Theory
Dewey
Musicians can quickly learn how to perform an instrument correctly through experimental learning.
Dewey has contributed volumes of work to our knowledge base in educational psychology and theory.
Experimental learning can form relationships between an abstract concept.
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.
Experimental learning can be used to learn a new skill or take your learning a bit further.
Dewey played a central role in the development of- and is most associated with- the progressive education movement in the United States.
Your brain makes sense of all the information you took in from experimental learning.
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.
The most natural form of learning is experiencing.
He said enjoyment of learning on it's own is not enough to make an experience educational.
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.
If guilt wasn't necessary they would have no sense of self control.
Erikson's theory says that babies will develop the strongest sense of security if they know that adults will come running when they cry.
Each stage of a development comes with a crisis.
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.
He suggests that there is plenty of room for growth and personality.
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.
Piaget
Children at age 2-7 are very egocentric.
He thinks thats children's interactions with their environment are what creates learning.
Object permenance is when infants don't recognize objects still exist, when it is taken away from them.
Piaget believed children needed every possible opportunity to do things for themselves.
As children learn from their world around them, babies learn from their senses.
Children's curiosity actually drives their learning.
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.
Vygotsky
He believed that interaction had a huge impact on cognitive development.
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.
Babies have elementary mental functions.
He believed that a child on the edge of learning a new concept can benefit from the interaction with a teacher or classmate.
Social interactions result in cognition.
His work shows that social and cognitive development work together and build on each other.
Higher mental functions are categorized more by independent learning and thinking.
He believed that much learning takes place when children play.
Social interaction involves with collaborative and corporative dialogue.
Montessori
Students are better off learning what they want to learn.
Se thought that early childhood teachers should provide real tools that work, such as knives, good scissors, and cleaning tools.
Working independently resulted in a higher level of autonomy and become more self motivated.
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.
Montessori used the word cheerful to describe well-planned spaces for children.
She observed that children showed episodes of all concentration and multiple repetition of the same activity.
Teachers need to ask themselves what they are providing in the environment to "educate the senses."
Montessori created materials and learned students like more complex concepts better with sense engagement.
Montessori believed that children want and need to care for themselves and their surrounding.