬
‫العالقة بين البيت والمدرسة ‪C.‬‬
‫أثر الثقافة العامة ‪D.‬‬

‫‪:‬الفترة الحساسة هي ‪8.‬‬

‫فترة ال يمكن التعلم خارجها ‪A.‬‬

‫فترة يكون التعلم فيها أسرع وليس حصريًا ‪B.‬‬
‫تخص الجانب االنفعالي فقط ‪C.‬‬
‫هي نفسها الفترة الحرجة ‪D.‬‬

‫فشل الطفل في تجاوز مرحلة “المبادرة مقابل الشعور بالذنب” يؤدي ‪9.‬‬
‫‪:‬غالبًا إلى‬

‫تخلف عقلي ‪A.‬‬

‫الشعور بالدونية ‪B.‬‬
‫تراجع المبادرة والخوف من الخطأ ‪C.‬‬
‫ضعف العالقات الحميمية عند الكبر ‪D.‬‬
‫‪:‬تجربة بوبو عند باندورا تدل على أن ‪10.‬‬

‫األطفال ال يقّلدون دون تعزيز مباشر ‪A.‬‬

‫التقليد يمكن أن يحدث بعد المشاهدة فقط ‪B.‬‬
‫الطفل خاف من الدمية ‪C.‬‬
‫ال اختالفات فردية في العدوانية ‪D.‬‬

‫‪:‬العالقة بين التعلق (بولبي) واالضطرابات المستقبلية ‪11.‬‬

‫التعلق اآلمن يمنع بالكامل االضطرابات ‪A.‬‬

‫التعلق غير اآلمن يدّمر الشخصية ‪B.‬‬
‫التعلق عامل من عوامل عدة ‪C.‬‬
‫تأثير التعلق يختفي بعد المراهقة ‪D.‬‬

‫‪:‬الكالم الذاتي عند فيغوتسكي هو ‪12.‬‬

‫داللة على ضعف لغوي ‪A.‬‬

‫بقايا التفكير األناني ‪B.‬‬
‫وسيلة انتقال إلى الكالم الداخلي ‪C.‬‬
‫عالمة على التخلف ‪D.‬‬

‫‪ (Bruner):‬طفل يقدر على رواية قصة بالصور فقط ‪13.‬‬

‫التمثيل الرمزي مكتمل ‪A.‬‬

‫يعتمد على التمثيل الصوري أكثر من الرمزي ‪B.‬‬
‫يعتمد على التمثيل الحركي ‪C.‬‬
‫)‪ (Formal‬وصل لمرحلة التفكير الصوري ‪D.‬‬

‫؟‪ Exosystem‬أّي مما يلي ليس جزًءا من المنظومة الخارجية ‪14.‬‬

‫البطالة المحلية ‪A.‬‬

‫قرارات التمويل المدرسي ‪B.‬‬
‫سخرية األقران ‪C.‬‬
‫جدول عمل الوالد ‪D.‬‬

‫أّي عبارة هي األكثر دقة بشأن الطبيعة والتنشئة؟ ‪15.‬‬

‫الطبيعة ُتحدد‪ ،‬التنشئة ُتعّدل ‪A.‬‬
‫التنشئة تلغي تأثير الجينات دائًما ‪B.‬‬
‫ال يمكن فصل الطبيعة عن التنشئة في الواقع ‪C.‬‬
‫الطبيعة للفترات الحرجة والتنــشئة للحّس اسة ‪D.‬‬

‫القسم الثالث – مقاالت تحليلية قصيرة 🧠‬

‫(‪ 3‬مقاالت)‬
‫)‪1‬‬

‫”‪.‬النماذج المرحلية (بياجيه – إريكسون – والون) تتناقض مع مفهوم المرونة العصبية“‬

‫‪.‬حّلل العبارة مؤيًدا ومعارًض ا‪ ،‬مع دمج منّظر معرفي‪ ،‬وآخر انفعالي‪ ،‬وآخر سياقي‬

‫)‪2‬‬

‫‪:‬حّلل موقف كل من بياجيه‪ ،‬فيغوتسكي‪ ،‬برونر‪ ،‬وباندورا من حالة طفل في السابعة‬

‫تعّلم حّل مسألة جديدة بعد مشاهدة صديق‪ ،‬والتحدث بصوت مرتفع‪ ،‬واستخدام المكعبات‪ ،‬ثم “‬
‫”‪.‬حّلها الحًقا على الورق وحده‬

‫)‪3‬‬

‫‪:‬ناقش كيف ُتظهر االختالفات الثقافية أّن “المعايير النمائية” ليست عالمية‪ .‬استخدم أمثلة من‬

‫‪‬‬ ‫التعلق‬
‫‪‬‬ ‫الهوية‬
‫‪‬‬ ‫اللغة‬
‫‪‬‬ ‫التعليم‬
‫‪.‬واربط بنظريات‪ :‬بولبي‪ ،‬إريكسون‪ ،‬برونفنبرنر‪ ،‬فيغوتسكي‪ ،‬بياجيه‬

‫القسم الرابع – دراسات حالة (‪ 3‬حاالت) 📜‬

‫)جميعها باللغة العربية الأكاديمية‪ ،‬وتحتاج تحليل متعدد النظريات (‬

‫”القضية ‪“ – 1‬الطفلة الذكية القلقة‬

‫)التفاصيل مثل النسخة اإلنجليزية ولكن بالعربية(‬

‫القضية ‪“ – 2‬طفل التكنولوجيا” – ‪ 3‬سنوات‬

‫)…األعراض ‪ +‬طلب تحليل عبر بياجيه‪ ،‬برونر‪ ،‬فيغوتسكي‪ ،‬بولبي‪ ،‬والون(‬

‫القضية ‪“ – 3‬مراهق بين ثقافتين” – ‪ 16‬سنة‬

‫)…تحليل عبر إريكسون‪ ،‬برونفنبرنر‪ ،‬بولبي‪ ،‬باندورا‪ ،‬فيغوتسكي(‬

‫الفرق بين “األزمة” عند بياجيه و“األزمة” عند والون )‪1‬‬

‫‪:‬الجواب النموذجي‬
‫تحدث عندما يواجه الطفل معلومة أو )‪ (Disequilibrium‬األزمة عند بياجيه هي حالة اختلال معرفي‬
‫خبرة ال تتوافق مع بنيته العقلية الحالية‪ .‬هذا االضطراب يدفع الطفل إلعادة تنظيم خططه‬
‫المعرفية عبر االستيعاب أو التالؤم للوصول إلى توازن معرفي جديد‪ .‬إذن‪ ،‬األزمة عند بياجيه‬
‫‪.‬معرفية بنيوية‬

‫أما والون فيستخدم مفهوم األزمة للداللة على تحّو ل انفعالي–اجتماعي‪ ،‬حيث تتناوب‬
‫مراحل يغلب فيها االنفعال على التفكير (مثل مرحلة الشخصنة)‪ ،‬وتتسبب في صراعات داخلية‬
‫‪.‬مع الذات واآلخرين‪ .‬األزمة عند والون ليست معرفية بل وجدانية–علاقية‬

‫‪:‬الخلط بين المفهومين يؤدي إلى تفسير خاطئ‬

‫طفل يغضب أو ينفعل قد يظن البعض أنه في “اضطراب معرفي”‪ ،‬بينما هو في الحقيقة يعيش‬
‫‪“.‬أزمة انفعالية” طبيعية حسب والون‬

‫لماذا القول بأن التعليم يجب أن يكون دائمًا داخل )‪2‬‬

‫عبارة ناقصة؟ ‪ZPD‬‬
‫‪:‬الجواب النموذجي‬
‫‪:‬القول بأن التعليم يجب أن يبقى دائًما في المنطقة القريبة من النمو مضّلل‪ ،‬ألن‬

‫‪‬‬ ‫إذا كان الدرس أسهل من الالزم‪ :‬ال يحدث تعلم جديد‪ ،‬بل مجرد تكرار‪ .‬الطفل يشعر‬
‫‪.‬بالملل‬
‫‪‬‬ ‫إذا كان الدرس أصعب من الالزم‪ :‬ينهار األداء‪ ،‬وتظهر اإلحباطات ألنه خارج قدرته‬
‫‪.‬الحالية‬
‫‪‬‬ ‫‪ (Scaffolding).‬يحدث التعلم األمثل‪ ،‬بشرط وجود توجيه تدريجي ‪ ZPD:‬إذا كان داخل‬

‫‪.‬ليست “منطقة ثابتة”‪ ،‬بل مدى ديناميكي يتحّر ك مع التقدم ‪ ZPD‬إذن‬

‫مقولة برونر واستعماالتها الصحيحة والخاطئة )‪3‬‬
‫‪:‬الجواب النموذجي‬
‫‪:‬التفسير الصحيح األول‬
‫يمكن تبسيط أي مفهوم (رياضيات‪ ،‬علوم…) إذا ُعرض في صورة تمثيلية مناسبة (حركية–‬
‫‪.‬صورية–رمزية)‬

‫‪:‬التفسير الصحيح الثاني‬

‫القدرات تتطور تدريجيًا‪ ،‬لكن الطفل قادر دائمًا على شكل ما من الفهم إذا شرحنا بطريقة تناسب‬
‫‪.‬تمثيله المعرفي‬

‫‪:‬التفسير الخطر الخاطئ‬

‫أن بعض المؤسسات فّس رت كالم برونر كأنه يعني “يمكن تعليم المفاهيم المعقدة لألطفال مهما‬
‫‪.‬كان سّنهم”‪ .‬هذا يؤدي إلى عبء معرفي زائد وفشل تعليمي‬

‫الفرق بين الكفاءة الذاتية وتقدير الذات )‪4‬‬

‫‪:‬الجواب النموذجي‬
‫‪.‬الكفاءة الذاتية = اعتقاد الفرد بقدرته على النجاح في مهمة محددة‬
‫‪.‬تقدير الذات = شعور عام بالقيمة الشخصية‬

‫قد يملك طفل تقديًر ا عالًيا لذاته (“أنا رائع”) لكن كفاءة ذاتية ضعيفة في الرياضيات مثًال (“لن‬
‫‪.‬أستطيع حل المسألة”)‬
‫‪.‬النتيجة‪ :‬تجنب المحاوالت‪ ،‬خوف من الفشل‪ ،‬انخفاض التعلم رغم احترامه لذاته‬

‫الفرق بين االرتباط والثقة األساسية )‪5‬‬

‫‪:‬الجواب النموذجي‬
‫بولبي‪ :‬االرتباط = نظام بيولوجي لضمان الحماية‪ .‬يتعلق باالستجابات‪ :‬قرب‪ ،‬بكاء‪ ،‬تعلق‬
‫‪.‬بالشخص األساسي‬

‫إريكسون‪ :‬الثقة األساسية = تقييم وجداني–معرفي للعالم‪“ :‬هل العالم مكان آمن؟ هل الناس‬
‫”يمكن االعتماد عليهم؟‬

‫‪:‬قد يكون الطفل مرتبًطا بأمه (تبعية‪ ،‬بحث عن الحماية) لكن لديه ضعف في الثقة بسبب‬

‫‪‬‬ ‫تناقض في االستجابة‬

‫‪‬‬ ‫نقد مستمر‬
‫‪‬‬ ‫عدم استقرار‬

‫‪.‬إذن االرتباط عالقة‪ ،‬أما الثقة رؤية للعالم‬

‫قوة وضعف نموذج برونفنبرنر )‪6‬‬
‫‪:‬الجواب النموذجي‬
‫‪:‬نقطة القوة‬
‫يقدم إطاًر ا شامًال يربط األسرة‪ ،‬المدرسة‪ ،‬الثقافة‪ ،‬والزمن في تحليل واحد‪ .‬مثالي لفهم‬
‫‪.‬المشاكل المعقدة مثل الفقر‪ ،‬والعنف‪ ،‬والهجرة‬

‫‪:‬نقطة الضعف‬
‫النموذج واسع جًدا لدرجة يصعب اختباره تجريبيًا‪ .‬كثير من العالقات بين األنظمة تبقى وصفية أكثر‬
‫‪.‬منها تفسيرية‬

‫لماذا “المرونة العصبية ”ال تعني أن الصدمة المبكرة )‪7‬‬

‫ال تهم؟‬
‫‪:‬الجواب النموذجي‬
‫‪.‬المرونة العصبية تعني قدرة الدماغ على التعديل والتعويض‪ ،‬لكنها ليست غير محدودة‬
‫‪:‬الصدمة المبكرة قد تغّير‬

‫‪‬‬ ‫شبكات االنفعال‬

‫‪‬‬ ‫الهرمونات‬
‫‪‬‬ ‫االستجابات التوترية‬
‫‪‬‬ ‫أنماط التعلق‬

‫‪.‬هذه التغييرات قد تستمر طول الحياة‬

‫‪.‬القول بأن “المرونة تصلح كل شيء” خطأ خطير ألنه يبّر ر اإلهمال والعنف‬

‫تداخل النضج–التعلم–التفاعل االجتماعي )‪8‬‬

‫‪:‬الجواب النموذجي‬
‫‪:‬في اللغة‬
‫‪،‬النضج يوفر الجهاز العصبي‬
‫‪،‬التعلم يوفر المفردات‬
‫‪.‬االجتماع يوفر نماذج الحوار‬

‫‪:‬في الحركة‬
‫‪،‬النضج (المخيخ‪/‬التنسيق)‬
‫‪،‬التعلم (التكرار)‬
‫‪.‬التفاعل االجتماعي (التشجيع‪ ،‬النمذجة)‬

‫‪.‬ال يمكن فصل العوامل‪ :‬كلها شبكية ومتكاملة‬

‫القسم الثاني – األجوبة النموذجية 🎯‬
‫)‪ (MCQs‬لالختيار المتعدد‬
‫‪1. B‬‬
‫‪2. C‬‬
‫‪3. B‬‬
‫‪4. B‬‬
‫‪5. B‬‬
‫‪6. B‬‬
‫‪7. C‬‬
‫‪8. B‬‬
‫‪9. C‬‬
‫‪10. B‬‬
‫‪11. C‬‬
‫‪12. C‬‬
‫‪13. B‬‬
‫‪14. C‬‬
‫‪15. C‬‬

‫‪.‬كلها صحيحة وفق أعلى مستوى أكاديمي ️✔‬

‫القسم الثالث – مقاالت تحليلية جاهزة 🧠‬

‫‪ + synthesis‬المراحل والمرونة العصبية – مع‪/‬ضد )‪1‬‬
‫‪:‬الجواب النموذجي (مختصر نسبًيا)‬
‫النماذج المرحلية (بياجيه‪ ،‬إريكسون‪ ،‬والون) تفترض انتقاالت نوعية‪ .‬هذا يعطي تنظيًما واضًح ا‬
‫للنمو‪ .‬لكن المرونة العصبية تظهر أن الدماغ مستمر في التغير‪ ،‬وأن الخبرة تستطيع تعديل‬
‫‪.‬المسارات داخل وخارج المرحلة‬

‫‪.‬بياجيه‪ :‬يرى تغّيًر ا بنيوًيا غير رجعي‬

‫‪.‬إريكسون‪ :‬المراحل تمتد لكن يمكن إصالح األزمات الحًقا‬
‫‪.‬والون‪ :‬المراحل ديناميكية وتتأثر بالعاطفة والبيئة‬

‫‪.‬ضد العبارة‪ :‬المرونة ال تلغي وجود أنماط نمو متكررة‬

‫‪.‬مع العبارة‪ :‬بعض المراحل ليست عالمية تماًما‬

‫‪:‬الخالصة‪ :‬يمكن التوفيق بينهما‬

‫‪.‬المرونة تعمل داخل المراحل‪ ،‬والمراحل تنّظم المرونة‬
‫تحليل حالة طفل يتعلم حل مسألة عبر أربعة طرق )‪2‬‬
‫(بياجيه–فيغوتسكي–برونر–باندورا)‬
‫‪:‬بياجيه‬
‫المناورة بالكتل تساعد في التمثيل ‪ (Concrete Operations).‬الطفل يستعمل عمليات ملموسة‬
‫‪.‬الذهني‬

‫‪:‬فيغوتسكي‬
‫‪ ZPD.‬المشاهدة ‪ +‬الحوار بصوت مرتفع = تعلم اجتماعي ضمن‬

‫‪:‬برونر‬
‫‪).‬الحل على الورق( ‪ Symbolic‬ثم ‪)،‬المشاهدة( ‪ Iconic‬ثم ‪)،‬الكتل( ‪ Enactive‬بدأ بـ‬

‫‪:‬باندورا‬
‫‪ = Modeling‬المشاهدة‬
‫التكرار = إعادة اإلنتاج‬
‫الثقة = تحفيز داخلي‬

‫‪.‬خالصة‪ :‬كل جزء من السلوك يمّثل منظوًر ا مختلًفا‬

‫المعايير النمائية واختالف الثقافات )‪3‬‬

‫‪:‬الجواب النموذجي‬
‫‪.‬التعلق‪ :‬في اليابان التعلق المتجنب نادر‪ ،‬بينما في ألمانيا أكثر شيوًعا‪ .‬إذن ليس عالمًيا‬

‫‪.‬الهوية‪ :‬إريكسون يفترض أزمة في المراهقة‪ ،‬لكن بعض الثقافات ُتحّدد الهوية مبكًر ا‬

‫اللغة‪ :‬بعض األطفال يكتسبون مفردات ضخمة مبكًر ا في ثقافات غنية بالحوار‪ ،‬وأقل في ثقافات‬
‫‪.‬تعتمد التلقين‬

‫التعليم‪ :‬بياجيه يرى مراحل عالمية‪ ،‬لكن فيغوتسكي وبرونفنبرنر يؤكدان أثر الثقافة في سرعة‬
‫‪.‬الوصول للمهارات‬

‫‪.‬النتيجة‪ :‬النماذج ليست مطلقة‪ ،‬بل متأثرة بالبيئة والثقافة‬

‫القسم الرابع – دراسات الحالة 📜‬

‫(األجوبة النموذجية)‬

‫القضية ‪ – 1‬الطفلة الذكية القلقة 📌‬

‫‪:‬بياجيه )‪1‬‬

‫الطفلة في مرحلة العمليات المحسوسة‪ .‬قدراتها العالية ال تمنع اضطرابات انفعالية ألنها معرفية‬
‫‪ِ.‬صرفة‪ ،‬بينما االنفعال مجال مختلف‬

‫‪:‬إريكسون )‪2‬‬

‫هي في مرحلة “الجّد مقابل الشعور بالدونية”‪ .‬النقد المستمر يؤدي إلى الشعور بأنها “غير‬
‫‪”.‬كافية‬

‫‪:‬باندورا ‪ +‬سكينر )‪3‬‬

‫‪:‬الوالدان يعززان القلق عبر‬

‫‪‬‬ ‫المقارنة (نمذجة سلبية)‬

‫‪‬‬ ‫الثناء المشروط بالنجاح (تعزيز خاطئ)‬

‫‪:‬برونفنبرنر )‪4‬‬

‫‪ = Microsystem‬األسرة‬
‫‪ = Microsystem‬المدرسة‬
‫‪ = Mesosystem‬الصراع بينهما‬
‫‪ = Macrosystem‬قيمة التفوق‬

‫‪:‬تدخالت )‪5‬‬

‫‪‬‬ ‫بيئة صف داعمة غير حكمية‬

‫‪‬‬ ‫تدريب الوالدين على التعزيز الصحي‬

‫القضية ‪ – 2‬الطفل الرقمي (‪ 3‬سنوات) 📌‬

‫‪:‬بياجيه ‪ +‬برونر )‪1‬‬

‫‪Symbolic‬و ‪ Iconic‬غياب اللعب الرمزي يقلل من‬

‫‪.‬محدود جدًا ‪ = Enactive‬التركيز على الشاشة‬

‫‪:‬فيغوتسكي )‪2‬‬

‫‪ ZPD‬غياب تفاعل بشري = غياب‬

‫‪.‬الشاشة ال ُتكّيف خطط الطفل‬

‫‪:‬بولبي ‪ +‬والون )‪3‬‬

‫‪.‬ضعف في التواصل الوجهي يفقده نبرة التعلق اآلمن‬

‫‪.‬ضعف التعبير االنفعالي‬
‫‪:‬المرونة )‪4‬‬

‫‪.‬في هذا العمر المرونة عالية جًدا → تعديل البيئة يمكن أن ُيصلح التأخر‬

‫هل هو تأخر؟ )‪5‬‬

‫‪.‬ليس “طبيعًيا” بل خطر نمائي بسبب قلة التفاعل االجتماعي‬

‫القضية ‪ – 3‬مراهق بين ثقافتين 📌‬

‫‪:‬إريكسون )‪1‬‬

‫‪.‬أزمة الهوية تتضاعف بسبب هوية مزدوجة (تقليدية‪/‬حديثة)‬

‫‪:‬برونفنبرنر )‪2‬‬

‫‪ = Microsystem‬األسرة‬
‫‪ = Microsystem‬المدرسة‬
‫‪ = Mesosystem‬التوتر بينهما‬
‫‪ = Exosystem‬المدينة الجديدة‬
‫‪ = Macrosystem‬القيم الثقافية‬

‫‪:‬بولبي ‪ +‬باندورا )‪3‬‬

‫التعلق السابق يحدد استقراره‬

‫‪.‬نماذج األقران قد تدفعه للتمرد أو االندماج‬

‫‪:‬فيغوتسكي )‪4‬‬

‫‪.‬القيم واللغة المدرسية أدوات ثقافية جديدة تسبب صراًعا داخلًيا‬

‫‪:‬تدخالت )‪5‬‬

‫في المدرسة‪ :‬برامج دمج ثقافي‬

‫في األسرة‪ :‬حوار وتفاوض على الهوية الثنائية‬

‫ما هو علم نفس النمو؟ )‪1‬‬

‫هو العلم الذي يدرس التغيرات النفسية‪ ،‬المعرفية‪ ،‬االجتماعية‪ ،‬واالنفعالية‬
‫‪.‬التي تحدث لإلنسان منذ الوالدة حتى الشيخوخة‬

‫‪:‬يرّكز على‬

‫‪‬‬ ‫كيف ينمو العقل؟‬

‫‪‬‬ ‫كيف تتطور اللغة؟‬
‫‪‬‬ ‫كيف تتشكل الشخصية؟‬
 ‫‪‬‬ ‫كيف يؤثر المجتمع والثقافة على الطفل؟‬
‫‪‬‬ ‫كيف يتفاعل النضج البيولوجي مع التعلم؟‬

‫أهم المفاهيم األساسية )‪2‬‬

‫)‪ (Maturation‬النضج‬

‫‪.‬تطور بيولوجي تلقائي تحدده الجينات (مثل المشي‪ ،‬البلوغ)‬

‫)‪ (Learning‬التعّلم‬

‫‪.‬تغير ناتج عن الخبرة‪ ،‬البيئة‪ ،‬الممارسة‬

‫)‪ (Critical Period‬الفترة الحرجة‬

‫‪.‬إذا لم يحدث التعلم خاللها → يحدث عجز دائم‬

‫)‪ (Sensitive Period‬الفترة الحساسة‬

‫‪.‬أفضل وقت للتعلم‪ ،‬لكن ليس الوحيد (اللغة مثًال)‬

‫)‪ (Plasticity‬المرونة العصبية‬

‫‪.‬قدرة الدماغ على التعديل والتعويض‬

‫)‪ (Normative / Idiographic‬الُف رادي ‪ vs‬النمو المعياري‬

‫‪.‬المعياري‪ :‬ما هو شائع بين البشر‬

‫‪.‬الُفرادي‪ :‬ما يميز كل فرد‬

‫مدارس ونظريات النمو الكبرى )‪3‬‬

‫أوًال‪ :‬نظرية بياجيه (النمو المعرفي) 🔵‬
‫‪.‬الطفل “عالم صغير” يبني معرفته بنفسه‬
‫‪.‬آليات التطور‪ :‬االستيعاب ‪ +‬التالؤم = التوازن المعرفي‬

‫‪:‬المراحل األربعة‬

‫‪1.‬‬ ‫‪.‬الحسي–الحركي (‪ :)2–0‬ثبات الشيء‬

‫‪2.‬‬ ‫‪.‬ما قبل العمليات (‪ :)7–2‬التفكير الرمزي‪ ،‬األنانية المعرفية‪ ،‬غياب المحافظة‬
‫‪3.‬‬ ‫‪.‬العمليات الملموسة (‪ :)11–7‬المحافظة‪ ،‬التصنيف‪ ،‬العكسية‬
‫‪4.‬‬ ‫‪.‬العمليات الصورية (‪ :)+11‬التفكير المجرد‪ ،‬الفرضيات‬
‫ثانيًا‪ :‬نظرية فيغوتسكي (السوسيومعرفية) 🔴‬
‫‪”.‬التعلم يسبق النمو“‬

‫‪:‬مفاهيم أساسية‬

‫‪‬‬ ‫‪.‬ما يمكن فعله بالمساعدة ‪ ZPD:‬منطقة النمو القريب‬

‫‪‬‬ ‫‪.‬مساعدة ثم انسحاب تدريجي ‪ (Scaffolding):‬الدعم التدريجي‬
‫‪‬‬ ‫‪.‬التحول من االجتماعي إلى الفردي ‪ (Internalisation):‬الداخلنة‬
‫‪‬‬ ‫‪.‬الكالم الذاتي → الكالم الداخلي‬

‫‪.‬الثقافة واللغة محّر كان أساسيان للنمو‬

‫ثالثًا‪ :‬برونر (أنماط التمثيل) 🟣‬

‫‪:‬الطفل يمثل المعرفة بثالث طرق‬

‫‪ Enactive‬حركي ‪1.‬‬
‫‪ Iconic‬صوري ‪2.‬‬
‫‪ Symbolic‬رمزي ‪3.‬‬

‫تعليم مناسب = انتقال تدريجي بين األنماط‬

‫‪‬‬ ‫‪” (Spiral Curriculum).‬المنهج الحلزوني“‬

‫رابعًا‪ :‬باندورا (التعلم بالمالحظة) 🟢‬

‫‪:‬الطفل يتعلم من النماذج عبر‬
‫‪.‬االنتباه – االحتفاظ – اإلنتاج – الدافعية‬

‫‪.‬يشدد على الكفاءة الذاتية ودورها في السلوك‬

‫خامسًا‪ :‬سكينر (السلوكية) 🟠‬

‫‪:‬السلوك يتطور عبر‬

‫‪‬‬ ‫التعزيز‬
‫‪‬‬ ‫العقاب‬
‫‪‬‬ ‫اإلطفاء‬
‫‪.‬يرّكز على السلوك الظاهر فقط‬

‫سادسًا‪ :‬إريكسون (النمو النفسي–االجتماعي) 🟡‬

‫‪:‬مراحل عبر الحياة ‪8‬‬

‫‪1.‬‬ ‫عدم الثقة ‪ vs‬الثقة‬

‫‪2.‬‬ ‫الشك ‪ vs‬االستقالل‬
‫‪3.‬‬ ‫الذنب ‪ vs‬المبادرة‬
‫‪4.‬‬ ‫الدونية ‪ vs‬الجّد‬
‫‪5.‬‬ ‫تشتت األدوار ‪ vs‬الهوية‬
‫‪6.‬‬ ‫العزلة ‪ vs‬الحميمية‬
‫‪7.‬‬ ‫الركود ‪ vs‬اإلنتاجية‬
‫‪8.‬‬ ‫اليأس ‪ vs‬التكامل‬

‫‪.‬النمو يستمر طوال العمر‬

‫سابعًا‪ :‬والون (النمو االنفعالي–المعرفي) 🟩‬

‫‪:‬النمو يتناوب بين‬

‫‪‬‬ ‫االنفعال‬
‫‪‬‬ ‫الحركة‬
‫‪‬‬ ‫التفكير‬

‫‪”.‬الطفل “اجتماعي منذ البداية‬

‫…مراحله‪ :‬الحس–الحركة | الشخصنة | التصنيف | المراهقة‬

‫ثامنًا‪ :‬برونفنبرنر (النمو اإليكولوجي) 🟦‬

‫‪:‬الطفل يعيش داخل أنظمة متداخلة‬

‫‪1.‬‬ ‫الميكرو‪ :‬األسرة‪ ،‬المدرسة‬

‫‪2.‬‬ ‫الميزو‪ :‬عالقة البيت بالمدرسة‬
‫‪3.‬‬ ‫اإلكزو‪ :‬عمل الوالدين‬
‫‪4.‬‬ ‫الماكرو‪ :‬الثقافة والقيم‬
‫‪5.‬‬ ‫الكرونو‪ :‬الزمن‪ ،‬األحداث الكبرى‬

‫‪.‬النمو = تفاعل هذه األنظمة‬

‫تاسعًا‪ :‬بولبي (التعلق) ️❤‬
‫‪.‬التعلق نظام بيولوجي لتنظيم الحماية‬

‫‪:‬السلوكيات‬

‫‪‬‬ ‫التمّس ك‬
‫‪‬‬ ‫البكاء‬
‫‪‬‬ ‫االبتسام‬
‫‪‬‬ ‫البحث عن األمن‬

‫‪.‬التعلق يؤثر في الشخصية والعالقات المستقبلية‬

‫مجاالت النمو األساسية )‪4‬‬

‫‪:‬النمو الجسدي ‪1.‬‬

‫‪.‬النمو البدني‪ ،‬الدماغ‪ ،‬الحواس‪ ،‬األمراض‪ ،‬التغذية‬

‫‪:‬النمو الحركي ‪2.‬‬

‫‪‬‬ ‫الحركي الكبير (الجري)‬

‫‪‬‬ ‫الحركي الدقيق (الكتابة)‬

‫‪:‬النمو اللغوي ‪3.‬‬

‫‪.‬انفجار المفردات ‪ 6–2‬سنوات‬

‫‪.‬اللغة = أداة فكر (فيغوتسكي)‬

‫‪:‬النمو المعرفي ‪4.‬‬

‫‪.‬الذاكرة‪ ،‬االنتباه‪ ،‬حل المشكالت‬

‫‪:‬النمو االجتماعي–العاطفي ‪5.‬‬

‫‪.‬التعلق‪ ،‬الهوية‪ ،‬العالقات‬

‫أفكار ختامية بسيطة ترفعك في )‪5‬‬

‫‪:‬االمتحان‬
‫‪‬‬ ‫‪.‬النمو مستمر وليس فقط في الطفولة‬
‫‪‬‬ ‫‪.‬الطفل يتطور من التفاعل بين‪ :‬الدماغ ‪ +‬البيئة ‪ +‬العالقات‬
 ‫‪‬‬ ‫‪.‬ال توجد نظرية واحدة تشرح كل شيء‬
‫‪‬‬ ‫‪.‬المزج بين بياجيه وفيغوتسكي وبرونر يعطي أفضل فهم‬
‫‪‬‬ ‫‪.‬المراحل تنّظم النمو‪ ،‬أما المرونة العصبية فتشرح التفاوت بين األطفال‬
‫‪‬‬ ‫‪.‬الثقافة تلعب دوًر ا حاسًما (برونفنبرنر ‪ +‬فيغوتسكي)‬

‫جوهر علم نفس النمو )‪1‬‬

‫‪:‬علم يدرس تغّير اإلنسان عبر العمر‬
‫‪.‬جسدي – معرفي – لغوي – اجتماعي – انفعالي – هوية – شخصية‬
‫‪.‬النمو = تفاعل البيولوجيا ‪ +‬التعلم ‪ +‬العالقات ‪ +‬الثقافة‬

‫مفاهيم أساسية )‪2‬‬

‫‪‬‬ ‫‪.‬النضج‪ :‬تطور بيولوجي تلقائي‬
‫‪‬‬ ‫‪.‬التعّلم‪ :‬تغير دائم من الخبرة‬
‫‪‬‬ ‫‪.‬الفترة الحرجة‪ :‬إذا فاتت → ضرر دائم‬
‫‪‬‬ ‫‪.‬الفترة الحساسة‪ :‬أفضل وقت للتعلم‬
‫‪‬‬ ‫‪.‬المرونة العصبية‪ :‬الدماغ يمكنه التعديل‬
‫‪‬‬ ‫‪.‬النمو المعياري‪ :‬المشترك بين األطفال‬
‫‪‬‬ ‫‪.‬النمو الفردي‪ :‬الفروق بين األفراد‬

‫نظريات النمو باختصار قاتل )‪3‬‬

‫بياجيه – النمو المعرفي (‪ 4‬مراحل) 🔵‬
‫‪1.‬‬ ‫‪.‬حسي–حركي (‪ :)2–0‬ثبات الشيء‬
‫‪2.‬‬ ‫‪.‬قبل العمليات (‪ :)7–2‬أنانية –ال محافظة‬
‫‪3.‬‬ ‫‪.‬عمليات ملموسة (‪ :)11–7‬المحافظة – العكسية‬
‫‪4.‬‬ ‫‪.‬عمليات صورية (‪ :)+11‬التجريد‬

‫‪.‬آليات التطور‪ :‬االستيعاب ‪ +‬التالؤم = التوازن المعرفي‬

‫فيغوتسكي – السوسيومعرفية 🔴‬
‫‪‬‬ ‫‪.‬ما يقدر الطفل يحققه بالمساعدة ‪ZPD:‬‬
‫‪‬‬ ‫‪.‬دعم تدريجي ‪Scaffolding:‬‬
‫‪‬‬ ‫‪.‬الداخلنة‪ :‬من االجتماعي إلى الفردي‬
‫‪‬‬ ‫‪.‬اللغة = أداة فكر‬
‫برونر – أنماط التمثيل 🟣‬
‫)‪ (Enactive‬حركي ‪1.‬‬
‫)‪ (Iconic‬صوري ‪2.‬‬
‫)‪ (Symbolic‬رمزي ‪3.‬‬

‫‪‬‬ ‫‪.‬المنهج الحلزوني‬

‫باندورا – التعلم بالمالحظة 🟢‬

‫‪‬‬ ‫‪.‬مالحظة → احتفاظ → تنفيذ → دافعية‬
‫‪‬‬ ‫‪.‬الكفاءة الذاتية = مفتاح السلوك‬

‫سكينر – السلوكية 🟠‬
‫‪‬‬ ‫‪.‬التعزيز‪ :‬يزيد السلوك‬
‫‪‬‬ ‫‪.‬العقاب‪ :‬يقّلل السلوك‬
‫‪‬‬ ‫‪.‬اإلطفاء‪ :‬اختفاء السلوك بدون تعزيز‬

‫إريكسون – ‪ 8‬مراحل نفسية اجتماعية 🟡‬

‫‪1.‬‬ ‫الثقة‬
‫‪2.‬‬ ‫االستقالل‬
‫‪3.‬‬ ‫المبادرة‬
‫‪4.‬‬ ‫الجّد‬
‫‪5.‬‬ ‫الهوية‬
‫‪6.‬‬ ‫الحميمية‬
‫‪7.‬‬ ‫اإلنتاجية‬
‫‪8.‬‬ ‫التكامل‬

‫والون – االنفعال والحركة 🟩‬

‫‪‬‬ ‫‪.‬النمو يتناوب بين‪ :‬االنفعال – الحركة – التفكير‬
‫‪‬‬ ‫‪.‬الطفل اجتماعي منذ البداية‬

‫برونفنبرنر – النمو اإليكولوجي 🟦‬

‫‪:‬طبقات البيئة‬

‫‪‬‬ ‫ميكرو‪ :‬األسرة‪ ،‬المدرسة‬

‫‪‬‬ ‫ميزو‪ :‬العالقات بين الميكرو‬
‫‪‬‬ ‫إكزو‪ :‬عمل الوالدين‬
‫‪‬‬ ‫ماكرو‪ :‬الثقافة‬
‫‪‬‬ ‫كرونو‪ :‬الزمن واألحداث‬

‫بولبي – التعلق ️❤‬

‫‪‬‬ ‫‪.‬نظام بيولوجي للحماية‬
‫‪‬‬ ‫‪.‬يؤثر على العالقات المستقبلية‬
‫‪‬‬ ‫‪ (Internal Working Model).‬العمل الداخلي‬

‫مجاالت النمو األساسية )‪4‬‬

‫الجسدي ✔‬
‫‪.‬النمو البدني ‪ +‬الدماغ ‪ +‬الحواس‬

‫الحركي ✔‬
‫‪‬‬ ‫الكبير‪ :‬جري‪ ،‬قفز‬
‫‪‬‬ ‫الدقيق‪ :‬كتابة‪ ،‬رسم‬

‫المعرفي ✔‬
‫‪.‬االنتباه – الذاكرة – حل المشكالت‬

‫اللغوي ✔‬
‫‪.‬اللغة كتواصل وكتفكير‬

‫االجتماعي–االنفعالي ✔‬
‫‪.‬التعلق – العواطف – الهوية – العالقات‬

‫جمل ذكية لالمتحان (تزيد العالمة) )‪5‬‬

‫”‪.‬النمو نتيجة تفاعل معقد بين العوامل البيولوجية واالجتماعية والثقافية“ ✨‬
‫”‪.‬ال توجد نظرية واحدة تشرح النمو بالكامل؛ التكامل ضروري“ ✨‬
‫”‪.‬التعلم يسبق التطور في نظرية فيغوتسكي‪ ،‬بينما التطور يحّدد التعلم عند بياجيه“ ✨‬
‫”‪.‬المرونة العصبية تفّس ر الفروق بين األطفال‪ ،‬لكن ال تلغي أثر الصدمات المبكرة“ ✨‬
‫”‪.‬الثقافة ليست مؤثًر ا خارجًيا‪ ،‬بل بيئة تشكيل للعمليات العقلية“ ✨‬
‫”‪.‬التعلق المبكر يؤسس لنماذج عقلية توجه العالقات الحًقا“ ✨‬