External Factors Nutrition Having a healthy diet and getting the right nutrition is essential for the growth of children’s development years. This helps children become physically strong‚ healthy and also the brain can reach its full potential‚ eating healthy can reduce the risk of diseases and vitamin deficiencies. It is important children eat healthy fresh food and not processed foods as they have high levels of salt‚ fat and sugar and this can lead to obesity. Education Children need
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block of intelligent behaviour and a way of organising data. Mcleod then states that Piaget viewed intellectual growth as a process of adaptation to the world‚ through assimilation (using an existing schema to deal with a new situation)‚ accommodation (changing an existing schema to deal with a new situation) and equilibration (the force which moves the learning process along). Mcleod (2015) also explains that Piaget believed that children go through 4 universal stages of cognitive development and that
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psychological function" (1978‚ p. 90). In other words‚ social learning tends to proceed (i.e. come before) development. Vygotsky has developed a socio-cultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his theories (1920’s and 30’s)‚ but he died at the age of 38 and so his theories are incomplete - although some of his writings are still being translated from Russian. No single principle (such as Piaget’s equilibration)
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Sometimes our physical appearance is more noticeable in atypical human behavior. Oftentimes in special education children are more identified due to the appearance of their well being. (Wheeler‚ et el‚ 2010). Jean Piaget is often considered the father of developmental model. Piaget made huge strides in understanding human development. His theory emphasizes on two processes; assimilation and accommodation. Assimilation when children “fit new stimuli into their comfort zone.” (Wheeler‚ et el‚ 2010)
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correct answers. Students are given information and asked to repeat what they have learned to the teacher. Therefore‚ behaviorists believe that behavior is determined by outcomes and consequences. Another leading educational psychologist‚ Jean Piaget‚ popularized the constructivist theory of learning. The constructivist theory is based on learning that is actively constructed and built from
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cognitivism and psychoanalytic. The term “behaviorism” developed from the renowned behavioral psychologist named John B. Watson (Molm‚ 2005). Many influential theorists became associated with behaviorism including: Ivan Pavlov‚ Edward Throndike‚ William James and B.F Skinner. Ivan Pavlov studied behaviorism through learning which scientifically was called conditioning (Younger‚ Vanson‚ & Huffman‚ 2010). Edward Throndike “determined that the frequency of a behavior is modified by its consequences” (Younger
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children‘s learning. The constructive‚ social constructive and behaviourist theories are essential strands in finding out about how children learn. The theorists I am considering are all fairly recent. The constructive theory is developed by Jean Piaget 1896-1980. He worked on the cognitive development of the children. He discovered that children learn and develop in 4 different stages at different ages and that their learning is collaboration between thought and experiences.
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(1890) C. THE PSYCHOANALYTIC VIEW: unconscious processes‚ basic drives FREUD (1914) & ERIKSON (1950) D. THE BEHAVIORIST VIEW: past learning‚ rewards & punishments PAVLOV (1905)‚ WATSON (1913) & SKINNER (1938) E. THE COGNITIVE VIEW: thought processes‚ mental viewpoint PIAGET (1930)‚ MILLER (1960)‚ BANDURA (1982) F. HUMANIST / PHENOMENOLOGICAL VIEW: subjective experience‚ personal viewpoint ROGERS (1951) & MASLOW (1954) G. THE BIOLOGICAL VIEW: genetics
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Behaviorism Behaviorist theorists believe that behavior is shaped deliberately by forces in the environment and that the type of person and actions desired can be the product of design. In other words‚ behavior is determined by others‚ rather than by our own free will. By carefully shaping desirable behavior‚ morality and information is learned. Learners will acquire and remember responses that lead to satisfying aftereffects. Repetition of a meaningful connection results in learning. If the student
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Skinner would come to the conclusion that the cause of the nail biting habit was stress and anxiety while the consequence would be the fact that the adhesive would leave bitter taste in my mouth‚ making me not want to bite my nails anymore. Ivan Pavlov‚ a Russian psychologist‚ would follow the theory
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