THEORIST
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TYPE OF THEORY/APPLICATION
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FACTS ABOUT THE THEORY
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MASLOW
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SOCIAL, EMOTIONAL
Testing limits, taking risks, but still need the security of rules and routine. Socialization and peers are priorities, but ultimately EAs will value what their parents or significant others value.
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Concrete physical and personal needs that must be met (water, food, shelter, safety, love and acceptance, belonging) before we reach self actualization (doing what you know you were meant to do for the good of humanity).
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DEWEY
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COGNITIVE
One experience leads to another and the merging of experiences determine life’s pathway. Knowing a child’s frame of reference allows learning to be customized and highly motivational.
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We must fit the learning to the child’s life experiences, not the child to what’s to be learned. If we do this then the child will become engaged and motivated to seek knowledge and understanding. Reference the child.
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PIAGET
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COGNITIVE
The mind’s information store house is the schema. Sorting and expanding what you know builds pathways to understanding. Disequilibrium is the time of greatest learning.
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Notes stages of development that shows how learning occurs from infancy to childhood and then on through adolescence.
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BLOOM
Image via College of Education at University of Georgia
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COGNITIVE
Understanding that facts aren’t the only thing that’s important, we must help students apply them to more complex issues and problems.
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Lays out stages of learning, from basic facts to understanding of how those facts are used, applied, analyzed, synthesized and evaluated.
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GARDNER
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COGNITIVE
Everyone has all of the intelligences, but mostly use those in which we excel. Often, we take risks and try other intelligences to broaden ourselves, and find through this exploration that we can develop other interests and skills. Adults need to provide a safety net when kids branch out to try other MIs and encourage and support them in the exploration process.
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Believes that everyone has at least 8 different multiple intelligences (MI) that show up in distinctive learning styles. The MIs we find to be strong, we use more. It helps students if teachers teach lessons aimed at more than one learning style since we all have different strengths. Intelligences include interpersonal, intrapersonal, verbal-linguistic, logical-mathematical, naturalist, visual-spatial, musical- rhythmic, body-kinesthetic with others still being discovered.
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ERIKSON
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SOCIAL EMOTIONAL
This is a full life theory that takes us from birth to death. Because each stage provides challenges, we, parents, walk a fine line between encouraging and supporting, and going overboard by taking too much of a part in assuring a child’s success. Children learn from mistakes, and when they are made, parents need to help their child understand, learn from the lessons and move on. There’s hope in Erikson because we can always go back and redo a stage that we left lacking. The traits we build in each stage combine to form our personality. Kids and parents need to understand that we can fine-tune, or do major reconstruction, whatever is needed to more positively construct our personality.
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Just as the bud of a flower unfolds to reveal its inner most beauty, so humans grow, layering one experience on another to form the traits of our personality. Each stage we pass through has a challenge and its resolution determines what character trait we take away. Some have likened the process to gathering trait tools for your personality tool box. Not all traits are completely positive or negative, i.e., trust versus mistrust. Some might point out that a little skepticism is a good thing. If any tool is too much on the negative side, you can go back, have an experience that is more positive and allow yourself a “do-over.” Erikson’s Theory of Epigenesis explains social/emotional development from birth to old age.
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CHARITY JAMES
Image via NC State University
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SOCIAL EMOTIONAL
James found American education lacking in understanding of children and failing to connect with students. The six polarities can be instructive for everyone, but are especially important for understanding youth. Balance is what we seek to achieve, though we are often on one side of the scale or the other. Helping children to see how to pick and choose opportunities and experiences that give them some of each end of the polarity will ensure balance and appreciation for different choices and behaviors.
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This theory deals with the six different continua on which we find ourselves developing. There are polarities on each continuum and we are striving for balance. The six polarities are: the need to needed and the need to be need, and the need for stillness and the need for activity, the need for fact, and the need for myth and legend, the need to move inward, and the need to affect the outer world, the need for intensity, and the need for routine, and the need for separateness, and the need for belonging.
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VYGOTSKY
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COGNITIVE SOCIAL
Providing support to scaffold children through lessons and experiences is the job of parent mentors who pass on the values of society. Learning is not listening to fact. Lessons are only learned if they are internalized (intramental) and made one’s own.
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The Theory of Cognitive Socialization seeks to explain how we learn in collaboration with others. Language allows us to share information, and through thoughtful consideration of what others have told or taught us we can make it our own.
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KOHLBERG
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MORAL
Helping children understand problems and make wise choices usually means considering “what-ifs” that are at least one level higher on the K scale.
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This theory of moral development is based on the degree to which responses to a problem demonstrate a law and order inclination. Authoritarian. Normed on males.
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GILLIGAN
Image via Harvard University
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MORAL
This is the theory that helps to explain why girls form tight friendships with their peers and struggle, often emotionally devastated when those relationships end.
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Another theory of moral development, however, this one is more concerned with relationship development and maintenance. Authoritative. Normed on females.
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GARBARINO
Image via Loyola University Chicago
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SOCIAL
The number and kinds of relationships we have with significant others determine the strength of our support system. Parents must know and understand the influences all of the “worlds” have on their children and be vigilant as they try to help their child move among these worlds. Children are helpless to affect the outer “worlds” and parents must be their advocates.
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Ecology of adolescent development that sees our “worlds” as influences on the views and values we develop.
*See essay that explains Garbarino’s Theory of Adolescent Development.
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