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Influential Philosophies in Education. Terresa D. Fontana, M.A.Ed. Cognitive Theory. Behavioral Theory. Social Theory. Jean Piaget (1896-1980). B. F. Skinner (1904-1990). L. S. Vygotsky (1896-1934). - PowerPoint PPT Presentation
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Influential Philosophies
inEducation
Terresa D. Fontana, M.A.Ed.
Cognitive Theory
Behavioral Theory
Social Theory
Jean Piaget(1896-1980)
B. F. Skinner(1904-1990)
L. S. Vygotsky(1896-1934)
Swiss educator and life-long researcher
whose passions included
developmental psychology and
genetic epistemology
Fascinated with the development of
knowledge and applied his studies in Biology
and Philosophy towards developing his
cognitive learning theory
American psychologist whose interests
included research and writing
Developed his behavioral theory
based on his beliefs that an individual
simply responds to stimuli within its
environment
Russian psychologist whose interests
included literature and philosophy
Theoretical framework is based on the
understanding that cognitive development
is dependent upon social interaction
Jean PiagetKey Idea of Cognitive Development
Theory
A child actively constructs individual knowledge through organization and adaptation of
information until equilibration has occurred.
Adaptation is the process of:assimilation: taking in new information and molding it to
fit into existing knowledge “schema” or structuresaccommodation: changing schema to adapt to new
informationequilibration: occurs when there is a balance between
assimilation and accommodation
Piaget’s Four Stages of Cognitive Development
• Sensorimotor (birth to 2 years)
Children learn through their senses and develop schema for object permanence and goal-directed behavior.
• Preoperational (2 – 7 years)
Children continue to learn through their senses but begin to use language to represent objects; begin to form intuitive theories to explain events. Key components: egocentrism, centration, rigidity of thought.
• Concrete Operational (7 – 11 years)
Children begin to develop concepts of number, relationships, processes; still think in terms of concrete objects; developing ability to understand rules. Key components: classification, seriation and conservation.
• Formal Operational (11 + years)Adolescents and adults are capable of abstract thought, inductive and deductive reasoning and reflection.
Teacher’s Role
The teacher is the facilitator of age-appropriate and
developmentally-appropriate learning experiences.
B. F. Skinner
Key Idea of Behavioral Theory
Learning is simply a behavioral response to the environment and
is controlled through reinforcement and punishment.
Operant Conditioning
“…a form of learning in which the consequences of behavior lead to changes
in the probability of that behavior’s occurrence.”
(Santrock, 1990)
(Also may be referred to as the Stimulus-Response Behavioral Pattern)
Teacher’s Role
The teacher is the regulator of behavior through the use of rewards
and punishment.
Lev VygotskyKey Idea of Social-Learning Theory
A child’s knowledge can only be constructed through social interaction with other children
and adults within the Zone of Proximal Development and is dependent upon the
child’s culture and society.
Zone of Proximal Development: the difference between what children can do on their own
and with the assistance of others
Vygotsky’s Three Stages of Language Development
• Communication (social speech)
• Egocentric (private speech) Used to regulate thinking; includes talking aloud or whispering
• Inner Speech (verbal thoughts)Used to guide thinking and actions
Teacher’s Role
The teacher is the facilitator of meaningful play and social learning
experiences.
Cognitive Theory
Behavioral Theory
Social Theory
I provide activities outside the regular curriculum to allow
my students to experience hands-
on, developmentally-
appropriate learning
experiences.
I utilize a behavior management
system in which there are
consequences for good and bad
behavior in order to control the classroom and
learning environment.
I provide group learning activities
and encourage social learning
whenever possible, usually through the
use of activities outside the regular
curriculum.
References
Kearsley, G. (no date) Explorations in learning and instruction: The theory into practice database. Retrieved November 27, 2004, from http://tip.psychology.org/
McGraw-Hill Higher-Education. (2002) Cognitive development: Piaget’s and Vygotsky’s theories. In Child and Adolescent Development for Educators. Retrieved November 27, 2004, from http://highered.mcgraw-hill.com/sites/0072322357/student_view0/chapter3/chapter_overview.html
Peterson, R. (1986) The Piaget handbook for teachers and parents. New York: Teachers College Press.
Santrock, J. W. (1990) Children (2nd ed.). Dubuque, Iowa: Wm. C. Brown Publishers.
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