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Educational theories - Coggle Diagram

- - - - Prior Knowledge
        
        He also believed that the demands of this new method make observing, documenting, and keeping records of classroom events much more important than when traditional methods are used. (Mooney, p. 19)
      - Current Abilities
      - Goal
- - - - She believed that “environment” includes not only the space the children use and the furnishings and materials within that space but also the adults and the children who share their days with each other, as well as the outdoor environment and other places where children learn. (Mooney, p. 38)
    - - children who are not allowed to do something for themselves do not learn how to do it. (Mooney, p. 42)
      - Montessori believed that children learn best by doing and through repetition. She thought they do things over and over to make an experience their own, as well as to develop skills. (Mooney, p. 42)
      - "Allow Children to Take Responsibility" (Mooney, p. 43).
  - - - Teachers need to ask themselves what they are providing in the environment to “educate the senses.” (Mooney, p. 41)
    - - Montessori urged teachers not to interfere with the child’s patterns and pace of learning. […] step back and allow the children the time and space to experiment. (Mooney, p. 42)
      - She thought that as teachers allow children to choose what they will do and how and when they will do it, the teachers have more time to observe and assist children individually. (Mooney, p. 43).
    - - Careful observation, to Montessori, is the key to determining what the children are interested in or need to learn. (Mooney, p. 46)
- - - - 0-1: Trust in adults. Gains hope.
      - 1-3: Autonomy vs. shame. Willpower
      - 3-6: Initiative vs guilt. Purpose.
      - 6-11: Industry vs inferiority. Competence.
      - Adolescence: Identity. Fidelity.
      - Young Adulthood: Intimacy vs isolation. Love
      - Middle age: Generativity vs self-absorption. Selfcare
      - Old age: integrity vs dispair. Wisdom.
  - - - Hold the baby while feeding him.
      - Respond to signals of distress
      - Involve parents or primary caregivers
    - - Balance
        
        Letting go
        
        Positive
        
        Letting go can also be constructive: cooperating in relationships, sharing, or yielding to the plans of others. (pp. 62-63)
        
        Negative
        
        Letting go can be destructive: tantrums, losing control when angry, hitting, or biting. (p. 62)
        
        Holding
        
        Negative
        
        Holding on can be destructive: controlling, unyielding, and uncooperative behavior. (p. 62)
        
        Positive
        
        Holding on can also be constructive: attachment to special people, courage in the face of adversity, or plain old persistence in getting a task done. (p. 62)
      - Erikson believed that adults can foster independence in children of this age by:
        
        giving children simple choices;
        
        not giving false choices;
        
        setting clear, consistent, reasonable limits;
        
        and accepting children’s swings between independence and dependence, and reassuring them that both are okay. (p. 64)
        
        simple choices: Select between two options
        
        False choices: Avoid rhetorical questions
    - - Stimulate Growth mindset (p.70)
        
        encourage children to be as independent as possible;
        
        focus on gains as children practice new skills, not on the mistakes they make along the way;
        
        Mistakes can be opportunities to do something new without being actual errors. E.g. "If you spill something, you just grab a paper towel and clean it.
        
        set expectations that are in line with children’s individual abilities;
        
        focus curriculum on real things and on doing.
- - - - [H]e thought that children’s interactions with their environment are what create learning. He claimed that children construct their own knowledge by giving meaning to the people, places, and things in their world. (p. 79)
    - - 0-2: Sensorimotor
        
        During this time the baby relies on his senses and physical activity to learn about the world. (p. 82)
        
        Toward the end of this first stage, Piaget says, object permanence occurs. Object permanence means that the baby has come to realize that something exists even when he can’t see it. This is a very important development for children. Before achieving this milestone, babies only think about what is in their view at the time. For example, if we carefully watch babies, we see that before eight or nine months they drop things from the high chair tray without making a fuss. For a young baby, if things are out of sight, they are literally out of mind. From the baby’s point of view, the things no longer exist. Then suddenly, at eight or nine or ten months, when that spoon drops from the tray, the baby leans over pointing and fussing and wanting it back. (p. 82)
        
        This is also the age at which we see separation anxiety in children. They cry when their parents leave them at child care or when their primary caregiver is not present. Now the baby understands that when his parent or provider is not in sight, that person is somewhere else. The caregiver hasn’t just ceased to exist. So the baby makes attempts to bring that important “other” back into view—by crying. (pp. 82-83)
      - 2-7: Preoperational
        
        Form ideas based in their perceptions (EGOCENTRISM) and can only focus in one variable at a time. Overgeneralization based on limited experience.
      - 7-11: Concrete operational
        
        Form ideas based on their reasoning. Limit thinking to objects and familiar events
        
        Reversivility
        
        When children enter Piaget’s stage of concrete operations at about age seven, many changes in their thought patterns are visible. At this age (usually from about seven through eleven or twelve) children possess the characteristic of reversibility, which allows them to reverse the direction of their thought. (p. 95)
      - 11- older: Formal operational
        
        Think conceptually (abstraction). Think hipotheticaly.
  - - - Sensorimotor
        
        Offer textures, toys and simple cause-effect toys
        
        Reassure and help in the transition of the separation anxiety
      - Preoperational
        
        Increase the child experience base to generate a cognitive disequilibrium with their overgeneralizations where they can acommodate the new information into their understanding base.
        
        The teacher, aware that she has overestimated the children’s understanding, can ask questions that make them think a little more about irons. “Is the iron you use on clothes hot?” she might ask. “How would you feel if you put it next to your skin? Does a baby have skin? How do you think it would feel to the baby’s skin?” The children would quickly work out for themselves that an iron is not a good way to get rid of a newborn’s wrinkly skin! Piaget’s theory tells us that it will be more effective to ask questions that help children think through the problem on their own than to tell them flat out, “An iron would hurt the baby.” If they construct that knowledge for themselves by puzzling through the teacher’s questions, they are more apt to take it in than if the teacher gives it to them. (p. 89)
      - Concrete operational
- - - - Vygotsky defined this as the distance between the most difficult task a child can do alone and the most difficult task a child can do with help. He believed that a child on the edge of learning a new concept can benefit from the interaction with a teacher or a classmate. (p. 101)
      - Vygotsky referred to the assistance a teacher or peer offers a child as scaffolding. (p. 101)
  - - - This theory encourages teachers to plan curriculum that extends children’s knowledge and to scaffold their learning by putting them in situations where their competence is stretched. (p. 103)