Praxis 5354 5002 SPED Theorist

This theorist focuses on:

• Focuses exclusively on children;

• He talks about development (not just learning)

• Third, it’s a stage theory, not a linear progression theory.

• Schemas: The building blocks of knowledge. (BACKGROUND KNOWLEDGE)

• Adaptation processes: These allow the transition from one stage to another. He called these: Equilibrium, Assimilation and Accommodation.

• Stages of Cognitive development: Sensorimotor; Preoperational; Concrete Operational; Formal Operational.

• Maslow

• Erikson

• Piaget

• Vygotsky

This theorist focuses on:

• Children develop Schemas of knowledge about the world. (BACKGROUND KNOWLEDGE)

• IE: Clusters of connected ideas about things in the real world that allow the child to respond accordingly.

• Schema that can explain what they perceive in the world, that Schema is in a state of Equilibrium.

• When applied to a new thing/situation, that Schema is in Assimilation and Accommodation happens when the existing Schema isn’t up to the job of explaining what’s going on and needs to be changed.

• Maslow

• Erikson

• Vygotsky

• Piaget

This theorist focuses on:

• All that goes through the 4 Stages of Cognitive Development, which are defined by age:

  The Sensorimotor: birth to 2 years - child spends their time learning basic Schemas and Object Permanence (the idea that something still exists when you can’t see it).

• The Preoperational: 2 years to 7 years - child develops more Schemas and the ability to think Symbolically (the idea that one thing can stand for another; words for example, or objects). At this point, children still struggle with Theory of Mind (Empathy) and can’t really get their head around the viewpoints of others.

• The Concrete Operational Stage: 7 years to 11 years - Stage when children start to work things out in their head rather than physically in the real world. They also develop the ability to Conserve (understand that something stays the same quantity even if it looks different).

• The Formal Operational Stage: 11 years into adulthood - this is where abstract thought develops, as does logic and cool stuff like hypothesis testing.

• Piaget

• Erikson

• Vygotsky

• Maslow

This approach is based on the idea that development precedes learning - Zone of Proximal Development

Social learning is an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development.

• Zone of Proximal Development

  • Understanding just outside what they know but are capable of learning

• More Knowledgeable Other - person doing the teaching, a parent or teacher

• Scaffolding

  • A framework provided to build understanding around, which is removed as confidence is gained

• Social Learning Theory

  • The process by which students move from thinking out loud to using inner speech to learn

• Piaget

• Vygotsky

• Bloom

• Bruner

This approach is based on the idea that development precedes learning

Thought drives language and thought starting around 3 years

Their social environment contains all the cognitive/linguistic skills and

tools to understand the world.

Elementary Mental Functions: the basic cognitive processes of Attention, Sensation, Perception and Memory.

• Piaget

• Vygotsky

• Bloom

• Bruner

This approach is based on the idea that development precedes learning are the ideas of:

Scaffolding,

the Zone of Proximal Development (ZPD) and the

More Knowledgeable Other (MKO):

The MKO can be a person who literally knows more than the child. Working collaboratively, the child and the MKO operate in the ZPD, which is the bit of learning that the child can’t do on their own.

The ZPD gets bigger because they can do more on their own and the process of enlarging the ZPD is called

Scaffolding.

Knowing where that scaffold should be set is massively important and it’s the MKO’s job to do that so that the child can work independently AND learn collaboratively.

Language is at the heart of all this because

a) it’s the primary means by which the MKO and the child communicate ideas

b) internalizing it is enormously powerful in cementing understanding about the world.

That internalization of speech becomes Private Speech (the child’s “inner voice”)

and is distinct from Social Speech, which occurs between people.

• Piaget

• Bruner

• Bloom

• Vygotsky

This approach is based on the idea that development precedes learning are the ideas of:

Scaffolding,

the Zone of Proximal Development (ZPD) and the

More Knowledgeable Other (MKO):

The MKO can be a person who literally knows more than the child. Working collaboratively, the child and the MKO operate in the ZPD, which is the bit of learning that the child can’t do on their own.

The ZPD gets bigger because they can do more on their own and the process of enlarging the ZPD is called

Scaffolding.

Knowing where that scaffold should be set is massively important and it’s the MKO’s job to do that so that the child can work independently AND learn collaboratively.

Language is at the heart of all this because

a) it’s the primary means by which the MKO and the child communicate ideas

b) internalizing it is enormously powerful in cementing understanding about the world.

That internalization of speech becomes Private Speech (the child’s “inner voice”)

and is distinct from Social Speech, which occurs between people.

• Piaget

• Bruner

• Bloom

• Vygotsky