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Piramide - Coggle Diagram

- - - - role of teacher
        
        Low: children play/learn/explore independently
        
        middle: children play/learn together w/ teacher
        
        high: teacher/tutor intensively plays w/ child w/ special needs, high-level feedback to gifted children
      - based in attachment theory (Bowlby/Ainsworth/Erickson/Riksen-Walraven): positive attachment -> safety/security/confidence in child to go forward and explore world;
    - - dynamic systems theory: Piaget/Vygotsky -> dynamic long-term/short-term growth cycles birth-adulthood.
        development begins simple and becomes complex
        
        during growth cycles: child learns/relearns new skills thru self-regulation/scaffolding of adults
        
        through self-regulation: child reaches typical (lower) level of development
        
        through scaffolding: child can reach optimal (higher) level of development
        
        3 intelligences mirror growth body/mind: 1) physical intelligence 2) emotional intelligence
        3) cognitive intelligence
        organized into 8 developmental areas
        3 levels of thought:
        
        basic = basic knowledge/skills;
        
        creative = child's capacity to think/create something new/meaningful
        
        metacognitive = children are aware of their knowledge/skills and consciously change own behavior
        
        during reflections on play/initiative learning, children encourged to learn/think on metacognitive level
      - distancing theory