A theory refers to a systematic statement of principles and beliefs created to explain a phenomenon or group of facts that have been repeatedly tested or are widely accepted. “The foundation for all curricula is developmental theory or beliefs about how children develop and learn. These beliefs guide our view of teaching and supporting children as learners” (Catron & Allen, 2008)

Question

With this statement in mind:

Answer 1

ANSWER:
A. The four theorists discussed in this chapter are Erikson (Psycho-Social Theory), Piaget (Cognitive Development Theory), Vygotsky (Socio-cultural Theory) and Gardner (Multiple Intelligence Theory).
B.
1. Terms associated with Erikson include the 4 stages of psycho-social development that impact early childhood:
? Trust versus Mistrust (ages birth to 1)
? Autonomy versus Shame and Doubt (second year)
? Ιnitiative versus Guilt (3 to 5 years)
? Industry vs. Inferiority (6 to 11 years)

2. Terms associated with Piaget include schema, equilibrium, assimilation, accommodation, egocentrism, active exploration and discovery, constructivism, object permanence, and symbolic thinking as well as stages:
? Sensorimotor stage (birth to about 2 years)
? Preoperational stage (about 2 to 7 years)
? Concrete Operations stage (about 7 to 12 years)
? Formal Operations stage (12 years through adulthood)

3. Terms associated with Vygotsky include zone of proximal development and scaffolding

4. Terms associated with Howard Gardner’s Multiple intelligence theory are:
? Verbal-Linguistic Intelligence
? Logical-Mathematical Intelligence
? Musical-Rhythmic Intelligence
? Visual-Spatial Intelligence
? Bodily-Kinesthetic Intelligence
? Interpersonal Intelligence
? Intrapersonal Intelligence
? Naturalist Intelligence

C.
1. Erikson’s Psycho­Social Theory

The stages of development help us understand the importance of allowing children to play out their feelings in an environment of acceptance. Teachers need to have empathy and respect for children.

2. Piaget’s Cognitive Development Theory

Each of these stages involves a period of formation and a period of attainment. Each builds on the development of the preceding stage. A careful consideration of Piaget’s concepts, along with close observation of children, helps teachers provide appropriate environments and experiences, ask appropriate questions, moving from simple to complex and from concrete to abstract.

3. Vygotsky’s Social­Cultural Theory

For teachers of young children, the zone of proximal development may be used to provide a theoretical base from which to understand cooperative learning. In the culture of the classroom, this can translate into small-group instruction in which students work together to solve problems. In addition, the role of the teacher includes both designing an educative environment and collaborating with children by scaffolding their efforts to master new skills. From this perspective, Vygotsky-based teaching is activity centered, since it emphasizes creating opportunities for children to engage in culturally meaningful opportunities with
the guidance of teachers and peers.

4. The Multiple Intelligences Theory

This theory is a useful model for developing a systematic approach to nurturing and teaching children and honoring their individual needs and strengths within a classroom setting. Teachers need to guide students into using their combination of intelligences to help them learn whatever they want to learn, as well as what teachers and society believe they have to learn. Understanding of the intelligences should be linked with a curriculum focused on understanding where children are able to apply what they have learned in new situations