The document summarizes several theories of children's cognitive and artistic development:
- Piaget's theory outlines four stages of cognitive development from infancy to adulthood. Vygotsky's sociocultural theory emphasizes the role of social learning and the zone of proximal development.
- Parsons and Lowenfeld describe stages in artistic development from early scribbles and shapes to increased realism, expression, style, and eventually artistic autonomy.
- Studying child development helps teachers understand how children learn and find effective strategies to support their growth. The role of teachers is to create stimulating environments that promote cognitive processes.
This document discusses the key elements of teaching and learning: teachers, learners, and the learning environment. It focuses on describing the nature and characteristics of learners. Learners are described as having both cognitive and affective faculties, including senses, intellect, feelings and emotions. Learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, and attitudes. A positive learning attitude requires motivation and satisfaction from learning. Educators can determine learner attitudes by asking students directly about their experiences and motivation. Fostering curiosity, responsibility, creativity, and persistence are examples of developing positive learner attitudes that facilitate teaching and learning.
Howard Gardner developed the theory of multiple intelligences based on his research studying people from different backgrounds and professions. He identified nine types of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existentialist. Gardner's theory challenged traditional views of intelligence being a single measurable capacity and instead proposed that intelligence encompasses a broader range of human abilities and skills.
The poem expresses a child's plea for love, care, and support from a caregiver. The child asks for a love that lasts, not one that comes and goes, as well as a sunny day to enjoy and a helping hand. The child worries about being let down and asks the caregiver to show they care through their actions. The child has no time to wait, implying tomorrow is uncertain.
This document discusses key aspects of teaching and learning, including:
1. It defines choral reading as students reading aloud together led by a teacher. It can involve interpreting texts and experimenting with voice.
2. It discusses important teacher qualities like subject mastery, understanding learners and principles of teaching, and taking pride in the profession.
3. It describes learners as having cognitive and appetitive faculties, and discusses factors like abilities, aptitudes, interests and backgrounds that influence learning.
4. It emphasizes the importance of a supportive learning environment with well-arranged furniture, a clean classroom, positive interactions, and a facilitative space where learners feel respected and accepted.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
This document outlines key elements that contribute to learning, including the learner, teacher, and learning environment. It discusses the nature of the learner as an embodied spirit with both a soul and body. The fundamental equipment of the learner includes cognitive faculties like the five senses as well as appetitive faculties like feelings and emotions. There are five distinguishing elements that impact learning: ability, aptitude, interests, family/cultural background, and attitudes. The document also covers different learning styles and how sensing-thinking, intuitive-thinking, sensing-feeling, and intuitive-feeling learners prefer to learn.
The document discusses the psychological foundations of education by outlining three key components: the learner, the learning process, and the learning situation. It emphasizes that effective teaching requires an understanding of growth, development, learning theories, and motivation from the learner's perspective. Further, it identifies the teacher as a central factor in facilitating learning and discusses various teaching approaches and instructional theories. Overall, the document stresses the importance of applying psychological principles to optimize the educational experience.
Math presentation on Piaget's theory of cognitive developmentChristina Sookdeo
The document outlines Jean Piaget's theory of cognitive development, which proposes 4 stages of intellectual development from birth to adulthood. It describes the stages and key concepts such as schemas, assimilation, and accommodation. Finally, it discusses implications for teaching, including assessing students' development stages and providing learning opportunities that encourage discovery and advancement to the next stage.
This document discusses the key elements of teaching and learning: teachers, learners, and the learning environment. It focuses on describing the nature and characteristics of learners. Learners are described as having both cognitive and affective faculties, including senses, intellect, feelings and emotions. Learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, and attitudes. A positive learning attitude requires motivation and satisfaction from learning. Educators can determine learner attitudes by asking students directly about their experiences and motivation. Fostering curiosity, responsibility, creativity, and persistence are examples of developing positive learner attitudes that facilitate teaching and learning.
Howard Gardner developed the theory of multiple intelligences based on his research studying people from different backgrounds and professions. He identified nine types of intelligence: visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, naturalist, and existentialist. Gardner's theory challenged traditional views of intelligence being a single measurable capacity and instead proposed that intelligence encompasses a broader range of human abilities and skills.
The poem expresses a child's plea for love, care, and support from a caregiver. The child asks for a love that lasts, not one that comes and goes, as well as a sunny day to enjoy and a helping hand. The child worries about being let down and asks the caregiver to show they care through their actions. The child has no time to wait, implying tomorrow is uncertain.
This document discusses key aspects of teaching and learning, including:
1. It defines choral reading as students reading aloud together led by a teacher. It can involve interpreting texts and experimenting with voice.
2. It discusses important teacher qualities like subject mastery, understanding learners and principles of teaching, and taking pride in the profession.
3. It describes learners as having cognitive and appetitive faculties, and discusses factors like abilities, aptitudes, interests and backgrounds that influence learning.
4. It emphasizes the importance of a supportive learning environment with well-arranged furniture, a clean classroom, positive interactions, and a facilitative space where learners feel respected and accepted.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
This document outlines key elements that contribute to learning, including the learner, teacher, and learning environment. It discusses the nature of the learner as an embodied spirit with both a soul and body. The fundamental equipment of the learner includes cognitive faculties like the five senses as well as appetitive faculties like feelings and emotions. There are five distinguishing elements that impact learning: ability, aptitude, interests, family/cultural background, and attitudes. The document also covers different learning styles and how sensing-thinking, intuitive-thinking, sensing-feeling, and intuitive-feeling learners prefer to learn.
The document discusses the psychological foundations of education by outlining three key components: the learner, the learning process, and the learning situation. It emphasizes that effective teaching requires an understanding of growth, development, learning theories, and motivation from the learner's perspective. Further, it identifies the teacher as a central factor in facilitating learning and discusses various teaching approaches and instructional theories. Overall, the document stresses the importance of applying psychological principles to optimize the educational experience.
Math presentation on Piaget's theory of cognitive developmentChristina Sookdeo
The document outlines Jean Piaget's theory of cognitive development, which proposes 4 stages of intellectual development from birth to adulthood. It describes the stages and key concepts such as schemas, assimilation, and accommodation. Finally, it discusses implications for teaching, including assessing students' development stages and providing learning opportunities that encourage discovery and advancement to the next stage.
This document discusses several key concepts in educational psychology and cognitive development. It covers cognitive learning processes like cognitive development, growth mindset, prior knowledge, and limits of stage theories. It also discusses facilitating context, practice, feedback, self-regulation, and fostering creativity in students. Other sections cover intrinsic motivation, mastery goals, performance goals, teacher expectations, goal setting, social contexts, interpersonal relationships, emotional dimensions, classroom conduct, expectation and support, formative and summative assessment, understanding growth and development, theories of development like Freud, Piaget, Erikson, Kohlberg, Vygotsky, and individual differences.
This document discusses motivation in education and provides strategies to improve student motivation. It defines motivation as an inner driving force that impels reaction and behavior leading to higher achievement. Motivation can be intrinsic, originating from within the student, or extrinsic from external rewards. Suggestions are given to vary teaching methods, incorporate humor, arouse curiosity with objects or media, provide feedback on progress, use games, role playing and real-world examples to maintain student engagement. The importance of motivation is to stimulate and facilitate learning through satisfying and engaging activities.
Psychological principles and concepts of education jonajonalyn shenton
This document discusses the psychological foundations of education. It covers several topics including:
1. The six foundations of education, which include sociological, anthropological, historical, philosophical, legal, and psychological foundations.
2. Psychological foundations provide the basis for teaching and learning processes. Three major learning theories covered are behaviorism, cognitive information processing, and humanism.
3. Key aspects of teaching and learning processes discussed include theories of learning and development, individual differences, the nature of teaching and learning, motivation in learning, and the teacher's role.
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Principles teaching 1: The Nature of Learnersriencerobbie09
This document discusses the key elements of teaching and learning from a philosophical perspective. It describes the learner as having both a body and a soul, and that teachers must nourish both the physical and spiritual needs of students. It outlines several of the learner's cognitive and appetitive faculties, including the five senses, imagination, memory, intellect, feelings, emotion, and will. It also discusses factors that contribute to differences among learners such as ability, aptitude, interests, family background, attitudes, and values. The document emphasizes the importance of developing all aspects of the learner.
This document defines a learner as an embodied spirit consisting of a sentient body and rational soul. It states that for optimal learning, a learner must have their physical, emotional, and spiritual needs met. This includes being nourished through food, inspiration from religious texts appropriate to their faith, and cognitive development through their five senses, imagination, memory, intellect, feelings, and will. The document also notes that learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, attitudes, and values, and that these factors contribute to differences among individual learners.
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Group 2 principles of teaching according to the variuos authorsJason Calonzo
1. Principles of teaching refer to the psychological laws of learning, educational concepts, and rules that guide effective teaching.
2. Principles are formulated from expert opinions, comparisons of effective and ineffective teachers, and experimental classroom studies.
3. Principles include starting principles about students' nature, guiding principles about instructional methods, and ending principles about educational goals.
4. Both techniques and principles are important, but principles are more fundamental in guiding effective instructional techniques.
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
The document discusses factors that facilitate learning, including ensuring a conducive learning environment and available instructional materials. It also discusses different tests of learning, such as increased speed, precision, and logical reasoning. Additionally, it examines different learning styles, including mastery, self-expressive, understanding, and interpersonal styles. It provides examples of different learners that exemplify each style.
Principles of teaching accroding to various authorsmrspumpkin
This document outlines various principles of teaching according to different authors and theories of learning. It discusses principles like scaffolded instruction, addressing different forms of knowledge, and making instruction explicit. Some key principles of learning mentioned include that learning is an internal experience activated by the learner, involves discovery of personal meaning, and is sometimes a painful process. The document also discusses laws of learning like the law of effect, exercise, and readiness.
The document discusses the psychological foundations of education. It covers several key topics:
1. It emphasizes the importance of understanding the learner, their growth, development, and individual differences.
2. It explores theories of learning and development, motivation, and the teacher's crucial role in creating an effective learning situation.
3. Creating optimal conditions for learning involves understanding concepts like the learning process, situations, theories of instruction, and using techniques like modeling and facilitating.
This document discusses developmental stages of learning from infancy through older adulthood. It outlines the cognitive and psychosocial characteristics of each stage according to Piaget and Erikson's theories of development. Teaching strategies are recommended for each stage, emphasizing the need to tailor education based on a learner's developmental level. The role of family in patient education is also addressed. Overall, the document stresses that the optimal approach to teaching varies depending on a learner's current developmental stage.
This presentation discusses factors influencing learning. It covers personal factors like sensation and perception, fatigue, age and maturation, emotional conditions, needs, interests, motivation, intelligence, aptitude, and attitude. Environmental factors like surroundings, relationships, and media influence are also discussed. The goal is to help teachers and parents understand and guide children's learning.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
Final theories of learning and schemas and lego (003)MariaElsam
This document discusses several theories of learning, including behaviourism, constructivism, and social constructivism. It provides an overview of key theorists and perspectives within each theory. Behaviourism, associated with theorists like Pavlov and Skinner, views learning as changes in observable behaviour caused by environmental stimuli and reinforcement. Constructivism, associated with Piaget, sees learning as an active process of constructing knowledge based on mental schema and interactions with the environment. Social constructivism, developed by Vygotsky, emphasizes the social aspects of learning and the role of language and culture. The document examines evidence of each theory in modern classrooms and considers their implications for teaching approaches and views of the learner.
This document discusses children's creative development and the stages and theories surrounding how and why children create art. It covers four main theories: physical, emotional, perceptual, and cognitive. It also outlines developmental stages of children's art based on theorists such as Kellogg and Lowenfeld, starting with scribbling around ages 2-3 and advancing to schematic drawings around ages 7-9 and more realistic drawings in pre-teen years. The goal is to understand children's art in the context of their cognitive, emotional, and physical capabilities at different ages in order to appreciate the creative process.
This document discusses several key concepts in educational psychology and cognitive development. It covers cognitive learning processes like cognitive development, growth mindset, prior knowledge, and limits of stage theories. It also discusses facilitating context, practice, feedback, self-regulation, and fostering creativity in students. Other sections cover intrinsic motivation, mastery goals, performance goals, teacher expectations, goal setting, social contexts, interpersonal relationships, emotional dimensions, classroom conduct, expectation and support, formative and summative assessment, understanding growth and development, theories of development like Freud, Piaget, Erikson, Kohlberg, Vygotsky, and individual differences.
This document discusses motivation in education and provides strategies to improve student motivation. It defines motivation as an inner driving force that impels reaction and behavior leading to higher achievement. Motivation can be intrinsic, originating from within the student, or extrinsic from external rewards. Suggestions are given to vary teaching methods, incorporate humor, arouse curiosity with objects or media, provide feedback on progress, use games, role playing and real-world examples to maintain student engagement. The importance of motivation is to stimulate and facilitate learning through satisfying and engaging activities.
Psychological principles and concepts of education jonajonalyn shenton
This document discusses the psychological foundations of education. It covers several topics including:
1. The six foundations of education, which include sociological, anthropological, historical, philosophical, legal, and psychological foundations.
2. Psychological foundations provide the basis for teaching and learning processes. Three major learning theories covered are behaviorism, cognitive information processing, and humanism.
3. Key aspects of teaching and learning processes discussed include theories of learning and development, individual differences, the nature of teaching and learning, motivation in learning, and the teacher's role.
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
Principles teaching 1: The Nature of Learnersriencerobbie09
This document discusses the key elements of teaching and learning from a philosophical perspective. It describes the learner as having both a body and a soul, and that teachers must nourish both the physical and spiritual needs of students. It outlines several of the learner's cognitive and appetitive faculties, including the five senses, imagination, memory, intellect, feelings, emotion, and will. It also discusses factors that contribute to differences among learners such as ability, aptitude, interests, family background, attitudes, and values. The document emphasizes the importance of developing all aspects of the learner.
This document defines a learner as an embodied spirit consisting of a sentient body and rational soul. It states that for optimal learning, a learner must have their physical, emotional, and spiritual needs met. This includes being nourished through food, inspiration from religious texts appropriate to their faith, and cognitive development through their five senses, imagination, memory, intellect, feelings, and will. The document also notes that learners differ in their abilities, aptitudes, interests, family/cultural backgrounds, attitudes, and values, and that these factors contribute to differences among individual learners.
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Group 2 principles of teaching according to the variuos authorsJason Calonzo
1. Principles of teaching refer to the psychological laws of learning, educational concepts, and rules that guide effective teaching.
2. Principles are formulated from expert opinions, comparisons of effective and ineffective teachers, and experimental classroom studies.
3. Principles include starting principles about students' nature, guiding principles about instructional methods, and ending principles about educational goals.
4. Both techniques and principles are important, but principles are more fundamental in guiding effective instructional techniques.
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
The document discusses factors that facilitate learning, including ensuring a conducive learning environment and available instructional materials. It also discusses different tests of learning, such as increased speed, precision, and logical reasoning. Additionally, it examines different learning styles, including mastery, self-expressive, understanding, and interpersonal styles. It provides examples of different learners that exemplify each style.
Principles of teaching accroding to various authorsmrspumpkin
This document outlines various principles of teaching according to different authors and theories of learning. It discusses principles like scaffolded instruction, addressing different forms of knowledge, and making instruction explicit. Some key principles of learning mentioned include that learning is an internal experience activated by the learner, involves discovery of personal meaning, and is sometimes a painful process. The document also discusses laws of learning like the law of effect, exercise, and readiness.
The document discusses the psychological foundations of education. It covers several key topics:
1. It emphasizes the importance of understanding the learner, their growth, development, and individual differences.
2. It explores theories of learning and development, motivation, and the teacher's crucial role in creating an effective learning situation.
3. Creating optimal conditions for learning involves understanding concepts like the learning process, situations, theories of instruction, and using techniques like modeling and facilitating.
This document discusses developmental stages of learning from infancy through older adulthood. It outlines the cognitive and psychosocial characteristics of each stage according to Piaget and Erikson's theories of development. Teaching strategies are recommended for each stage, emphasizing the need to tailor education based on a learner's developmental level. The role of family in patient education is also addressed. Overall, the document stresses that the optimal approach to teaching varies depending on a learner's current developmental stage.
This presentation discusses factors influencing learning. It covers personal factors like sensation and perception, fatigue, age and maturation, emotional conditions, needs, interests, motivation, intelligence, aptitude, and attitude. Environmental factors like surroundings, relationships, and media influence are also discussed. The goal is to help teachers and parents understand and guide children's learning.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
Final theories of learning and schemas and lego (003)MariaElsam
This document discusses several theories of learning, including behaviourism, constructivism, and social constructivism. It provides an overview of key theorists and perspectives within each theory. Behaviourism, associated with theorists like Pavlov and Skinner, views learning as changes in observable behaviour caused by environmental stimuli and reinforcement. Constructivism, associated with Piaget, sees learning as an active process of constructing knowledge based on mental schema and interactions with the environment. Social constructivism, developed by Vygotsky, emphasizes the social aspects of learning and the role of language and culture. The document examines evidence of each theory in modern classrooms and considers their implications for teaching approaches and views of the learner.
This document discusses children's creative development and the stages and theories surrounding how and why children create art. It covers four main theories: physical, emotional, perceptual, and cognitive. It also outlines developmental stages of children's art based on theorists such as Kellogg and Lowenfeld, starting with scribbling around ages 2-3 and advancing to schematic drawings around ages 7-9 and more realistic drawings in pre-teen years. The goal is to understand children's art in the context of their cognitive, emotional, and physical capabilities at different ages in order to appreciate the creative process.
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Piaget's theory of cognitive development proposes that children progress through 4 stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the sensorimotor stage from birth to age 2, children learn about the world through senses and motor skills without using symbols. From ages 2 to 7, the preoperational stage is characterized by egocentric thought and learning of language and symbols. During concrete operations from ages 7 to 11, children can think logically about concrete events and classify objects. In formal operations from age 12 onward, abstract and hypothetical thinking emerges along with scientific reasoning skills.
The document provides an overview of cognitivist learning theories, including those proposed by Piaget, Vygotsky, and Bruner. Some key points of cognitivism are that learning is an internal process of associating new information with prior knowledge, and that learning involves input, processing, and output of information. Piaget's theory proposed that children progress through distinct stages of cognitive development. Vygotsky emphasized the social aspects of learning and proposed the zone of proximal development. Bruner viewed learning as an active process where learners construct new understandings based on previous knowledge.
This presentation focuses on developing critical and creative thinking skills in pre-service teacher education students so they can foster these skills in their future classrooms. While these concepts are introduced, they are not always emphasized in practice across disciplines. Drawing and asking open-ended questions are presented as tools to promote ongoing creative opportunities and thinking. Research indicates a relationship between art education and higher levels of critical thinking dispositions in students.
The document discusses three classic theories of learning: behaviorism, constructivism, and social constructivism. Behaviorism, proposed by theorists like Pavlov and Skinner, views learning as the formation of habits through reinforcement or punishment in response to stimuli. Constructivism, developed by Piaget, sees learning as an active process where students construct knowledge based on their experiences. Social constructivism, from Vygotsky, emphasizes that social interactions and language play a role in students' cognitive development. The document also examines how aspects of these theories can still be seen in modern classrooms.
The document discusses three classic theories of learning: behaviorism, constructivism, and social constructivism. Behaviorism, proposed by theorists like Pavlov and Skinner, views learning as the formation of habits through reinforcement or punishment in response to stimuli. Constructivism, developed by Piaget, sees learning as an active process where students construct knowledge based on their experiences. Social constructivism, from Vygotsky, emphasizes that social interactions and language play a role in students' cognitive development. The document also examines how aspects of these theories can still be seen in modern classrooms.
Ba PT final theories of learning and schemas MariaElsam
This document discusses theories of learning and their application in primary education classrooms. It introduces three classic learning theories: behaviorism, constructivism, and social constructivism. For each theory, it provides an overview of the associated theorists and their views of knowledge, learning, and motivation. It also discusses evidence of each theory in 21st century classrooms and provides case studies of how the theories can be applied. The document aims to help educators reflect on learning theories and consider how to incorporate them into their teaching practice.
This document discusses Jean Piaget's theory of cognitive development. It outlines the key concepts of Piaget's theory, including schemas, assimilation, accommodation, and adaptation. It then describes the four stages of cognitive development according to Piaget: the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from age 11 onward. It concludes by discussing some educational implications of Piaget's theory, such as providing concrete materials and hands-on activities to stimulate cognitive growth.
Ba PT final theories of learning and schemas MariaElsam
This document discusses theories of learning and provides information on behaviorism, constructivism, and social constructivism. It begins by outlining the learning intentions of reflecting on theories of learning and their associated theorists in the context of the primary classroom. It then provides definitions of learning theories and overviews key aspects of behaviorism, including classical and operant conditioning. Constructivism and Jean Piaget's stages of development are examined. Social constructivism and the work of Lev Vygotsky and Jerome Bruner are also discussed. The document considers evidence of these theories in 21st century classrooms and provides examples and case studies of their application to learning.
Cognitivist theories of learning focus on how individuals process and organize new information. Key theorists discussed include Piaget, Vygotsky, and Bruner. Piaget believed children learn through active experimentation and developing schemas. He outlined four stages of cognitive development. Vygotsky emphasized social learning and the zone of proximal development. Bruner viewed learning as an active process where learners construct new ideas. He proposed a spiral curriculum where topics are revisited at increasing levels of complexity. Cognitivism shaped education by emphasizing student-centered, discovery-based approaches and the teacher as a facilitator.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Growth and development are influenced by many biological and environmental factors according to this document. It discusses several theories of development, including those proposed by Freud, Erikson, Kohlberg, and Piaget. Erikson's stages of psychosocial development and Piaget's stages of cognitive development are summarized. The document also outlines principles of growth and development, factors that influence it, and discusses motor and cognitive development in infancy. Bronfenbrenner's contextual view of development is mentioned as emphasizing environmental influences. Ethical issues in psychological research and its limitations are also briefly covered.
1) Idealism as a philosophy of education aims to develop the whole person through self-realization, spiritual growth, rational thinking, and character development.
2) The idealist method of education emphasizes depth over breadth, concepts over facts, and self-directed learning through problems and discussions rather than information transmission.
3) The idealist curriculum focuses on classics and materials that promote critical thinking through reading, writing, and discussion of important ideas.
Intellectual development, include different psychologist theorirsSAMEERABUTTBEdHEleme
1) The document discusses several theories of intelligence including Sternberg's triarchic theory comprising analytical, creative, and practical intelligence. Gardner's theory of multiple intelligences identifies logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences.
2) Piaget's stages of cognitive development are described as sensorimotor, preoperational, concrete operational, and formal operational. Vygotsky's socio-cultural theory emphasizes social interaction and the zone of proximal development.
3) Suggested classroom activities to support cognitive development include play, hands-on learning, experimentation, role playing, group projects, and
Cognitive development theories of Piaget and Vygotsky are summarized. Piaget believed development occurs through maturation and interactions. He outlined four stages of cognitive development. Vygotsky emphasized social interaction and culture in development. He introduced the concept of the zone of proximal development. Both theorists see an active, developing child and complex interactions influencing learning, but Piaget focused on individual development while Vygotsky stressed social and cultural aspects.
This document discusses Jean Piaget and Lev Vygotsky's theories of cognitive development. It provides an overview of Piaget's four stages of development and his view that cognitive development results from biological maturation and environmental interactions. Vygotsky believed that social interaction and language play a key role in cognitive development. He introduced the concept of the Zone of Proximal Development to describe the distance between what a child can do independently and with guidance. Both theorists viewed cognitive development as an active process, though they differed on the relative influences of social versus individual factors.
Piaget’s theory of Cognitive development.pptxSujatha Singh
Piaget's theory proposes that children progress through 4 stages of cognitive development:
1) Sensorimotor (birth to age 2) - children learn through senses and motor skills without use of symbols.
2) Preoperational (ages 2 to 7) - children begin to use language and symbols to think but still egocentric.
3) Concrete operational (ages 7 to 11) - logical thinking emerges but limited to concrete events/objects.
4) Formal operational (age 12+) - abstract reasoning ability develops along with deductive logical thought.
Similar to Children's stages of development report (20)
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Covered Topics
2
PIAGET’S
Cognitive Development:
• Sensory-motor tage
• Pre-operational stage
• Concrete operational stage
• Formal Operational stage
VYGOTSKY’S
Theory of Cognitive Development
• Attention
• Sensation
• Perception
• Memory
The Zone of Proximal
development
PIAGET &
PARSON’S
Stages of Artistic Development
• Favoritism
• beauty and realism
• Expressiveness
• Style and Form
• Autonomy
LOWENFELD’S
Stages of Artistic development
• Scribble
• Pre-schematic
• Schematic
• Drawing Realism
• The Pseudorealistic stage
14. 1st: The Sensory-motor stage (Age 0-2)
✘ Ages: Birth to 2 Years
✘ We develop through experience and
movement
✘ Children go through a period of
dramatic growth and learning.
14
16. 2nd The Preoperational stage (Age 2-7 years)
✘ Children begin to think symbolically and learn
to use words and pictures to represent
objects
✘ At this stage, kids learn through pretend play
but still struggle with logic and taking the
point of view of other people.
16
18. 2nd The Preoperational stage (Age 2-7 years)
✘ At the age of four (4) we’ve become more
curious, also known as the Primitive
Reasoning or Intuitive age
18
19. 3rd: The Concrete Operational Stage (Age 7-11 years)
✘ During this stage, children begin to think
logically about concrete cognitive operations
✘ Children begin using inductive logic, or
reasoning from specific information to a
general principle
✘ They begin to understand the concept of
conservation
19
20. 3rd: The Concrete Operational Stage (Age 7-11 years)
✘ Their thinking becomes more logical and
organized
✘ children also become less egocentric and
begin to think about how other people might
think and feel.
20
21. 4th: The Formal Operational Stage (Age 12+ years)
✘ At this stage, the adolescent or young adult begins to
think rationally and reason about hypothetical events
✘ Begin to use deductive logic, or reasoning from a general
principle to specific information
✘ Teens begin to think more about moral, philosophical,
ethical, social, and political issues that require theoretical
and abstract reasoning
21
22. ✘ Why is it important for teachers to study child
development?
Child Development is important for teachers to know to enable them to find
ways or strategies on how to improve a child’s learning development skills.
✘ What is the role of a teacher in the cognitive development
of a child?
This suggests that teachers can promote the cognitive processes that are
essential in children’s learning by changing their behavior to create an
emotionally positive, structured, and cognitively stimulating classroom
environment.
Piaget’s theory
22
24. ✘ The More Knowledgeable Other (MKO)
✘ Scaffolding
✘ The Zone of Proximal Development
THE THREE MAIN ASPECTS
24
25. The Zone of Proximal Development (ZPD)
25
✘ The More Knowledgeable
Other (MKO)
✘ Scaffolding
✘ The Zone of Proximal
Development
26. ✘ The More Knowledgeable Other (MKO)
✘ Scaffolding
✘ The Zone of Proximal Development
✘ Language
THE THREE MAIN ASPECTS + Language
26
27. ✘ He believed strongly that community plays a central role in
the process of "making meaning.“
✘ Vygotsky argued, "learning is a necessary and universal
aspect of the process of developing culturally organized,
specifically human psychological function“
“Making Meaning”
27
28. How can you apply this
as a teacher?
Vygotsky’s theory
28
30. Parson’s theory
30
Art plays an integral role in human development
because it encourages thoughtfulness, reflection, and
expression.
Several studies report improvements in cognitive
function and self-reported quality of life for older adults
who engage in the arts and creative activities, compared
to those who do not.
31. 1st: Favoritism (Age 5)
31
Verbal Indicators Psychological Attributes
“It’s my favorite color” The organization is founded on
pleasure.
At this stage, children respond with delight to most paintings
and like paintings because of the subjective associations they
stimulate.
32. 2nd : Beauty and Realism (Age 10)
32
Verbal Indicators Psychological Attributes
“It looks just like the real thing” The operative idea is founded on
representation. Attractive objects
and realistic representation are
objective grounds for judgement.
The idea of the subject matter has become dominant, and
paintings are valued if they are realistic and beautiful.
33. 3rd: Expressiveness (Adolescence)
33
Verbal Indicators Psychological Attributes
“We all experience it differently”
“You can see the sadness in her
face”
Intensity and interest confirm that
the experience expressed is
genuine. Skill and beauty are
secondary matters.
the dominant idea is now expressiveness. Work is good if it is
expressive, and the subject matter of work now becomes what is
expressed. Neither realism nor beauty matter anymore. Paintings
are judged in terms of the intensity and interestingness of the
experience they produce in the respondent.
34. 4th: Style and Form (Young Adults)
34
Verbal Indicators Psychological Attributes
“He’s playing with the eyes. They
are more like cups or boats; it’s a
visual metaphor”
Significance of the artwork is social
rather than an individual
achievement. Works exist within a
tradition.
the dominant focus is on formal properties of the work - the
medium, style, color, form, and texture.
35. 5th: Autonomy (Trained Adults)
35
Verbal Indicators Psychological Attributes
“In the end, the style is too loose,
too self-indulgent. I want to see
more self-control.”
The concepts and values within a
scholarly tradition are of great
importance, and affirm or amend
common views in light of one’s
understanding.
viewers break away from the tradition and become
autonomous. No longer content only to judge the work as
part of a particular artistic tradition, viewers now judge the
tradition.
36. Parson’s theory
These stages of artistic development signify the
distinctly unique importance that art plays in youth
as they graduate from one level of development to
the next.
36
38. Lowenfeld’s theory
✘ Why is it important to study artistic
development?
✘ Art is a form of pure Creativity.
✘ One of the ways of understanding how the
human mind Creates.
38
40. 1st: The Scribbling Stage (2-4)
✘At the start a child would scribble random marks.
✘The child derives pleasure in random scribbling
✘The child starts understanding that a correlation exists
between how the hand moves and what’s created.
✘The child starts naming his/her scribbles
✘It’s important for parents to let children free during this
stage
✘Correction or criticism could serve as negative
reinforcement.
40
Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.
Older children do not just think more quickly than younger children.
Through his observations of his children, Piaget developed a stage theory of intellectual development that included four distinct stages:
During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects.
Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.
The cognitive development that occurs during this period takes place over a relatively short period of time and involves a great deal of growth.
the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development.
We have lots of fantasies and believe object are alive.
Piaget called this preop because children at this stage they are not able to apply specific cognitive operations. So as they learn how to speak, understand words, these are symbols for somethings else
Kids at this stage love to play pretend which allows them to experience something new and learn a lot.
We want to know everything
Intuitive age- kids are getting better with knowledge and thinking but has no idea how they acquire it (like they know something without the use of rational thinking.)
Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
Such as sorting object in a certain order
Which means when we see someone eating a chocolate, we draw conclusion and make generalization
that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example. Also we understand that 2+4=6
we apply logic in conversation, activities such as writing or school activities which results to knowing ourselves better
Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions= meaning we learn how to put ourselves into someone else’s shoes.
Once we become teenagers, we become formally operational. involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas.
ABSTRACT IDEAS= These words describe things that exist as ideas, feelings, or qualities, rather than material objects.
The ability to think about abstract ideas and situations is the key hallmark of the formal operational stage of cognitive development.
We become abstract thinkers. Ex. We know the difference between love and hate. We can compare two statements and reach a logical generalization. Our mind at this stage helps us to plan our life systematically.
At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
Each child is unique and learn in a different pace. A child may excel in academics but not on his behavior or vice versa. Still others may not excel on both and needs improvement. By knowing the different stages of a child’s development, the teacher could properly assess whether a particular child has learning problems and needs additional help or support. This is also a way for them to know how to properly discipline them if they are misbehaving. They could make a behavioural assessment plan and implement it through behavioural charts and Time-outs.
The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition.
The main thing to remember is that All the aspects of this theory are centered around the main idea, the idea that development happens through our social connections. Our social connections are what driving forward all of the development.
MKO- is a person who has skills or knowledge that u don’t have. This is someone who will guide your development. U will learn from them
Scaff- like a platform
ZPD- maximum potential can be reached through the power of language-reinforced social interaction.
We should also talk about language. It is important to Vygotsky because language is the way that society communicates it also to which society teaches us meaning which allows us to direct development.
Example when you're a baby.
And eventually, we began to learn more complex ways of communicating. Like learning to talk to themselves, it is the way in guiding themselves. Like externalizing their own thoughts, eventually will develop to internalize. So language, has really begin to serve as, us internalizing society, views, as well as making meaning.
Meaning is guiding us to know what sort of ability do we actually need to have. And this acc to Vygotsky is guiding our development and reality.
he believed strongly that community plays a central role in the process of "making meaning.“
In other words, social learning tends to precede (i.e., come before) development
In teaching, it is not only you have to know ur content, u have to know how to express, teach, and explain.
Human development describes a complex web of factors affecting the health and well-being of individuals across the lifespan. Together, these factors yield cognitive and behavioral outcomes that can shape the social and economic circumstances of individuals, their levels of creativity and productivity, and overall quality of life.
Increasingly in the 21st century, U.S. policy leaders in health and education have recognized a need for strategies and interventions to address “the whole person.”
In study after study, arts participation and arts education have been associated with improved cognitive, social, and behavioral outcomes in individuals across the lifespan: in early childhood, in adolescence and young adulthood, and in later years.
There is a strong connections between arts learning and improved cognitive development.
Art is important for children especially during their early development. Research shows that art activities develop brain capacity in early childhood. Art engages children’s senses in open-ended play and supports the development of cognitive, social-emotional and multisensory skills. As children progress into elementary school and beyond, art continues to provide opportunities for brain development, mastery, self-esteem and creativity
the individual is now aware of
the subjectivity of aesthetic experience. Individual
viewers must respond to and interpret a work; only if
it moves them should they value the work
At stage 2 people look through the medium to the subject matter; at stage 3 people look at the medium, but see it only as a means of expression, and at stage 4 people look at the medium for its own sake
They raise questions about established views. And just as they themselves question, art is seen as a way of raising questions, rather than as transmitting truth.
Historically, psychologists have always been fascinated by the way the human mind develops, and what impact childhood has on mental development and learning?
Art is a form of pure creativity. Creativity is the ability to bring something new into existence. So when an artist creates a piece of art, he or she is creating out of nothing.
Understanding arti dev is essentially one of the ways of understanding how the human mind creates.
The first and significant Artistic development was done by Viktor Lowenfeld. He observed that just like cognitive and social development, artistic development also takes place in stages.
To come up with these stages, Lowenfeld studied thousands of children’s drawings over 7years.
This becomes a way of self-explanation
Exploring artistic materials even though wala sial malay
They began understanding. This is when the marks becoming more oddly.
This is the child starting to think of pictures, symbols or channeling her mind. This is quite important development in AD and MD in general.
This stage starts with…
The usage of color is based more on emotional choices rather than logical ones, logical reasoning hasn’t been yet develop
-As the child grows on this age it will look on new concepts to put on their paper
-the more important the object to a child view, the larger it would be on her art. Coz the size of the object depicts significance in their real life.
This stage is called the pre-schematic stage because a
-Is important for this age
A schema can be observe in their drawing a lot more clearly
In terms of human forms,------------some human forms like eyelashes hairstyle, this does not imply that this will be present in other drawing. Every child will look at the world differently and interpret the world uniquely.
If u crack ur brains and think about how you, possibly draw on your younger days, u realize that u will start on the base…..
Lastly this will work best in this situation is to…this would help the child realize, for example, if he or she enjoys picnics with family or less than playing ball with friends and so on
One of the main character of this stage was…that they are a part of a society..and more can be achieved when working with a group.
--they often intend to draw really photo realistic imagery and become increasingly critical of themselves when they cant replicate the world that they see around them
Studies have revealed…so many untrained adult stay on this stage in terms of artistic their development..they never go out of this stage
In this stage there isn’t often a single baseline to draw on but…and human forms tend to have gender, age and charater
In terms of motivation..children are already critical on themselves and their drawing affect them hugely……so again minimal adult interaction
This is the pre-adolescent period of development varied individuals who can no longer be called children…the final product here becomes more important than the process because the process is not enjoyed as much as looking at the final product.
2
--The emphasis is often produce photo realistic drawings like a trained adult at this stage
Since drawing sessions are no longer spontaneous, its is beneficial to organize art lessons or live model drawing sessions who still demonstrate interest in art. A lot of people however stop drawing at this stage