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Theory - Coggle Diagram
Theory
DEWEY
Dewey certainly believed that when children were engaged, learning was fun and exciting in and of itseft
Dewey believed that the path to quality education is to know the children well, to build their experiences on past learning, to be organized, and to plan
Dewey insisted that education and experience are related but not equal, and that some experiences are not educational at all.
Dewey believed that in order to provide educational experiences for children teachers must have a strong base of general knowledge as well as knowledge of specific children.
Dewey also said that beyond their knowledge of children, teachers must be willing to tap their general knowledge of the world to help children make sense of their surroundings and experiences.
Dewey believed that when people are engaged in learning something that interested them and is realted to their experience, the process of learning is enjoyable.
VYGOTSKY
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Vygotsky believed that language presents the shared experience necessary for building cognitive development.
Vygotsky placed enormous emphasis on the importance of observation. By carefully watching and listening, teachers come to know each child's development.
Vygotsky believed that much learning take place when children play. He believed that language and development build on each other.
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Vygotskys ZPD requires careful observation of children and good judgement about how best to support their learning journey.
MONTESSORI
Montessori stressed the need the need for children to be able to reach materials when they needed them in order to help children become responsible for their own learning.
Montessori believed that children learn best by doing, and through repetition. She thought that they did things over and over to make an experience of their own, as well as to develop skills.
Montessori believed that children learn language and other significant life skills, without conscious effort, from the environments where they spend their time.
Montessori believed that the only way to know how to schedule the day and manage behavior is through observation.
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Montessori did not believe there were children who could not learn. She was convinced that if children were not learning, adults were not listening, adults were not listening carefully enough or watching closely enough.
ERIKSON
Erikson beleived that accomplishment of each developmental stage lays the foundation for the next stage.
Erikson believed that a huge piece of accomplishing the first stage of development is the quality of parent child relationship.
Erikson believed that two actions on the part of parents and teachers help babies develop the basic sense of trust
Erikson says when babies develop a strong sense of trust during their first year they become attached to the important people in their life.
Erikson felt hat early childhood years were critical in children's development of trust, autonomy and initiative
Erikson was convinced that in the earliest years of life, patterns develop that regulate, or at least influence, a person's actions for the rest of his or her life.
PIAGET
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Piaget believed that children all pass through the same stages when developing their thinking skills.
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Piaget believed that in the beginning, babies reactions to the world are purely reflexive (without thought)
Piaget stressed the importance of play as an important avenue for learning. As children engage in symbolic play, they make sense of objects and activities around them.
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