• In addition to what you have already learned about Piaget, know that he is identified with having a guiding metaphor of human development with the child as an independent, curious scientist. Piaget thinks that his theory of cognitive development is clear and that it’s the only perspective that should viewed as correct. He explains how children go through the four stages based on advancement and background and their development occurs in stages. He also believes that children’s physical and social environment is important in children’s cognitive development. He believes that children are active learners who gain knowledge from their surroundings.
Theorists who support this theory state, early childhood experiences play a major part in later development of a child’s personality, even if it is buried in there unconscious. Psychodynamic Theorists also believe that children go through qualitatively distinct stages in their development. In my classroom, how I could apply this theory is by engaging the child on who they think they are, and how it will affect their future. Identity plays a major role in this theory, by engaging the child on who they think they are, I feel I will be able to assess their ability to learn. The humanistic theory
Developmentally Appropriate Practice, also referred to as DAP, is an approach to teaching that has been studied and proven to be the most optimal and effective way that children learn. Developmentally Appropriate Practice focuses on three main aspects: child development, individually appropriate, and culturally appropriate. It is important for educators to have knowledge of where children should relatively be developmentally, but keep in mind each child is different, and be culturally aware of children’s families’ values to help bridge the gap between home and school. Today’s early childhood classrooms are being pushed in the direction to ensure that children are learning through developmentally appropriate practices, rather than the drill
I will use this knowledge to develop meaningful, integrated, and active learning and play experiences to develop the whole child for students in early childhood through fourth grade. I will have a philosophy of high academic expectations, fairness in the learning community and developmental responsiveness, generated by positive and productive learning environments. The importance of helping students in early childhood through twelfth-grade apply life skills is something I must know. I need to be aware of the rationale for proper middle-level education and how middle-level schools are organized to address the characteristics and requirements of young adolescent students. I will be able to see the typical challenges that students will face during later childhood, adolescence, and young adulthood, and be able to help them
Introduction It is important as teacher that we provide an environment that maximizes student learning. Thesis: A school designed a combined program between teachers. Mr Gino a secondary teacher decided to collaborate with Mrs Vans a primary teacher. Using this scenario, we can understand the significant contribution of Piaget and Vygotsky as well as their limitations. Influences of Cognitive Development Piaget’s major achievement is his understanding of cognitive development.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
6). The learner’s self-efficacy and self-esteem is built primarily on the child’s interactions with others – parents, peers, teachers and other significant adults and for children to develop a healthy concept of self, Rogers reflects, as did Ginott, teachers must develop good communication skills that convey positive messages. Rogers believes that the development of not only the emotional security of a child but also their moral development, personal maturation and socialisation are all affected by discipline. Rogers defines discipline as leading, guiding, directing and motivating and suggests that discipline can be broken into three types - preventative, corrective and supportive (Rogers, p. 5). “Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher.
Vygotsky focuses on active, goal-setting children in the socio-cultural context. His theory emphasizes on how a child social interaction with adults can help in his learning process. But he is best known for his concept of Zone of proximal development in which he states that for children in the zone of proximal development cannot perform a task on his own but with the right kind of teaching; they can be able to perform it effectively. Thus a good teacher identifies a child’s zone of proximal development and helps him stretch it so that he can be able to perform tasks by himself. The informational processing approach It is referred as the neo-Piagetian theory because it extends Piaget’s theory by integrating it with the informational processing approach.
John Dewey’s principle. John Dewey’s principle of teaching states that the core of the educational process is the youngster. He too considered that students learn best when they have to work out problems that are meaningful to them. He got the idea of a mentally active, hands-on learning. He also believed that kids learn effectively through personal conflicts in which they must inspect, gather thoughts, procedure data and put thoughts into practical usage.
His hypothesis is applied to teaching in the Belize Early Childhood curriculum as it provides opportunities and experiences as a guide for three and four- year -old children to be able to learn in a safe, secure, warm, caring, stimulating and multicultural environment. Setting up learning centers within the classroom encourage them to play in order to communicate, develop, explore, discover, experiment and inquire information about the world. This helps develop appropriate skills, concepts, positive attitude and values which are the basis for a smooth transition into primary education and life beyond. For examples, the skill of holding a pencil the correct way, Dress up area helps them play and develop positive attitudes on another student
Developmentally appropriate practice implies that educationalists need to consider first about what young children are like and then create an environment and experiences that are attuned to child’s characteristics. According to children’s needs and interests, teachers apply their knowledge about the child development to design a program to fit them and help them accomplish challenging and attainable purposes. There are five key components of developmentally appropriate practice. Firstly, we should create a caring community of learners. Secondly, teaching has to enhance development and learning.
This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed
Early childhood educators must differentiate instruction, build knowledge together, create multiple opportunities for learning, teach to all developmental domains, integrate content areas, and monitor children’s achievement (Brown, Feger, & Mowry, n. d.). Tools, techniques, and strategies must meet the readiness levels, interest, needs, and cultural identities of individual learners. When young children learn through developmentally appropriate practices they are enabled to connect previous experiences to new knowledge and make meaningful connections. DAP also helps learners meet challenging goals, build confidence and self-esteem, and encourages them to take on a positive approach to learning. The side-effects of non-DAP can result in behavior issues, failed classroom management, miseducation, failure of students reaching their academic potential, and grade
Question One (4 marks) Identify which of Piaget’s stages of cognitive development Mollie and her friends are in. Describe some key characteristics of children in this stage of cognitive development. Describe two examples from the chapter that illustrate characteristics of this stage of cognitive development. “Developmental psychology studies the way human develop and change over time.” (Burton, Westen, & Kowalski, 2014, p. 464). Piaget has proposed 4 stages in his theory of cognitive development; the first is sensorimotor stage, pre-operational stage, concrete operational stage and finally, formal operational stage.
This aspect of the emergent curriculum is beneficial as using children’s interests can serve as a vehicle into other entry points for exploration, learning and development to occur. Using scaffolding strategies accordingly to activities and experiences, and scaffolding the curriculum into practice in general allow children to gradually develop in all areas of their learning and development at a pace that suits them and with lots of guidance and adult support. Scaffolding gives the educators an opportunity to guide children to the point where they can understand tasks and concepts on their own. When a child can do so, educators rest knowing that the children have learnt