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THEORY - Coggle Diagram
THEORY
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MONTESORRI
She stated that her emphasis on the environment in which a student learns was probably the main characteristic her method would be identified by.
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Sights, textures, sounds and even smells are important for children's development and learning.
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Functional tools such as scissors, sharpened knives and even woodworking tools should be provided to kids to learn real world skills.
Shelves and cabinets should be at student level so that they may obtain tools and materials needed without assistance from teachers.
Giving students more responsibility in daily tasks helps in development in their ability to care for themselves and their environment.
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She believed that a teacher should not interfere with the students pace of learning. a teachers job is to provide the necessary tools and urge the student to experiment and find their own path to learning.
ERIKSON
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Believes early childhood was the key to developing trust, autonomy, and initiative.
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In the stage of initiative versus guilt, children need real tools and real tasks in order to develop competence.
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PIAGET
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Had 4 stages of cognitive development (sensorimotor, preoperational, concrete operational, formal operational)
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Believed children build their own understanding of the world, it cannot be taught.
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Vygotsky
Believed in the importance of interaction with teachers and peers, as it advances development of children's knowledge
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A child's understanding of the world comes, in part, from the values and beliefs of the adults and other children in their lives.
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