Transcript Theorist
Chapter 1 Young Children Growing, Thinking and Learning DAP and THEORISTS NAEYC • National Association for the Education of Young Children • Refers to period from birth to eight • Their belief: know the child, know where he is developmentally, know his talents and interests • Teachers be aware of: basic needs of play and rest, focusing on children’s development in all areas (physical, intellectual, emotional, social), cultural differences, and supporting parents and families. DAP • • • • • • • Developmentally Appropriate Practice Age-appropriate Individually appropriate Hands on Uses all senses No winners or losers Children explore and predict through hands-on props and activities Behaviorist Theory • Ignore undesirable behaviors: pouting or temper tantrums. • Praise desirable behaviors: listening to the teacher or cleaning up toys. Behaviorist Theory • Skinner’s basic views. • Works well for positive discipline. (If a child acts good he’ll get a reward or praise.) Behaviorist Theory • Classical conditioning – Pavlovian (Dog rings a bell, gets food, salivates. Ring a bell and eventually the dog will salivate. Behaviorist Theory • Operant Conditioning – Behave first, respond later – Pigeon pushes a lever and gets food. – Student’s backpack made fun of, student leaves backpack at home. – Child makes bed and is given allowance – Child pouts and is ignored; child smiles, is given attention. – Child has the desirable behavior and is given a sticker. Behaviorist Theory • Negative Reinforcement – Sit by teacher quietly for 30 seconds instead of 5 minutes and you can go outside and play. – Child follows teacher’s instructions so he can continue to blow bubbles. Maturationist Theory • Basis is Rousseau. • Development follows a predetermined schedule. • Learning environment must be optimal. • School requirements must match child’s developmental level. – Schools screen children on the basis of a developmental test. Constructivist Theory • Piaget and Vygotsky are the basis. • Children learn by constructing their own understanding. • Piaget has qualitative stages--quality exploring. • Vygotsky had gradual changes using social contact and language which gradually changes with development. Constructivist Theory • Piaget – Assimilation- fitting experiences into existing categories. – I have a dog; he barks. A German Shepherd barks too and is also a dog. Constructivist Theory • Piaget – Accommodation • Creating a new category • My dog, your cat. Constructivist Theory • Piaget – Equilibrium- balance for new information into an old or new category. Constructivist Theory • Vygotsky – Talk to kids, socialize with them; this establishes a gradual change in development – Construction of knowledge with social contact – Learner constructs his own learning Constructivist Theory • Vygotsky – Zone of proximal distance- gap for what a child can do by himself and what he can not do even with help. – It’s a waste of time to teach kids what they already know and what they can’t do even with assistance. Constructivist Theory • Gardner’s views too. – Has 9 individual cognitive domains or intelligences. – Children learn through multiple intelligences. Summary • The basis of NAEYC is to teach children using DAP guidelines. • Three theories of development – Behaviorist- give reinforcements – Maturationist- child can’t learn until he is old enough. – Constructivist- children learn through interacting with the environment Abraham Maslow 1908-1970 • His theory states that before you can reach self-actualization you must meet physiological needs. – Describe the needs pyramid and give an example: Self-actualization –reach your full potential Esteem needs –you feel good about yourself , confident in what you do. Belonging needs – you have healthy relationships Safety needs – you feel not threat to your well being. Physiological needs –Basic needs such as food, water, shelter Erik Erikson 1902 - 1994 • His theory states our ego identity is constantly changing due to new experiences and information we acquire in our daily interaction Eight Stages of Development • • • • • • • • 1. Infancy (Birth-18 mos.) 2 Early Childhood (18 mos.-3 yrs.) 3 Play (3-5) 4 School age (6-12) 5 Adolescence (12-18) 6 Young adulthood (18-35) 7 Middle Adulthood ( 35-66) 8 Late Adulthood (66-Death) 1856 - 1939 Sigmund Freud • His theory that personality develops through a series of childhood stages where libido was described as the driving force behind behavior. – Define the following and give an example of how they work together. • Id –Focused on your needs • Ego – Realize other have needs and desires. • Superego –Morals, work to suppress urges Noam Chomsky 1928 - • His theory states children are most open to learning between the ages of 3-10. – One example of this is Learning new languages. You are more likely to learn and speak that language if you learn it early in life. Jean Piaget 1896 - 1980 • His theory states that children’s cognitive development occurs in stages. – Stages of Development 1. Sensorimotor (birth-2 years) 2. Preoperational (2-7 years) 3. Concrete Operational (7-11) 4. Formal Operational (12-adulthood) 1904 - 1990 B.F. Skinner • His theory states that a behavior is Followed by consequences. Consequences (reinforcer) tend to modify that behavior. – One example of this is that a child has to say “cookie” before they can have it. The child will begin to think that every time they say cookie they should get one.