0-1 year
Trust vs.
mistrust, hope, Erikson
2-3 years
autonomy vs. shame and doubt, willpower, Erikson
4-5 years
initiative vs. guilt, purpose, Erikson
6-12 years
industry vs. inferiority, competence, Erkison
adolescence
identity vs. identity confusion, fidelity, Erikson
young adulthood
intimacy vs. isolation, love, Erikson
middle adulthood
generativity vs.
stagnation, care, Erikson
old age
ego integration vs. despair, wisdom, Erikson
children should be given opportunities to make choices at their age level.
Erkison
Focus on gains, not mistakes
Erkison
Don't push children too hard, because even if they succeed they'll feel inadequate
Erikson
Tasks must be accomplished at each stage of development. Successful resolution affects next stage.
Erikson
Consider individual differences in children, for example, home experiences.
Erikson
Accept alternating needs for dependence and independence.
Erikson
ZPD
Zone of Proximal Development: the distance between the most difficult task a child can do alone and the most difficult task a child can do with help. Vygotsky
Scaffolding
supporting information for a child to learn a new skill. Vygotsky
Language and development build on each other when children play.
Vygotsky
Observation to learn what ZPD is.
Vygotsky
Children learn through previous experiences and interacting with other people
Vygotsky
Don't force knowledge on a child that isn't in their ZPD.
Vygotsky
Teach little, observe much
Montessori
Create environment to encourage learning for all children
Montessori
"theory is a foundation for all schools and other theorists"
Montessori
Child-led learning
Montessori
Sensory learning. Do:
provide real toolschild sized roomaccessible materialsbeauty and order
allow children to learn for themselves
Montessori
Open-ended scheduling with large blocks of time for free work and play
Montessori
children have the responsibility to keep space ordered
Montessori
Have activities that interest the children and that they need to learn about.
Montessori
Child-centered, democratic education
Dewey
Children learn best when they interact with other people, working alone, and cooperating with peers.
Dewey
children's interests and real life situations should be basis for curriculum and planning.
Dewey
Observe children and determine what kinds of experiences the children are interested in and ready for.
Dewey
Know children well and personally.
Dewey
Experiences in classroom should have learning purpose.
Dewey
Knowledge of the world should be given to children
Dewey
Education vs. Mis-education (5 things to be "educational")
based on children's interests and previous knowledgesupports developmentdevelops new skillsadds to understanding of child's worldprepares to live more fully
Child's interactions with the environment create learning.
Piaget
children learn best when they do the work themselves
Piaget
Need opportunity to do things for themselves
Piaget
Children need to be engaged and involved to learn. Keep children curious.
Piaget
Sensorimotor Stage
baby learns through senses. React without thought, object permanence, separation anxiety, Piaget
Preoperational Stage
Children are egocentric and can only relate things to themselves, info from experiences, learn through accommodation, no grasp on qualities of objects, focus on one attribute.
Plan open-ended activities and questions
Piaget
Concrete operational and formal operational
Schoolage to teenage, reversibility, mental math, think logically and hypothetically.
