Curtis Winkler

Ch. 4 Theory Comparison

FHS 2600-042

Erik Erikson, which by the way means Erik son of Erik not that this is relevant but its kind of funny, had the idea that every stage of development was this versus that. For instance from birth to about 18 months the child struggles with trust and mistrust depending on how much care is given to the child; at about 18 months to 3ish they struggle with autonomy and doubt depending on the freedoms that are given or not given and so on. Each of these struggles isnt one sided though as the text says we advocate a both/and approach by achieving a balance between the two poles. Trust is essential, for example, but children also need to develop a healthy sense of caution when interacting with strangers (Bredekamp 109). I totally agree that each of the struggles comes into play for necessary reasons. Abraham Maslows pyramid scheme is all about the meeting of needs. At the bottom are the most basic of needs such as air, food, water, and at the top self-actualization. The theory has some sound to it if people are cold or hungry they tend to not concentrate as well; studies have shown that kids who each breakfast do better in school partly because they arent as focused on when lunchtime is. Also if the bottom needs arent met there can be no progression, a kid who is not sure if they will have a home tomorrow or dont know where there next meal is going to come from dont feel secure. Jean Piagets theory can be summarized by the statement Children dont think like adults. While Piagets theory has come under some scrutiny of the past few decades there are many things that still hold true. The constructivist theory that children build knowledge from first hand experiences in stimulating environments (Bredekamp 110). In fact when I was a child and experienced my first earthquake I believed that a giant somewhere had caused it until later on when I learned about plate tectonics. I also like his theories about assimilation and accommodation because it shows that when new information is learned it either attaches itself to

Curtis Winkler

Ch. 4 Theory Comparison

FHS 2600-042

previous knowledge or incorporates a new folder with which to add new information as it arrives. The three different types of knowledge are understandable that we learn about the physical world but using and doing things. We then learn about abstract ideas like mathematics. Then about our society and how it operates. As far as his cognitive development stages go I agree with his critics somewhat. While there is some truth to what he is saying but it is kind of a one-size-fits-all and anyone who works with children know that on-size-doesnt-fit-all. I would say that this part of his theory is more of a generalization then specification. Lev Vygotsky was doing the same type of research as Piaget at the same time and came to many of the same conclusions but also some different ones. Like Piaget he states that there are certain things that need to be developed at certain times. He believed that speech was the most important tool for learning (Bredekamp 117). With speech children first learn to think out loud then they learn private speech within themselves which then helps to self-regulate. He also believed, as do I, that play is an important part to development. When children are at play they take on roles, often of parents or other adults and are able to learn many social skills. B. F. Skinners behavioral approach is pretty sound. I am a huge fan of consequences following behavior when it comes to childrens learning and development. Although I prefer to use the term discipline because like negative consequences people often confuse it with punishment. I like the idea of rewarding good behaviors and ignoring, to a point, bad behaviors because most of the time it is more effective than punishment for bad behaviors. It is also important to point out the negative and positive consequences when behaviors happen; such as when a child slips and falls because he has been running in the school where he shouldnt have been when helping him up pointing out the consequence for his behavior, which is also a good time to point out that the rules are there to keep them safe.

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Ch. 4 Theory Comparison

FHS 2600-042

The Riggio Emilia approach is not a curriculum, nor is it a model. It draws on several theories in an integrated fashion, but also goes beyond them (Bredekamp 129). There was one part of this that I really liked and it is the role of parents. When children and parents are active in a childs learning the childs learning excels. When this happens teachers can be so much more effective when parents are an integral part of the childs learning. I remember an instance at the school I work at where a second grade teacher was concerned about one of her students who didnt turn in their homework and often found that it had never been done. The teacher called the childs home and received no answer but left a message explaining the situation only to then be called back and informed that it was not her job to make sure her child was doing their homework but the teachers responsibility. This was very frustrating to hear about because a teacher can only work with the kids for the allotted time at school and parents need to fill the other times. Anyway I like that all of these have different views and theories because they can all be used at different times. Learning as much as I can about children will and has helped me to understand the children that are now and will be in my charge.

Curtis Winkler

Ch. 4 Theory Comparison

FHS 2600-042

Works Cited
Bredekamp, Sue. Effective Practices in Early Childhood Education 2nd Edition. 2011.