Diploma_in_Specialist_Support_for_Teaching_and_Learning_in_Schools_Level_3_-_Theorists

2.3 There are many theorists who are linked to children and their development, many of which have more than one theory. These theories are often seen in practice, and cover all developmental stages. Jean Piaget focused on cognitive development, and believed that children learn best through active play and exploration. He often referred to children as “lone scientists”, therefore believing that children do not necessarily need adult and social intervention in order to learn. His theory included four stages of cognitive development, which are as follows: • Stage One: Sensory Motor (0-2 Years): During this stage, babies are already aware of their own wants and needs, and are only able to see things from their own perspective. Children are very sensual at this stage, learning through oral exploration, and are very responsive to lights and sounds. Sensory rooms and treasure baskets are often used in order to aid this stage of development. • Stage Two: Pre-Occupational (2-7 Years): Children tend to become animalistic at this stage – that is to say, they believe that inanimate objects (such as teddy bears) have thoughts and feelings of their own. Children often display this during activities such as role play. • Stage Three: Concrete Operations (7-11 Years): At this stage, children are no longer animalistic, and are now able to see things from another’s point of view. They are now able to play games in which rules must me followed and are developing complex reasoning skills. Board games such as Operation and Mouse Trap can help children to build on these skills, along with Hangman and Noughts and Crosses. • Stage Four: Formals Operations (11 Years-Adulthood): Children are now able to think logically in a more complex and abstract fashion. However, it should be noted that Piaget did not believe that every young person could reach this stage. Lev Semyonvich Vygotsky believed the opposite to Piaget. He believed that social interaction is a better form of learning than active play within the cognitive area of development. Vygotsky believed that there are three different ways of learning: • Imitative Learning: A child mimics another person. Otherwise known as cultural learning. • Instructed Learning: A child recalls learning and converts it into play. • Collaborative Learning: A group of children cooperate and work together to achieve a goal whilst working to understand each other. Vygotsky is also well-known for his theory of the Zone of Proximal Development (ZPD), which describes the area of potential cognitive development. It id described as the area between the child’s ability to perform a task with guidance, and the child’s ability to perform independently. An example of this idea used within a classroom could be within group work on a science project, where the task is too large for one single child can be completed with the guidance and assistance of more knowledgeable children and adults. When children work together, they are encouraged to share their ideas through discussion, which therefore leads to children learning from each other as well as the teacher. The theory of ZPD has been put into practice by the Tools of the Mind, which is an approach that uses Vygotsky’s theories and applies them to early childhood education. The approach is particularly used in Literacy and Numeracy sessions. Abraham Maslow was well known for his Hierarchy of Needs, which states that there are certain basic needs in everyone, and these needs must be satisfied in order for a child to grow and develop to their full potential. As the needs move up the hierarchy, they are more dependent on the environmental factors in which the child is raised. Maslow believed that the higher order needs can only influence personal development when the lower order needs are satisfied. Until these stages are fully fulfilled, learning is unable to begin. Maslow’s theory is still considered very important today, as it supports the theory that the learning environment is a vital factor, and clearly shows why it is important for children to feel safe, secure and respected in school, in order to be able to learn as effectively as possible, and therefore realise their learning potential. If these needs are not met, then the child’s ability to learn is impaired. Maslow’s Hierarchy of Needs is often displayed as a pyramid, with the most basic needs at the base, as shown: These basic needs are as follows: • Physiological: The need of the body. If the body is concentrating on being hungry, thirsty, etc. energy is concentrated on these needs as opposed to learning. Teachers must be aware of these needs and ensure their physical needs are able to be addressed (e.g. regular breaks). • Safety Needs: The need to feel safe and secure (both physically and emotionally). Teachers need to provide an environment in which the child feels safe and secure, and encourage children to engage in group discussions and have the confidence to say if they don’t understand. Providing a daily routine is also important, as it provides the children with stability. • Love & Belonging: The need to feel accepted. Teachers must encourage group work and encourage friendships, along with other social skills such as sharing, turn-taking and listening. • Self-Esteem: The need to be valued and accepted by others. There are two levels of self-esteem. Lower order is the need for respect from others, and higher order is the need to respect yourself. Teachers need to show their pupils respect and encourage it within the classroom, along with positive reinforcement, praise and encouragement. • Self-Actualisation: According to Maslow himself, “A musician must make music, an artist must paint and a poet must write, if he is to be ultimately at peace with himself.” It can be said that self-actualisation has been achieved when has become a fully functioning individual who can accept responsibility for his or her life.