The theorists are John Dewey‚ Jean Piaget‚ B.F. Skinner‚ Howard Gardner‚ and Lev Vygotsky. John Dewey’s philosophy made an influence on education. He believed that it is important to emphasize children and their interests rather than subject matter. This influenced me because I believe that children won’t have a passion of
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develops naturally in children.” (Logie 1993) By using the local surroundings to help support learning enables children to understand the world‚ help physical development‚ personal and social development‚ numeracy and literacy and social development‚ Gardner (1993) states that the ability of Naturalist intelligence enables human beings to recognize‚ categorize and draw upon certain features of the environment. It ’combines a description of the core ability with a characterization of the role that many
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been found that in order to do so effectively‚ it is best accomplished using an emergent curriculum and consideration for the individual child. Determining the best approach for implementing the proposed curriculum is guided by the Montessori‚ Gardner and Vygotsky theories focusing mainly on the ideas of scaffolding‚ open ended play and multiple intelligences. When introducing the PA Early Learning Standards to the proposed plan‚ it is found that a variety of presentations of information can be given
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in independent manners to discover their potential. Furthermore‚ child centered learning permits students to work in ways that complement their various learning styles. As Howard Gardner proved through research‚ children learn in many diverse ways and no one method is appropriate for all students in classrooms. Gardner‚ H (1983) “The types of intelligence that a person possesses‚ not only a person’s capabilities‚ but also the manner or method in which they prefer to learn and develop their strengths
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Introduction to Learning Theories EDU622-0603A-01: Applying Learning Theories Unit 1 IP Dr. Trude Fawson American Intercontinental University June 17‚ 2006 Introduction How do we come to know what we know? What is knowledge? These questions are important not only for epistemologists or philosophers who study knowledge‚ but‚ as well for those interested in the sciences and education. Whether knowledge is seen as absolute‚ separate from the knower and corresponding to a knowable‚ external reality
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individuality and helps the child think for themselves. The activities can be anything such as sand play‚ construction‚ painting etc. The benefit of them playing on their own is that they work independently and may also discover their potential. Howard Gardner has proved that ‘children learn in many diverse ways and no one method is appropriate for all students in classrooms.’ (www.studymode.com). “The types of
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Hailey Doyle Dr. Eckert ECE Intro Historical Influence Timeline February 27‚ 2015 Educator and Time period 1. Describe their beliefs about children 2. Identify elements of their work with children‚ teachers‚ parents or society that influenced current ECE practice. 3. What elements are connected to your beliefs about teaching or your philosophy? Martin Luther 16th century Luther believed that children needed to be taught the lessons from God and it was the parent’s duty to make sure children got
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Direct Instruction: 25 years beyond DISTAR Allan‚ S. D. & Tomlinson‚ C. A. (2000). Leadership for differentiating schools and classrooms. Alexandria‚ VA: Association for Supervision and Curriculum Development. Daniels‚ P. (2004). An Overview of Gardner ’s multiple Intelligences‚ Kagan ’s structures and Tomlinson ’s differentiated instruction and their correlation to Nunley ’s layered curriculum Innovative Teaching Concepts (2002). What are thematic teaching and curriculum? Retrieved July 6‚ 2010
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Abstract: Swiss psychologist Jean Piaget was the first to study cognitive development systematically. One of his major contributions is his theory of cognitive development. However‚ his theory has numerous limitations and has come under frequent criticism. This essay will analyse four limitations of Piaget ’s theory and provide alternative accounts. The first three limitations will be presented through a cultural‚ social‚ neuroscientific point of view‚ and finally‚ end with the problems of research
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Schliemann‚ A. D. (1985). Mathematics in the streets and in schools. British Journal of Developmental Psychology‚ 3‚ 21-29. Eysenck‚ H. J. (1982). Introduction. In H. J. Eysenck (Ed.)‚ A model for intelligence (pp. 1-10). New York: Springer-Verlag. Gardner‚ H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Guilford‚ J. P. (1967). The nature of human intelligence. New York: McGraw-Hill. Jensen‚ A. R. (1993). Why is reaction time correlated with psychometric g? Current
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