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Theory - Coggle Diagram
Theory
Piaget
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Object permenance is when infants don't recognize objects still exist, when it is taken away from them.
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As children learn from their world around them, babies learn from their senses.
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From age 0-2, children are in the sensory motor stage and gather information through their senses.
The best strategy for preschool curriculum is to keep children curious, make them wonder, and offer problem solving challenges.
Children reason differently and as their body grows, their mind grows as well.
Children's cognitive development passes through the sensory, preoperational, concrete operational, and formal operational stages.
Piaget has helped teachers of young children to see how important it is for children to experience whatever we want them to learn about.
Dewey
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He urged parents to think of new ways they could all find to help children learn to be socially responsible people, without trying to cling to times gone by.
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Dewey played a central role in the development of- and is most associated with- the progressive education movement in the United States.
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He believed in order to provide educational experiences for children, teachers must have strong base of general knowledge as well as knowledge to specific children.
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Erikson
When a child is encouraged and initiatives are enforced, they will feel industrious.
Children lacking the basic sense of trust are incapable of developing higher levels of social functioning.
From age 6-12, this is the most important time for a teacher to illustrate competency.
He makes it clear that a huge piece of accomplishing the first stage of development is the quality of the parent-child relationship.
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Erikson's theory says that babies will develop the strongest sense of security if they know that adults will come running when they cry.
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In infant development, he assures teachers and parents that it is impossible for babies under the age of 1 be too attached to the special adults in their lives.
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He stressed how important it is for babies to have significant relationships with a few key adults in order to accomplish the task of developing basic trust.
Vygotsky
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His idea of developmental readiness encompasses the skills or ideas that children have not yet come to on their own but which they can acquire from the examples of peers or adults.
He believed in order to scaffold well for children, teachers need to be keen observers.
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He believed that a child on the edge of learning a new concept can benefit from the interaction with a teacher or classmate.
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Montessori
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Se thought that early childhood teachers should provide real tools that work, such as knives, good scissors, and cleaning tools.
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Montessori stressed the need for children to be able to reach materials when they needed them in order to help children become more responsible for their own learning.
Kids show more interest in practical activities than toys, sweets, or other rewards.
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She observed that children showed episodes of all concentration and multiple repetition of the same activity.
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Montessori created materials and learned students like more complex concepts better with sense engagement.
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