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Behaviorism vs constructivism essay
Behaviorism vs constructivism theories
Behaviorism vs constructivism theories
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The behaviorist and constructivist theories pose a significant debate in early childhood education that questions if curriculum should be based on the children’s natural childlike dispositions or should adults determine and decide every aspect of curriculum. The distinction between the two theories determine what and how young children learn. The behaviorist theory believes that people of all ages learn the same and that behavior is controlled by outside influences and rewards. Whereas, the constructivist theory believes young children develop cognitive structure based on interactions with other people and the environment. Most early childhood programs follow the constructivist theory and are child-centered. According to Freeney, Galper, and
Theories abound around how people develop emotionally, intellectually, socially and spiritually. This essay will examine the theories of five leaders on the subject of development.
To begin, my observation was at Webster Elementary School, a school placed in the city surrounded by houses and other schools. The specific classroom I am observing is full of Kindergarten students who seem to very advanced than I had imagined. The classroom walls are brick and white, but the classroom teacher Mrs. O'Brien does an amazing job keeping the space use for both an upbeat and educational vibe, especially for environmental print. Everywhere you look there are educational posters, numbers, and mental state vocabulary words, as well as, students completed work. To add, students sit in medium sized tables with 4-6 other students when they aren’t having whole group instruction on either
As an early childhood educator, I believe that I am responsible for meeting the needs of all children. It is my duty to provide positive learning experiences, and a nurturing environment. My role is to support children’s development in all domains, and facilitate learning. As their leader, I must model appropriate responses to my feelings such as respect for others. My goal is to form a close bond with each child and their family. My classroom shall be open to new ideas and support children from all diversities. The environment of my classroom will support learning, comfort, and freedom to express feelings. I will act with ethical behavior, and integrity as I serve as a role model for the children in my classroom.
Curriculum is the organized framework that explains the content that children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals and the context in which teaching and learning occur. The best curriculum for early childhood teacher is developmentally appropriate curriculum that allows teachers to set-up an effective learning environment for children.
Children are our inspiration. They are the reason that educators today need to be more than sufficient in teaching, but remarkable at teaching. Children are little sponges that absorb knowledge quickly and abundantly and with guidance, can achieve great goals in their academic life. Children are the future. As teachers, we need to educate ourselves as much as possible so that we can better educate the future generations. “Piaget, working with children, found that the growth of their ideas is a process spread over years,” (Sawyer, 2003, p.6). Teachers, families and communities must support one another in learning and educating our young children. If we don’t spend the time necessary to learn and broaden our knowledge, our children suffer, our future suffers.
The Waldorf Approach Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
Both have contributed to education on grand scales by clarifying cognitive development and learning styles. Although both theorists were constructivists, Piaget centered on constructive processes in the child’s mind, while Vygotsky centered on the socially constructed nature of cognitive development. Incorporating these theories in the classroom environment will capitalize on the child’s natural curiosity. Another difference between the two included Piaget’s focus on individual functioning, and Vygotsky’s emphasis on the connection between the child’s cognitive development and the influence from the child’s sociocultural environment. Piaget did, however, consider some social environment viewpoints, such as peer communication, just not as comprehensive as Vygotsky. These differences might draw an educator to model strategies after one theorist, over another. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators phenomenal suggestions on how to approach delivering lessons in an applicable method (Siegler et. al.,
Knowing the similarities and differences among the four advanced level nursing fields helps to better understand the practicing capacity within each field. In the ARNP scope, there are many specialties and subspecialties, this section will focus on Family Nurse Practitioner (FNP). The FNP is an ARNP who assesses patients across the life span in a primary care setting. The FNP diagnose and treat patients, teach health promotion and focus on disease prevention (Dritt, 2016). To become an FNP there are certification requirements which must be obtained, legal guidelines to follow and optional organizational memberships.
Aldridge, J. S. (1997). Examining contributions of child development theories to early childhood education. College Student Journal Vol. 31 Issue 4 , p453, 7p.
I will most likely teach preschool children. My lesson plan will be designed in Piaget theories of child development. Since, I will mostly be teaching children who are in Head Start or from the ages of three to five, I will concentrate on designing the lessons plans around the preoperational stage of Piaget theory of child development.
I would like to work in the independent Charter schools. Charter schools mission is to make sure their children make it to college. They have high standards for academics as well as character, the environment is highly structured, the focus on accountability, as well as use data-driven instructions. Classroom sizes are smaller, the ratio is 1:16, states allow typical classrooms in Ohio to hold 1:20(Squire 2014). It speaks to the fact that as a teaching professional you have such great expectation of your students. As an Elementary Teacher, I get to lay the foundation down for these children to graduate, and go on to college. The classrooms are
Even though I had prior knowledge on many of the theorists we had discussed in the lectures, I developed a better understanding of their practice. One new theory I didn’t know much about was Maria Montessori (Isaacs, B. 2010) and her ways in teaching. I enjoyed learning about her approach to teaching and how she integrates different ages in the classroom most commonly ages 3 to 6, how students are given a choice on what activities they may do and how the students work in large uninterrupted blocks of time. I also didn’t know much about Bronfenbrenner’s bioecological model of development (Duchesne & McMaugh. 2016) but after participating in this course I have learnt that children develop and are influenced by the interaction of different characteristics such as; child-parent interaction, home-school relationship and child-teacher interaction plus much
It asks why students do not learn deeply by listening to a teacher, or reading from a textbook. To design effective teaching environments, it believes, one needs a good understanding of what children already know when they come into the classroom. The curriculum should be designed in a way that builds on what the pupil already knows and is allowed to develop with them. Begin with complex problems and teach basic skills while solving these problems. This requires an understanding of children's cognitive development, and constructivism draws heavily on psychological studies of cognitive development (Rowland, 2010).
Like stated before this theory does not fit into behaviorism. It fits into constructivism which is “[N]ot believe in innate ideas, but in knowledge that is constructed by each individual in interaction with his or her environment” (Pulaski, 1980, p). Cognitive Development Theory uses the environment help to construct knowledge. “[T]hrough their make-believe were assimilating and consolidating as part of their experience the customs and manners observed in their environment” (Pulaski, 1980, p. 28). In just playing make-believe the child had learned about manners and customs without knowing it at the time. As they get older, they go into the next stage and can understand more complex concepts. With constructivism, they need to be active learner and this is something that happens in Cognitive Development Theory. With that is a need to socialize with other people or students. At a young age “[C]hildren 's verbal interactions are primarily composed of collective monologue conversations”(Wadsworth, 1970, p.69). So at a young age they are becoming active learners so when older they can have better discussion about topic and go deeper into