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Theorist Review

Theorist Review. B.F. Skinner Abraham Maslow ErikErikson Maria Montessori Jean Piaget Lev Vygotsky. B.F. Skinner. Behavior Theory. Operant Conditioning. Stimulus-Response Theory - Individual response to events(stimuli) that occur in the environment

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Theorist Review

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  1. Theorist Review B.F. Skinner Abraham Maslow ErikErikson Maria Montessori Jean Piaget Lev Vygotsky

  2. B.F. Skinner Behavior Theory

  3. Operant Conditioning • Stimulus-Response Theory - Individual response to events(stimuli) that occur in the environment • Key concept “Reinforcer” – any event that strengthens or increases the behavior it follows • Positive – favorable events or outcomes that are presented after a behavior • Negative – involve the removal of an unfavorable event or outcome after the display of a behavior • Punishment – opposite of reinforcement, decreases the frequency of the behavior by administering a negative consequence

  4. Brainstorm 1st Fold a piece of paper into thirds 2nd Write the following headings on top of each column POSITIVE NEGATIVE PUNISHMENT 3rd Think of as many examples for each column as possible

  5. Abraham Maslow Hierarchy of Needs

  6. Your hierarchy of needs Use computer paper and draw a pyramid and two pictures in each level to represent each need. Make your examples personal to your life. Do not use my examples! What does you need to survive? What makes you feel safe? How important are your friends & family? What helps you feel good about yourself? What strengths make you the person you are?

  7. Erik Erikson 8 Stages of Social Development

  8. 1st Trust vs. mistrust • Birth to 18 Months • Also referred to as Oral Sensory Stage • This is where we learn to trust – life is okay • Emphasis is on • mother’s positive & loving care for child • Visual contact and trust

  9. 2nd Autonomy vs. Shame • 18 Months to 3 years • Basic Strengths: Self-Control, Courage and Will • Learn to master skills for ourselves • Learn finer motor development and toilet training • Learn right from wrong • Learn the word “NO” • Very vulnerable – if the child is shamed in the process it will suffer low self-esteem

  10. 3rd Initiative vs. Guilt • 3 to 5 years old • Copy the adults around us, take initiative in creating play situations • Begin to use the wonderful word “WHY” • Learn Social Role Identification • If frustrated over natural goals and desires, we may experience guilt

  11. Create your own organizer Draw an organizer that will be easy for you to follow, then place words or phrases in each section that will help you remember the first three stages of Erikson’s theory.

  12. Maria Montessori Informal Education

  13. Children Teach Themselves • Build on what they find in the environment • Effortless ability to absorb knowledge from their surroundings • Does not get tired of manipulating materials • Teacher training – based on furthering the self-creating process of the child

  14. Look around the Room What can you learn about this room just by looking at everything in it?

  15. Jean Piaget Four Stages of Cognitive Development

  16. Stage 1 Sensory-motor  (Birth-2 yrs)  • Differentiates self from objects  • Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise •   Achieves object permanence: realizes that things continue to exist even when no longer present to the sense

  17. Stage 2 Pre-operational (2-7 years)  • Learns to use language and to represent objects by images and words  • Thinking is still egocentric: has difficulty taking the viewpoint of others • Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color

  18. Stage 3 • Concrete operational • (7-11 years)  • Can think logically about objects and events  • Achieves conservation of number (age 6), mass (age 7), and weight (age 9)  • Classifies objects according to several features and can order them in series along a single dimension such as size. 

  19. Stage 4 • Formal operational • (11 years and up)  • Can think logically about abstract propositions and test hypotheses systematically  • Becomes concerned with the hypothetical, the future, and ideological problems

  20. Class Activity There are six stations located around the room. The class will be divided into six groups, each group will start at their group number. Read the scenario and decide in your group which one of Piaget’s stages it would be. I will direct you to the next station when everyone is ready.

  21. Lev Vygotsky Social Development Theory

  22. Social Development Theory • Cultural development in a child appears twice • First on a social level • Second on the individual level • Cognitive Development depends on “zone of proximal development” • Full development depends on full social interaction • The range of skill that can be developed with adult guide and, or peer collaboration exceeds what can be done alone

  23. Self Reflection • Think back to when you were a child, write down a skill that you learned and explain how a parent, teacher or friend helped you be more successful.

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