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THEORY - Coggle Diagram
THEORY
Dewey
Teachers Role: Have a strong base of general knowledge and knowledge of specific children, willingness to make sense of the world for children, and invest in observation, planning, organization, and documentation.
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Education and experience are related but not equal, and that some experiences are not educational at all-miseducative experiences.
Impression: impress learners with knowledge to be functioning members of society
Expression: coach learners to express findings in highly skilled ways
Quality Education: to know the children well, to build their experiences on past learning, to be organized, and to plan well.
To initiate reflection and learning, we need to be stuck with a problem or struck by the strangeness of something outside our usual experience.
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Learning styles are the different ways students learn best. These are developed when one or more of the learning modes are preferred.
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Piaget
Children reason differently than adults. Children are actively constructing their understanding of the world as they grow.
Schemas: frameworks that help organize information, constantly evolving through assimilation (adding new information to existing schemas) and accommodation (modifying schemas to fit new information)
Object Permanence: infants do not recognize that objects still exist even though they can not see them
Example: give an infant a toy, then take it away, they will not look for it because they do not understand it still exists even though it is out of their line of sight
Piaget's Stages of Development: Sensorimotor (0-2 yrs) Preoperational (2-7 yrs)
Concrete operational (7-11 yrs)
Formal operational (12 + yrs)
Egocentric: children in the preoperational stage do not understand others' points of view
Example: child sits in front of you to watch television, they don't realize you can't see because they can
Conservation: recognized at concrete operational stage, where children recognize that properties of objects (like water in a glass) do not change based on changes in appearance (pouring water in a differently shaped glass)
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Children don't always develop stages exactly as they are laid out, but stages serve as a predictable framework.
Children's interactions with their environment create learning. They construct their own knowledge by giving meaning to the things around them.
Developmental traits match poorly with an early childhood curriculum focusing on whole-group instruction with leveled expectations.
Erikson
Identity Crisis: as one passes through the stages, they develop personality strengths and weaknesses based on their development
Attachment is defined by engaging adults. When infants feel attached to the adults around them, they feel secure.
Each stage involves the culture and society that occurs throughout different life stages. "Eight Ages of Man"
Children who lack strong attachment to adults can grow to lack empathy, which is the ability to imagine oneself in another's shoes.
- Trust vs Mistrust (+ hope, - fear, suspicion)
- Autonomy vs Doubt (+ will, - shame)
- Initiative vs Guilt (+ purpose, - inadequacy)
- Industry vs Inferiority (+ competence, - inferiority)
- Identity vs Role Confusion (+ fidelity, - rebellion)
- Intimacy vs Isolation (+ love, - isolation, unhappy)
- Generativity vs Stagnation (+ care, - unproductive)
- Integrity vs Despair (+ wisdom, - dissatisfaction)
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Personality development spans a person's entire life. Crises occur from ages 1 to 65+ and are characterized by crises followed by virtues and negative outcomes.
Autonomy is crucial in the early stages. The first three stages are known as "windows of opportunity," which signify that the brain is most fertile for specific types of learning.
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Learning to Cope: let children cope in small doses without breaking trust/security, balance
Montessori
Self-Directed Learning: absorbent mind stage, children direct learning, provide children with freedom to choose activities, learn at their own pace
Competence and Responsibility: children desire to care for themselves and their surroundings, fostering independence by allowing children to serve themselves
Child-centered environment plays a huge role in child development, rich in sensory and educational materials allows children to explore independently
Open-ended time: provide children with opportunities and observe each child individually as they make choices regarding their learning.
Unconscious Absorbent Mind: (birth to about 3 yrs) children absorb knowledge unconsciously
Conscious Absorbent Mind: (3 to 6 yrs) children consciously absorb knowledge
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Absorbent Mind: from birth to around 6 yrs, children are receptive to learning environments
Teaching children about peace is achieved by creating a peaceful environment. Grace and courtesy taught, conflict resolution, part of a global community.
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Provide real tools, keep materials and equipment accessible to the children and organized, and create beauty and order- allows children to take ownership of their learning and attain autonomy.
Vygotsky
Higher Mental Functions: characterized by independent learning and thinking, cultivated by elementary mental functions which involve a grown-up to guide for model behavior
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Elementary Mental Functions: Attention, Sensation, Perception, Memory
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ZPD = Zone of Proximal Development: between the ability of being able to do something and not being able to do something, sensitive to the evolution of higher mental functions
Importance of social interaction: Vygotsky studied how social interaction plays a role in the development of cognition.
Language is an accelerator for thinking and understanding, develops from social interactions for communication purposes, transfers to thought.
Scaffolding: assistance supplied by a more knowledgeable person to help a child complete a task they cannot do independently
Examples: hints, encouragement, or modeling behaviors
Make-believe play is a great opportunity where children enter ZPD, during which children frequently behave beyond their years and above their everyday behavior.