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Template for Developing Softchalk ILA

Use this template for developing each Softchalk interactive learning activity (ILA) - - use with Guidelines and Steps for Developing an ILA document

ElementsDescriptive Title Should reflect content—important as part of the searchable information for NCLOR.

Theories and Theorists

Introduction Explain what will be learned and the relevance to student’s knowledge base

A theory is both an explanation and a model of how things work. A theory of development deals with change over time and is usually concerned with three things. First, it should describe changes over time within an area or several areas of development. Second, it should describe changes among areas of development. Third, it should explain these changes.

However, no one theory includes all there is to know about how children mature, discover, reason, and act. Numerous theories of development have influenced educational practices during the 20th century. Some of the historical and current theories that have influenced education include Gesell's (1925) maturational theory, Skinner's (1974) behaviorist approach, Freud's (1935) psychoanalytic theory, Piaget's (1952) constructivist theory, Vygotsky's (1978) sociocultural approach, Bronfenbrenner's (1989) ecological systems theory, and Gardner's (1983) multiple intelligences theory. This Interactive Learning Activity will present thirteen theories, some of which include entire developmental progressions, some of which explain portions of development, and some of which are relatively modern.

Learning As We Grow: Development and Learning (Theory into Practice)http://www.learner.org/vod/vod_window.html?pid=1859

Prerequisite Knowledge Any prior knowledge needed for successful completion of

No prior knowledge is required to complete this Interactive Learning Activity.

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interactive learning activityMeasureable Student Objectives Between 1 and 3 objective(s) depending on content. Be sure to number objectives. Objectives should explain purpose of ILAs & objectives expected. Use action verbs: analyzed, performed, drawn, demonstrated, conducted.

1. Identified major child development theories and theorists.2. Classified the key principles of each of the following theories: maturational theory psychoanalytic theory, behaviorist theory,

humanistic theory, constructivist theory, ecological systems theory, multiple intelligences theory, Kohlberg’s Stages of Moral Development, and Gilligan’s Ethics of Care.

Content

Maturational theory_Plant growing from hands (alt text) Microsoft clip art

MATURATIONAL THEORY

Arnold Gesell

The maturational theory of Arnold Gesell states that physical growth and mental growth are determined by heredity and that growth takes place in an orderly sequence. Gesell’s maturation theory emphasized the physical and motor aspects of development. He placed development in age-related stages known as maturity profiles.

Gesell based his theory on three major assumptions correlated with personality development:1. Development has a biological basis2. Good and bad years alternate3. Body types (endomorph, ectomorph, mesomorph)

[text popper] Endomorphs are usually shorter with heavy trunks and limbs.[text popper] Ectomorphs are long, tall, and thin[text popper] Mesomorphs are a blend with medium length limbs, wide shoulders, and muscled bodies.

In this theory, teaching and parenting are much less important than genetics; children simply mature with age. A metaphor used to explain this theory is that of a growing plant. If children are given love, safety, and proper nutrition, they will grow much the way a plant does, but if the child does not receive basic needs, he will not develop properly, much like a plant that is deprived of sunlight or water.

Maturational theory strongly influenced the teaching of reading in the mid 1900s. Children were not thought to be ready for reading until they had a mental age of six and a half years. As a result, readiness activities were developed for children who were not yet ready to read. Today, maturational theory is partially responsible for the existence of pre-kindergartens and pre-first grades aimed at children who supposedly need the" gift of time," because of immaturity or a late birthday.

BEHAVIORIST THEORYTheorists such as Edward Thorndike, John Watson, and B.F. Skinner contributed greatly to the environmentalist perspective of development. These theorists believe the child's environment shapes learning and behavior; in fact, human behavior, development, and learning are thought of as reactions to the environment. This perspective leads many families, schools, and educators to assume

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that young children develop and acquire new knowledge by reacting to their surroundings. Classical conditioning and operant conditioning are two key principles underlying behaviorist theories.

[text popper] Classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.[text popper] Operant Conditioning is where learning takes place with the use of reinforcement or rewards. Operant conditioning is used by behaviorists to shape wanted behaviors.

Ivan Pavlov and John WatsonClassical conditioning is a form of associative learning that was first recorded by Ivan Pavlov. The typical procedure is to introduce a neutral stimulus along with a stimulus of significance. The neutral stimulus can be anything unrelated to the behavior. The stimulus of significance necessarily evokes an innate, reflexive response. Pavlov called these the unconditioned stimulus (US) and unconditioned response (UR). If the two are repeatedly paired together, eventually, the two stimuli become associated together and produce the same behavioral response. The following video is a reenactment of Pavlov’s original experiment.

Pavlov’s Dogs Get Conditionedhttp://www.youtube.com/watch?v=CpoLxEN54ho&feature=related

Watson’s Little Albert experiment conditioned the baby to become afraid of fluffy white objects when the loud noise was associated with the white stuffed toy.

Watson Video: Title: John Watson-Pequeno Albert (legendado) http://www.youtube.com/watch?v=KxKfpKQzow8&feature=related (no transcript—close captioning in Spanish)

Edward ThorndikeEdward Thorndike (1874–1949) is considered by many to be the first modern education psychologist sought to bring a scientific approach to the study of learning. Thorndike believed that learning was incremental and that people learned through a trial-and-error approach. His behaviorist theories of learning did not consider that learning took place as a result of mental constructs. Instead, he described how mental connections are formed through positive responses to particular stimuli. For Thorndike, learning was based on an association between sense impressions and an impulse to action. Thorndike favored students’ active learning and sought to structure the environment to ensure certain stimuli that would “produce” learning (Darling-Hammond, Rosso, Austin, Orcutt & Martin).

B. F. SkinnerThe father of modern behaviorism, B. F. Skinner (1904–1990), further developed Thorndike’s behaviorist learning theory focused on stimulus and response. Skinner was responsible for developing “programmed learning,” based on his stimulus–response research on rats and pigeons in experiments that provided positive reinforcement for “correct” responses. He considered learning to be the production of desired behaviors and denied any influence of mental processes. Programmed learning gave proper reinforcement to the student, emphasized reward over punishment, moved the student by small steps through discrete skills, and allowed the student to move at his own speed:

Skinner’s conditioning of pigeons to peck with a reward of food is an example.

This video shows Skinner’s Operant Conditioning experiment. http://www.youtube.com/watch?v=I_ctJqjlrHA

Behaviorist learning theory has had substantial influence in education, guiding the development of highly sequenced and structured curricula, programmed instructional approaches, workbooks, and other tools. It has proved useful for the development of some types of skills—especially those that can be learned substantially by rote through reinforcement and practice. The Behaviorist method is

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teacher-centered. In other words, the teacher delivers structured lessons that the pupils must follow. Instructional strategies include, lectures, copying notes, learning by rote and watching demonstrations. Applications of this theory have resulted in an overemphasis on isolated skills and drill, as well as a heavy reliance on teacher-directed and teacher-reinforced activities. Consequently, teachers often ignore children's curiosity and prior knowledge.

Many educators believe the theory behind No Child Left Behind is behaviorism. The methods reported to be scientifically based are rooted in the behaviorist tradition, and so the methodology recommended under No Child Left Behind is behavioral in nature.

The following video demonstrates a common application of operant conditioning in the use of time out and rewards to influence children’s behavior.

Operant Conditioning – Time Outhttp://www.youtube.com/watch?v=4muo6jXzLX8&feature=related

PSYCHOANALYTIC THEORYPsychodynamic or psychoanalytic theory primarily encompasses the work of Sigmund Freud and Erik Erikson. This theory is concerned primarily with personality development and emotional crises. Theorists study the underlying motives that influence individual thoughts and behavior. Behavior problems displayed by children were viewed as symbolic manifestations of unresolved conflict, often emanating from early caregiver-child interactions.

According to this theory, a healthy child is one who learns the balance between immediate need for gratification of a desire and the ability to control that urge. Therefore, parents and teachers must provide just the right amount of independence and supervision. If there is too much or too little of either, the child may fail to mature emotionally. Problems with attention and activity levels were attributed to unconscious processes. Play therapy was the recommended form of intervention, with accompanying therapy for the child's parents. Psychodynamic models continue to have an effect on education and intervention for children with special needs.

Flickr: Creative Commons license http://www.flickr.com/photos/mansionwb/3585083753/)

Sigmund Freud

Freud was a psychoanalyst who studied his patients and developed a theory. He looked at human behavior in terms of inner drives and motives. He believed that the main cause of behaviors is related to the relationship between infant/child and his mother. His theory discusses psychosexual behavior.

Freud’s five stages of personality development each associated with a particular erogenous zone:

Oral Stage (birth -1 year)• Mouth is associated with sexual pleasure • Weaning a child can lead to fixation if not handled correctly • Fixation can lead to oral activities in adulthood

Anal Stage (1 -3 years) • Anus is associated with pleasure • Toilet training can lead to fixation if not handled correctly • Fixation can lead to anal retentive or expulsive behaviors in adulthood

Phallic Stage (3 -5 years)

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• Focus of pleasure shifts to the genitals • Oedipus or Electra complex can occur • Fixation can lead to excessive masculinity in males and the need for attention or

domination in femalesLatency Stage (5 -puberty)

• Sexuality is repressed • Children participate in hobbies, school and same-sex friendships

Genital Stage (puberty on) • Sexual feelings re-emerge and are oriented toward others • Healthy adults find pleasure in love and work, fixated adults have their energy tied

up in earlier stages

This video explains Freudian theory: Freud’s Id, Ego, and Superego http://www.youtube.com/watch?v=NCXynjpFaKU

Summary of Freud's Psychoanalytic Theory (http://www.youtube.com/watch?v=gFNU-RHTMO0&playnext=1&list=PLD470F18309A8A07A)

Erik EriksonErik Erikson developed a theory based on social motivators. He explains development based on 8 stages where there is a conflict in every stage. Each stage the person confronts a challenge and hopefully completes each. Each stage builds on the success of the previous stage. If the conflict is not resolved, the conflict will probably reappear as problems in the future.

The eight stages of development are:1. Trust v. mistrust (ages 0-1)2. Autonomy v. shame and doubt (ages 2-3)3. Initiative v. guilt (ages 4-6) 4. Industry v. Inferiority (ages 7-11)5. Identity v. role Confusion (ages 12-19)6. Intimacy v. Isolation (ages 20-34)7. Generativity v. Stagnation (ages 35-65)8. Ego Integrity v. Despair (age 65+)

Breakdown of Erickson’s Stages http://www.learning-theories.com/eriksons-stages-of-development.html

Watch the video on Erikson Title: Erik H. Erikson: A Life's Work (Davidson Films, Inc.) http://www.youtube.com/watch?v=A0sxaU34MPE

Erikson’s Theory of Psychosocial Development (http://www.youtube.com/watch?v=vapEpQmz86o)

HUMANISTIC THEORY

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Abraham MaslowHumanism was a reaction to psychoanalysis and behaviorism. Humanism focuses on human freedom, dignity, and potential. The main premise of this theory is that each individual has certain basic needs, regardless of age, gender, race, culture, or location, and if those needs are not met, no significant growth can take place. Abraham Maslow, a major contributor to this theory, believes that basic needs are expressed in a pyramid because there is a certain way these needs are related and because the most essential needs form the basis from which the other needs can be met. Physiologic needs such as air, water, food, and shelter must be provided, then safety and security, then sense of belonging, then self-respect and respect by others, and finally self-sufficiency. This humanistic theory has important implications for child development because children’s needs are the teacher’s first concern; for example, a hungry child will ignore a lesson or simply not be able to concentrate or a tired child will tend to be uncooperative until he is rested. Therefore, until the child’s needs are met, he will not be capable of addressing curriculum and skill development.

Maslow’s Hierarchy of Needs (alt text)Wikimedia Commonshttp://commons.wikimedia.org/wiki/File:Maslow%27s_hierarchy_of_needs.png

If You Know Nothing About Personality: 12 Maslow http://www.youtube.com/watch?v=hlaFzLLXDtU

Constructivist TheoryConstructivists argue that humans generate knowledge and meaning from an interaction between their experiences and their ideas. There are many variations of constructivist theory; however, Jean Piaget and Lev Vygotsky have been two of the most influential

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theorists. Both have had wide ranging impact on learning theories and teaching methods in education and form an underlying theme of many education reform movements.

Jean PiagetJean Piaget (1896–1980) was the first to state that learning is a developmental cognitive process, that learners create knowledge rather than receive knowledge from the teacher. He recognized that students construct knowledge based on their experiences, and that how they do so is related to their biological, physical, and mental stage of development. Piaget spent years observing very young children, mapping out four stages of growth.

Stage Age Behaviors

1. Sensorimotor Ages 0-2(Infancy)

During this stage, the child learns about himself and environment through his senses and movement.

2. Preoperational Ages 2-7(Early Childhood)

Applying his new knowledge of language, the child begins to use symbols to represent objects

3. Concrete Operational

Ages 7-11(Middle Childhood)

While children in any one grade or classroom will exhibit the characteristics of this stage to different degrees, most will have arrived in this stage by Grade 3 and a few will have acquired some characteristics of the next stage, the Formal Operational Stage, by Grade 6.

During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgments about things that are concrete or observable.

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4. Formal Operations

Age 12 +(Adolescence-Adulthood) In this stage, a child is s capable of hypothetical and deductive reasoning.

Piaget did acknowledge the utility of some behaviorally guided, rote learning while also arguing that other activities that support students’ exploration are essential. According to Piaget, cognitive development is the process of restructuring knowledge. He asserted that new sensory information received by a person either supports or differs from her current mental constructs and assumptions. The conflict causes a disequilibrium that she attempts to resolve by revising previously held notions and working the new information into her mental structures (schemata) to recreate equilibrium. As she struggles to make sense out of events, she assimilates new ideas into what she already knows but also adjusts prior thinking to accommodate new information.

[Text popper] Variously described as “trouble,” “tension,” “disequilibrium,” or “conflict,” this concept attempts to describe the destabilization experienced by children as they move from one level of understanding about the world or themselves to a more complex level of understanding.[Text popper] Assimilation is taking information and using for one’s own purposes without adapting one’s thinking to it. [Text popper] Accommodation is adapting current levels of thinking or schema to take new data into account.

Piaget’s constructivist theory continues to affect what goes on in many classrooms today.

Watch the video on Piaget: Title: PIAGET'S DEVELOPMENTAL THEORY: AN OVERVIEW (DAVIDSON FILM) Link: http://www.youtube.com/watch?v=lEam9lpa6TQ&feature=related

Lev Vygotsky   Social constructivist theory is mainly the work of Russian teacher and scientist, Lev Vygotsky (1896-1934). Vygotsky extended Piaget’s developmental theory of cognitive abilities of the individual to include the notion of social-cultural cognition—that is, the idea that all learning occurs in a cultural context and involves social interactions. He emphasized the role that culture and language play in developing students’ thinking and the ways in which teachers and peers assist learners in developing new ideas and skills. Therefore, he emphasized family, social interaction, and play. He placed a great deal of emphasis on language development.

Vygotsky proposed the concept of the zone of proximal development (ZPD). He suggested that students learn subjects best just beyond their range of existing experience with assistance from the teacher or another peer to bridge the distance from what they know or can do independently and what they can know or can do with assistance. His work led to an emphasis on the deliberate use of discourse and cooperative learning in the classroom and theories of assistance or “scaffolding” to help students learn in systematic ways.

[text popper] zone of proximal development: The area in which the child can most benefit from instruction with the help from an adult or more knowledgeable peer.[text popper] scaffolding: Scaffolding represents the helpful interactions between adult and child that enable the child to do something beyond his or her independent efforts.

Although Vygotsky's ideas can be difficult to understand, his work has been very influential in the U.S., especially in the past decade or so. Building on Piaget, Vygotsky’s theory introduced into education the ideas that teachers can be more effective if they organize learning so that it is responsive to the child’s stage of development, if they connect learning to the child’s prior knowledge and experiences, and if they use social and natural environments as opportunities for learning.

Watch these videos on Vygotsky: Vygotsky’s Developmental Theory: An Introduction

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http://www.youtube.com/watch?v=hx84h-i3w8U

A Vygotskian Approach http://www.youtube.com/watch?v=-SpC0INWo3o

MULTIPLE INTELLIGENCES THEORYGardner’s Multiple Intelligences Theory is a relatively recent influence on education. Traditional views of intelligence favored particular cognitive processes, including certain types of problem solving (mathematical-logical intelligence) and language abilities (linguistic intelligence). According to Gardner (1983), however, these are just two types of intelligence. Five other intelligences—musical, visual-spatial, bodily kinesthetic, interpersonal, and intrapersonal-must be considered. Gardner (1983) has also added an eighth intelligence he calls the naturalist. A naturalist is someone who has the ability to recognize important distinctions in the natural world

The following definitions describe each intelligence and the related occupations and directions an intelligence might take. These are by no means the only examples, nor does the development of any one intelligence suggest the exclusion of others. All healthy people possess all the intelligences, which they blend in various ways when they create products or perform meaningful roles or tasks.

• Linguistic intelligence—Linguistic intelligence involves the ability to communicate and use language in a variety of ways—through speaking, writing, and reading. This intelligence includes a sensitivity to the meaning of words, the order of words, and the sounds and rhythm of words. Poets, journalists, and speechwriters exhibit strengths in this intelligence. Students who enjoy playing with language, telling stories, and who quickly acquire foreign languages exhibit linguistic intelligence.

• Musical intelligence—We put into practice musical intelligence when we create and perceive sound patterns. Musical intelligence includes a sensitivity to pitch (melody), rhythm, and the qualities of a tone (Gardner, 1983). Composers, singers, conductors, and musicians exhibit this intelligence, as do poets and others who use word sounds and rhythms in their writing. Students who sing well, enjoy making rhythmic sounds, and can distinguish between notes are displaying musical intelligence.

• Logical-mathematical intelligence—Logical-mathematical intelligence is involved when we order objects, assess their quantity, and make statements about the relationships among them. Scientists, mathematicians, and philosophers all display strength in these areas. You can observe this intelligence in students who can carry out complex calculations in their heads, enjoy finding patterns in shapes and numbers, and excel at making logical arguments.

• Spatial intelligence—We use spatial intelligence when we perceive a form or object (either visually or through touch), when we remember visual or spatial information, and when we recognize and imagine objects from different angles (Gardner, 1985). Spatial ability is often assessed by having people copy shapes or match one visual image with another. Architects, mechanics, and engineers possess strong spatial abilities. Spatial intelligence can be observed in students who understand and can create visual images of their understanding— like charts, diagrams, or maps—as well as students who are drawn to the visual arts.

• Bodily-kinesthetic intelligence—Bodily-kinesthetic intelligence is visible when people use their bodies to create products or solve problems. Athletes, surgeons, dancers, choreographers, and craftspeople display competency in this area. Students strong in bodily-kinesthetic abilities show good coordination and gross motor skill—on the stage or playing field—or the fine motor skills involved in making models or sculptures.

• Interpersonal intelligence—People exhibit interpersonal intelligence when they display an awareness or sensitivity to others’ feelings and intentions. Teachers, parents, politicians, psychologists, and salespeople rely on interpersonal intelligence in their work.

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Students exhibit this intelligence when they collaborate well, when they show thoughtfulness and sensitivity toward their friends, and when they interact with ease with others of all ages.

• Intrapersonal intelligence—Intrapersonal intelligence helps individuals to “distinguish among their own feelings, to build accurate mental models of themselves, and to draw on these models to make decisions about their lives”(Kreshevsky & Siedel, 1998, p. 20). Therapists and religious leaders may exhibit strength in this intelligence. Students who understand their strengths and weaknesses, have an awareness of their own emotional states, and are thoughtful when they make decisions about their lives are displaying intrapersonal intelligence.

• Naturalistic intelligence—Finally, naturalistic intelligence allows people to recognize and classify species and other aspects of their environment. Farmers, gardeners, botanists, geologists, florists, and archaeologists all exhibit this intelligence. Students who enjoy studying the world around them—insects, cars, or stamps—display strength in this intelligence.

Multiple intelligences theory shows promise in developing appropriate practices for children who do not fit the traditional mold or do not excel in the math or linguistic areas. Teachers can use children's types of intelligences to assist in planning and teaching in areas in which they are not as gifted. Schools and teachers, however, are not usually equipped equally to deal with multiple intelligences. For example, children from lower socioeconomic areas may not have many opportunities to explore music or visual-spatial intelligences, even if these are areas in which they might thrive. More efforts need to be made to understand multiple intelligences fully and to develop the resources necessary to support them.

Watch the video: Different Kinds of Smart: Multiple Intelligenceshttp://www.learner.org/vod/vod_window.html?pid=1861

Review the session guide http://www.learner.org/courses/learningclassroom/support/04_mult_intel.pdf

Multiple Intelligences Thrive in Smartville http://www.youtube.com/watch?v=7zBKAT3Ie_s

ECOLOGICAL SYSTEMS THEORYEcological Systems Theory is primarily the work of Urie Bronfenbrenner (1917-2005). Bronfenbrenner was a co-founder of the national Head Start program and was widely regarded as one of the world’s leading scholars in developmental psychology, child-rearing, and human ecology. His theory is not a stage theory as is Piaget’s.

Bronfenbrenner (1989) proposed that children are influenced by, and thus influence, the multiple systems in which they reside, either directly or peripherally. These systems include the microsystem, the mesosystem, the exosystem, and the macrosystem. The microsystem is the small, immediate environment the child lives in. Children's microsystems will include any immediate relationships or organizations they interact with, such as their immediate family or caregivers and their school or day care. How these groups or organizations interact with the child will have an effect on how the child grows; the more encouraging and nurturing these relationships and places are, the better the child will be able to grow. Furthermore, how a child acts or reacts to these people in the microsystem will affect how they treat her in return.

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Ecological Model [alt text]Psychology Portal http://www.saskschools.ca/~psychportal/ecological.htm

The following video provides an Overview of Bronfenbrenner’s Theoryhttp://www.youtube.com/watch?v=me7103oIE-g

Ecological Systems Theoryhttp://www.youtube.com/watch?v=fXqcYXTgpB4

Bronfenbrenner emphasized the importance of the social environments in which children are raised, and saw the breakdown of the family as leading to the ever growing rates of alienation, apathy, rebellion, delinquency, and violence among American youth. He contended that teachers should work with families and social service agencies and should even try to change society as a whole through advocacy and other means.

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Bronfenbrenner’s theoretical model transformed the way many social and behavioral scientists approached the study of human beings and their environments. It led to new directions in basic research and to applications in the design of programs and policies affecting the well-being of children and families both in the United States and abroad.

STAGES OF MORAL DEVELOPMENTLawrence Kohlberg (1927-1987) expanded on Piaget’s stages, determining that moral development is a lifelong task and that many people fail to develop the more advanced stages of moral understanding. He described three stages of moral development which outlined the process through which people learn to discriminate right from wrong and to develop increasingly sophisticated appreciations of morality. He believed that his stages were cumulative; each built off understanding and abilities gained in prior stages.

Kohlberg Stages of Moral Development

Approximate Age Range Stage Substages

Birth to 9PreconventionalBased on concrete operational stage. Moral decisions are egocentric (based on me) and concrete.

1) Avoid punishment2) Gain Reward

Age 9 to 20

ConventionalBased on the children's ability to "decenter" their moral universe and take the moral perspective of their parents and other important members of society into account.

3) Gain Approval & Avoid Disapproval4) Duty & Guilt

Age 20+ maybe never

PostconventionalBased on the adult's ability to base morality on the logic of principled decision making based on standards that are thought to be universalizable and not dependent on culture.

5) Agreed upon rights6) Personal moral standards

Kohlberg's Theory of Moral Development http://www.youtube.com/watch?v=xL3ADOS6XsY&feature=related

Kohlberg’s Stages of Moral Developmenthttp://www.youtube.com/watch?v=uCsZz05pdX0

Carol Gilligan (born November 28, 1936) is an American feminist, ethicist, and psychologist best known for her work with and against Lawrence Kohlberg on ethical community and ethical relationships. Gilligan pointed out that that many of the theories such as those of Freud, Erickson, and Kohlberg were based on a male-centered view. Kohlberg, for example, built his theory solely on interviews with males.

Gilligan proposed a stage theory of moral development for women. From her careful interviews with women making momentous decisions in their lives, Gilligan concluded that these women were thinking more about the caring thing to do rather than the thing the rules allowed. Therefore, Gilligan produced her own stage theory of moral development for women. Like Kohlberg's, it has three major divisions: preconventional, conventional, and postconventional. But for Gilligan, the transitions between the stages are fueled by changes in the sense of self rather than in changes in cognitive capability.

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Several studies since Gilligan’s work was published have shown both men and women use justice and care dimensions in their moral reasoning, which contradicts Gilligan’s assertion that men and women differ in their moral reasoning. Nevertheless, her theory broke the idea that there is only one dimension of moral reasoning.

Gilligan’s Stages of Ethical Carehttp://www.youtube.com/watch?v=Zx-9dZFMbf0

SUMMARY

Early childhood education draws from these and other theories as well as child psychology research in order to help solve social problems and promote learning in the classroom. A teacher’s decision about how to deal with a child’s behavior will depend on his understanding of child development.

Because no one theory includes all there is to know about development and learning, it is often necessary to employ a combination of ideas in order to promote growth in the different domains. Contemporary learning theory recognizes the role that both experience and reflection play in the development of ideas and skills. Researchers and practitioners appreciate that reinforcement and practice play a role in the development of skills, and so do cognitive intent, effort, and reasoning. They acknowledge the importance of developmental stages; they also recognize that development can be encouraged through social interaction and the structuring of experiences within the learners’ sphere of readiness. Modern learning theories incorporate the role of culture and other influences on experience in views of how people construct their understandings and develop their abilities. Effective teachers understand that different strategies are useful for different kinds of learning and different situations.

Learning As We Grow: Development and Learning (Theory into Practice)

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http://www.learner.org/vod/vod_window.html?pid=1859

Interactive Learning Activities Flashcards

Flashcards Psychoanalytical Behaviorism Cognitive SocioculturalTheorist who believes the first stages of development are characterized by sexual pleasure centered around a particular body part

(Who is Sigmund Freud?)

Theorist who believes the focus is on behavior and he can train anyone to become any type of specialist (teacher, doctor, beggar, etc).

(Who is John Watson)

Theorist who believes that development occurs in four stages.

(Who is Piaget?)

Theorist who believes that a person learns best from a more skilled member of the community thru guided participation.

(Who is Lev Vygotsky)

Freud’s stage of development in which a particular body part focus is the mouth.

(What is the oral stage?)

The process by which responses become linked to a particular stimuli

(What is conditioning?)

Stage of development where children are egocentric and perceive the world to be their own. (What is the preoperational stage?)

The distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance. (What is the zone of proximal development?)

A follower of Freud whose eight developmental stages are characterized by a developmental crisis.

(Who is Erik Erikson?)

The process by which a particular action is followed by something desired (likely to be repeated) or by something unwanted (likely not to be repeated).

(What is operant conditioning?)

Stage of development where children can understand and apply newly gained logical abilities.

(What is concrete operational?)

Providing support structures to help learners get to that next stage or level.

(What is scaffolding?)

Freud’s stage of development where the particular body part focus is the penis.

(What is the phallic stage?)

A learning process by which a meaningful stimulus (such as smell of food) is connected with a neutral stimulus (such as bell) which has no other meaning before

The process of adaptation that involves altering one’s existing schemas, or ideas, as a result of new information or new experiences. New schemas

Process by that takes place when creative thinkers interact with a knowledgeable person, is practiced around the world.

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conditioning happens.

(What is classical conditioning?)

may also be developed during this process.

(What is accommodation?)

(What is guided participation?)

Erikson’s stage of development where children want to either take on adult like activities (adventurous) or internalize the limits (guilt).

(What is initiative vs. guilt?)

Theorist who conditioned a dog to salivate every time he heard the bell.

(Who is Pavlov?)

Taking in new information or experiences and incorporate them into our existing ideas.

(What is assimilation?

Vygotsky believed that this is necessary to clarify important points but also helps us to learn more about communication.

(What is language or talking)

SummaryReview main points, rules, concepts, steps in a procedure, etc. Establish the relationship to the module for which it is a part. Should help students recall what they learned.

Early childhood education draws from these and other theories as well as child psychology research in order to help solve social problems and promote learning in the classroom. A teacher’s decision about how to deal with a child’s behavior will depend on his understanding of child development.

Because no one theory includes all there is to know about development and learning, it is often necessary to employ a combination of ideas in order to promote growth in the different domains. Contemporary learning theory recognizes the role that both experience and reflection play in the development of ideas and skills. Researchers and practitioners appreciate that reinforcement and practice play a role in the development of skills, and so do cognitive intent, effort, and reasoning. They acknowledge the importance of developmental stages; they also recognize that development can be encouraged through social interaction and the structuring of experiences within the learners’ sphere of readiness. Modern learning theories incorporate the role of culture and other influences on experience in views of how people construct their understandings and develop their abilities. Effective teachers understand that different strategies are useful for different kinds of learning and different situations.

Template for Developing SoftChalk ILA Rev 9.10.10