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Collegedictaat OOP2
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Collegedictaat van het vak ontwikkelings- en onderwijspsychologie 2.
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Ontwikkelings- enonderwijspsychologie 2
College-aantekeningen 2019-2020
Inhoudsopgave
College 1........................................................................................................................................................ 4
Sociaal-emotionele ontwikkeling....................................................................................................................4
Psycho-analytische theorieën..........................................................................................................................4
Leer-/ gedragstheorieën..................................................................................................................................5
Sociaal cognitieve theorie................................................................................................................................6
Ecologische theorieën......................................................................................................................................7
Samenvatting van dit college...........................................................................................................................8
College 2........................................................................................................................................................ 9
Levensbehoeften.............................................................................................................................................9
Hechtingstheorie.............................................................................................................................................9
Temperament................................................................................................................................................10
Emotionele ontwikkeling in het gezin...........................................................................................................11
Samenvatting van dit college.........................................................................................................................11
College 3...................................................................................................................................................... 13
Morele ontwikkeling..........................................................................................................................................13
Moreel redeneren..........................................................................................................................................13
Geweten........................................................................................................................................................13
Moreel gedrag...............................................................................................................................................13
Stadia Kohlberg..............................................................................................................................................14
Kritiek op Kohlberg........................................................................................................................................14
Maar ook…verschillen begrijpen (ook kritiek)...............................................................................................14
Verwevenheid begrijpen...............................................................................................................................15
En afhankelijk van cultuur.............................................................................................................................15
(Morele) emoties...........................................................................................................................................16
Emotionele ontwikkeling....................................................................................................................................16
Culturele variatie in emoties.........................................................................................................................17
Samengevat...................................................................................................................................................17
College 4...................................................................................................................................................... 18
Sekse en gender.............................................................................................................................................18
Het is zo vanzelfsprekend…...........................................................................................................................18
Effect van stereotypering?.............................................................................................................................18
SIRE................................................................................................................................................................18
Verschillen tussen jongens en meisjes?........................................................................................................19
Verklaringen voor genderverschillen.............................................................................................................20
Genderrol.......................................................................................................................................................21
Het Zelf...........................................................................................................................................................21
Ontwikkeling van het Zelf..............................................................................................................................22
Zelf.................................................................................................................................................................23
Identiteit........................................................................................................................................................23
Identiteitsontwikkeling..................................................................................................................................23
Intersectionaliteit..........................................................................................................................................24
, Samenvatting van het college........................................................................................................................24
College 5...................................................................................................................................................... 25
Inhoudelijk..........................................................................................................................................................25
Peers..............................................................................................................................................................25
Positieve effecten peer(relatie)s...................................................................................................................25
Wisselwerking peers en gedrag.....................................................................................................................25
Wisselwerking peers en gedrag.....................................................................................................................26
Peers: cliques and crowds.............................................................................................................................26
Nadelen cliques..............................................................................................................................................26
Status (in groepen)........................................................................................................................................26
Verschillen in status?.....................................................................................................................................27
Prosociaal & antisociaal gedrag.....................................................................................................................27
Vormen van (externaliserende) agressie.......................................................................................................28
Verschillen in (anti)sociaal gedrag.................................................................................................................28
Stimuleren prosociaal en terugdringen antisociaal gedrag...........................................................................28
Vriendschap...................................................................................................................................................28
Ontstaan van vriendschappen.......................................................................................................................29
Verschil interacties peers en vrienden?........................................................................................................29
Functie vriendschap.......................................................................................................................................29
Effecten vriendschap.....................................................................................................................................29
College 6...................................................................................................................................................... 30
Inhoudelijk..........................................................................................................................................................30
Taalvaardigheid..............................................................................................................................................30
Pragmatiek.....................................................................................................................................................30
Geletterdheid.................................................................................................................................................30
Schooltaal......................................................................................................................................................31
Meertaligheid................................................................................................................................................31
Culturele diversiteit.......................................................................................................................................32
Vooroordelen en stereotypen.......................................................................................................................33
Sociale klasse en SES......................................................................................................................................33
Toegepast in het onderwijs...........................................................................................................................33
Terugblik.............................................................................................................................................................34
College 7...................................................................................................................................................... 35
Inhoudelijk..........................................................................................................................................................35
Klassenmanagement......................................................................................................................................35
Doel klassenmanagement.............................................................................................................................35
Effectief klassenmanagement.......................................................................................................................35
Effectieve leerkrachtstrategieën (KM)...........................................................................................................35
Low-profile klassenmanagement (Borich, 2010)...........................................................................................35
Reageren op gedrag.......................................................................................................................................36
Belonen of straffen?......................................................................................................................................36
Leeromgeving................................................................................................................................................37
Klassenindeling..............................................................................................................................................37
De taak...........................................................................................................................................................37
Coöperatief leren...........................................................................................................................................37
Waarom CL?...................................................................................................................................................38
Leerkracht leerling relatie: stimuleren en modeleren..................................................................................38
Leerkracht leerling relatie: whole class.........................................................................................................38
Gedifferentieerde instructie..........................................................................................................................39
Adaptieve instructie.......................................................................................................................................40
Conclusie: leerklimaat...................................................................................................................................40
,College 8: Motivatie..................................................................................................................................... 41
Inhoudelijk..........................................................................................................................................................41
Wat is motivatie?...........................................................................................................................................41
Recap IQ.........................................................................................................................................................41
5 grootste stromingen:..................................................................................................................................42
Humanistische benaderingen: behoeftes......................................................................................................42
(Basic) human needs......................................................................................................................................42
Zelf-determinatie theorie..............................................................................................................................42
Cognitieve benadering..................................................................................................................................43
Doelen............................................................................................................................................................43
Doeloriëntaties..............................................................................................................................................44
Sociaal-cognitief.............................................................................................................................................44
Sociaal cognitief: observationeel leren.........................................................................................................45
Observationeel leren.....................................................................................................................................45
Sociaal-cultureel: motivatie...........................................................................................................................45
Motivatie en affectieve variabelen................................................................................................................46
Klassikaal (de)motiveren................................................................................................................................47
Ontwikkelingsperspectief op motivatie?.......................................................................................................47
Cultureel perspectief op motivatie?..............................................................................................................48
Wat kan jij als leerkracht doen?....................................................................................................................48
College 9...................................................................................................................................................... 49
Inhoudelijk..........................................................................................................................................................49
Recap Inleiding Onderwijskunde...................................................................................................................49
Measurement v.s. assessment......................................................................................................................49
Formatief en summatief................................................................................................................................49
Inzoomen: assessment methoden.................................................................................................................49
Traditionele methoden..................................................................................................................................49
Authentieke methoden.................................................................................................................................50
Groepswerk beoordelen................................................................................................................................50
Individueel groepswerk beoordelen..............................................................................................................51
Beoordelen: welke norm gebruiken?............................................................................................................51
Zonder correcte interpretatie?......................................................................................................................51
Misinterpretatie resultaten...........................................................................................................................52
Validiteit van beslissingen?............................................................................................................................52
Validiteit: peer assessment............................................................................................................................52
Keerzijde: te eigenwijze leerkracht...............................................................................................................53
Effect cijfers...................................................................................................................................................53
Zittenblijvers..................................................................................................................................................53
Klas overslaan (c.a. 0,5%)..............................................................................................................................54
Toetsing: wat breng je eigenlijk in kaart?......................................................................................................54
, College 1
Sociaal-emotionele ontwikkeling
Theorieën van sociale ontwikkeling:
- Psycho-analytische theorieën
- Leer-/gedragstheorieën
- Sociaal cognitieve theorie
- Ecologische theorieën
Met sociaal emotionele ontwikkeling bedoelen we de ontwikkeling van het samenleven met
anderen (sociaal) en het om kunnen gaan met eigen en andermans gevoelens (emotioneel).
Normen en waarden (moreel besef) & zelfregulatie.
Hoe jij je verhoudt, jouw relatie tot de wereld (hoe ga je om met mensen, perspectieve,
sociale regels en culturen) en de relatie tot jezelf (persoonlijkheid, temperament, hoe denk
jezelf, identiteit, hoe voel jij je).
Leren vindt altijd plaats in een sociale context.
Door het lezen van een boek ben je al bezig met de sociale-emotionele ontwikkeling,
aangezien een boek is geschreven door iemand anders.
Veerkracht: kinderen/mensen zijn ontzettend sterk en flexibel, dus soms gaan dingen in het
leven niet goed (zoals bijvoorbeeld hechting). Vanuit theorie zou je denken allemaal
negatieve consequenties, maar ondanks dat kan een kind zich vaak nog heel goed
handhaven. Het is dus belangrijk om te weten over de risicofactoren, maar dat betekent niet
dat dit altijd zo is.
Psycho-analytische theorieën
Belang van het gedachtegoed:
- Invloed van eerdere gebeurtenissen en vroege ervaringen op ontwikkeling.
- Invloed van ouders op de ontwikkeling.
- Invloed van onbewuste emoties en wensen.
o Lastig te onderzoeken.
- Aandacht voor identiteitsontwikkeling.
Zij hebben op de kaart gezet dat gebeurtenissen in de jonge periode van belang zijn. Hoe er
met jou als baby om wordt gegaan is van belang voor je latere ontwikkeling.
Sigmund Freud (1856-1939): Grondlegger van de psycho-analyse.
(Persoonlijkheids)ontwikkeling wordt gestuurd door de behoefte om te voldoen aan
(onbewuste) basisdriften (5 stadia).
Al je gedrag wordt gestuurd doordat je iets wilt. Langzaam ontwikkel je dat je rekening moet
houden met anderen. Dat is de persoonlijkheidsontwikkeling. Je leert om die behoeften te
beheersen. Beschaving is dat mensen steeds meer hun driften kunnen beheersen.
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