2-Learning and Theories of ECE

8/2/2019 2-Learning and Theories of ECE

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EDUC 380 INTRODUCTION TO PRESCHOOL & KINDERGARTEN EDUCATION


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The foundation for all curricula is developmental theory or

beliefs about how children develop and learn. These beliefsguide our view of teaching and supporting children as learner

(Catron & Allen, 2003)

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The Four Major Theories

Psychosocial Theory by Erik Erikson (1902-1994)

Cognitive Development Theory by Jean Piaget (1896-1980)

Sociocultural Theory by Lev Vygotsky (1896-1934)

Multiple Intelligences by Howard Garder

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Erikson's Theory of Psychosocial Development

Psychosocial Stage 1 - Trust vs. Mistrust

Birth to one year of age and is the most fundamental stage inlife.

Infant is utterly dependent, the development of trust is basedon the dependability and quality of the childs caregivers.

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Erikson's Theory of Psychosocial Development(Psychosocial Development in Infancy and Early Childhood)

Psychosocial Stage 2 - Autonomy vs. Shame and Doubt

Takes place during early childhood and is focused on childrendeveloping a greater sense of personal control.

Other important events include gaining more control over foodchoices, toy preferences, and clothing selection.

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Psychosocial Stage 3 - Initiative vs. Guilt

During the preschool years, children begin to assert their powerand control over the world through directing play and other

social interaction.

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Psychosocial Stage 4 - Industry vs. Inferiority

This stage covers the early school years from approximately age5 to 11.

Through social interactions, children begin to develop a sense ofpride in their accomplishments and abilities.

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Psychosocial Stage 5 - Identity vs. Confusion

During adolescence, children are exploring their

independence and developing a sense of self.

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Psychosocial Stage 6 - Intimacy vs. Isolation

This stage covers the period of early adulthood when people

are exploring personal relationships.

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Psychosocial Stage 7 - Generativity vs. Stagnation

During adulthood, we continue to build our lives, focusing on

our career and family.

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Psychosocial Stage 8 - Integrity vs. Despair

This phase occurs during old age and is focused on reflecting

back on life.

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Jean Piagets Cognitive

Development Theory

(1) Sensorimotor (0-2 years)

(2) Pre-operational (2-7 years)

(3) Concrete Operational (7-11 years)

(4) Formal Operational (11-16 years)


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Stage 1: The Sensorimotor Period (0-2 years)

Only some basic motor reflexes grasping,sucking, eye movements, orientation to sound,etc.

Object permanence refers to theunderstanding that objects continue to existeven when no longer in view.


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Stage 2: The pre-operational period (2-7 years)

Symbolic thought without operations.

No reversibility Cannot mentally undo a givenaction.

Perceptual centration Focus on only onedimension of a problem.

States versus transformations

Transformations relating different statesignored. 10-8 = 2

? 8 = 2

10-? = 2


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Stage 3: Concrete operational thinking (7-12 years)

Concepts of number, relationships andprocesses

Thinking problem through mentally

Awareness of transformations.


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Stage 4: Formal operations

Moves from concrete manipulations toabstract thinking

Thinking goes beyond experience, moreabstract

Inductive reasoning: Formal operationalchildren will systematically test all possibilitiesbefore arriving at a conclusion


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Lev VygotskysSociocultural Theory


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Sociocultural Theory of Development

Culture

Development

LanguageSocialInteraction


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Sociocultural Theory of

Development

Culture: Attitudes, values, customs, and

behavioral patterns that characterize a socialgroup

Culture influences:

What is thought about

Skills to be acquired How to acquire information

The tools and symbols available to facilitatedevelopment and thinking


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Development

Languag

e:System of meaning from the

culture that shapes a persons attempt to make

sense of the world

Roles of Language

1. Provide cognitive tool to think about problems2. Allow to regulate and reflect on thinking

3. Enables social interaction


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Development

Social Interactions Vygotsky: Complex thinking has its roots in social

interactions

Piaget:Complex thinking is the result of private explorations

Vygotsky: Learning new skills results from guidance by a

more skilled person who structures the childs learning

process

Piaget: Learning is supported by interactions with peers


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Musical Intelligence0 Ability to perform and

comprehend musically seems to

work independently from other

forms of intelligence

0 Learn through songs, patterns,

rhythms, instruments and

musical expression


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Bodily-Kinesthetic Intelligence

0Possess a certain control

over movement, balance,

agility, and grace, even

before formal training


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Logical-Mathematical

Intelligence

0 Ability to mentally process

logical problems (Can you domath in your headfast?)


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Linguistic Intelligence0 Ability to construct an

comprehend language

0 Learn by speaking, writing,

reading, listening


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Spatial Intelligence0 Comprehend shapes and images

in three dimensions (puzzles,

sculptures, navigation)

0 Learn by visually organizing

(charts, graphs, maps, tables,

illustrations, costumes)


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Interpersonal Intelligence0 Ability to interact with

others, understand them,interpret their behavior

0People-oriented, outgoing,learn in groups,cooperatively.


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Intrapersonal Intelligence0 Leads to strong self-esteem, self-

enhancement, and strength ofcharacter to solve internalproblems

He is in touch with his feelings

he wants it NOW!


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Naturalist Intelligence0 Ability to identify and

classify patterns in nature

0 Learn in the context of

outdoors, animals, fieldtrips.


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Existentialist0Ask, Why are we here?

What is our role in theworld?

0Fits into the discipline ofphilosophy.


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http://literacyworks.org/mi/assessment/findyourstrengths.html

0 Find Out your Intelligences

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