4. Development and Learning
Theories and Theorists (Cantron
&Allen, 1999;Taylor,1999)
Cognitive Development
Theory
– Jean Piaget
Sociocultural Theory
– Lev Vygotsky
Psychodynamic
Theory (psychosocial)
-Erik Erikson
Sigmund Freud
Behavioral Theory
– B.F. Skinner
Multiple Intelligence
– Howard Gardner
5. Curriculum Models and
Developers (Catron & Allen,
1999; Taylor, 1999)
Montessori
– Maria Montessori
Reggio Emilia
– Loris Malaguzzi
Bank Street
– Mitchell, Pratt &
Johnson
High reach
High/scope
Cognitively
Oriented
Curriculum
6. Cognitive Development Theory-
Jean Piaget (1896-1980)
Four stages of
intellectual
Development
Emphasize first and
second stage in this
course
Stage 1- Sensorimotor
(0-24months)
Stage 2-
Preoperational
(2 years to 7 years)
Stage 3- Concrete
Operational
(7 years to 11 years)
Stage 4-Formal
Operational
(11years and older)
7. Sensorimotor (0-24 months)
Learning through
senses
Gaining control of
body movements
Mouthing & touching
objects
Intense listening
Acute sense of
smell
Acute observation
Intense exploration
8. Preoperational Stage (2-7yrs)
Focus on self
Learn through senses
Difficulty with abstract
thought
Lack of conservation
skills
Focus of learning
through real life
experiences
9. Instructional Techniques
Hands-on
experiences
Concrete
experience
during instruction
Age appropriate and
challenging activities
High/Scope
Creative Play
Play is important in
intellectual
development
Child primary
influence in
knowledge
11. Psychosocial Theory-Erik
Erikson(1902-19994)
Extension of
Sigmund Freud-id,
ego, superego
Eight stages of
psychosocial
development
Trust vs mistrust
– (0-1yr)
Autonomy vs shame
and doubt
– (1-3yrs)
Inititative vs guilt
– (3-6yrs)
Industry vs. inferiority
– (7-11yrs)
Identity vs. role
confusion
– (adolescence)
Others page 4 in text
12. Key Concepts
Psychosocial
Early development of
good work habits
Child takes initiative
Intrinsic rewards
Develop confidence in
child
Praise attempts than
final outcomes
Play as mastery over
situations
14. Montessori
Self correcting toys
and materials
Personal
care/hygiene
Children choose
materials
Intrinsic rewards
and motivation
Prepared
environment
Humility
Individualism
Children are
– Self directed
– Self-disciplined
– independent
15. Reggio Emilia
Children learn from
children about children
Aesthetic aspects of
curriculum
Children’s ideas are
priority
Use of child’s natural
language
Constructivist view
16. Misconceptions
Negativism
Children are like adults
Children learn best when sitting and listening
Children learn according to rules
Fast pace is better that further explanation
Child’s IQ can be increased by parents and
teachers
20. Misconceptions about DAP
right vs wrong
Prior knowledge is
eliminated
Unstructured
classes
Meets needs of
certain children
Fad
Watered down
curriculum
21. Curriculum
Include all areas of
development
(cognitive, physical,
social etc)
Exploration of
materials
Outdoor/indoor
activities
Interaction with
others (adults and
children)
Real world
experiences
Child’s view
active play and
quiet-restful periods
22. Curriculum should meet the
needs of children
not children meeting the needs
of the curriculum
25. Code of Ethics
Safe, healthy, nurturing, and responsive
settings
Collaboration between home and school
Relationships between colleagues that
supports productive work and meet
professional standards
Meets needs of agencies and professions for
the welfare of children
See page 28 in text
26. Teacher-Child Relationships
Warm positive
Providing emotional
security
Make relationship
priority
Increase
involvement with
children
Strive for positive
relationship with
parents and others
Plan activities about
relationships
27. Factors to Consider
Kindergartners see
conflict in present,
physical terms,
egocentrically
Negotiation is
difficult for young
children
Praise should be
personal, honest,
specific, valued and
behavior reinforcing
More nurturing
caregiver; more
positive children
relate to social
interactions
28. Guidance
Proactive Guidance
– Teacher anticipate problem and consider
acceptable solutions
Reactive Guidance
– Lack of thought process and planning, leads to
negativity and one-sidedness
Indirect Guidance
– Reduction of behavior problems through
organization of materials, areas, traffic patterns
Sequencing of events, use of space and time.
33. Timing-- Elkind (1984)
Clock energy-used in daily activities
– Rest and food replenish this energy
– Symptoms of loss include fatigue, loss of appetite
and less productivity
– Child will draw on calendar energy when clock
energy is not replenished adequately
Calendar energy- growth and development
energy
– Symptoms of loss headaches, stomachaches and
lead to injuries and shorter life span
35. Three types of child-rearing
patterns (Greenberg-1992)
Authoritarian
– values obedience
– External control
Permissive
– Lacks limits
– Laissez-faire
Democratic
– DAP
– Discussion of rules with children
– Proactive parents
36. Techniques for home and school
Discussion techniques
– Instead of “I like the
way…
Listen to children and
talk to them
– Eye contact
– stoop and kneel
– Speak normally
Plan challenging and
successful activities
– 80% of time for
confidence
Send clear messages
– Reasonable, simple
requests
think request and follow
through
Reinforce Actions you
want repeated
– Behavior not child is
unacceptable
– reinforcement should
closely follow the action
– Identify appropriate
action specifically
37. Inappropriate Behavior
Ignore it
– Child will continue behavior to get attention
child then sees attention is not rewarded and will
discontinue it
Assertive approach to discipline
– Positive statements
– Setting limits
– Avoid negative statements
– Guidelines for behavior
38. Guidelines for Behavior
Child is not allowed to:
– Hurt himself
– Hurt someone else
– Destroy property
39. More Techniques
Respect children
– Self-confidence
– Personal belongings
Guide with love
– Explain caution with
love appropriately
Be a role model
– Happy attitude
– Actions speak
Be aware of warning
signals
– Verbal then physical if
necessary
– Observant
Avoid Power Struggles
Offer choices and
accept decisions
– consider child’s health
and factors in decision
making process
40. More Techniques
Encourage
independence
– Guide not control
– Honest praise
Provide acceptable
avenues of feeling of
release (clay, pillow,
punching bag)
– Younger children release
more physically
Learn through
participation
– First hand
experiences
Appropriate
discipline
41. Communication/contact with
parent
Assess
Build trust
Communicate
Encourage visits
Articulate program
philosophy
Orient parent
Learning cards
Learning packets
Newsletter
Tapes for parents
with visual
impairments
Information in native
language when
possible
