OAE -Theorists
Jean Piaget
Acommodation: accommodating an old schema to a new object
B.F. Skinner
Behavior Modification
Howard Gardner
traditional notion of intelligence, based on I.Q., is far too limited
Freidrich Froebel
"Spiritual Mechanism" was the foundation of early learning
Jean Piaget
- Accommodation - Assimilation - Disequilibrium - Discontinuous - Egocentric - Scheme - Concrete Objects
Bandura's Step in Modeling Process
1. Attention 2. Retention 3. Reproduction 4. Motivation
Erik Erikson
1. Trust vs. Mistrust 2. Autonomy vs. Shame 3. Initiative vs. Guilt 4. Industry vs. Inferiority 5. Identity vs. Confusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation 8. Integrity vs. Despair
Jerome Bruner
3 Stages of Intellectual Development: 1. Inactive (actions) 2. Iconic (pictures) 3. Symbolic (words)
Freidrich Froebel
4 Basic Principles of Theory: 1. Free Self-Expression 2. Creativity 3. Social Participation 4. Motor Expression
Brofenbrenner
4 Influences of Societal Systems: 1. microsystem (family) 2. Mesosytem ( immediate community) 3. Exosystem ( institutional Community) 4. Macrosystem ( political/social structure)
Erik Erikson
8 Psychosocial Stages that are each characterized by conflict or crisis that influences our social development and reflects the particular culture unique to each individual
Jerome Bruner
A Constructivist
Jean Piaget
A child's cognitive performance depends more on which stage of development the child has entered than on the specific task being performed.
Jerome Bruner
A variety of teaching approaches should be used to give student opportunities to construct knowledge in multiple ways.
Jean Piaget
Adaptation: "learning", includings assimilation and accomodation, a biological process
Jerome Bruner
Any concept can be taught effectively in some intellectually honest form to children at any age, provided the material is presented in a way that is appropriate for the student.
Jean Piaget
Assimilation: assimilating a new object into an old schema
Kohlberg
Believed moral understanding is promoted by the same factors the Piaget thought were important for cognitive development
Lev Vygotsky
Believed that what children can do with the assistance of others is even more indicative of their mental development than what they can do alone.
Lev Vygotsky
Central Role of Language
Erik Erikson
Child play an active role in shaping their development through kinds of experiences they have
Jerome Bruner
Children's intellectual development follows a step-by-step progression through three modes of reasoning that correspond to developmental stages
Jean Piaget
Cognitive Development
John Dewey
Concerned with interaction and environments for learning
Jean Piaget - Stage 3
Concrete Operations Stage: 7-11, operations refers to a logical operations or principles we use when solving problems, uses conservation
John Dewey
Cooperative Learning
Benjamin Bloom
Created a taxonomy for categorizing levels of abstraction of questions that commonly occur in education stages.
Lev Vygotsky
Culture is a principle determinant of individual development
Erik Erikson
Development occurs throughout the life span in a series of stages with each stage contributing to and being influenced by the one preceding and following it.
Brofenbrenner
Developmental Psychology
Jerome Bruner
Developmental growth involves mastering each of these increasingly more complex modes and becoming skilled in translating between each mode
Jerome Bruner
Discovery
John Dewey
Education must engage with and enlarge the experience
Jean Piaget
Educators must plan developmentally appropriate curricula that enhance student's logical and conceptual growth.
Jerome Bruner
Effective curricula must provide many opportunities to construct knowledge in multiples ways.
John Dewey
Exploration of thinking and reflection - and the associated role of educators
B.F. Skinner
Extinguish an undesirable behavior (by removing the reinforcer) and replace it with a desirable behavior by reinforcement
Lev Vygotsky
For learning to happen, there must be an opportunity for the student and the teacher to interact or collaborate.
Jean Piaget - Stage 4
Formal Operations Stage: 12+, hypothetical thinking, logical operations and ability to use them in the abstract rather than concrete
Freidrich Froebel
Founder of Kindergarten
Abraham Maslow
Hierarchy of Needs
Lev Vygotsky
Higher and Lower Mental Functions
Brofenbrenner
His model has a significant impact on how teachers interact with students and families.
Benjamin Bloom
His model provides a useful structure in which to categorize questions
Abraham Maslow
Human motivation is based upon a hierarchy of universal needs. These needs motivate individual behavior and lead to a healthy growth and development when satisfied.
Freidrich Froebel
Ideas of: learning through play, group games, goal oriented activities, outdoor time.
Lev Vygotsky
Importance of Culture: culture dictates what we learn and how
Jean Piaget
In order for learning to occur, an individual must assimilate new information into existing cognitive structures.
Jerome Bruner
Inquiry Learning
Jerome Bruner
Instruction should be designed to facilitate extrapolation and/or fill in the gaps
Jerome Bruner
Instruction should be designed to facilitate extrapolation and/or fill in the gaps (going beyond the given information)
Jerome Bruner
Instruction should be designed to take in account the student's cultural heritage and family background, particularly when learning is not progressing as well as might be expected.
Jean Piaget
Instruction should encourage interaction among peers.
Albert Bandura
Learning is an acquisition of knowledge
Jerome Bruner
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge
Jerome Bruner
Learning is an adaptive process in which learners construct new ideas or concepts based on current knowledge
Howard Gardner
Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist
Albert Bandura
Modeling
Brofenbrenner
Most important application of his model occurs at the microsystem level, where teachers can provide consistent support for students and their families
Abraham Maslow
Motivation for Learning
Howard Gardner
Multiples Intelligences
Albert Bandura
Observation Learning
B.F. Skinner
Operant Conditioning: our reaction to the world
Kohlberg
Organized 6 stages into 3 general levels and strong statements about this sequence
John Dewey
Passion for democracy, for educating so that all may share in a common life
Abraham Maslow
Physiological Needs Safety Needs Belonging Needs Esteem Needs Self-Actualization
Erik Erikson
Placed emphasis on the interactive nature of development and less on biological factors
Gardner
Planning Instruction
Jean Piaget - Stage 2
Preoperational Stage: 2-7, sybols, creative play, egocentric, center on one aspect of any problem or communication at a time
Jerome Bruner
Principles
Jean Piaget
Proposed that there is a progressive developmental sequence to how a child thinks - 4 age-related stages
Erik Erikson
Psychosocial Development
Carol Gilliganon
Questioned the validity of Kohlberg's theory because his theory was based almost entirely on studies that used males as subjects
Jerome Bruner
Readiness: Instruction must be concerned with the experiences and contexts that make the students willing and able to lean
B.F. Skinner
Reinforcing Stimulus Operant Extinction
Lev Vygotsky
Scaffolding & Direct Instruction
Jean Piaget
Schemas: skill to explore the environment to gain knowledge
Albert Bandura
Self-Observation
Albert Bandura
Self-Regulation
Albert Bandura
Self-Response Judging
Jean Piaget - Stage 1
Sensorimotor Stage: birth-2, uses senses and motor abilities to understand the world
Lev Vygotsky
Social environment and social interactions plan a fundamental role in cognitive development
Jerome Bruner
Spiral Organization: Instruction must be structured so that is can be easily grasped by the student
Jean Piaget
Stages of Cognitive Development
Kohlberg
Stages of Moral Development are invariant and universal
Kohlberg
Stages of Moral Development: 1. preconventional 2. conventional 3. postconventional/principled
Lev Vygotsky
Teacher needs to find a balance between supporting the student and challenging that student to reach beyond their current ability, and then encourage student to act independently.
Jean Piaget
Teachers must design lessons to build on existing knowledge and abilities.
Jean Piaget
Teachers must plan lessons that take into account the roles that fundamental concepts play in a child's ability to learn.
Lev Vygotsky
The classroom and activities should be designed to foster group work and student collaboration. This will allow students to take on a teaching role with their peers as they master skills at hand.
Lev Vygotsky
The discrepancy between a child's mental age and the level he reaches in solving problems with assistance.
Jerome Bruner
The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on their schemas or mental models.
Jerome Bruner
The learners cognitive structure provides meaning and organization to experiences and allows the learner to make mental leaps beyond the information given.
Lev Vygotsky
The learning of language is brought about by social processes and language/signs make thought possible
Lev Vygotsky
The teacher should interact with students, providing minimum support necessary for students to engage with learning. The teacher should adjust the level of help in response to each student's level of performance.
Jerome Bruner Jean Piaget Lev Vygotsky
Theorists of Cognitive Development
Lev Vygotsky
Three Stages of Speech: 1. Social Speech 2. Egocentric Speech 3. Inner Speech
Lev Vygotsky
Zone of Proximal Development
Brofenbrenner
social and cultural influences in development are interrelated and all have an impact on the developing child
Freidrich Froebel
strong idealist whose view of education was closely related to religion
