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THEORY
Erikson
During the elementary school years, children spheres expand, and the opinions of teachers and peers become more important ad their parents' less so.
We learn in infancy (1-2 years) that if we can trust someone now, we can also trust them in the future. The key to development at this stage is our mother.
The pre-school and kindergarten years are marked for most children by an increasing of their own abilities, especially improved motor skills and exploding language capacity.
Children between (2-4) discover their body and ask if it is okay to be "me". This where self confidence comes from.
Babies' trust develops through responsive relationships with caregivers.
Learn basic principles such as how round things roll. We ask ourselves if it is okay to do what we do. If we are encouraged we follow our interest.
If crisis are not resolved positively, at particular points in the life span, Erikson postulated that later problems will ensue.
Discover our own interest and realize we are different from others.
8 stages of personal and social development, Trust vs. mistrust, Autonomy vs. doubt, Initiative vs. guilt, Industry vs. inferiority, Identity vs. role confusion, Intimacy vs. isolation, Generativity vs. self- absorption, Integrity vs. despair.
Schools and neighbors influence children the most during ages (5-12).
Vygotsky
Proximal development requires that children experience a challenging curriculum.
From ages 2-5 children's development is dominated by their perceptions and reactions.
Play creates a zone of proximal development in which a child behaves" as though he were taller than himself".
Sociodramatic play promotes children's ability to take another person's perspective.
Vygotsky believed that a major goal of preschool is to help children move from such reactive thinking to the ability to think before they act.
Children develop independently at specific stages as a result of social interaction.
We are born with elementary functions: attention, sensation, perception, and memory.
Learning can proceed development which means a child is able to learn skills that go beyond their natural maturity.
The knowledgeable other provides the child with opportunities
to practice in a playroom that he has equipped with scaffolding and objects to help a child to stand up.
Only those learning with a the assistance of capable mentor can reach the full potential of their ability.
Montessori
The image of the child as the "absorbent mind", which is actively learning from sensory experiences in a prepared learning environment with specialized materials.
Believed that children children develop naturally in an organized environment.
Believed that poor children deserve high quality experiences.
Montessori thought that that children need an orderly environment that supports their ability to work on and complete task independently.
View of the teacher's role to prepare the environment, observe children, and demonstrate materials, but not to interfere with their natural exploration.
Students seem to understand complex concepts better when they a engages all their senses.
Observed that children show episodes of deep concentration and multiple repetitions of the same activity. Given free choice kids showed more interests in practical activities and materials.
Children working independently seemed to reach new levels of autonomy and became self motivated learners.
She began to see the role of teacher to as facilitator of young human beings who are free to move and act in their environment. With a goal of to grow teachers to be independent and responsible adults and share a love for learning.
Open classrooms with free movement, mixed aged classes, free to chose what to learn, uninterrupted blocks, a trained teacher. "Never help a child with a task at which he feels he can succeed".
Piaget
Babies lack object permanence for example: when a child no longer sees an object they believe it no longer exist.
Children see things from their own point of view, egocentrism. Example: shaking a rattle.
Children rely on their perceptions or intuitions about solutions rather than logic. Example: children breaking something and thinking they have more of it.
Developed the four stages of Cognitive Development: Sensorimotor, Preoperational, Concrete operational, Formal operation.
children learn about the world through a combination of their sensory abilities such as: sight, hearing, touch, smell, and motor skills.
At around age four children think others see the world as they do and dont understand that they see it differently.
Children learn to stand, sit, crawl, walk, run.at around age birth to 2.
At around age 7- 11 children discover logic and develop concrete cognitive operations such as sorting items.
Children learn to play pretend which allows them to experience something new and learn a lot.
At around age four children become curious and ask questions. Children want to know everything
Dewey
Believed that interaction with the environment is essential for the learning process. Education is an experience with constant change.
Learning by doing also known as experiential learning. Children learn better when they are actively engaged.
Discussion prepares students for a life in a democratic society. Where decisions should be based on reasonable arguments.
Believed they should consider the cost of all the hours input by the children. Children's time in class should not be wasted. It is the schools responsibility to be a play ground to practice a future in which we wish to see.
He believed that the purpose of education is to ensure the effective functioning of a democratic society.
Believed that continuity is critical to comprehension. Interdisciplinary education allows students to build on what they already know which strengthens their understanding.
Believed it was important to teach children to take initiative and use judgement.
Believed that subject matter reading, writing, geography, history, science should be introduced to children in ways that they can understand and that involve them in social interaction.
Believed that school should function as a community. Also believed that teachers should not directly impose discipline, but rather influence and assist children as they work together.
He strongly emphasized the importance of teachers observing children and building on their interest.
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