6 03 ECE I Theorists Abraham Maslow Born

6. 03 ECE I Theorists

Abraham Maslow Born April 1, 1908 in Brooklyn, New York Parents were uneducated Jewish immigrants from Russia. He became very lonely as a boy and retreated in books. Oldest of seven children. He married his first cousin, Bertha Goodman. They had two daughters. Died on June 8, 1970 of a heart attack after years of ill health.

Theory • Some needs take precedence over others. • If you are hungry and thirsty, you will try to take care of the thirst first. • You can do without food for weeks, but you can only do without water for a couple of days.

Hierarchy of Human Needs

Erikson Born in Frankfurt, Germany, on June 15, 1902 His biological father was an unnamed Danish man who abandoned Erik's mother before he was born. His mother, Karla Abrahamsen, was a young Jewish woman who raised him alone for the first three years of his life. His mother them married Erik’s pediatrician. He was Erik Homeburger. When he became and American citizen he changed his name to Erikson. Married Joan Serson a Canadian Dance Teacher

Erikson’s Psychosocial Theory of Human Development

Russian Psychologist Studied cognitive development Language most important tool to society He died at age 37 from tuberculosis

Zone of Proximal Development The difference between what a child can do with help and what he or she can do without guidance. Lev Vygotsky

General Genetic Law of Cultural Development Every function in the child’s cultural development appears twice: first, on the social level and then on the mental level. Development is a result of his or her culture. Lev Vygotsky

Scaffolding …. Means doing some of the work for the student who isn’t quite ready to accomplish a task independently. Like the supports that construction workers use on buildings, scaffolding is intended to be temporary. It is there it aid the completion of a task and it is eventually Lev Vygotsky removed.

Howard Gardner Born in Scranton, Pennsylvania in 1943 His brother Eric was killed prior to his birth in a sleighing accident and this had a great affect on his life. He was not allowed to do physical activities but was limited to creative and intellectual pursuits.

Howard Gardner Eight terms related to his multiple intelligence theories 1. Logical-mathematics 2. Linguistic intelligence 3. Spatial 4. Bodily-kinesthetic 5. Intra-personal 6. Interpersonal 7. Musical 8. Naturalism

Logical-mathematical intelligence Consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Linguistic Intelligence Sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.

Spatial intelligence The capacity to understand the intentions, motivations and desires of other people. Good working relationships with others.

Bodily-kinesthetic Using one’s whole body or parts of the body to solve problems. He feels mental and physical activity are related

Intra-personal Understand oneself, to appreciate one’s feelings, fears and motivations.

Interpersonal intelligence Understand the intentions, motivations and desires of other people.

Musical Skill in the performance, composition, and appreciation of musical patterns. Musical Linguistic Run parallel

Naturalism Human beings to recognize, categorize and draw certain features of the environment.

Jean Piaget Born in Switzerland August 9, 1896 Died in Geneva on September 16, 1980 Married Valentine Chatenay in 1923. They had 3 children Developed 4 Development Stages by which children progress

Stage 1: Sensorimotor stage Birth- 2 years old • The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. • The child does not know that physical objects remain in existence even when out of sight (object permanence)

Stage 2: Preoperational stage Ages 2 -7 • The child is not yet able to conceptualize abstractly and needs concrete physical situations.

Stage 3: Concrete operations Ages 7 -11 • As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. • Abstract problem solving is also possible at this stage. • For example, arithmetic equations can be solved with numbers, not just with objects.

Stage 4: Formal operations Beginning at ages 11 -15 • By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning.