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Classical Theorist - Coggle Diagram
Classical Theorist
Vygotsky
The zone of proximal development is where the most sensitive instruction or guidance should be given.
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When children have interactions with a more knowledgeable other (MKO) its leads to learning which leads to higher mental functions.
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Vygotsky believed teachers need to be observers, the only way for teachers to accurately access what is within a child's ZPD at anytime.
Babies have elementary mental functions ( attention, sensation, perception, memory).
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To support children's social learning, teachers can provide many opportunities for children to help one another or work together on projects of their choice.
Piaget
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Sensorimotor means they use sight, smell, touch, and taste and are very active.
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Children do not always develop these abilities but they do tend to process in a predictable fashion.
Children are egocentric, gather information from what they experience (thinks of everything only as it relates to them).
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Open-ended activities and questions support children's cognitive development because they ask children to think.
Erikson
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Give children simple choices, they need to experience the independence.
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Eliminate false choices, toddlers do not understand rhetorical questions.
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When outer limits are clear, children can focus on learning inner control.
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Montessori
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Children are responsible for their own learning, so they need to be able to reach tools when they need them.
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Dewey
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Can be used in a classroom to improve behavior, fine motor skills, teamwork, and communication.
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Learning by experiencing something and then reflecting on the experience so that you do better next time.
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The most natural and powerful form of learning is through experience, reflection on doing (experiential learning).
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