Howard Gardner Howard Gardner is known for his theory on multiple intelligences, and his belief that people learn in different ways (Lane, n. d.). Gardner suggests that there are seven types of learners: visual-spatial, bodily kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical (Lane, n. d.). In 1997, Garden added an eighth intelligence, naturalist (Bennett, 2014). School systems must realize that all children do not learn in the same ways, and teachers must differentiate teaching in a way that all students will be able to understand new information. Disciplines should be “presented in a number of ways” and learning should “be assessed through a variety of means (Lane, n. d.). Bennett (2014) states, “MI
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“Schemata are the cognitive or mental structures by which individuals intellectually adapt to and organize the environment (Gray, 2004). Schema are constantly changing and adapting to become more refined (Gray, 2004). “Schemata are intellectual structures that organize events as they are perceived and classified into groups according to common characteristics” (Gray, 2004, p. 15). When a child encounters a new stimulus, he or she classifies it into a schema based on previous knowledge and the characteristics. To refine schema and maintain equilibrium, the process of assimilation and accommodation occur. “Assimilation is the cognitive process by which a person integrates new perceptual, motor, or conceptual matter into existing schemata or patterns of behavior” (Gray, 2004, p. 17). Accommodation occurs when a stimulus does not fit into any of the existing schemata (Grey, 2004). Accommodation is the process of creating a new schema of modifying an old schema (Gray, 2004). Piaget’s theory of cognitive development is divided into four stages: sensorimotor, preoperational, concrete operational, and formal operational (McLeod, 2009). Piaget believes that “every child must pass through the levels of cognitive development in the same order” (Gray, 2004, p. 27). Each stage is characterized by intellectual development. This …show more content…
Vygotsky suggested the help of others when teaching children through scaffolding, while Bruner also agreed that learning should be social (McLeod, 2008).
Dewey and Malaguzzie
Children occupy “the primary active role in their education and learning” (Mercilliott Hewett, 2001, p.96). This is a belief by both early childhood theorists, Dewey and Malaguzzie. Dewey took this perspective and determined that all children should be educated for free despite differences (Warde, 1960). Whereas Malaguzzie took this perspective and worked to create the Reggio Emilia Approach to allow children to guide their learning because they have the same rights as adults (Mercilliott Hewett, 2001). The Reggio Emilia Approach draws from Dewey’s ideas that “all thinking is research” (Mercilliott Hewett, 2001).
Piaget and Vygotsky
Piaget and Vygotsky’s theories differ in several ways. Piaget placed emphasis on universal stages of development whereas Vygotsky placed emphasis on the connection between culture and social factors and cognitive development (McLeod, 2014). Another difference is their view on interaction. Vygotsky believes that adults play a vital role in scaffolding the learning of children whereas Piaget placed more emphasis on peer interaction and social taking (McLeod,
“Schemata are the cognitive or mental structures by which individuals intellectually adapt to and organize the environment (Gray, 2004). Schema are constantly changing and adapting to become more refined (Gray, 2004). “Schemata are intellectual structures that organize events as they are perceived and classified into groups according to common characteristics” (Gray, 2004, p. 15). When a child encounters a new stimulus, he or she classifies it into a schema based on previous knowledge and the characteristics. To refine schema and maintain equilibrium, the process of assimilation and accommodation occur. “Assimilation is the cognitive process by which a person integrates new perceptual, motor, or conceptual matter into existing schemata or patterns of behavior” (Gray, 2004, p. 17). Accommodation occurs when a stimulus does not fit into any of the existing schemata (Grey, 2004). Accommodation is the process of creating a new schema of modifying an old schema (Gray, 2004). Piaget’s theory of cognitive development is divided into four stages: sensorimotor, preoperational, concrete operational, and formal operational (McLeod, 2009). Piaget believes that “every child must pass through the levels of cognitive development in the same order” (Gray, 2004, p. 27). Each stage is characterized by intellectual development. This …show more content…
Vygotsky suggested the help of others when teaching children through scaffolding, while Bruner also agreed that learning should be social (McLeod, 2008).
Dewey and Malaguzzie
Children occupy “the primary active role in their education and learning” (Mercilliott Hewett, 2001, p.96). This is a belief by both early childhood theorists, Dewey and Malaguzzie. Dewey took this perspective and determined that all children should be educated for free despite differences (Warde, 1960). Whereas Malaguzzie took this perspective and worked to create the Reggio Emilia Approach to allow children to guide their learning because they have the same rights as adults (Mercilliott Hewett, 2001). The Reggio Emilia Approach draws from Dewey’s ideas that “all thinking is research” (Mercilliott Hewett, 2001).
Piaget and Vygotsky
Piaget and Vygotsky’s theories differ in several ways. Piaget placed emphasis on universal stages of development whereas Vygotsky placed emphasis on the connection between culture and social factors and cognitive development (McLeod, 2014). Another difference is their view on interaction. Vygotsky believes that adults play a vital role in scaffolding the learning of children whereas Piaget placed more emphasis on peer interaction and social taking (McLeod,