Theories Applied to Teaching and Learning

1. Theories Applied to Teaching and Learning • Piaget’s theory of Learning • Piaget’s theory is about cognitive development, which seeks to explain how individuals perceive, think, understand, and learn. His theory is basically a logicomathematical theory, that is, cognitive development is perceived as consisting primarily of logical and mathematical abilities. .

2. Piaget’s Constructivism And Cognitive Development in Morrison, 2004. Early Childhood Education Today

3. OTHER PIAGETIAN CONCEPTS • Active learning: The view that by being physically and mentally engaged in learning activities, children develop knowledge and learn. • Schemes: Mental systems of knowledge categories—units of knowledge that children develop through the adaptation process. • Assimilation: The process of fitting new information into existing schemes. • Accommodation: Changing or altering existing schemes or creating new ones in response to new information. • Equilibrium: A balance between existing schemes developed through assimilation and intake of new information through accommodation.

4. PIAGET’S STAGES OF COGNITIVE DEVELEPMENT in Morrison, 2004. Early Childhood Education Today

5. Vygotsky And Sociocultural Theory Of Learning. • Vygotsky believed that children’s mental, language, and social development is supported and enhanced by others through social interaction. • Learning awakens a variety of developmental processes that are able to operate only when the child is interacting with people. Once these processes are internalized, they become part of the child’s independent developmental achievement .

6. Vygotsky And Sociocultural Theory Of Learning. • Vygotsky’s concept of the zone of proximal development: The area of development into which a child can be led in the curse of interaction with a more competent partner,’ either adult or peer. [It] is not some clear-cut space that exists independently of joint activity itself. Rather, it is the difference between what the child can accomplish independently and what he or she can achieve in conjunction with another more competent person. The zone is thus created in the course of social interaction.. • The zone of proximal development (ZPD) represents the tasks that children cannot do independently but can do when helped by a more competent adult; it encompasses the range of tasks that are too difficult to master alone but that can be learned with guidance and assistance.

7. Vygotsky’s Zone of Proximal Development in Morrison, 2004. Early Childhood Education Today

8. Vygotsky’s scaffolding is assistance of some kind that enables children to complete tasks they cannot complete independently. It is the process of providing different levels of support, guidance, or direction during the course of an activity.

9. Abraham Maslow And Self-actualization Theory of Learning • Kaham Maslow (1890—1970) developed a theory of motivation called self-actualization based on the satisfaction of human needs. Maslow identified self-actualization, or self-fulfillment, as the highest human need. However, he said, children and adults don’t eve self-actualization until basic needs are satisfied. • Recognition and approval are self-esteem needs that relate to success and accomplishment. Children who are independent and responsible, and who achieve, will have high self-esteem, which in turn increases the possibilities of achievement. When children have a sense of satisfaction are enthusiastic, and are eager to learn; they will want to engage in activities that will lead to higher levels of learning.

10. Maslow’s Hierarchy of Needs • Morrison, 2004. Early Childhood Education Today

11. Erik Erikson’s Theory of Psychosocial Development • Erik H. Erikson (1902—1994) developed his theory of psychosocial development based on’ the premise that cognitive and social development occur hand in hand and cannot be separated. Children’s personalities and social skills grow and develop within the context of society and in response to society’s demands, expectations, values, a social institutions such as families, schools, and child care programs. • School-age children must deal with demands to learn new skills or risk a sense of incompetence, or a crisis of industry—the ability to do, be involved, be competent, and achieve—versus inferiority—marked by failure and feelings of incompetence. Many of the cases of school violence in the news today are caused in pact by children who feel inferior and unappreciated and who lack the social skills for getting along with their classmates.

12. Howard Gardner’s Theory of Multiple Intelligences • Gardner has identified nine intelligences: visual spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, intrapersonal, interpersonal, naturalistic, and existentialist. Gardner’s view of intelligence and its multiple components has influenced educational thought and practice.

13. Howard Gardner’s Theory of Multiple Intelligences In Morrison, 2004. Early Childhood Education Today