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THEORY - Coggle Diagram
THEORY
Piaget
Words and gestures mean something
Primitive reasoning: the interest of reasoning and wanting to know why things are the way they are
Egocentric: thinking only of oneself, without regard for the feelings or desires of others; self-centered.
Conservation: knowing that a quantity doesn't change if it's been altered
Realization of object permanence: knowing that an object still exists, even if it is hidden.
Believed that neither intrinsic or extrinsic motivation explained learning. Children's interactions with the environment explain learning.
Our brain wants to see, taste, touch, hear, and smell as much as possible.
Separation anxiety: children are learning that when people they love go away, they always return
Theory of Cognitive Development: The sensori-motor stage Age 0-2, The Pre-operational Stage Age 2-7, The Concrete Operational Stage Age 7-11, The Formal Operational Stage Age 12+
For babies, create a safe and interesting environment for them to push, pull, crawl, climb, etc. to build gross and fine motor skills as well as spatial relationships.
Dewey
The schools are a playground to practice the future we wish to see. Education is life itself.
Link knew knowledge with previous experiences. Make connections about how things work.
Schools should prepare students for life itself. This is possible through discussions and interaction with the environment.
Sometimes things go as planned and sometimes accidents happen. Either way, students take notes and learn from what they are doing.
Teachers should observe children and determine what kind of experiences they are interested and ready for. Planning and assisting does not mean teachers are taking away students freedom.
Dewey believed that certain conditions make experiences worthy of being called educational. New and old approaches to education have nothing to do with it. Some experiences are not educational at all.
Enjoyment alone is not enough to make an experience educational. They can be both fun and educational, but it is up to the teacher to ensure it is building on children's learning.
Observe and document: the ice cream example. It started with a parent bringing in an old ice cream recipe. They ended up at an ice cream and yogurt factory. Children drew pictures, wrote stories, collected recipes, etc. and it all started with a simple recipe. Their interests and questions expanded the lesson a variety of ways.
4 principles of education: Learning by doing, discussion, interactive, and interdisciplinary
Working side by side and cooperatively with adults and peers is when children learn best. Social situations stimulate children's learning experiences.
Vygotsky
Inner speech develops from outer speech. Thought develops from conversation. Without this process children can only speak out loud.
Social and cognitive development work together and build on each other.
According to Vygotsky's ideas, only those learning from a capable mentor can reach their full potential. Boys manipulate and play with items. Girls are meant to sit and be pretty. Boy is more likely to crawl, pull up, and walk first due to the supports and guidance from a mentor.
He believed that for educators to scaffold well for children, they need to observe. Observations show where students are in learning and where they are capable of going. Curriculum can be planned based off of observations.
The zone of proximal development: what we can do with the help of others and/or technology. Learning can perceive development. They can learn skills that go beyond their development.
Language presents the shared experience necessary for building cognitive development. Points are clarified and communication is explored through language.
Born with 4 elementary mental functions: attention, sensation, perception, and memory
Self-regulation skills are developed through make believe play. Make believe effects children's social, early literacy, and early mathematical development. During this play, children behave above their years.
Theory of Social Development: believed that children develop independently of specific stages as a result of social interactions.
Let children debate and share ideas. Even if they are wrong, children can communicate and teach each other.
Erikson
Children's work is far more important than their mistakes. Children should not be afraid to make mistakes when working towards a final product.
As people mature they look back at life and if it was done right, are content. Live life to its fullest and enjoy every moment.
When planning curriculum, keep in mind both the age of the child and the day to day differences they bring to the classroom. As standards get pushed down this is difficult but more important than ever.
Psychosocial development does not come without focusing on culture, community, health, and wellness, and changing family structures.
German American psychologist and known for his work on psycho-social development. "Identity crisis" was his known phrase.
Children need real tools and real tasks to develop competence. Children are taught how to carefully use and care for tools safely.
Parents play a major role in a child learning about themselves. Letting children explore allows them to develop their unique ideas and self. Forcing ideas on a child can challenge their identitiy.
Self confidence comes when students discover themselves. Hard work comes with positive reinforcement.
A child needs time to assert independence. At times this will lead to meltdowns, but it is all apart of the learning process.
8 Stages of Development: Basic Trust vs. Mistrust, Autonomy vs. Shame & Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, Ego Integrity vs. Despair
Montessori
Opened her first school for children of low income workers in an apartment building in 1907.
Maria created materials using all senses
Children learned life/self care skills.
Working independently leads to self motivation. The goal is for children to become independent and responsible adults.
Montessori stands more for a method than a school itself in todays world.
Children choose what they learn, children are allowed free movement, classes are mix aged, materials are specific to Montessori, uninterrupted blocks of study time, children learn from each other
Child-Centered environments: child sized furnishings, equipment, and utensils. Provide real tools. All materials are accessible and organized for easy clean up.
Children are able to concentrate with large amounts of free time and a variety of materials to use. During this time, teachers have more time to observe and assist individual students.
Having materials accessible for children teaches them responsibility. No child should have to stop what they are doing to ask permission to use a material.
"Children who are not allowed to do something for themselves do not learn how to do it" (page 42). Adults spend to much time serving children.