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Progressivism vs. Constructivism

Progressivism vs. Constructivism. Making A Change in Education and Gaining Knowledge Through Experiences. Philosophy Survey Results. Progressivism=32 Essentialism=25 Social Constructivism=25 Perrenialism =24 Existentialism=20. Progressivism. Philosophers: John Dewey on progressivism

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Progressivism vs. Constructivism

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  1. Progressivism vs. Constructivism Making A Change in Education and Gaining Knowledge Through Experiences

  2. Philosophy Survey Results • Progressivism=32 • Essentialism=25 • Social Constructivism=25 • Perrenialism=24 • Existentialism=20

  3. Progressivism • Philosophers: • John Dewey on progressivism • Jean Piaget on constructivism A reaction against traditional methods of direct and whole-class instruction and traditional curriculum

  4. Active Learning • Favored a more active, collaborative style of learning providing experiences for students • Students learn by doing. I hear, and I forget. I see, and I remember. I do, and I understand.

  5. Developmentally Appropriate Practices Highly influenced by developmentally appropriate Practices. NAEYC position statement highlights teaching methods as to how children develop and learn • Child development and learning • Individually appropriate • Culturally appropriate

  6. Dewey and Progressive education • Reflective thinking • Founded on ethics and morals • Allows students to become socially and politically engaged

  7. Progressivism to Child Development • Education is preparation for life

  8. Dewey and Religious Sentiments • Primary task in life is growing up • Dewey: reinterpreted religious sentiments into nonreligious forms • Stated individuals never truly outgrow childhoods and religious upbringing

  9. Teacher Role in Progressive Education • Teacher facilitator • Center-based play • Learning centers with age-appropriate activities • Individual assessments via student observation • Prepare students for life and adulthood

  10. Student Role in Progressive Education • Individual thinker • Critical thinker • Discovery and exploration in learning centers • Become actively engaged in experiences leading to preparation for adulthood

  11. Anecdote of Progressive Education • Allow pre-k students to discover and explore classroom learning centers • Special guests invited to speak with pre-k students on community careers, civic awareness

  12. Constructive Education • Individuals benefit from previous experiences when resolving problems • Cognitive development • Similarity to Montessori philosophy

  13. Constructive education • Individuals create (construct) new understandings from information of their own beliefs and ideas • Scientific theory: Individuals explain same object based on their perspectives

  14. Theory of Constructivism • Not a theory of teaching but a theory of knowledge and learning • Teachers are intense learners along with students

  15. Teacher Role in Constructive Education • Provide active participation • Provide dialogue • Provide real-life situations for learning where students can form own explanations and discoveries • Guide students to learn and develop content to carry into adulthood

  16. Student Role in Constructive Education • Autonomous • Inquisitive thinker • Learn from experiences • Learn through active participation

  17. Anecdote of Constructive Education • Teacher, as facilitator, provides learning centers for pre-k students to be actively involved in real-life activities • Teacher invites special guests to visit class to expose students to real-life situations

  18. Study started as Progressive vs. Constructive education • Reality: Learning theories very similar at the pre-k grade level • Teachers are facilitators and guides • Developmental freedoms • Attention to the whole child • Cooperation between home and school • Provide guidance for students to prepare for life

  19. Conclusion Similarities of Progressive and Constructive education - encourage critical thinkers - discovery and exploratory play-based environment - problem solving skills - learn through experiences - learning freedoms

  20. References Fallace, T. (2011). Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received Dewey. Teachers College Record, 113(3), 463-492. NAEYC Position Statement on Licensing and Public Regulation of Early Childhood Programs. (1998). Young Children, 53(1), 43-50. Noori, K. K. (1994). A Constructivist/Reflective Paradigm: A Model for the Early Childhood Program at Tuskegee University. Ültanir, E. (2012). AN EPISTEMOLOGICAL GLANCE AT THE CONSTRUCTIVIST APPROACH: CONSTRUCTIVIST LEARNING IN DEWEY, PIAGET, AND MONTESSORI. International Journal Of Instruction, 5(2), 195-212. Little, T. (2013). 21st Century Learning and Progressive Education: An Intersection. International Journal Of Progressive Education, 9(1), 84-96. Jorgensen, C. (2013). Moral Problems as Issues-Centered Social Studies Education: Discovering Dewey as a Guiding Foundation. International Journal Of Progressive Education, 9(1), 41-58. SCHECTER, B. (2011). 'Development as an Aim of Education': A Reconsideration of Dewey's Vision. Curriculum Inquiry, 41(2), 250-266. doi:10.1111/j.1467-873X.2011.00546.x Stallones, J. (2006). STRUGGLE FOR THE SOUL OF JOHN DEWEY. American Educational History Journal, 33(1), 19-28.

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