HD 341 1st Edition Lecture 1Outline of Last Lecture I. NoneOutline of Current Lecture II. Early PioneersIII. Turn of the Century InfluencesIV. Mid-Century InfluencesV. The ConstructivistsVI. Self-PsychologistsVII. GuidanceCurrent LectureEarly Pioneers- John Comenius - 17th centuryo Teachers should encourage students, not make them fear their teachers- Johann Pestalozzi - 18th Centuryo realized that authoritarian teaching wasn’t the most effectiveRobert Owen- argued that young children should be cared for and educated before becoming industrialworkers- “Punishment… will never be required, and should be avoided as much as “giving poison in their food”Fredrich Froebel – 19th Century- “the father of kindergarten”- Said teachers need to stop seeing children as mischievous and spiteful and realize that their behavior is instead “an over exuberant sense of life”Turn of the CenturyMaria Montessori- looked down on prizing and punishmentJohn DeweyThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- we learn in communities- passion for children doing real and relevant workMid-Century Influences Jean Piaget- beneficial to groups and beneficial to self- feeling of belongingThe ConstructivistsDavid Elkind- the child is a gift of nature, image of man’s creation- we must fight against the false images that threaten the healthy education of young childrenSue Bredekamp- it is our responsibility to seek out and intentionally plan the best opportunities for children that support their over-all well being and healthy development- Developmentally Appropriate Practice (DAP)o Comprehensive educational perspectiveo Supports optimal healthy development for every childo Essential in guiding the decisions we make for young childrenThe Self PsychologistsThe developing self is dynamic in human behavior, schools must address the self-concept of learners and not just academics. Students need to be involved or else they will act outAlfred Adler- first 5 years are important in development- a key life task is an individual's effort to overcome the inferior life position of the childLillian Katz- self-esteem does NOT equal narcissism- self-esteem - feelings derived from evaluations of self rather than preoccupation with oneself and how one is perceived by othersHoward Gardner- multiple intelligences- musical, body - kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, naturalisticGuidance- teaching children to learn from their mistakes, rather than punishing them for making mistakes- teaching children to solve problems rather than punishing children for having problems they cannot solve- children cannot generalize knowledge, so we have to teach over and over again- guidance empowers the encouraging classroom in which all children feel fully accepted as capable members and learners- guidance facilitates an interactive learning environment which the adult functions as a responsive leader and the child engages in an ongoing process of constructing meaning through developmentally appropriate activities- we don’t know what something is until we have experienced ito see, smell, touch, taste, hear- guidance assists children to take pride in their developing personal and cultural identities and to view differing human qualities as sources of affirmation and learning- guidance places healthy emotional, social and cultural development on par with cognitive development in the curriculumo individuals existing in a social world- guidance links together teacher, parent, and child as an interactive