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Development
- 1. Child Development from 6 - 12 Elizabeth Ross Hubbell Montessori Education Center of the Rockies Summer 2003
- 14. Break Time!
- 26. Take a break!
- 35. Lawrence Kohlberg (1927-1987) http://academics.smcvt.edu/psych/Krikstone/developmental%20lecture/img016.gif http://tigger.uic.edu/~lnucci/MoralEd/gifs/kohlberg.gif
- 38. Abraham Maslow (1908-1970) Chart courtesy of Shippensburg University of Pennsylvania
- 40. Bloom’s Taxonomy Students are required to list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
- 41. Bloom’s Taxonomy Students are required to describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
- 42. Bloom’s Taxonomy Students are required to apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
- 43. Bloom’s Taxonomy Students are required to infer analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain
- 44. Bloom’s Taxonomy Students are required to combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
- 45. Bloom’s Taxonomy Students are required to assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
- 49. Break time!
- 59. PowerPoint
- 63. [email_address]
Notes de l'éditeur
- See how many have had prior classes, training, etc. in child development. Tell about self: 8 years teaching in Montessori, getting Master’s in ILT, Director of Elem. Ed. at MSD
- Mother died shortly after his birth Father fled country to avoid imprisonment for minor offense when he was ten Was raised by aunt and uncle Rousseau pushed for freedom in education, so as to educate the individual, not to bend the person to the will of society. (“follow the child”) Source: http://www.lucidcafe.com/library/96jun/rousseau.html
- Wrote How Gertrude Teaches her Children , one of his few books to be translated into English Felt that dignity of the child needed to be preserved There needed to be balance between educating the heart, hands, and head (Waldorf?) Source: http://www.infed.org/thinkers/et-pest.htm
- Source: http://www.cs.brown.edu/people/dla/polytope/froebel.html
- Wild boy not taught to talk during what MM would later define as “sensitive period” Tried to educate Victor and “normalize” him After many years, Victor showed some affection for his teachers, could follow simple commands, say a few words While he did not feel that he was successful, what was most surprising to people at that time was that he tried Most people at this time thought of mentally retarded people as being unable to be educated Source: http://www.indiana.edu/~intell/itard.html
- founded his own school for deficient children in Paris His particular approach was to devise a sequence of muscular exercises to bring about a change in behaviour and so educate the child through a method he described as physiological Source: http://www.montessoriint.com/maria.htm
- http://www.montessoriint.com/maria.htm
- http://www.montessori.ac.uk/2002.2.html
- First two schools were for children of poor sections of town, but third was mostly middle class Quickly became known around the world The Montessori Method was in second place among non-fiction best sellers in 1912 http://www.montessori.ac.uk/2002.2.html http://www.objectivistcenter.org/articles/foundations_montessori-education.asp Dewey & Kilpatricks’ views clashed w/ MM’s: man is collective, not individual; intellect can not be developed too early or damage is done; senses do not lead to intellect; definitive outcomes of materials stifle child’s creativity; materials were too strict
- Was first to give respect to children’s way of thinking Realized that “cute” utterances were actually the child creating knowledge Children are not empty vessels to fill with knowledge, but rather must construct own knowledge based upon experiences New movement in constructivism, especially with regards to using the technology as a way to research and produce, rather than as a baby-sitter, reward after “real work” is completed, or for drill practice http://www.time.com/time/time100/scientist/profile/piaget.html
- Children will often “practice” the areas in which they need development while on the playground: clapping routines, organized games, tag & chase, balancing while walking to a class, etc.
- Refer to Kohlberg’s theory and discussions in class Not challenging adult not always good thing; will not often clarify an unclear situation
- Social needs will take priority over teacher lessons; teacher has to acclimate lesson to that
- Refer to 9/11 calm; due to feeling safe from adults around them Depression & emotional ups and downs is not normal at this age! They need to feel safe in order to take risks.
- They are starting to encounter greater peer pressure, feelings of instability as their bodies change (hence confidence being critical) 4ths look to adult for guidance, security 5 th more socially defined; much more independent and sure
- Someone is a good person or a bad person, liar or always tells the truth Can be very unforgiving at first when someone does not make a good decision
- Need to know “why” Begin to become adult moral self
- Stimulus-response actions carried on by Watson’s work Do coin give-away activity?
- Did much study with rats in grad school Noticed that how rats pressed on lever depended upon what followed: operant behavior Began working with top secret pigeon experiment in WWII; radar eventually made work obsolete “ Programmed instruction:” observed in child’s math class; children would do 20 – 30 probs before reinforcement; created system of checking at each level of solving a problem Teaching machine was ahead of his time; but was the basis for today’s computer math games Fascinating life; refer to website for more info
- Great interest in science as a boy While in school in France, worked with Binet, who had just developed an intelligence test (Stanford-Binet) 1 st period: babies organize info by sucking, grasping, hitting. Object permanence 2 nd period: can begin pretending (one object represents another), organization not quite clear, make many assumptions, conserving 3 rd period: begin conserving, try to play with common rules, animism (life/emotion in everything), mental math 4 th period: mental actions, organization, predictions
- Learning is an active, social process Students construct new knowledge based on past experiences: “spiral organization”
- http://fates.cns.muskingum.edu/~psych/psycweb/history/erikson.htm (footnote) The first stage, Trust vs. Mistrust, occurs from approximately birth to one year. Erikson defined trust as an essential trustfulness of others as well as a fundamental sense of one's own trustworthiness. He thought that an infant who gets fed when he is hungry and comforted when he needs comforting will develop trust. He also said that some mistrust is necessary to learn to discriminate between honest and dishonest persons. If mistrust wins over trust in this stage, the child will be frustrated, withdrawn, suspicious, and will lack self-confidence. The second stage, Autonomy vs. Shame & Doubt, occurs between ages two and three. During this period it is important that the parents create a supportive atmosphere in which the child can develop a sense of self-control without a loss of self-esteem. Shame and doubt about the child's self-control and independence occur if basic trust was insufficiently developed or was lost such as when the child's will is broken by an over controlling parent. In this stage, Erikson said the child encounters rules, such as which areas of the house he is allowed to explore. The third stage, Initiative vs. Guilt, occurs between ages four and five. This is the stage in which the child must find out what kind of person he/she is going to be. The child develops a sense of responsibility which increases initiative during this period. If the child is irresponsible and is made to feel too anxious then they will have uncomfortable guilt feelings. Erikson believed that most guilt is quickly compensated for by a sense of accomplishment. Erikson's fourth stage, Industry vs. Inferiority, occurs between six years and puberty. This is the period in which the child wants to enter the larger world of knowledge and work. One of the great events of this time is the child's entry into school. This is where he is exposed to the technology of his society: books, multiplication tables, arts and crafts, maps, microscopes, films, and tape recorders. However, the learning process does not only occur in the classroom according to Erikson, but also at home, friend's houses, and on the street. Erikson said that successful experiences give the child a sense of industry, a feeling of competence and mastery, while failure gives them a sense of inadequacy and inferiority, a feeling that one is a good-for-nothing. Components of Erikson's prior four stages contribute to the fifth stage, Identity vs. Identity Confusion. This occurs during adolescence. During this period the identity concern reaches climax. According to Erikson this is the time when adolescents seek their true selves. Erikson's sixth stage, Intimacy vs. Isolation, occurs during young adulthood. Intimacy with other people is possible only if a reasonably well integrated identity emerges from stage five. The main concern of Erikson's seventh stage, Generativity vs. Stagnation, is to assist the younger generation in developing and leading useful lives. When the individual feels that he has done nothing to help the next generation then they experience stagnation. The final stage, Integrity vs. Despair, occurs during late adulthood. This is the time in which the individual looks back and evaluates their life. If the previous stages have developed properly then they will experience integrity. If the previous stages have not developed in a positive way then they will feel despair.
- Refer students to handouts of Kohlberg’s dilemmas. Shift from thinking that rules are unchangeable and are handed down from grown-ups, God, etc. to realizing that rules are simply guidelines for people to get along and can be changed if all agree
- ZPD is cognitive distance between what child knows already and what he/she is able to comprehend if taught Believed play led to abstract thought (first simple imitate situations, then begin to invent completely new situations 1 st stage of speech, child uses to get things he/she needs. Is in no way related to thinking. (I want milk.) 2 nd stage of speech, ages 3 – 7, child uses speech to talk self through task or play, regardless of whether there is a listener. (count to self) 3 rd stage of speech, used by older children and adults. Can talk to self silently and guide self through tasks, mental operations, etc.
- Physiological needs: food, water, sleep, certain vitamins (believed would manifest in craving certain foods), sex, rid of wastes, avoid pain, comfortable temperature and pH levels Safety needs: stability, protection, order, limits Belonging: children, friends, intimate relationship, community Esteem: Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, fame, glory, recognition, attention, reputation, appreciation, dignity, even dominance. The higher form involves the need for self-respect, including such feelings as confidence, competence, achievement, mastery, independence, and freedom. Note that this is the “higher” form because, unlike the respect of others, once you have self-respect, it’s a lot harder to lose! Self-actualization: “be all that you can be,” will continue to grow, even if achieved
- Influence creation of the Head Start program Found that over 95% of test questions test students at the lowest possible level Believed in mastery learning: breaking into smaller objectives that students must master before moving to next level
- Is against standardized testing; only measures a few intelligences Feels that we should rely on more natural forms of assessment Frames of Mind: The Theory of Multiple Intelligences (1983)
- 3 components of intelligence: capacity, ability, metacognition Difficult to create a culturally unbiased test (cultural intelligence: which side does moss grow? How to hunt for food? Put together furniture from diagram?) Some think IQ fixed, many think not (Gardner) IQ= mental age/chronological age x 100 http://psych.colorado.edu/~kbutcher/Lecture25_IntellOutline.htm Deviant IQ: difference in 7 – 11 large; 30 – 34 not significantly different Adopted children correlated more closely to birth parents than adoptive parents
- Example: 7 + x = 10, what is 10 – x? (most will say 3)
- All of these are very expensive to give Many teachers cramming in standards; no room for exploration, “trends” of interests, testing done in March? Then what? Colorado state assessment program (developed by teachers, curriculum specialists, parents) Csap does not test skills, only if child has met standard
- Talk about Bloom’s taxonomy, three period lessons (fourth?) Instead of fact recall, demonstrate skills & knowledge they have acquired Show student creations www.teachervision.com Student powerpoint presentations, materials created, Environews, Amazon Math problems in practical life Service learning
- http://rubistar.4teachers.org/index.shtml
- Webquests Lessons to younger peers Bloom’s Taxonomy
- The Absorbent Mind, Holt & Company, 1995, p. 207
- Show Colorado history ppt and dental Offer evening of training and time to research