Early Childhood TheoristsEarly Childhood TheoristsAdvanced Child Development

National Association for the National Association for the Education of Young Children Education of Young Children (NAEYC)(NAEYC)Refers to period from birth to eightTheir belief: know the child, know

where he is developmentally, know his talents and interests

Teachers be aware of: basic needs of play and rest, focusing on children’s development in all areas (physical, intellectual, emotional, social), cultural differences, and supporting parents and families.

Developmentally Appropriate Developmentally Appropriate Practices (DAP)Practices (DAP)

All programs should be:Age-appropriateIndividually appropriateHands onUses all sensesNo winners or losersChildren explore and predict

through hands-on props and activities

Behaviorists TheoryBehaviorists TheoryB.F. Skinner

B.F. SkinnerB.F. SkinnerOperant Conditioning- the use of

consequences to modify behavior. Reinforcement= Increase in Behavior

◦Positive Reinforcement: behavior is followed by a positive stimulus.

◦Negative Reinforcement: Behavior is followed by the removal of a negative stimulus.

Punishment = Decrease in Behavior◦Positive Punishment: Behavior is followed

by a negative stimulus. ◦Negative Punishment: Behavior is

followed by removal of a positive stimulus.

B.F. SkinnerB.F. SkinnerReinforcement = increase in

behaviorPunishment = decrease in

behaviorPositive= giving somethingNegative= taking something

away

Constructivist TheoriesConstructivist TheoriesJean Piaget, Lev Vygotsky, Howard Garnder

Constructivist TheoriesConstructivist TheoriesConstructivist Theory-

emphasizes the active role of children in developing their understanding and learning.

Belief that children actively seek knowledge.

Explains cognitive developmentProvides guidance for how and

what to teach.

Jean PiagetJean PiagetActive Learning

◦The view that children develop knowledge and learn by being physically and mentally engaged in learning activities.

Schemes◦Organized units of knowledge

Adaptation◦The process of building schemes

through interaction with the environment.

Jean PiagetJean PiagetAssimilation

◦The process of fitting new information into existing schemes.

Accommodation◦Changing or altering existing schemes

or creating new ones in response to new information.

Equilibrium◦A balance between existing and new

schemes.

Jean PiagetJean PiagetSee handout on Piaget’s Stages

of Cognitive Development◦Sensorimotor◦Preoperational◦Concrete Operational◦Formal Operational

Jean Piaget- Sensorimotor Jean Piaget- Sensorimotor StageStageBirth – 2 yearsChildren learn through the

senses and motor activities. Review characteristics on

handout!

Jean Piaget- Jean Piaget- Preoperational StagePreoperational Stage2-7 yearsYoung children become capable of

mental representations.◦Representations- use symbols such as

language, pictures, drawings, and play to represent objects and events.

◦Cannot Conserve- determine that the quantity of an object does not change simply because it changes in physical appearance.

◦Egocentric- speech is directed at oneself that helps guide behavior.

Jean Piaget- Concrete Jean Piaget- Concrete Operations StageOperations Stage7-12 yearsChildren’s thought is logical and

can organize concrete experiencesMastered conservation.Able to classify.

Lev VygotskyLev VygotskyChildren’s mental, language, and

social development is supported by and enhanced through social interaction. ◦Opposite of Piaget- who sees children

as solitary developers of their own intelligence of language.

Believed that children seek out adult for social interaction.

VygotskyVygotskyZone of Proximal Development

◦Range of tasks that are too difficult to master alone but can be learned with guidance and assistance.

Intersubjectivity◦Individuals come to a task, problem, or

conversation with their own way of making sense of it.

Scaffolding◦Process of providing various types of

support, guidance, or direction during the course of an activity.

Howard GardnerHoward GardnerPhilosophy of Multiple Intelligences. People can be smart in many

different areas and in many different ways.

People learn in many different ways.

View and discuss handout on Gardner’s 8 Intelligences.

Erik EriksonErik EriksonIdea that cognitive (brain) and

social development occur hand-in-hand and cannot be separated.

Children’s personalities and social skills grow and develop in response to the demands, expectations, and values placed upon them by their surroundings.

View and discuss Erikson Handout.

Abraham MaslowAbraham MaslowHierarchy of NeedsEveryone has the same basic

needs.These basic needs must be met

before higher level needs can be satisfied.

View Hierarchy of Needs Handout.

Urie BrofenbrennerUrie BrofenbrennerThe Ecological TheoryLooks at children’s development

within the context of 5 environmental systems.

View and discuss Ecological Influences Diagram Handout!

How have things How have things changed?changed?Old Way New Way

Professional as Expert/ TeacherProfessionals determine needs of the children without family support.

Family as Expert/TeacherProfessionals are responsive to families knowledge, needs, and choices.

Professionally BasedThe family accesses professional services (physical therapy, speech therapy etc.)

Resource BasedProfessionals and families work together to access formal and informal supports in the community. (mommy and me, parents as teachers, etc. )

Deficit BasedHow can we “fix” this child?

Strength BasedHow can we build on child and family strengths to improve daily life?

Clinic CenteredChild is brought to center for services.

Natural EnvironmentServices are brought to the child wherever he or she is.

Live, Learn, and PlayChildren spend their days in segregated settings.

Live, Learn, and PlayChildren spend their days in settings with children with disabilities.