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Theory - Coggle Diagram
Theory
Piaget
conservation occurs in the concrete operation phase
some think he focused to much on thought process
ages 12 and up is formal operation stage
construction is superior to instruction
pretend play begins at age 2
children only learn when there curiosity is not fully satisfied
object permanence occurs in the sensory motor stage
keep babies safe but interested
children actively learn from the world
provide many real world experiences
Dewey
total immersion clouds clear thoughts
teach what needs to be known at the time
perception is the here and now
be sensitive to the values of families
motor cortex runs actions
teachers should also teach how to live in society
pure experiences activates reflection
teachers should be engaged
we are both creators and givers of experiences
school life should grow gradually out of home life
Vygotsky
learning occurs often when to meat a MKO
a lot of learning occurs during play
ZPD- develop higher mental functions
teachers need to be keen observers
MKO- more knowledgeable other
social interactions lead to growth
we learn a lot from tutors by modelling them as babies
pair up children who can learn from each other
attention, sensation, perception, memory are mental functions we have as babies
personal and social experiences can not be separated
Erikson
failing a stage can prevent moving forward
stage 1 is trust Vs. mistrust
8 stage theory
his last stage doesn't take place till age 65
plenty of room for growth through lifetime
give toddlers simple choices
focus curriculum on real things
focus on gains not mistakes
consider individual differences
encourage independence
Montessori
children learn best through sensory experiences
real tools for real work
emphasized multiple age group learning
keep materials and equipment accessible to children
classroom environment is vital
child centered approach
believes adults spend to much time serving children
worked with disadvantage children
give children in class responsibilities
first female physician in Italy