Vygotsky's Zone of Proximal Development (ZPD) and Sociocultural Theory The ZPD helps to create an engaging and challenging classroom. Students are provided with activities that stimulate

and encourage curiosity and exploration. With the assistance of teacher support, anxiety can be reduced and student

achievement is greater resulting in the building of student confidence. Vygotsky believed that learning occurs when

tasks or problems are correctly tailored to be just a shade above a child’s current level of ability but which the child

can handle successfully with some support or guidance from an adult or peer (Westwood, 2008). This approach, re-

ferred to as ‘scaffolding’, is supported in my classroom and I provide facilitation of the learning experiences as my

students engage themselves actively in their learning. Lessons are planned to address the gap which is the ZPD, thus

resulting in challenging but achievable activities.

Bloom’s Taxonomy In my teaching I have incorporated the cognitive objectives outlined by Bloom. I find the taxonomy useful as it pro-

vides a planning framework that caters for the needs and abilities of all children and assists in developing learning

assessment tools.

Jerome Bruner's Discovery Learning Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations

where students draw on their own past experience and existing knowledge to discover facts and relationships. Students

find interaction in learning by exploring and manipulating objects, dealing with questions/problems, or performing

experiments. As a result of this hands-on investigation, students are more likely to remember concepts and knowledge.

Piaget's stages of cognitive development I have an early childhood education background and as such, I have worked with children in the Sensorimotor stage

for some time. During my teaching practicum, I have been fortunate to work with students from Prep through to grade

6; Piaget's stages of cognitive development have helped me provide the correct level of stimulating lessons and re-

sources for children at both the Pre-operational and Concrete Operational stages.

Maslow’s Hierarchy of 'eeds Maslow presented the idea that human actions are

directed toward goal attainment. Any given behavior

could satisfy several functions at the same time.

Maslow’s Hierarchy of Needs has often been repre-

sented in a hierarchical pyramid with five levels.

There are four lower levels that are considered

physiological needs, while the top fifth level is con-

sidered growth needs. The lower levels needs need to

be satisfied before higher-order needs can influence

behavior. Maslow's hierarchy of needs helps me to

understand the psychology of students, their needs

and motivation aspects.

DeBono’s ‘Thinking Hats’

Edward DeBono’s ‘Thinking Hats’ encourage students

to look at projects, decisions and possible solutions

from many different perspectives. Throughout the proc-

ess students learn to focus on data, consider emotional

reactions, act cautiously, be optimistic, develop creative

solutions, and stay on the right thinking track.

Howard Gardner's theory of multiple

intelligences Howard Gardner's theory of multiple intelligence supplies cre-

dence to something parents and teachers have known for gen-

erations. Some children are good at some activities but not

others. As an educator I believe it is very important to con-

sider individual differences among students when planning and

assessing. Having an awareness of multiple-intelligence theory

encourages me to use various strategies and resources for in-

struction and assessment. Using this knowledge I can better

understand my students and encourage them to safely explore,

learn in many ways and direct their own learning. As a teacher

I can help students understand and appreciate their strengths,

and identify real-world activities that will stimulate more

learning.