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DEVELOPMENTAL THEORISTS - Coggle Diagram
DEVELOPMENTAL THEORISTS
ERIKSON
Erikson's theory states that babies will develop the strngest sense of security wen their parents come running to them when they cry. It does not spoil them, but enables them to build confidence and give them the tools to help them cope with delayed gratification later on.
He suggested that there was plenty of room for growth in one's personality throughout their life time.
He says that a huge piece of accomplishing the first stage of development is the quality of the parent-child relationship. He also says that infant programs should create enviornments for mothers to come in and feed, rock, and spend time with their children so that the babies can get as much warmth and loving touch as possible.
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He believed that toddlers need the support of their teachers so that they can fulfill the drive to do something on their own as long as they are not putting anyone or anything in danger.
The completion of every stage shows how a person can develop fully and have a healthy personality and sense of self.
Erikson believed that toddlers struggle to achieve a balance of holding on and letting go of things which affect sharing with friends, relationships with adult caregivers, toilet training and decision making. He believed that is was caused by overcontrolling adults that make it difficult for children to become independent.
The failure to complete even one of the stages can result in the inabaility to move onto further stage causing the opprotunity to a poor sense of self and an unhealthy personality.
Erikson was convinced that in the earliest years of life, patterns develop that influence a person's actions and interactions for the rest of their lives.
He believed that it is crucial for children to have a sense of autonomy and positive encourge ment from adult and role models so that failoure can be avoided to prevent poor self esteem.
MONTESSORI
Montessori belived that the learning enviornment not only included the space and furniture children could use, but also inckudes the adults and other children ihn their everyday lives along with their outdoor enviornment.
Montessori also believed that giving children tools that do not work undermined their competence and that giving them tools that actually work is actually safer than using tools that have been dulled or dumbed down.
She said that teachers have the serious responsibility of keeping an organized and clean classroom enviornment. They should have designated areas marked clearly so that materials have a specific place and so that children have the power to find and pu away the materials they use.
She believed that adults spent too much time "serving" children and that children who are not allowed to do things will not learn how to do things on their own. This often occurs because adults think it will bge easier to do to it themselves rather than taking the time and energy to teach the child how to do it.
The goal of her research and teaching style os to help children become independent and responsible adults who share a love for learning.
Montessori belived that working independently seemed to help reach new levels of autonomy and for the children to become self motivated learners.
She said that children showed more interest in practical activities and materials than normal toy, sweets and rewards when given the opportunity to choose.
Mntessori's obersvations lead her to believe that children have the ability to have great concentration when they are surrounded by many things to do as long they are given the time and freedom to do those things.
She said that children showed a deep concentration and multiple representations of the same activity when given the autonomy to choose what they are doing.
Montessori believed that students seem to understand complex concept better when they engage all of their senses.
DEWEY
Dewey was brought into the world of education because of his wife Alice and her interest of social problems and its relationship with education.
Dewey's Laboratory School established the University of Chicago as the center of thought and progressive education.
He believed that education should be child centered and that it should be both active and interactive and that it ust involve the scoial world of the child and the community.
He believed that teachers should have more confidence when planning the learning experiences of their students and that teachers are too afraid that the instruction will compromise the freedom and creativity of their students.
Dewey said that education and experience are bith imoortant but are not equal. He said that there are some experiences that are not educational at all and that it is only a learning activity if the experience has a purpose and is organized.
He said that our brains unconsciously learn from our mistakes and figures out how to fix something wrong without letting us know while we are doing said task.
He believed that experiential learning began before the age of one and continues through out a lifetime.
Dewey believed that you can use experiential learning to you advantage to learn new skills or perfect old ones. You just have to take time to realize your mistake and remember how to fix them.
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He belived that experiential learning is the reason muscians tend to take most test better than someone who is not a musician. This is because when learning an instrument or how to sing, yo9u train yur brain to look out for and remember mistakes so the brain is trained to remember how to do things correctly after one or two tries.
VYGOTSKY
Vygotsky believed that that interaction had a huge impact on cognitive development and that not only if their cognitive development affected by their physical development but also by their social development.
He belived that babies have four elementary mental function: 1.) attention 2.) sensation 3.) perception 4.) memory
He believed that in order to scaffold well for children, teachers need to be keen observers and that they need to be able to use those observations to determine where the children are in the learning the process and where they capable of going.
He said children often understand the actions or instructions provided by a tutor or role model and internalize it and then use it to guide an regulate their own performance.
Vygotsky believed that teachers should scaffold their students by interacting with them and their classmates so that a new concept can be more easily understood.
He came up with the term More Knowledgeable Other, or MKO for short. This is a person who has a better understanding or higher ability level than the learner. This can be anybody as long as they fit the criteria.
His work shows that cognitive and social development work together and build on each other. he believed that children learn through play.l
He came up with the term Zone of Proximal Developmet which is the area in between a person's ability to do something and their inability to do so somethihng. It measures the distance of how far they need to go before they can learn how to do the thing they cannot dol.
Vygotsky's ideas have always been controversial. He came ihnto the field with no background in development or psychology, however, he brought a fresh prospective to child study. He objected testing a child intelligence with based on specific intelligence tests.
Vygosky believed that language is the main mean in which adults transmit information to children and he believed that it is a very powerful tool of intellectual adaptation.
PIAGET
Even tho Piaget belives that children learn through experiencfes, those expierences do not have to be outside of the classroom. You do not have to go on field trips to get real-life experiences, it can be as simple as cooking with your students or bringing outside resources into the classroom.
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Uninterrupted play in class room is largely influenced by Piaget building on top of Montessori's work of having the child interested and involved doing things on their own.
Piaget says that children gather information through their senses when they are infants to about 2 years of age because they are in the sensorimotor stage of development.
Piaget believed that children all pass through the same stages when developing their thinking skills but the ages may vary when a child may develop a skill causing his charts to differ slightly.
During the preoperational stage, Piaget believes that children are very ego centric because they do not understand that other people feel and act differentlyas they do.
He built on Montessori's idea that meaningful work is important for the cognitive development of children and that children need every possible opportunity to do things themselves.
He says that during the concreteoperatinal stage, the ability of reasoning begins and children start to learn how to understand more complex problems, especially in areas of math.
Piaget thought that children's interactions with their environment created learning. he said that children construct their own knowledge by giving meaning to the things surrounding them.
The final stage is the formal operational stage. This occurs when a person can produce sophisticated reasoning and can understand abstract thoughts and feelings.