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Dewey, Vygotsky, Piaget, Erikson, Montessori - Coggle Diagram
Dewey
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Dewey thought observing the children's actions were important in determining what kind of experiences the children were interested in and ready for.
Dewey had the idea that teachers not only needed to be confident in their work, but also had to trust their knowledge and experience while providing appropriate activities for children.
Dewey knew learning was fun, but he also believed that enjoyment alone was not enough to make an experience educational.
Dewey knew when children were engaged, learning was fun and exciting.
Dewey hypothesized that the brain analyzes the relationship of events within our body or in the environment.
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Dewey believes that experiential learning can be used to learn something new or build on a preexisting skill.
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When failing at something, Dewey thought the brain unconsciously begins to make sense out of all available information.
Vygotsky
Vygotsky believed that a child on the edge of learning a new concept can benefit from interaction with another classmate or teacher.
Vygotsky concluded that language presents the shared experience necessary for building cognitive development.
Vygotsky created the idea of Zone of Proximal Distance, which is the area between the Zone of Actual Development and Zone of Maximum Development.
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Vygotsky defined the term "more knowledgeable other" which represents someone who has a better understanding or higher ability level than the learner.
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Vygotsky hypothesized that there are four main elementary mental functions: attention, sensation, memory, and perception.
Piaget
Piaget encourages large amounts of free play time to let the children's imagination roam and grow on its' own.
According to his studies, Piaget hypothesized that children form ideas from their direct life experiences.
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Piaget did not believe in intrinsic or extrinsic learning, rather that the children's interactions with the environment are what constituted learning.
Piaget, like Dewey, concluded that children learn only when their curiosity is not completely satisfied.
Piaget theorized object permanence, which is where objects still exist even though the child cannot see them.
During the third stage, concrete operational, Piaget suggests that children begin to learn about conservation of knowledge and begin to reason with mathematics.
Piaget stated that during the preoperational stage, children are egocentric and have trouble understanding another person's point of view.
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During Piaget's first stage, sensorimotor, children use their five senses and activities to grow and explore the world around them.
Erikson
Erikson promoted independence, meaning most teachers who incorporate Erikson's theories also will design classrooms with the intentions of independence among the children.
Erikson encouraged preschoolers to use their energy in an active and involved way, believing their confidence would grow.
Erikson, like Montessori, believed that during the stage of initiative versus guilt, children need real tools and real tasks in order to develop their competence.
Erikson's focus on children was of their psychosocial development, and he believed that these occurred through eight stages of life.
Erikson concluded that the decisions made in the earliest years of one's life would influence a person's actions and interactions for the rest of their life.
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Erikson stated that successful completion of each of his eight stages would result in a healthy personality.
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Montessori
Montessori stressed the importance of having low shelves and storage for the children to access without the assistance of an adult.
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Montessori proclaimed that knowing how to arrange an interesting and beautiful environment for children was just as important as picking books for them.
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Montessori concluded that the classroom "environment" was not only the classroom and the materialistic items found within but also the children and teachers.
Montessori had a child-centered classroom, meaning the kids and their needs were the center of attention
Montessori argued that the adult of the classroom not be a teacher, but rather be a facilitator to the children.
Montessori's approach emphasized children of different ages in her classroom, allowing older children to act as role models for younger children.
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While Montessori worked as a physician, her observations and studies led her to focus on psychiatrics and pediatrics.