As a teacher there are several important domains that I will focus on in my classroom. In my classroom I will make it a routine to observe and help students based on their academics and behavior. In order to do this, I will make sure that everything I do is to the child's best needs and interests. I will make sure that I am meeting the needs of all students while making sure what is being done is appropriate for them so it can guide them to success. While doing this I will focus and pay attention to their students social, physical, cognitive, motor, and language to plan activities, lessons, and instruction accordingly. I will incorperate many different theories and strategies to benefit the students in my classroom. I will make time for play, interacting with others, and being social. I will take into account all students cultures and beliefs to assure that all students feel comfortable in the classroom setting. Lastly, I will form a strong relationship with families so they are aware what is going on inside school so they can reinforce the information at home. Below are some theorists theories that I will include in my classroom.
Vygotsky
- Language plays an important role in thought
- The relationship of thought to speech is different for adults than for children
- Egocentric speech-speech becomes part of directing thought and behavior
- Children will say aloud the things they would like to do, or will speak out loud as they act out scenarios
- Out loud speech is part of the thinking process
- Egocentric speech goes inside and becomes like adult inner speech
- Learning begins in a social world
- Speech is originally external to children
- We learn from interacting with a more expert peer
- Adults assist or scaffold
- Thinking “involving two heads”
- With adult (or more expert peer) assistance children learn
- Cognitive development happens because of the social aid children benefit from (scaffolding)
- Tasks within the ZPD are ones that children cannot accomplish independently, but can accomplish with assistance
- Learn through interactions with responsive and more competent peers
Vygotskian Approach - Tools of the Mind. (2015). Retrieved July 22, 2015. http://www.toolsofthemind.org/philosophy/vygotskian-approach/
Professor Robin O'Leary's ECF 700 Development PowerPoints
Piaget and Constructivism
- A theory of knowledge
- Children construct their own knowledge and meaning from their experiences and the world around them
- Leaves the responsibility and motivation for learning to the learner
- Instructor does not engage in direct teaching methods
- Instructor finds ways to facilitate the learner making his/her own connections and understanding of the content
- Stages involve structural changes that are marked by a qualitative shift in the way children think
- Each stage is derived from the previous stage
- The order of stages is universal
- Scheme - a coordinated pattern of thought or action that organizes and individual’s interaction with the environment.
- More advanced stages have more complex and sophisticated schemes, more advanced, flexible thinking and behavior
- Some strengths of Piaget and constructivism are that development comes before learning, logial answers of children have special order an logic, there is a broad scope, there is ecological validity, and it is done based on a scientific and observation basis.
Atherton J S (2013) Learning and Teaching; Piaget's developmental theory [On-line: UK]. Retrieved July 17, 2015. http://www.learningandteaching.info/learning/piaget.htm
Professor Robin O'Leary's ECF 700 Development PowerPoints
Bandura and The Social Cognitive Theory
- A theory that can be observered
- Children learn from watching others
- People serve as behavioral models
- What people see and hear influences their behavior
- - Wide range of behaviors, including: aggression, altruism, caregiver-infant attachment, social dependency
- What people see and hear influences their development
- Children viewed other children speaking and acting aggressively toward toys
- At the end of the film the model was punished (spanked or verbal) or reinforced (given candy, soda,praise) Or no consequences
Professor Robin O'Leary's ECF 700 Development PowerPoints
Outcome of Bandura's Experiment
- Those that viewed punishment less likely to exhibit aggressive behaviors
- Those that watched praise were more likely to exhibit aggressive behavior
- When all children were offered a reward to show the behavior - they all did.
- All children had learned the aggressive behavior (they could reproduce them)
- Less likely to perform the behavior when seeing others punished for doing so.
- They learned to expect punishment for the same behaviors
Bobo Doll Experiment | Simply Psychology. (2011). Retrieved July 26, 2015. http://www.simplypsychology.org/bobo-doll.html
Professor Robin O'Leary's ECF 700 Development PowerPoints
Observational Learning
- Vicarious experience
- When people see others’ experience reward and punishment
- Form expectations about reward and punishment they might receive.
Professor Robin O'Leary's ECF 700 Development PowerPoints
Developmentally Appropriate Practice
- Developmentally appropriate practice is teaching that is attuned to children’s ages, experience, abilities, and interests, and that helps them attain challenging and achievable goals.
- It begins with early childhood educators’ knowledge of how children learn and develop.
- Its ultimate goal is to promote the development and enhance the learning of each individual child served.
- Knowing how children learn and develop is essential for teachers of young children.
- Teachers need to meet children where they are, as individuals and as a group, help the children attain challanging and achievable goals that contribute to his or her ongoing development and learning.
- Teachers need to plan curriculum so that the learning goals established for the group are achievable and challenging for the children.
Developmentally Appropriate Practice (DAP) | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved July 20, 2015. http://www.naeyc.org/DAP
Differentiation
- "What is fair isn't always equal"
- Accommodate all students so they are given the best chance to learn
- Keep in mind students readiness to learn, interest, and learning needs
- Giving students a choice or different options
- Allowing students to have a say in their education
- Teaching using different developmental domains
- Incorperating all students and developmental domains
- Providing extention and reteaching if necessary
- Content (what is being taught), Process (how the lesson is being taught), Product (final product), Learning (how is the enviornment set up during the lesson)
- Creating different activities, tasks, and assessments based on students needs
Methods of Differentiation in the Classroom. (2010). Retrieved July 25, 2015. http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
Zone Of Proximal Development
- Tasks within the Zone Of Proximal Development are ones that children cannot accomplish independently, but can accomplish with assistance.
- Students learn through interactions with responsive and more competent peers.
- The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).
- Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.
- Vygotsky believed that when a student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough help to eventually acheive the task independently.
Zone of Proximal Development and Scaffolding - Tools of the Mind. (2015). Retrieved July 22, 2015.
http://www.toolsofthemind.org/philosophy/scaffolding/
Professor Robin O'Leary's ECF 700 Development PowerPoints
References
Vygotskian Approach - Tools of the Mind. (2015). Retrieved July 22, 2015. http://www.toolsofthemind.org/philosophy/vygotskian-approach/
Atherton J S (2013) Learning and Teaching; Piaget's developmental theory [On-line: UK]. Retrieved July 17, 2015. http://www.learningandteaching.info/learning/piaget.htm
Zone of Proximal Development and Scaffolding - Tools of the Mind. (2015). Retrieved July 22, 2015.
http://www.toolsofthemind.org/philosophy/scaffolding/
Methods of Differentiation in the Classroom. (2010). Retrieved July 25, 2015. http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
Developmentally Appropriate Practice (DAP) | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved July 20, 2015. http://www.naeyc.org/DAP
Bobo Doll Experiment | Simply Psychology. (2011). Retrieved July 26, 2015. http://www.simplypsychology.org/bobo-doll.html
Professor Robin O'Leary's ECF 700 Development PowerPoints
Vygotsky
- Language plays an important role in thought
- The relationship of thought to speech is different for adults than for children
- Egocentric speech-speech becomes part of directing thought and behavior
- Children will say aloud the things they would like to do, or will speak out loud as they act out scenarios
- Out loud speech is part of the thinking process
- Egocentric speech goes inside and becomes like adult inner speech
- Learning begins in a social world
- Speech is originally external to children
- We learn from interacting with a more expert peer
- Adults assist or scaffold
- Thinking “involving two heads”
- With adult (or more expert peer) assistance children learn
- Cognitive development happens because of the social aid children benefit from (scaffolding)
- Tasks within the ZPD are ones that children cannot accomplish independently, but can accomplish with assistance
- Learn through interactions with responsive and more competent peers
Vygotskian Approach - Tools of the Mind. (2015). Retrieved July 22, 2015. http://www.toolsofthemind.org/philosophy/vygotskian-approach/
Professor Robin O'Leary's ECF 700 Development PowerPoints
Piaget and Constructivism
- A theory of knowledge
- Children construct their own knowledge and meaning from their experiences and the world around them
- Leaves the responsibility and motivation for learning to the learner
- Instructor does not engage in direct teaching methods
- Instructor finds ways to facilitate the learner making his/her own connections and understanding of the content
- Stages involve structural changes that are marked by a qualitative shift in the way children think
- Each stage is derived from the previous stage
- The order of stages is universal
- Scheme - a coordinated pattern of thought or action that organizes and individual’s interaction with the environment.
- More advanced stages have more complex and sophisticated schemes, more advanced, flexible thinking and behavior
- Some strengths of Piaget and constructivism are that development comes before learning, logial answers of children have special order an logic, there is a broad scope, there is ecological validity, and it is done based on a scientific and observation basis.
Atherton J S (2013) Learning and Teaching; Piaget's developmental theory [On-line: UK]. Retrieved July 17, 2015. http://www.learningandteaching.info/learning/piaget.htm
Professor Robin O'Leary's ECF 700 Development PowerPoints
Bandura and The Social Cognitive Theory
- A theory that can be observered
- Children learn from watching others
- People serve as behavioral models
- What people see and hear influences their behavior
- - Wide range of behaviors, including: aggression, altruism, caregiver-infant attachment, social dependency
- What people see and hear influences their development
- Children viewed other children speaking and acting aggressively toward toys
- At the end of the film the model was punished (spanked or verbal) or reinforced (given candy, soda,praise) Or no consequences
Professor Robin O'Leary's ECF 700 Development PowerPoints
Outcome of Bandura's Experiment
- Those that viewed punishment less likely to exhibit aggressive behaviors
- Those that watched praise were more likely to exhibit aggressive behavior
- When all children were offered a reward to show the behavior - they all did.
- All children had learned the aggressive behavior (they could reproduce them)
- Less likely to perform the behavior when seeing others punished for doing so.
- They learned to expect punishment for the same behaviors
Bobo Doll Experiment | Simply Psychology. (2011). Retrieved July 26, 2015. http://www.simplypsychology.org/bobo-doll.html
Professor Robin O'Leary's ECF 700 Development PowerPoints
Observational Learning
- Vicarious experience
- When people see others’ experience reward and punishment
- Form expectations about reward and punishment they might receive.
Professor Robin O'Leary's ECF 700 Development PowerPoints
Developmentally Appropriate Practice
- Developmentally appropriate practice is teaching that is attuned to children’s ages, experience, abilities, and interests, and that helps them attain challenging and achievable goals.
- It begins with early childhood educators’ knowledge of how children learn and develop.
- Its ultimate goal is to promote the development and enhance the learning of each individual child served.
- Knowing how children learn and develop is essential for teachers of young children.
- Teachers need to meet children where they are, as individuals and as a group, help the children attain challanging and achievable goals that contribute to his or her ongoing development and learning.
- Teachers need to plan curriculum so that the learning goals established for the group are achievable and challenging for the children.
Developmentally Appropriate Practice (DAP) | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved July 20, 2015. http://www.naeyc.org/DAP
Differentiation
- "What is fair isn't always equal"
- Accommodate all students so they are given the best chance to learn
- Keep in mind students readiness to learn, interest, and learning needs
- Giving students a choice or different options
- Allowing students to have a say in their education
- Teaching using different developmental domains
- Incorperating all students and developmental domains
- Providing extention and reteaching if necessary
- Content (what is being taught), Process (how the lesson is being taught), Product (final product), Learning (how is the enviornment set up during the lesson)
- Creating different activities, tasks, and assessments based on students needs
Methods of Differentiation in the Classroom. (2010). Retrieved July 25, 2015. http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
Zone Of Proximal Development
- Tasks within the Zone Of Proximal Development are ones that children cannot accomplish independently, but can accomplish with assistance.
- Students learn through interactions with responsive and more competent peers.
- The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).
- Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.
- Vygotsky believed that when a student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough help to eventually acheive the task independently.
Zone of Proximal Development and Scaffolding - Tools of the Mind. (2015). Retrieved July 22, 2015.
http://www.toolsofthemind.org/philosophy/scaffolding/
Professor Robin O'Leary's ECF 700 Development PowerPoints
References
Vygotskian Approach - Tools of the Mind. (2015). Retrieved July 22, 2015. http://www.toolsofthemind.org/philosophy/vygotskian-approach/
Atherton J S (2013) Learning and Teaching; Piaget's developmental theory [On-line: UK]. Retrieved July 17, 2015. http://www.learningandteaching.info/learning/piaget.htm
Zone of Proximal Development and Scaffolding - Tools of the Mind. (2015). Retrieved July 22, 2015.
http://www.toolsofthemind.org/philosophy/scaffolding/
Methods of Differentiation in the Classroom. (2010). Retrieved July 25, 2015. http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx
Developmentally Appropriate Practice (DAP) | National Association for the Education of Young Children | NAEYC. (n.d.). Retrieved July 20, 2015. http://www.naeyc.org/DAP
Bobo Doll Experiment | Simply Psychology. (2011). Retrieved July 26, 2015. http://www.simplypsychology.org/bobo-doll.html
Professor Robin O'Leary's ECF 700 Development PowerPoints