Locke, Piaget, Vygotsky, Erickson and Bandura.
John Locke was the father of environmentalism and learning theory; his heirs are scientists such as Ivan Pavlov and B. F. Skinner. (Crain p. 3)
Locke is recognized for the theory children are shaped by their life experiences and perceptions of those experiences.
His principles of learning the principles of association, repetition, modeling, and rewards and punishment all became cornerstones of one or another versions of modern learning theory. (Crain p.11)
Today’s teachers see the value in Locke’s theories and consider modeling to be a strong teaching tool.
Jean Piaget-“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers”
In all psychology, few theorist are
as important as Jean Piaget, (1860-1980), who forged the single-most
comprehensive and compelling theory of intellectual development. (Crain
p.120)
Piaget-Periods
of Development
birth
to 2 years
During
this stage, infants and toddlers acquire knowledge through sensory experiences
and manipulating objects.
Preoperational Thought
2 to 7 years
At
this stage, children learn through pretend play but still struggle with logic
and taking the point of view of other people.
7
to 11 years
Children
at this point of development begin to think more logically, but their thinking
can also be very rigid. They tend to struggle with abstract and hypothetical
concepts.
11
to adulthood
The
final stage involves an enhanced logic, the ability to use deductive reasoning,
and an understanding of abstract ideas.
Most teachers would probably agree with Vygotsky’s general view point. They would agree that it is their job to move the child’s mind forward and to this they must directly teach children new concepts, not wait for them to make their won discoveries. At the same time, teachers know they cannot teach any cont to any child. They cannot, for example, effectively begin teaching algebra to most first-graders. Teachers need way of determining the kinds of lessons children are ready for. (Crain p. 244)
Vygotsky call the distance that children can perform beyond their current level the zone of proximal development. More precisely, he defined the zone as the distance between the actual developmental level as determined by the independent problem solving and the level of potential development as determined through problem solving under adult guidance or in a collaboration with more capable peers. (1935, p. 86) (Crain p. 244)
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Erick Erickson
Among the advances in the psychoanalytic theory of development, none has been more substantial than that made by Erik H. Erickson (1902-1994). (Crain p.281)
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Age
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Freud Stage
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Erikson’s General Stage
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Birth to 1
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Oral
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Trust vs. Mistrust: Hope
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1 to 3
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Anal
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Autonomy vs. Shame, Doubt: Will
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3 to 6
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Phallic (Oedipal)
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Initiative vs. Guilt: Purpose
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6 to 11
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Latency
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Industry vs. Inferiority: Competence
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Adolescence
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Genital
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Identity vs. Role Confusion: Fidelity
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Young Adulthood
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intimacy vs. Isolation: Love
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Adulthood
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Generatively vs. Self-Absorption, Stagnation Care
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Old Age
|
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Ego Integrity vs. Despair: Wisdom
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"There is in every child at every stage a new miracle of vigorous unfolding." -Erik Erickson
Albert Bandura (1925)
Like Piaget, Bandura sees the child as an active agent; the child induces rules and grasps concepts. But Bandura’s emphasis is much more on the way the external environment-especially models-influences the kinds of concepts children learn. (Crain p. 315)
...therefore there is a need for external variables like rewards and punishments (and models).
This relates to attachment to specific models that possess qualities seen as rewarding. Children will have a number of models with whom they identify (parents or elder siblings, or could be fantasy). The motivation to identify with a particular model is that they have a quality which the individual would like to possess.
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