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Piaget - last

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Lidia Inskip

on 13 April 2013

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Transcript of Piaget - last

By: Ashley, Lisa and Lidia John Dewey Maria Montessori Erik Erikson "Learning is no more than a sector of cognitive development that is facilitated by experience."
-Jean Piaget Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
-John Dewey "The richest and fullest lives attempt to achieve an inner balance between three realms: work, love and play."
-Erik Erikson There is a task that must be accomplished at each stage of development. Jean Piaget Theories of Childhood Know what interests the children and teach that Experience Learning by Doing Teacher should not stand at the front and recite information to be memorized - teacher should be facilitator and guide. Children learn best when they interact with other people.

""Free the child's potential, and you will transform him into the world."
- Maria Montessor" The Children's interests create the curriculum. Teachers should know and be able to create curriculum based on student's interests. Students should learn in a way they can relate information to experiences from their lives, making a deeper connection with the knowledge. Students should be involved in real-life tasks and challenges The teacher is there to guide and assist the student as a member of the community, helping the student discover the subjects meaning independently. Students should be observed regularly Record of events; documentation Experience based assessment "When dealing with children, there is greater need for observing than probing."
-Maria Montessori Children learn from their environment. Provide real tools that work. Materials should be fully accessible to children at all times. Environment should be designed with the child in mind. Clean, organized and beautiful environment are important. Children learn best by doing and through repetition. They should be allowed to do things for themselves. Give children responsibility for keeping community space clean. Allow children to structure their own time by providing blocks of time for free work and play. Observation Take time for careful observation and reflection. Use this to guide your environment and curriculum. "Montessori did not believe there were children who could not learn. She was convinced that if children were not learning, adults were not listening carefully enough or watching closely enough." When babies develop a strong sense of trust during their first year, they become attached to the important people in their lives.
This includes caregivers/teachers. Holding babies close and having warm physical contact with them when they are being fed. Responding right away to their distress when they cry or fuss. By meeting their needs quickly and consistently throughout their first year of life, teachers are doing the opposite of spoiling. Autonomy vs. Shame and Doubt: This stage is to acquire a sense of autonomy without suffering extremes of shame and doubt. If done successfully, a child will acquire a strong sense of self. In order to develop a strong sense of independence, toddlers need to have reasonable opportunities for choice and control. At the same time, they need consistent, firm, reassuring limits set by caring adults. Adults can foster independence in children to this age by: - giving children simple choices
- not giving false choices
- setting clear, consistent, reasonable limits
- accepting children's swings between independence and dependence, and reassuring them that both are okay If we encourage preschool children to use their energy in an active and involved way, their confidence will grow. Their competence will increase. They will acquire a sense of purpose. Children, at this age, are energetic and ready to learn. They are more actively focused and less defiant. A child who successfully accomplishes the developmental tasks of this stage will emerge confident and competent. -Encourage children to be as independent as possible
-Focus on gains as children practice new skills, not on the mistakes they make along the way
-Set expectations that are in line with children's individual abilities
-Focus curriculum on real things and on doing. “When dealing with children there is greater
need for observing than of probing” “Never help a child with a task at which he feels he can succeed.” “The environment must be
rich in motives which lend
interest to activity and
invite the child to conduct
his own experiences.” Children learn best when they are doing the work themselves, instead of being given explanations by adults. Curiosity drives children's learning... Keep children curious, make them wonder, and offer them real problem-solving challenges rather than giving them information Symbolic Play as
learning is very important! -keep babies safe but interested
-respond reassuringly to separation anxiety -provide large blocks of time for uninterrupted free play
-provide many real-world experiences for children throughout the year
-plan open-ended activities and ask open-ended questions
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