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Theory - Coggle Diagram
Theory
Montessori
The most important aspect of her approach is that it was child-centered. A child-centered approach is one that places the child as the central focus of the classroom. (video)
Montessori believed that caring for the environment and keeping it bright and orderly should be viewed as a teaching skill. (pg. 40)
She thought that early childhood teachers should: (pg. 38)
-Provide real tools that work. (examples: sharp knives, good scissors, woodworking tools, and cleaning tools)
-Keep the materials and equipment accessible to the children and organized so they can find and put away what they need.
-Create beauty and order in the classroom.
Maria Montessori's approach emphasizes children of multiple ages groups using one another to build their learning. (video)
In 1907, Montessori opened Casa dei Bambini. This was a school for disadvantaged children. (video)
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Her work as a physician led her to focus on psychiatry and pediatrics. This allowed her to work with children particularly of lower socio-economic status and children with disabilities. (video)
Montessori believed that children learn language and other significant life skills without conscious effort from the environments where they spend their time. (pg. 38)
Montessori believed that as a teacher your job is to prepare the environment by providing the appropriate materials and then stepping back to allow the children the time and space to experiment. (pg. 42)
Piaget
He believed that children are actively constructing their understanding of the world as they continue to grow. (video)
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Through the years we have figured out that Piaget's stages are not quite as discreet as he may have originally thought. (video)
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Piagets 4 stages of cognitive development include sensorimotor, preoperational, concrete operational, and formal operational. (pg. 81)
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Piaget believed that the children's interactions with their environment are what create learning. (pg. 79)
In the sensorimotor stage infants don't recognize that objects still exist even though they cannot see them. This is called object permanence. (video)
Children do not always develop these abilities within the certain age brackets. They do tend to progress in a predictable fashion though. (video)
He believed that when children are in the preoperational stage they form ideas from their own direct experiences in life. (pg. 86)
Dewey
Dewey believed that education should be child centered as well as be both active and interactive. (pg. 16)
Dewey thought that curriculum should grow out life situations whether it be home, work, or other things. (pg. 17)
He believed that teachers must do 3 things in order to provide educational experiences for classroom children. (pg. 19)
1) They must have a strong base of general knowledge as well as the knowledge of specific children.
2) They must be willing to make sense of the word for children on the basis of their greater knowledge as well as experience.
3) They must invest in observation, documentation, planning, and organization.
When we finally understand the connections between what went wrong we know what we need to change the next time we try it. (video)
Dewey thought that children needed assistance from their teachers in making sense of their world. (pg. 18)
Dewey believed that children learned best when they interact with other people by working side by side and cooperatively with both peers and adults. (pg. 16)
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Experiential learning can also be used explicitly to learn a new skill or to become better at what we already love to do. (video)
Experiential learning is also believed to be responsible for the fact that musicians generally do better at most tests, regardless of what they measure. (video)
People that practice an instrument not only engage their brain in motor, visual, and auditory areas but they also learn by reflecting on what they are doing with a fast feedback loop. (video)
Erikson
He believed that a crisis can occur at each stage of development. He thought that these conflicts involve differences between the individual and the needs of society. (video)
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Erikson's work has importance for every early childhood educator because it shows how children develop their foundation for emotional & social development & mental health. (pg. 54)
He believed that in order for teachers to support children's development of initiative in the 3rd stage that they needed too: (pg. 70)
-Encourage children to be as independent as possible.
-Focus on the gains as children practice new skills, not on the mistakes that they have made along the way.
-Set expectations that are in line with children's individual abilities.
-Focus curriculum on real things as well as on doing.
Erikson's first stage of psychosocial development (Trust vs. Mistrust) says that babies will develop the strongest sense of security if they know that adults will come running when they cry. (pg. 60)
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Erikson had 8 stages of psychosocial development. (pg. 54)
The 8 stages are:
1.) Trust vs. Mistrust
2.) Autonomy vs. Shame and Doubt
3.) Initiative vs. Guilt
4.) Industry vs. Inferiority
5.) Identity vs. Role Confusion
6.) Intimacy vs. Isolation
7.) Generativity vs. Self-Absorption
8.) Integrity vs. Despair
Erikson believed that is was always possible to go back to a previous stage of development and renegotiate issues. (pg. 55)
Successful completion at each stage can result in a healthy personality. Failure to complete a certain stage can result in the reduced ability to move along to further stages possibly leading to a unhealthy personality and sense of self. (video)
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Vygotsky
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Vygotsky sees that most children engage in private speech as a way for the children to plan activities and strategies. This helps to aid them in their development. (video)
An important concept of his theory is the zone of proximal development (ZPD). This is known as the distance between the most difficult taks that a child can do alone and the most difficult one they can do with help. (pg. 101)
He placed a huge emphasis on the importance of observation. That by carefully watching and listening that teachers can come to know each child's development. (pg. 102)
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Vygotsky's work shows that both social and cognitive development work together and build on one another. (pg. 100)
He believed that language presents the shared experience that is necessary for building the cognitive development.
(pg. 106)
He created this theory. It said that babies had 4 elementary mental functions which are attention, sensation, perception, and memory. (video)
Higher mental functions are characterized more by independent learning and thinking. The higher mental functions can only be cultivated by the elementary mental functions which involves someone such as a tutor or someone older who acts as a guide through which we model our behavior. (video)