a. Stages of Development
http://en.wikipedia.org/wiki/Developmental_stage
b. Freud's Psycho-analytic
http://www.a2zpsychology.com/great_psychologists/freud_psychosexual_thoery.htm
c. Erikson's Psycho-social Theory
http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html
d. Piaget's Cognitive Development
http://psychology.about.com/od/piagetstheory/a/keyconcepts.htm
e. Maslow's Hierarchy of Needs
http://webspace.ship.edu/cgboer/maslow.html
f. Kholberg's Moral Development
http://psychology.wikia.com/wiki/Kohlberg%27s_stages_of_moral_development
g. Lev Vygotsky's Social Development Theory
http://coe.sdsu.edu/eet/articles/sdtheory/index.htm
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From Anna Ignacio:
ReplyDeleteLev Vygotsky's social development theory struck me. He believes in social grouping for learning to take place. He advocated for learning through the use of scaffolding, direct instruction, and reciprocal teaching. It is collaboratively working together as one. This fosters social interaction, exchange of ideas and knowledge, not necessarily from the teacher, but from peers as well. Social relationships are important because we are social beings also. Social relationships are also important for children with disabilities. They learn more from their environment and will feel less of a person with a disability.
I myself learn better if there is an exchange of ideas in the classroom.
The teacher facilitates the input of correct information and aids the learner to his ZPD (zone of proximal development). There is a much better chance for a student to excel with the aid of persons who are more knowledgeable than the learner. And of course, this also happens in the classroom during information exchange.
Scaffolding is one of the strategies to use for some students with special needs. An example will be one with INtellectual disability. There is a lot of scaffolding needed to guide the child to understand a concept or lesson presented.
Of course, this is just one of the many approaches/strategies that will be used when teaching a child with a disability. We have learned that one strategy may work for one learner while the rest may not. And a combination of the strategies that work best with our learner is still the best method.
trivia!!! erikson was freud's son-in-law
ReplyDeleteErikson’s Psychosocial theory focuses on how society shapes and influences a person’s growing sense of ego and the quest for identity. Society is seen as a positive force that fosters the growth and development of the self. Each stage pointed out by Erikson represents a crisis in form of gradually increasing conflicts; each represents a crucial moment where specific problems need to be solved so that the acting person can gain in maturity.
ReplyDeleteIf the crisis is resolved in a satisfactory manner, the ego moves on to the next stage, which would foster feelings of competence and self-confidence. On the other hand, failure to resolve the conflict would hinder the ego to develop and grow in a healthy manner and can lead to various mental health problems and maladjustments.
base on my own experience, it is true that if a need is not satisfied, it will be fixated later in life..
when i was young, my half sister had this flavored toothpaste kids and it tasted really good..i asked myself, "why did this toothpaste taste good and my toothpaste at home didn't taste the same? it was minty"...how I'd wish my mom would give me the same =( now that i'm a grown up, whenever i went to the market to buy some goodies, i would buy a kiddie toothpaste for my brother or cousins...
all of us are fixated in some ways but we should also try to reach the equilibrium of our attitudes and/or actions... (^^,)
God bless everybody!!!
Read more: http://developmental-psychology.suite101.com/article.cfm/erik_eriksons_psychosocial_theory#ixzz0FMQfWSqS&B
another trivia!!!! erik erikson was one of howard gardner's early mentors!!! (^^,)
ReplyDelete...Lev Vygotsky's social development theory struck me most.Personally i believed that social interaction plays a fundamental role in the process of individual development. Social interaction, changing ideas are not necessarily for the teachers.
ReplyDeleteBased upon my personal experience I learn more if I interact with my environment. because in this scenario I can express more my ideas,feelings and personal opinion.
Scaffolding, reciprocal teaching, and guided instruction are effective strategies that implemented by Vygotsky’s.
Above all this, combination of all the strategies with our learner is still the best method because every individual has its individual differences.
I am particulary interested in Maslow's Hierarchy of Needs. Quite true that if we dont have enough of these needs, we "feel" it or "hunger" for it.( so this is the reason why some rich individuals crave and are obssesed to acquire a lot of money, because latter in their lives they were deprived of such.)But, if we get all we need, we feel "nothing" primarily because we did not experience deprivation or dont know that something is lacking. Only during difficulties and hardships do we realize, appreciate, and value what we had before.
ReplyDeleteIntriguing also is his Self Actualization level of Development ( i think i have to read MORE about this topic)It is not easy to attain that level, but, if and when a person reaches that level I am sure he/ she will live a full and a meaningful life.
With Maslows theory i can partly understand now the uniqueness and complexity of every person. I can see more clearly why a person do, act, and say the things they do.
that's all and good day!!!
May 11, 2009 8:55 PM
Based on Piaget's cognitive theories of development, "children think differently than adults. Sometimes, teachers have high expectations from their pupils which in return they cannot meet.As teachers, we have to get into the level of our learner's capacity.We should not force them to learn something which they are not yet ready. There are stages they have to follow in order for them to acquire learning at its best.
ReplyDeleteDuring the early stages of development, children learn by playing. Play inspires the child to relate oneself to the environment. As children play, they learn about the size, shape, smell, taste and tactile quality of their world. As their minds translate external experiences with personal meaning, children become masters of their environment.
As what I experienced when I taught in preschool and primary grades, children were really playful at their age. Even during class hours, some were not participating because they can't avoid doing something in their seats. At first, I kept on scolding them because I thought that was just the easy way to make them stop. But later on, I realize that it's not good to keep on scolding them. If we let them stop playing (except for good reasons), it's like we also let them stop learning. So, when there are pupils who were so eager to play, I let the whole class play instead of avoiding them. As long as children learn as they play, then let it be...