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6 Cards in this Set
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Curriculum Instruction Assessment |
what is taught how it is taught whether it was taught and how well it was learned |
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Constructivism - Piaget |
Implies that learning evolves and becomes more complex and more complete over time as individuals build upon prior knowledge, which is often based on previous experiences. 1. Learning is an individualized process and individuals may learn different things from the same experience. 2. Learners must be active in the learning process in order for them to gain from the experience. |
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Socio-Cultural or Social Development - Vygotsky |
When children have assistance with learning, they can do more collaboratively than by themselves. Higher order functions stem from social interactions. Zone of Proximal Development - The difference between what a child can do on by themselves and what the child can do with assistance. |
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Ecological Model - Bronfenbrenner |
The child is at the center of an integrated system that functions interactively within itself and may be diagrammed using four concentric circles. Microsystem: Includes the child, the environment, and those people or entities with whom the child directly interacts, such as the family, the school, and the neighborhood. Mesosystem: Pertains to the interactions of the individuals who surround the child as they work with each other in the child's environment but not directly affecting the child. Exosystem: Comprises the broader community in which the child lives, which may include the extended family, friends of the family, and social services in the community (physician, firefighter, and so on). Macrosystem: Entails the attitudes, ideologies (laws, values), and customs of the culture in which the child lives |
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Hierarchy of Needs - Maslow |
Basic needs must be met for a child to grow and develop. Level I: Basic needs; exploration, manipulation, and physiological needs Level II: Security, protection, and safety Level III: Closeness and love Level IV: Esteem and self-esteem Level V: Self-actualization |
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Psychosocial Theory - Erikson |
Believed personality is a critical component of development in early childhood thought to be present at birth (innate) and emerge according to an individual's upbringing and experiences. 1. Trust vs. Mistrust 2. Autonomy vs. Shame and doubt 3. Initiative vs. Guilt 4. Industry vs. Inferiority 5. Identity vs. Role confusion 6. Intimacy vs. Isolation 7. Generativity vs. Stagnation 8. Integrity vs. Despair |
