THEORIST REVIEW

B.F. SkinnerAbraham Maslow

ErikEriksonMaria Montessori

Jean PiagetLev Vygotsky

B.F. SKINNERBehavior Theory

OPERANT CONDITIONINGStimulus-Response Theory - Individual response to

events(stimuli) that occur in the environment

Key concept “Reinforcer” – any event that strengthens or increases the behavior it follows

Positive – favorable events or outcomes that are presented after a behavior

Negative – involve the removal of an unfavorable event or outcome after the display of a behavior

Punishment – opposite of reinforcement, decreases the frequency of the behavior by administering a negative consequence

BRAINSTORM1st Fold a piece of paper into thirds

2nd Write the following headings on top of each column

POSITIVE NEGATIVE PUNISHMENT

3rd Think of as many examples for each column as possible

ABRAHAM MASLOWHierarchy of Needs

Abraham Maslow

Understanding Human Motivation Self

Actualization

Esteem

Social

Safety

Physiological

YOUR HIERARCHY OF NEEDSUse computer paper and draw a pyramid and two pictures in each level to represent each need. Make your examples personal to your life. Do not use my examples!

What does you need to survive?What makes you feel safe?How important are your friends &

family? What helps you feel good about

yourself?What strengths make you the person you

are?

ERIK ERIKSON8 Stages of Social Development

1ST TRUST VS. MISTRUST Birth to 18 Months

Also referred to as Oral Sensory Stage

This is where we learn to trust – life is okay

Emphasis is on mother’s positive & loving care for childVisual contact and trust

2ND AUTONOMY VS. SHAME•18 Months to 3 years•Basic Strengths: Self-Control, Courage and Will•Learn to master skills for ourselves•Learn finer motor development and toilet training•Learn right from wrong•Learn the word “NO”•Very vulnerable – if the child is shamed in the process it will suffer low self-esteem

3RD INITIATIVE VS. GUILT•3 to 5 years old•Copy the adults around us, take initiative in creating play situations

•Begin to use the wonderful word “WHY”

•Learn Social Role Identification•If frustrated over natural goals and desires, we may experience guilt

CREATE YOUR OWN ORGANIZER

Trust

Mistrust

Autonomy

Shame

Initiative

Guilt

Draw an organizer that will be easy for you to follow, then place words or phrases in each section that will help you remember the first three stages of Erikson’s theory.

MARIA MONTESSORI

Informal Education

CHILDREN TEACH THEMSELVES Build on what they find in the environment Effortless ability to absorb knowledge from

their surroundings

Does not get tired of manipulating materials Teacher training – based on furthering the

self-creating process of the child

LOOK AROUND THE ROOMWhat can you learn about this room just by looking at everything in it?

JEAN PIAGET Four Stages of Cognitive Development • Sensory

Motor• Pre-

Operational

• Formal Operational

• Concrete Operational

1 2

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STAGE 1Sensory-motor 

(Birth-2 yrs)  •Differentiates self from objects 

•Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise

•  Achieves object permanence: realizes that things continue to exist even when no longer present to the sense

STAGE 2Pre-operational 

(2-7 years)  Learns to use language and to represent objects

by images and words 

Thinking is still egocentric: has difficulty taking the viewpoint of others

  Classifies objects by a single feature: e.g.

groups together all the red blocks regardless of shape or all the square blocks regardless of color

STAGE 3Concrete operational 

(7-11 years)  •Can think logically about objects and events  •Achieves conservation of number (age 6), mass (age 7), and weight (age 9) •Classifies objects according to several features and can order them in series along a single dimension such as size. 

STAGE 4Formal operational 

(11 years and up) 

•Can think logically about abstract propositions and test hypotheses systematically  •Becomes concerned with the hypothetical, the future, and ideological problems 

CLASS ACTIVITY

There are six stations located around the room. The class will be divided into six groups, each group will start at their group number. Read the scenario and decide in your group which one of Piaget’s stages it would be. I will direct you to the next station when everyone is ready.

LEV VYGOTSKY Social Development Theory

SOCIAL DEVELOPMENT THEORY Cultural development in a child appears

twice1. First on a social level 2. Second on the individual level

Cognitive Development depends on “zone of proximal development”

Full development depends on full social interaction

The range of skill that can be developed with adult guide and, or peer collaboration exceeds what can be done alone

SELF REFLECTION Think back to when you were a child,

write down a skill that you learned and explain how a parent, teacher or friend helped you be more successful.