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Introduction to ECE
Historical Perspective
ET-ECE-5: Examine the theories of
human development.
STANDARDS
ET-ECE-1: Demonstrate employability skills required by
business and industry.
The following elements will be introduced and integrated
throughout the content of this course.
1.1 Communicate effectively through writing, speaking,
listening, reading, and interpersonal abilities.
1.2 Demonstrate creativity with multiple approaches to ask
challenging questions resulting in innovative procedures,
methods, and products.
1.3 Exhibit critical thinking and problem solving skills to
locate, analyze, and apply information in career planning and
employment situations.
1.4 Model work readiness traits required for success in the
workplace including integrity, honesty, accountability,
punctuality, time management, and respect for diversity.
1.5 Apply the appropriate skill sets to be productive in a
changing, technological, and diverse workplace to be able to
work independently, interpret data, and apply team work
skills.
1.6 Present a professional image through appearance,
behavior, and language.
GPS Focus Standards:
GPS Academic Standards:

ELA9-12W1, ELA9-12W3, ELA9-12LSV1, ELA9-12LSV2, ELA9-12RC1
ET-ECE-5: Examine the theories of human development.
 5.1 Describe how major theories of human development
provide a basis for planning an environment and activities
that are developmentally appropriate.
 5.2 Research and explain human development theories:
cognitive, psychosocial, psychoanalytical, and behaviorist.
 5.3 Analyze the impact of heredity and environment on
the developing child.
 5.4 Investigate major child development theorist and
theory contributions to the field of early childhood
education.
 5.5 Discuss the impact of human development theories on
the evolution of early childhood care and learning.
EDU-FS-8 Leadership and Teamwork:

Learners apply leadership and teamwork skills in collaborating with others to
accomplish organizational goals and objectives.
UNDERSTANDINGS & GOALS
I Can Statements:
 Understand the value of children and their contribution to
the future.
 Determine the role of heredity and environment across the
lifespan.
 Analyze the effects of heredity and environment.
 Describe how major theories of human development shape
our view of young children and impact the structure of
early childhood programs..
Essential Questions:
 How do children contribute to our future?
 How were children valued in the past?
 How has the education of children changed over time?
 Who were the people who shaped our view of young
children?
 Have their views been supported by research and how
have their views impacted early childhood programs in
existence today?
 Which is most influential, heredity or environment?
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to ECE
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation Journal
**Each section should be 30
pages apart**
What’s In Your
Bag? Presentations
*Don’t forget permission slips
are due for Field Experience
by Thursday in order for you
to be able to go!!!!
-Tuesday will be make-up
detention for ALL missing
assignments (ensure that it is
made up today to avoid
detention!!!!)
-Thursday will be the make-up
day for ALL missed field
experiences
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to ECE
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation Journal
**Each section should be 30
pages apart**
All videos should be posted to Edmodo at
this point!!
You must post comments
to two videos by
TODAY!!
Your post should include the following:
-What is your overall opinion of the
video?
-How could this particular family stressor
impact the student (academically, socially,
behaviorally, etc.)?
-What could the teacher do if it is
determined that a student is dealing with
this particular family stressor and family
members are not aware of the impact that
it has on the child?
OPENINGBELL RINGER
WARRANT WORKOUT
Name(s)
___________________________
Theorist
___________________________
Theorist Claim
___________________________
___________________________
Supporting quotation or evidence:
___________________________
___________________________
___________________________
Source:
___________________________
___________________________
LAWRENCE KOHLBERG
Being a close follower of Jean Piaget’s
theory of cognitive development,
Kohlberg's work reflects and extends
the work of his predecessor. He is
famous for his work in moral
development and education. His
theory of moral development
involved a series of stages, which he
believed children must pass through
in a fixed order. Kohlberg believed
that progress from one stage to the
next was based on social
interaction—opportunities to
experience and reflect on situations
involving moral decisions.
Therefore, he reasoned, participating in
moral discussions with others,
especially those at a higher level of
moral reasoning, should lead to
increased maturity in moral
judgment.
WHAT IS HIS CLAIM (THEORY)?
OPENINGBELL RINGER
ABRAHAM MASLOW
WARRANT WORKOUT
Name(s)
___________________________
Theorist
___________________________
Theorist Claim
___________________________
___________________________
Supporting quotation or evidence:
___________________________
___________________________
___________________________
Source:
___________________________
___________________________
WHAT IS HIS CLAIM (THEORY)?
OPENINGBELL RINGER
ABRAHAM MASLOW
WARRANT WORKOUT
Name(s)
___________________________
Theorist
___________________________
Theorist Claim
___________________________
___________________________
Supporting quotation or evidence:
___________________________
___________________________
___________________________
Source:
___________________________
___________________________
WHAT IS HIS CLAIM (THEORY)?
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2013-2014
Intro to ECE
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation Journal
"Give me a dozen healthy
infants, well-formed, and my
own specified world to bring
them up in and I'll guarantee
to take any one at random and
train him to become any type
of specialist I might select -doctor, lawyer, artist,
merchant-chief and, yes, even
beggar-man and thief,
regardless of his talents,
penchants, tendencies,
abilities, vocations, and race of
his ancestors."
--John Watson, Behaviorism,
1930 What exactly did John
Watson mean in the quote?
What is a behavior? Do you believe
that behavior is defined more by
heredity, environment or both?
Why?
OPENINGBELL RINGER
Erikson’s Hoedown
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2013-2014
Intro to ECE
http://www.cteonline.org/portal/default/Curr
iculum/Viewer/Curriculum?action=2&cmo
bjid=401088&view=viewer&refcmobjid=3
80348
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation Journal
Using the Chart and Scenarios provided,
gather an understanding of Erikson’s stages
and apply it to the situation that you are
given. Write your response in your
Sourcebook and be prepared to have at least
one person share your groups input.
OPENINGBELL RINGER
How have you and will you
progress through each stage of
Erikson’s Psychological
Stages?
•How did you learn to
trust/mistrust?
•How did you develop feelings of
confidence/lack of confidence?
•Were/Are you a self-starter?
•Do you feel sure of yourself? How
did you learn to be?
•Do you know who you will
become?
•Are you committed to love?
•Are you concerned about your
family and community?
•Are you happy with your life at the
moment?
OPENING/
WORK PERIOD
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to ECE
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation
Journal



COMPLETE MISSING ASSIGNMENTS
ENSURE THAT SOURCEBOOKS ARE ORGANIZED
(END OF NINE WEEKS APPROACHING!!)
Go to Edmodo

Click on the link for the Observation Journal 1

Use this form to type your journal entry and
submit through the correct period

Save as: Name-Course-Observation Journal
DUE ON YESTERDAY!!
Particulars
 Theorist Name/Picture
 Birth/Death/Birthplace
 Educational Training (as it
pertains to their theory)
 Summary of Theory

Year the theory was introduced
 Details of the Theory
 How the Theory was proven
 How the Theory impacted
education
ARTICLE DAYCHALK TALK RULES
“Chalk Talk” is a way to share your insights, perceptions and
observations.

Most important rule—the class must remain absolutely
silent. There is no speaking, responding, grunting, sighing.
Basically, no noise making of any kind.
 When the Chalk Talk begins, you are asked to respond to
the questions or statements written on the chalk paper.
You may respond using one-word answers, phrases, or
questions. If students want to respond to something
someone else has written they may draw a line from that
response to their response. The end result will look like a
giant web.
Theorist Chalk Talk
 Lawrence Kohlberg
 Jean Piaget
 Abraham Maslow
 Rudolph Steiner
 Sigmund Freud
 B. F. Skinner
 Erik Erikson
 John Locke
WORK PERIOD- Standard 5 (Historical Perspective- Theorist)
 Define vocabulary terms
 Answer the following questions:
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Describe the three areas of development.
Describe the two areas of physical development.
List and explain the three principles of development.
List Erikson’s eight psychosocial stages of development.
Describe the steps in Piaget’s Cognitive Development Theory.
Describe Piaget’s Stages of Development.
Describe Kohlberg’s Six Stages of Moral Development.
Name the five levels of Maslow’s Hierarchy of Human Needs.
Name the eight areas identified in Gardner’s Multiple
Intelligences Theory.
What is the difference between heredity and environment?
Identify the research of the child development theorist. Name
the theorist and identify their theory.
WORK PERIOD-
Family Stressor Video, What’s In Your Bag, Sourcebook Notes
FAMILY STRESSOR VIDEO



All videos must be re-posted to
Edmodo if the file does not end in
“wvm”
Save as: Name(s)-Video TitleCourse/Period
You must post comments to two videos
by WEDNESDAY!!
WHAT’S IN YOUR BAG?

“Baggage” to carry and drag you
down or “luggage” to take you places
and make you a strong person. While
studying heredity/environment, you
will discover what makes YOU who
YOU are. You will decorate the
outside of a paper bag or some other
container with descriptions of traits
that you inherit from others
(heredity) or characteristics that are
a part of your surroundings
(environment). Fill the inside of
bag/container with _5_ objects
representing heredity and _5_
objects symbolizing childhood
environment.
PLEASE TURN IN IF YOU HAVE NOT
ALREADY DONE SO.
Standard 5
(Historical Perspective- Theorist)

Define vocabulary terms

Answer the following questions:

How do major theories of human
development provide a basis for
planning an environment and
activities that are developmentally
appropriate?

Describe the four human
development theories: cognitive,
psychosocial, psychoanalytic, and
behaviorist.

Outline Erikson’s eight psychosocial
stages of development.

What is the difference between the
conscious and unconscious mind?

What is the difference between
classical and operant conditioning?

What is the difference between
heredity and environment?

Identify the research of the child
development theorist.
*DO NOT FORGET YOUR ECE FIELD
EXPERIENCE PERMISSION SLIP
WORK PERIOD-
Observation Journal, Sourcebook Notes, What’s In Your Bag

OBSERVATION JOURNAL


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
Go to Edmodo
Click on the link for
the Observation
Journal AssignmentHistorical
Perspective
Use this form to type
your journal entry
and submit through
the correct period
Save as: NamePeriod-Observation 2
Make up missing
assignments
Standard 3
(Historical Perspective- Theorist)

Define vocabulary terms

Answer the following questions:

How do major theories of human
development provide a basis for
planning an environment and activities
that are developmentally appropriate?

Describe the four human development
theories: cognitive, psychosocial,
psychoanalytic, and behaviorist.

Outline Erikson’s eight psychosocial
stages of development.

What is the difference between the
conscious and unconscious mind?

What is the difference between
classical and operant conditioning?

What is the difference between
heredity and environment?

Identify the research of the child
development theorist.
*DO NOT FORGET YOUR ECE FIELD
EXPERIENCE PERMISSION SLIP
Standard 3-Historical Perspective
Vocabulary Terms
 Windows of
opportunity
 Theory
 Schemata
 Multiple intelligences
 Psychosocial
 Psychoanalytical
 Behaviorist
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Development
Infant
Toddler
Preschooler
Maturation
Neurons
Synapses
Historical Perspective
Vocabulary Terms
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Development- Change or growth in a human being
Maturation- Sequence of biological changes in a child giving the
child new abilities
Neurons- Specialized nerve cells
Synapses-Connections between nerve cells that pass messages in
the brain
Windows of opportunity- Specific spans of time for normal
development of certain skills
Theory- A principle or idea that is proposed, researched, and
generally accepted as an explanation
Schemata- Mental representations or concepts
Psychosocial- personality develops in a series of stages
Psychoanalytical- The Conscious and Unconscious Mind
Behaviorist- theory of learning based upon the idea that all
behaviors are acquired through conditioning
Infant-Child from birth through the first year of life
Toddler-Children from the first year until the third birthday
Preschooler- Children ages three to six years
Multiple intelligences- Emphasizes different kinds of intelligences
used by the human brain
Child Development
Areas of Development
 Physical Development- Physical body changes
 Gross-Motor Development
 Improvement of skills using the large muscles in the
legs and arms (running, skipping, etc.)
 Fine Motor Development
 Involves the small muscles of the hands and fingers
(grasping, cutting, drawing, etc.)
 Cognitive (Intellectual) Development- Refers to
processes people use to gain knowledge (Language,
thought, reasoning, imagination)
 Social-Emotional Development- Learning to relate to
others through feelings and expression of feelings.
Principles of Development
 Development proceeds from the head
downward (cephalocaudal principle).
 Development proceeds from the
center of the body outward
(proximodistal principle).
 Development depends on maturation.
Investigate the impact of
heredity and
environment on the developing child.
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Heredity is the passing of
traits to offspring (from its
parent or ancestors). This is
the process by which an
offspring cell or organism
acquires or becomes
predisposed to the
characteristics of its parent
cell or organism.

Environment- The
circumstances or conditions
that surround one;
surroundings.
The totality of circumstances
surrounding an organism or
group of organisms,
especially:
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The combination of external
physical conditions that
affect and influence the
growth, development, and
survival of organisms: "We
shall never understand the
natural environment until we
see it as a living organism"
(Paul Brooks).
The complex of social and
cultural conditions affecting
the nature of an individual or
community.
Children Learn What They Live
If children live with criticism, They learn to condemn
If children live with hostility, They learn to fight
If children live with ridicule, They learn to be shy
If children live with shame, They learn to feel guilty.
If children live with encouragement, They learn confidence.
If children live with tolerance, They learn to be patient
If children live with praise, They learn to appreciate.
If children live with acceptance, They learn to love.
If children live with approval, They learn to like themselves.
If children live with honesty, They learn truthfulness.
If children live with security, They learn to have faith in
themselves and others.
If children live with friendliness, They learn the world is a nice
place in which to live.
What are your thoughts about this poem?
Children Learn What They Live
1.
2.
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4.
5.
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10.
11.
12.
REMINDERS
If children live with criticism,
They learn to condemn
•Do not forget to turn in permission slips for
If children live with hostility,
ECE Field Experience
They learn to fight
If children live with ridicule,
•Complete and turn in Substitute Work
They learn to be shy
If children live with shame,
(Textbook pages)/ Complete Friday’s article
They learn to feel guilty.
If children live with encouragement,
•Complete ALL missing work (Family
They learn confidence.
Stressor Video, What’s In Your Bag,
If children live with tolerance,
They learn to be patient
Standard 4 Notes, etc.
If children live with praise,
They learn to appreciate.

You will create a poster using the lines
If children live with acceptance,
from the poem.
They learn to love.
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You will find at least five pictures, using
If children live with approval,
pictures cut from magazines that
They learn to like themselves.
illustrates the intent of the poem.
If children live with honesty,

Cut and glue the pictures to a piece of
They learn truthfulness.
construction to create a collage.
If children live with security,
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The stanzas need to be referenced and
They learn to have faith in
identified within the collage of
themselves and others.
appropriate pictures.
If children live with friendliness,
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Title the poster, "Chldren Learn What
They learn the world is a nice place
They
Live".
in which to live.

You will identify, through writing, why
you chose the pictures that you
did. You will need to share
your rationale for each visual
depiction. This should be done on a
separate sheet of paper and attach it
to the poster.
“WHAT’S IN YOUR BAG?”
ET-ECE-5: Examine the theories of human development.
~Analyze the impact of heredity and environment on the
developing child.
“Baggage” to carry and drag you down or “luggage” to take you places and
make you a strong person. While studying heredity/environment, you will
discover what makes YOU who YOU are. You will decorate the outside of a
paper bag or some other container with descriptions of traits that you inherit
from others (heredity) or characteristics that are a part of your surroundings
(environment). Fill the inside of bag/container with _5_ objects representing
heredity and _5_ objects symbolizing childhood environment.
Present YOURSELF to the class.



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____ Objects Evident (60 Points)
Heredity
_____ _____ _____ _____ _____
Environment _____ _____ _____ _____ _____
_____Description (15Points)
_____Presentation (15 Points)
_____Timeliness (10 Points)
*All presentations must be completed by Wednesday, February 19th (Bags will be
presented daily during Bell Ringer. Any bags that are not presented will still
need to be submitted but will lose presentation and timeliness points)
WHAT’S IN YOUR BAG?
HEREDITY
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Skin color- combination
of both parents
(mother~ light skin/
father~ dark skin)
(liquid make-up)
Lips- mother has full lips
(candy shaped like lips)
Height- both parents are
short (ruler)
Organizational Skillsfather did not like
clutter/ mother believed
in getting things done in
a timely manner
(planner)
Eyes- both parents have
brown eyes (brown eyeliner)
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ENVIRONMENT
God- mother ensured that
we attended church,
studied the bible (minibible)
Alcohol- father drank
heavily (bottle top)
Education- neither parents
graduated from high school
but both urged my brother
& I to do so (teaching
certificate/ Army
memorabilia)
Reading- mother read the
bible constantlyencouraged me to read
(book)
Family- took vacations, did
activities as a family
(family picture)
Major Child Development
Theorist
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Jean Piaget
Lawrence Kohlberg
Erik Erikson
Alfred Binet
Urie Bronfenbrenner
Benjamin Bloom
Maria Montessori
Sigmund Freud
Lev Vygotsky
Rudolph Dreikurs
John Dewey
B.F. Skinner
Anna Freud
Abraham Maslow
John Amos Comenius
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John Locke
Jean Jacques Rousseau
Johann Pestalozzi
Fredrich Froebel
Rudolf Steiner
Patty Smith Hill
Lucy Sprague Mitchell
Abigail Eliot
Arnold Gesell
Bejamin Spock
T. Berry Brazelton
Margaret McMillan
Susan Isaacs
Loris Malaguzzi
Howard Gardner
Major Child Development Theorist
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Jean Piaget- Children’s intellectual development proceeds through stages, as they adapt
to the physical environment
Lawrence Kohlberg- Children’s moral development begins with a desire to avoid
punishment and proceeds to the development of ethical principles
Erik Erikson- Personality develops according to how a person responds to psychological
crises at certain stages of life
Alfred Binet- Inventor of the first usable intelligence test, today's IQ tests
Urie Bronfenbrenner- Ecological Systems Theory, and as a co-founder of the Head Start
program in the United States for disadvantaged pre-school children
Benjamin Bloom- Taxonomy of Educational Objectives in the cognitive domain
Maria Montessori- Established the use of child sized furniture; observed that children
were bored, not unruly
Sigmund Freud- Considered the father of psychology
Lev Vygotsky- Believed in the Zone of Proximal Development
Rudolph Dreikurs- suggested that human misbehavior is the result of feeling a lack of
belonging to one's social group; child acts from one of four "mistaken goals": undue
attention, power, revenge or avoidance (inadequacy).
John Dewey- Supported a child centered approach where children learn by doing.;
children should be able to explore the world around them.; also encouraged the
development of critical-thinking and problem-solving skills.
B.F. Skinner- Social developmentalist coined the term, operant conditioning
Anna Freud- Founder of child psychoanalysis
Abraham Maslow- “Hierarchy of Human Needs
John Amos Comenius- father of modern education.
Major Child Development Theorist
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John Locke- Founder of educational philosophy; argues that the newborn’s mind is a
blank slate; Believed in the importance of nurture over nature.
Jean Jacques Rousseau- Believed that children are born naturally good; Children can
be corrupted by parents and/or society
Johann Pestalozzi- Believed that all children are capable of learning and activities
should focus on the manipulation of objects.
Fredrich Froebel- Founder of kindergarten; Promoted the value of play
Rudolf Steiner- founded a new spiritual movement, Anthroposophy
Patty Smith Hill- one of the leaders of the Kindergarten Movement in the US; Founded
the National Association for the Education of Young Children (NAEYC).
Lucy Sprague Mitchell- building experimental schools and as a researcher who
carefully studied children's language-learning patterns
Abigail Eliot- pioneer of the nursery school movement
Arnold Gesell- Established the normative theory; Believed children will develop
according to how nature made them; reach developmental milestones in sequence.
Bejamin Spock- first pediatrician to study psychoanalysis to try to understand
children's needs and family dynamics
T. Berry Brazelton- a noted pediatrician and author in the United States. Major
hospitals throughout the world use the Brazelton Neonatal Behavioral Assessment Scale
(NBAS).
Margaret McMillan – Child’s overall welfare was the focus; believe that teachers have
an influence on a child’s brain development during this formative time.
Susan Isaacs- published studies on the intellectual and social development of children
and promoted the nursery school movement
Loris Malaguzzi- Developed Reggio Emilia School- Emphasizes the importance of
creating authentic learning environments. Focuses on projects that allow a child to
explore a personally meaningful concept or theme.
Howard Gardner- Theory of Multiple Intelligences.
THEORIST PRESENTATION
Particulars
 Theorist Name/Picture
 Birth/Death/Birthplace
 Educational Training (as it pertains to their theory)
 Summary of Theory

Year the theory was introduced

Details of the Theory
 How the Theory was proven
 How the Theory impacted education
See Sample Poster- Lawrence Kohlberg
THEORIST RESEARCH GUIDE
IECE – 3 : Students will identify major contributors to the field of early
childhood care and education and analyze their implications for
educational and childcare practices.
Theorist Name _________________________________________
Birth _______________ Death _________ Birthplace ___________
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Educational Training:
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Summary of Theory:
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Details regarding their early education/life
Details regarding their education later in life
How did events that took place early in their life impact them?
What does your theorist believe (exact words)?
What does your theorist believe (your interpretation)?
What prompted their belief?
How the Theory was Proven:

What method was used to research their belief?

Provide details about this method
(observation, interviews, research, readings, etc.)
How the Theory Impacted Education:
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
Did your theorist write any books? Develop a school? Design methods that are used
today? How does their theory assist educators and others?
Why is their research necessary?
TEÓRICO PRESENTACIÓN
 Datos
Teórico Nombre / Imagen
Nacimiento / Muerte / Lugar de nacimiento
Capacitación Educativa (en lo que respecta
a su teoría)
 Resumen de la Teoría
Año de la teoría fue introducida
Los detalles de la Teoría
 Cómo la teoría se comprobó
¿Cómo impactó la Teoría de la educación
THEORIST PRESENTATION
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 Theorist Name/Picture
 Birth/Death/Birthplace
 Educational Training (as it
pertains to their theory)
 Summary of Theory
 How the Theory was proven
 How the Theory impacted
education
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Sample Student Work
http://prezi.com/yf5cee
xnebux/sigmund-freud/
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Fredrich Froebel
Rudolf Steiner
Patty Smith Hill
Lucy Sprague Mitchell
Abigail Eliot
Arnold Gesell
Bejamin Spock
T. Berry Brazelton
McMillan Sisters
Susan Isaacs
Loris Malaguzzi
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Jean Piaget
Alfred Binet
Urie Bronfenbrenner
Maria Montessori
Lev Vygotsky
Rudolph Dreikurs
Haim Ginott
Anna Freud
John Amos Comenius
John Locke
Jean Jacques Rousseau
Johann Pestalozzi
THEORIST PRESENTATION
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Jean Piaget
Alfred Binet
Urie Bronfenbrenner
Maria Montessori
Lev Vygotsky
Rudolph Dreikurs
Haim Ginott
Anna Freud
John Amos Comenius
John Locke
Jean Jacques
Rousseau
Johann Pestalozzi
Fredrich Froebel
Rudolf Steiner
Patty Smith Hill
Lucy Sprague
Mitchell
Abigail Eliot
Arnold Gesell
Bejamin Spock
T. Berry Brazelton
McMillan Sisters
Susan Isaacs
Loris Malaguzzi
Compile information using the following:
www.animoto.com or
www.onetruemedia.com
Particulars
 Theorist Name/Picture
Birth/Death/Birthplace
 Educational Training (as it pertains
to their theory)
 Summary of Theory
 How the Theory was proven
 How the Theory impacted education
Due by Thursday, February 20, 2014
WHAT’S IN YOUR BAG?
STILL DUE!!!
THEORIST PRESENTATION
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Edmodo Submission
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Prezi:
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presentation
Particulars
 Theorist Name/Picture
 Birth/Death/Birthplace
 Educational Training (as it pertains to
their theory)
 Summary of Theory
 How the Theory was proven
 How the Theory impacted education
•Click Share
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•Copy Link
•Go to Edmodo
•Click Turn In (Theorist
Presentation)
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and paste
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Assignment
DUE TODAY!!
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Fredrich Froebel
Rudolf Steiner
Patty Smith Hill
Lucy Sprague Mitchell
Abigail Eliot
Arnold Gesell
Bejamin Spock
T. Berry Brazelton
McMillan Sisters
Susan Isaacs
Loris Malaguzzi
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THEORIST PRESENTATION EVALUATION
Jean Piaget
Alfred Binet
Urie Bronfenbrenner
Maria Montessori
Lev Vygotsky
Rudolph Dreikurs
Haim Ginott
Anna Freud
John Amos Comenius
John Locke
Jean Jacques Rousseau
Johann Pestalozzi
ABRAHAM MASLOW
1908-1970
HIERARCHY OF HUMAN NEEDS
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The physiological needs. These include the needs we have for
oxygen, water, protein, salt, sugar, calcium, and other minerals and
vitamins. They also include the need to maintain a pH balance
(getting too acidic or base will kill you) and temperature (98.6 or
near to it). Also, there’s the needs to be active, to rest, to sleep, to
get rid of wastes (CO2, sweat, urine, and feces), to avoid pain, and
to have sex. Quite a collection!
The safety and security needs. When the physiological needs are
largely taken care of, this second layer of needs comes into play. You
will become increasingly interested in finding safe circumstances,
stability, protection. You might develop a need for structure, for
order, some limits.
The love and belonging needs. When physiological needs and
safety needs are, by and large, taken care of, a third layer starts to
show up. You begin to feel the need for friends, a sweetheart,
children, affectionate relationships in general, even a sense of
community. Looked at negatively, you become increasing susceptible
to loneliness and social anxieties.
The esteem needs. Next, we begin to look for a little selfesteem. 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!
Deficit needs, or Dneeds. If you don’t
have enough of
something -- i.e. you
have a deficit -- you
feel the need.
Homeostasis. Your
body, when it lacks a
certain substance,
develops a hunger
for it.
Self-Actualization
The last level is called growth motivation (in contrast to deficit motivation), being needs (or B-needs, in contrast to
D-needs), and self-actualization. These people were reality-centered, which means they could differentiate
what is fake and dishonest from what is real and genuine. They were problem-centered, meaning they treated
life’s difficulties as problems demanding solutions, not as personal troubles to be railed at or surrendered to. And
they had a different perception of means and ends. If you want to be truly self-actualizing, you need to
have your lower needs taken care of, at least to a considerable extent.
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The self-actualizers also had a different way of relating to others. First, they had a need for privacy, and were
comfortable being alone. They were relatively independent of culture and environment, relying instead on
their own experiences and judgments. And they resisted enculturation, that is, they were not susceptible to
social pressure -- they were, in fact, nonconformists in the best sense.
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Further, they had what Maslow called democratic values, meaning that they were open to ethnic and individual
variety, even treasuring it. They had the quality called Gemeinschaftsgefühl -- social interest, compassion,
humanity. And they enjoyed intimate personal relations with a few close friends and family members, rather
than more shallow relationships with many people.
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They had an unhostile sense of humor -- preferring to joke at their own expense, or at the human condition,
and never directing their humor at others. They had a quality he called acceptance of self and others, by
which he meant that these people would be more likely to take you as you are than try to change you into what
they thought you should be. This same acceptance applied to their attitudes towards themselves: If some
quality of theirs wasn’t harmful, they let it be, even enjoying it as a personal quirk. Along with this comes
spontaneity and simplicity: They preferred being themselves rather than being pretentious or artificial. In
fact, for all their nonconformity, he found that they tended to be conventional on the surface, just where less
self-actualizing nonconformists tend to be the most dramatic.
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And these people had a certain freshness of appreciation, an ability to see things, even ordinary things, with
wonder. Along with this comes their ability to be creative, inventive, and original. And, finally, these people
tended to have more peak experiences than the average person. A peak experience is one that takes you out
of yourself, that makes you feel very tiny, or very large, to some extent one with life or nature or God. It gives
you a feeling of being a part of the infinite and the eternal. These experiences tend to leave their mark on a
person, change them for the better, and many people actively seek them out. They are also called mystical
experiences, and are an important part of many religious and philosophical traditions.
Erik
Erikson
1902 - 1994
 His theory states:
Eight Stages of Development
Stage
Stage
Stage
Stage
Stage
Stage
Stage
Stage
1
2
3
4
5
6
7
8
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Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
ERICKSON’S PSYCHOSOCIAL STAGES
Erikson believed people experience a conflict that serves as a turning point in
development. In Erikson’s view, these conflicts are centered on either
developing a psychological quality or failing to develop that quality. During
these times, the potential for personal growth is high, but so is the potential
for failure.
Erikson Scenarios
 Stage 1: In Singapore, some parents are leaving their babies in a 24 hour stay
in center full time for weeks or months; the babies are looked after by trained
nannies that are rotated after 3 weeks to prevent babies from becoming too
attached to one person. What are some possible reasons the center does not
want a baby to be attached to one person? Do you think it is good to prevent
attachment? If yes why? If no why?
 Stage 2: Toddlers are beginning to recognize they are separate people with
their own desires and activities. Caregivers should provide many opportunities
for toddlers to make choices. Some caregivers, in an attempt to comfort a
toddler after a fall or something say “Naughty floor, you made Johnny fall!”
What is the toddler learning from the adult’s response? Identify two statements
caregivers can make to teach industry.
 Stage 3: Imaginative play is a basic activity of this stage. Preschoolers explore
and reenact different roles and activities daily. In light of this knowledge, what
are your views about children acting out television characters? Give reasons.
Does the violence influence children? Why or Why not? Give reasons for your
answer.
 Stage 4: School Age: A lot of emphasis an age is based in academic
performance. Children who can not master their work may consider
themselves a failure. AS a teacher how can you accept Childs efforts without
placing value judgments on what is accomplished? How can you limit feelings
of inferiority?
Jean
Piaget
1896 - 1980
Cognitive Development Theory
 Schemata-mental representations or
concepts.
 Adaptation- mentally organizing what is
perceived in the environment.
 Assimilation-taking in new information and
adding it to what the child already knows.
 Accommodation- Adjusting what is already
known to fit the new information.
Jean
Piaget
1896 - 1980
Stages of Development
 Sensorimotor Stage (birth to two)- infants
use all their senses to explore and learn.
 Preoperational Stage (two to seven)- children
are egocentric; assume others see the world
the same way they do.
 Concrete Operations Stage (seven to
eleven)- children develop the capacity to
think systematically, only when they can
refer to actual objects and use hands-on
activities.
B.F.
Skinner
1904 - 1990
 His theory:
Based on operant conditioning. The organism is in the process of “operating” on the environment, which in ordinary
terms means it is bouncing around it’s world, doing what it does. During this “operating,” the organism encounters a
special kind of stimulus, called a reinforcing stimulus, or simply a reinforcer. This special stimulus has the effect of
increasing the operant -- that is, the behavior occurring just before the reinforcer. This is operant conditioning: “the
behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the
behavior in the future.”
o One example of this is:
Imagine a rat in a cage. This is a special cage (called, in fact, a “Skinner box”) that has a
bar or pedal on one wall that, when pressed, causes a little mechanism to release a foot
pellet into the cage. The rat is bouncing around the cage, doing whatever it is rats do,
when he accidentally presses the bar and -- hey, presto! -- a food pellet falls into the cage!
The operant is the behavior just prior to the reinforcer, which is the food pellet, of
course. In no time at all, the rat is furiously peddling away at the bar, hoarding his pile of
pellets in the corner of the cage.
A behavior followed by a reinforcing stimulus results in an increased probability of that
behavior occurring in the future.
What if you don’t give the rat any more pellets? Apparently, he’s no fool, and after a few
futile attempts, he stops his bar-pressing behavior. This is called extinction of the
operant behavior.
Research and explain human development theories:
cognitive, psychosocial, psychoanalytic, and behaviorist.
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Pschoanalytic- The Conscious and Unconscious Mind
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The Structure of the Conscious and Unconscious Mind According to Freud
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The conscious mind includes everything that we are aware of. This is the
aspect of our mental processing that we can think and talk about rationally.
A part of this includes our memory, which is not always part of
consciousness but can be retrieved easily at any time and brought into our
awareness. Freud called this ordinary memory the preconscious.
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The unconscious mind is a reservoir of feelings, thoughts, urges, and
memories that outside of our conscious awareness. Most of the contents of
the unconscious are unacceptable or unpleasant, such as feelings of pain,
anxiety, or conflict. According to Freud, the unconscious continues to
influence our behavior and experience, even though we are unaware of
these underlying influences.
Behaviorist- a theory of learning based upon the idea that all behaviors are
acquired through conditioning.
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Classical conditioning is a technique used in behavioral training in which a
naturally occurring stimulus is paired with a response. Next, a previously
neutral stimulus is paired with the naturally occurring stimulus. Eventually,
the previously neutral stimulus comes to evoke the response without the
presence of the naturally occurring stimulus. The two elements are then
known as the conditioned stimulus and the conditioned response.
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Operant conditioning Operant conditioning (sometimes referred to as
instrumental conditioning) is a method of learning that occurs through
rewards and punishments for behavior. Through operant conditioning, an
association is made between a behavior and a consequence for that
behavior.
Lawrence Kohlberg
Theory is based upon how children develop morally.
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Preconventional: children begin life with no sense of right or wrong.
However, children learn quickly that certain behaviors are punished
and other behaviors are rewarded. Therefore, they avoid behaviors
that are punished and strive for behavior or acts that are rewarded.
Conventional: At approximately age 9, children learn to behave
according to a sense of what others need or want. They will follow
rules that have been established and respect authority. The children
are now acting in regards to right and wrong. Basically, children have
learned the typical or conventional ways of acting based upon what
is right and what is wrong.
Post Conventional: around the age of 16, individuals mature morally.
They respect human rights and develop individual principles to guide
their behavior. The motivation to act a certain way comes from
within. They have progressed beyond just following the rules.
http://sarinda.edu.glogster.com/lawrence-kohlberg
Kohlberg’s Six Stages of
Moral Development
https://www.youtube.com/watch?v=SjOpu1vINlQ
Level 1. Preconventional Morality
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Stage 1. Obedience and Punishment Orientation
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The child assumes that powerful authorities hand down a fixed set of rules which he
or she must unquestioningly obey.
Stage 2. Individualism and Exchange

At this stage children recognize that there is not just one right view that is handed
down by the authorities. Different individuals have different viewpoints.
Level II. Conventional Morality
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Stage 3. Good Interpersonal Relationships.
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At this stage children--who are by now usually entering their teens--see morality as
more than simple deals. They believe that people should live up to the expectations
of the family and community and behave in "good" ways.
Stage 4. Maintaining the Social Order

At this stage, in contrast, the respondent becomes more broadly concerned with
society as a whole. Now the emphasis is on obeying laws, respecting authority, and
performing one's duties so that the social order is maintained.
Level III. Postconventional Morality

Stage 5. Social Contract and Individual Rights

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At stage 5, people begin to ask, "What makes for a good society?" They begin to
think about society in a very theoretical way, stepping back from their own society
and considering the rights and values that a society ought to uphold.
Stage 6: Universal Principles

According to these people, the principles of justice require us to treat the claims of
all parties in an impartial manner, respecting the basic dignity, of all people as
individuals. The principles of justice are therefore universal; they apply to all.
The Scenario
Heinz and the Drug In Europe a woman was near death
from a special kind of cancer. There was one drug that
doctors thought might save her. It was a form of radium
that a druggist in the same town had recently discovered.
The drug was expensive to make, but the druggist was
charging ten times what the drug cost to make. He paid
$200 for the radium and charged $2,000 for a small dose
of the drug. The sick woman's husband, Heinz, went to
everyone he knew to borrow the money, but he could only
get together about $1,000, which is half of what it cost.
He told the druggist that his wife was dying and asked him
to sell it cheaper or let him pay later. But the druggist
said, "No, I discovered the drug and I'm going to make
money from it." So Heinz got desperate and began to
think about breaking into the man's store to steal the drug
for his wife. Should Heinz steal the drug?
https://www.youtube.com/watch?v=5czp9S4u26M
Howard Gardner’s
Multiple Intelligences
1. Bodily-Kinesthetic
2. Musical-Rhythmic
3. Logical-Mathematical
4. Verbal-Linguistic
5. Interpersonal
6. Intrapersonal
7. Visual-Spatial
8. Naturalistic
MISCELLANEOUS THEORIST
ASSIGNMENTS
 Gallery Walk
 Using the Gallery Walk handout, locate
the required information that is displayed
on the posters in the hallway.
 Talk Show Interviews
 Group students in pairs (interviewer/
theorist).
 Interviewer will generate questions to
ask the theorist and the theorist will
review the necessary information to
respond to the questions
 Discuss insights as a class
Describe how major theories of human development provide a basis for
planning an environment and activities that are developmentally
appropriate
 Studying and understanding children
growth and development are
important parts of teaching young
children.
 To help all children, you need to
understand the sequence of their
development.
 Understanding theories about how
people develop helps form your
knowledge base in caring for young
children.
Students Today—Who RU???
 http://www.youtu
be.com/watch?v=
dGCJ46vyR9o
A Vision of Students
Today
Other Ideas!!!
 http://www.youtube.co
m/watch?v=yKoEZJseVX
U – Blogging in the
Classroom
 http://www.youtube.co
m/watch?v=aNmPaJDjAY or do teachers need
to go to this extent?
 http://www.youtube.co
m/watch?v=2yCB4i7GJu
M – what can you do to
reach all cultures of
students effectively?
Identify and investigate a variety of early
childhood care and education settings.
HOUSEKEEPING
1st Nine Weeks
 Articles- MUST be labeled in the sourcebook with
name of article, author, source, and date AND MUST
be complete in order to get credit for 25 Book
Campaign (Complete documentation form)
 Observation Journal Notes- must be dated and
contain observation notes for each visit.
 Field Experiences- Must be made up on the scheduled
date (ASTEP). Please make an effort to be here on
Thursday.
 Missing Assignments- Please turn in assignments in a
timely manner.
 Sourcebooks- Please make every effort to keep them
organized. Everything should be in it’s assigned
section (Bell Ringers/Articles- 15/5, Notes,
Observation Journals).
Kudos to Tyrek Tellis (1st Block)/Gracen Causey (2nd
Block)