1908 1970 Hierarchy of Needs Maslows Background Born

(1908 -1970) Hierarchy of Needs

Maslow’s Background: � Born and raised in Brooklyn, New York, Maslow was the oldest of seven children. � His parents were first generation Jewish immigrants from Russia who fled from Czarist persecution in the early 20 th century. � They had decided to live in New York City and in a multiethnic, working-class neighborhood. � It was a tough time for Maslow, as he experienced anti-Semitism from his teachers and from other children around the neighborhood. He had various encounters with anti-Semitic gangs who would chase and throw rocks at him. � Maslow stressed the importance of focusing on the positive qualities in people, as opposed to treating them as a "bag of symptoms. ” � He was a Psychology professor at many colleges, including Columbia University.

Maslow’s Pyramid Breakdown Self Actualization in children include: Giving children the space to openly and freely express their creativity. Encourage children to find solutions to daily challenges through problem solving. Help children question their beliefs and locate their morality. Children discover who they really are. Self-Esteem needs for children include: Giving children the space to learn as individuals and as groups. Letting the children have a say in classroom rules, values, curriculum, and focus. Dictating children’s words and expressing that what they say matters and holds tremendous value. Helping them understand that they are capable, and can do anything they put their mind to. BELIEVE IN THEM!!! Love and Belonging needs for children include: Being in an environment where they feel loved, valued and appreciated. Having the chance for hugs, attention, and conversation. Seeing their family and culture represented and valued within their classroom. Bonding with friends and teachers within their programs. Safety needs for children include: Being in a clean/safe/protected environment. Feeling protected in their surroundings. Having a trusted adult to turn to in times of injury, fear, or illness. Safety in knowing when their parent/guardian is leaving and when they are coming to pick them up. Basic needs for children include: Having air to breathe. Getting enough sleep at night. Drinking enough water (or liquid) throughout the day. Having food in their tummies. Homeostasis= Body’s ability to selfregulate.

Self-Actualization 5 Esteem The spoon represents holding the power within your hands. The power to dream, create, and develop your own set of morals. It allows you to confidently problem solve and learn with the tools necessary. This is the goal! 4 The Blueberries represent self-esteem, confidence, achievement, and respect. Notice how the blueberries are clearly visible and noticeable to the viewer. Love/Belonging Needs 3 The yogurt represents the needs of love and belonging. Notice how the importance of friends and family is the blanket over our safety and Physiological Needs. Safety Needs 2 The strawberries represent the needs of safety and health within our environments. Physiological/Basic Needs 1 The cup represents the very basic needs that we as humans need. Food, air, water, and sleep are some examples.

At your tables: Create your own version of Maslow’s Hierarchy of Needs! � Please come up with a creative and innovative way to remember Maslow’s Theory � Make sure you clearly label each step � Get creative and have some fun! � Only one paper will be submitted for the group so make sure all names are included!

(1896 -1934) Lev Vygotsky The Zone of Proximal Development (ZPD)

So what does it all mean? Lev Vygotsky believed that children learned from and with their peers and adults. He felt that when you combine the resources of each, new levels of learning could be mastered in more effective ways. Vygotsky showed us how the Zone of Proximal Development influences how children learn and develop.

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So, what else did he believe in? Observation Work Together Vygotsky saw teamwork as a necessary piece of education. He felt that what children could learn from each other, their shared experiences, and their explorations could not be re-created through instruction. Vygotsky believed that observation should be just as important (or more so) than test scores. The Whole Child Vygotsky believed that learning happens in every moment. They learned from doing, they learning by talking, they learned by working with friends, and they learned through persistence at a difficult task. It could not be structured into set aside times for “academics”. Life is learning. Interaction Vygotsky saw learning as a team sport and believed it absolutely necessary for cognitive development.

Thoughts: What if you were not allowed to use the tools of your classmates to reach new heights? What if you were told, “You can do this on your own, you don’t need help!” or even worse, “Figure it out for yourself, there will be no cheating!” You may spend hours, days or years trying to make the strip of tape stand up and make a building, with little to no improvement. By scaffolding with the tools each child or person is given you can increase learning and learn a valuable lesson in teamwork and collaboration. But, the teacher/educator needs to observe when children can do something independently and when it would be a benefit for them to work together. Consider the role observation plays within a child’s development. What if a teacher never fully observes the struggles of a child and just labels them “lazy, slow, or uninspired”? The teacher would be missing out on the opportunity to help a child build up their skill set so that they will continue to grow. It may be easier to ask a child to work independently for an “answer”, but life lessons are more than just “answers”. Take careful observations and gauge when you are needed and what you are needed for. Notice who could learn from each other and see that as a valuable teaching tool. How does this look in different settings? Work? School? Home?

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