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Theory - Coggle Diagram
Theory
Dewey
- Dewey believed that when people engaged in learning something that interested them and is related to their experience, the process of learning is enjoyable.
- Dewey insisted that education and experience are related but not equal.
- Dewey also believed that education is a process of living and not preparation for future living.
- Dewey thought it was important for teachers to observe children and to determine from these observations what kinds of experiences the children are interested in and ready for
- Dewey established the University of Chicago as the center of thought on progression education. It leads to more democratic and child-centered education.
- Dewey was trying to get his parent groups to understand that change brings new problems and opportunities. He believed change brings new problems but also opportunities.
Piaget
- Piaget also believed that in the beginning, a baby's reactions to the world are purely reflexive. He said that intelligence began when the reactions became purposeful.
- It is largely the influence of Piaget, building on Montessori's work, that encourages uninterrupted periods of play in early childhood classrooms. When children are interested and involved, they need teachers who respect this absorption with their work
- Piaget has a theory that contains four stages. Piaget believed in stages of cognitive development that create our overall view of how children think in their early years. These stages are sensorimotor, preoperational, concrete operational, and formal operational.
- Lastly, Piaget believed that time outdoors is another gift that teachers can share with children. It is easy to say that the time outside should be as rich and meaningful for children as the time spent in the classroom.
- Like Dewey, Piaget believed that children learn only when their curiosity is not fully satisfied. He thought that children's curiosity actually drives their learning.
- Piaget believed that children's intellectual growth is based partly on physical development. he also believed that it is affected by children's interactions with the environment.
Vygotsky
- Vygotsky believed that teachers need to use observation to determine where children are in a learning process and where they are capable of going, given their individual needs and social context.
- Vygotsky showed that cognitive development is affected not only by physical development but also by social surroundings and interactions.
- According to Vygotsky, interactive situations allow children to stretch and grow physically.
- Vygotsky believed that learning and development are similar but not identical and the combination of instructing the child and honoring the child's individual development optimizes learning.
- Vygotsky objected to the analysis of children's abilities based on intelligence and believed that research should be both qualitative and quantitative.
- One of the most important concepts of Vygotsky's theory is the "zone of proximal development or the difference between what a child can do alone and the most difficult task a child can do with help.
Montessori
- Montessori used the word "cheerful" to describe well-planned spaces for children. She believed caring for the environment and keeping it bright and orderly should be viewed as a teaching skill. '
- Montessori believed that children should have competence and responsibility and it is the teacher's responsibility to increase that whenever possible.
- Montessori teachers, on the other hand, are trained to "teach little and observe much."
- Montessori was convinced that if children were not learning, adults were not listening carefully enough or watching closely enough.
- Montessori's theories about children have influenced the way all early childhood programs are structured today.
- Environment includes not only space the children use and the furnishings and materials within that space but also the adults and the children they share days with.
Erikson
- Erikson's theory says it is important for parents and childcare providers to hold babies during feeding. It is one of the things that create those relationships that provide trust in the baby's emotional development.
- Erikson believed toddlers need to be given simple choices and eliminate false choices by not asking rhetorical questions. Teachers support the toddlers by giving them the control they need and setting clear limits.
- Erikson's theory says that initiative versus guilt can split a child's potential into either greatness or destruction.
- Erikson had some of the same beliefs as Montessori. He believed in focusing on gains instead of mistakes, considering individual differences, and focusing on curriculum on real things.
- Erikson was friends with Anna Freud (Sigmund Freud's daughter). She talked him into going to a school to be a psychoanalyst, where he started studying child psychoanalysis.
- Erikson's first three stages (Trust vs. Mistrust, Autonomy vs. Shame and Doubt, and Initiative vs. Guilt) are the stages that affect children in the early childhood years.
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