His theories have many differences to Piaget’s but there are also a number of aspects of their theories which are similar. A. Piaget and Vygotsky had an interest in the study of cognitive development, with a view to explain how, when and why this development occurs, although their views to how this occurs will often differ. A connection between language and cognitive development has been found by both Vygotsky and Piaget; Piaget believed that thought drives language, whereas Vygotsky’s understanding was that language drives thought (Bailey et al 2009). It is also thought by both psychologists that use of speech and language plays an important part in cognitive development. Speech and language, in addition to the concepts used by younger children to order the world, are thought to be used differently than in older children and adults as they will change as they grow and develop.
Gordon Allport’s Influence in the Field of Psychology Gordon Allport’s influence in the field of psychology, and particularly the psychology of personality was significant and lasting. He expanded on rigid concepts of trait theory by recognizing and acknowledging the variability of traits. He literally defined prejudice for two generations of psychologists, and participated in the establishment, governance, and support of many institutions dedicated to the study of psychology. Dr. Allport wrote two “famous” (Pettigrew, 1990) volumes on personality: A Psychological Interpretation (Allport, 1937) and Pattern and Growth in Personality (Allport, 1961). While much of the prevailing dogma focused on universal approaches to understanding personality, Allport believed that there should be a balance of both individual and universal approaches.
Children are complex thinkers and they need to be prepared and encouraged to play and to think . Early childhood educators should help children to explore their world through play, imitation and exploration. Children should be supported to become thinkers too. Extending their thinking with variety, stimulation, materials and experiences. ( Nutbrown, 2006) Humans are unique in being able to communicate symbolically.
The "Little Albert" experiment was very controversial and demonstrated classic conditioning in humans. The study was performed at Johns Hopkins University along with Watson’s assistant Rosalie Rayner. In this study John B. Watson believed that he could condition a child to be fearful of a stimulus not normally feared by children. Albert, the nine month old baby was given a series of emotional test and was exposed to new objects for the first time. Albert showed no fear towards these objects at first, until the stimulus object was paired with a loud noise.
help each child enjoy their learning and make progress towards the early learning goals. provide a balance of adult led and child led activities that help children to think critically, play and explore and be active and creative learners. have good expectations for children and enthuse and motivate them. plan for individual children, taking into account their culture and background, including any children with special educational needs and/or disabilities, those learning English as an additional language and those who achieve beyond what is expected to ensure that you are offering an inclusive service and that each child receives an enjoyable and challenging experience across all areas of learning. support each child in their learning and work with parents and carers as partners in children’s learning and development.
(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how
They learn right from wrong and build relationships with other people. This area is where they can develop confidence and independence. Children need to learn how to deal appropriately with a range of people, situations and emotions, as a teaching assistant we can support the teacher by encouraging children to behave in socially acceptable ways. We can help by promoting their social development in many ways, for example, by setting goals and boundaries to promote acceptable behaviour and use praise and rewards for good behaviour. We can encourage self help skills, to enable the child to
He focused on language and the development of internalising language; that we learn to think through and before speech, as a major influence on children’s cognitive development. He believed that personal and social experience cannot be separated and that a child’s development is not only constructed by personal development but also moulded by the child’s culture; education, family and community. He concentrated on the child’s potential learning ability and the need for experts that help a child to construct their learning and intelligence. A lot of practical applications from his theory are used in the educational system today. There are a lot of similarities in Piaget and Vygotsky’s theories.