Kimberly Inga

FHS 2600

March 29, 2018

Theory Comparison

Classrooms around America are influenced by the many theories left behind with

common views of childhood development. “In education, theories of learning and development

affect how teachers treat children, how they structure environments, and how they

teach”(Bredekamp, 2017,p. 108). Erik Erikson and Abraham Maslow have similar ideas of social

emotional development and how important the needs are for younger children. While other

theorists like Jean Piaget and Lev Vygotsky view cognitive development differently but have

similar views of outside influence. Also B. F. Skinner doesn’t have a developmental theory but

his views of behaviorism help teachers how to reinforce children's motivation. While Reggio

Emilia's Approach is not a developmental theory but a principle. “Multiple theories exist because

of the various dimensions of development such as social, emotional, and cognitive”(Bredekamp,

2017, p. 108). The major difference between these theorists are their views of the different stages

in life.

Erik Erikson and Abraham Maslow have had a significant impact on how teachers

interact with the needs of the children. They both express the ideas of how to understand

children's “social and emotional development and motivation to learn” (Bredekamp, 2017,

p.108). What makes Erik Erikson's different from the other six theorists is he has “8 stages of

personal and social development” that explain “lessons that are learned from life’s challenges” of

“early infancy to late adulthood” (Bredekamp, 2017, p. 109). However, he believes “that

development does not end during childhood but continues throughout the life span”(Bredekamp,
2017, p. 110). Similar with Erikson, Abraham Maslow focus was his “Self actualization theory

a (hierarchy of needs), to motivate children's behavior and set goals that are necessary for healthy

personality development” (Bredekamp, 2017, p. 111). Their focus is how children's development

is based from their social life experiences and the importance of personal satisfaction when

learning.

“Children think differently from adults” which is due to the different stages of cognitive

development in life (Bredekamp, 2017, p. 112). Cognitive development is shown in both Jean

Piaget's theory of how children learn “constructivism” and Lev Vygotsky’s “Sociocultural

theory” (Bredekamp, 2017, p. 112 -117). Piaget’s view is that children develop their own ideas

by building up “theories of how the world works”(Bredekamp, 2017, p. 112). While Vygotsky’s

views are from his “sociocultural theory” where children learn differently depending on their

“culture as they grow up” (Bredekamp, 2017, p.117). They both are similar in the sense that they

believe that the beliefs of people around them influence their beliefs of how the world works.

B. F. Skinner is different from the rest of the theorists because he did not develop a

theory of development but a learning theory (Bredekamp, 2017, p. 127). He is focused on

“behaviorism” and how it can be used to “observe behaviors” and change them (Bredekamp,

2017, p. 124). He believes that “learning is reflected in changes in behavior that are controlled by

the consequences, either positive or negative, that follow the behavior”(Bredekamp, 2017, p.

124). His “operant conditioning” has taught teachers how to reward or punish students in a way

to get a desired result of behavior when used enough (Bredekamp, 2017, p. 124). However, its

“over reliance on external rewards undermines childrens internal motivation” therefore, at times

it lacks helping children with their motivation by making them feel like they have to earn

something to do the task(Bredekamp, 2017, p. 125). Unlike Piaget or Vygotsky, Skinner doesn’t
explain “or influence the essential processes of thinking, concept development, and problem

solving ”(Bredekamp, 2017, p. 128).

Lastly, the Reggio Emilia approach is not a theory or method but it is a “set of principles

to be applied in various contexts with diverse children, families and teachers” (Bredekamp, 2017,

p. 311). Therefore, eductors who follow this approach view different representations or

“communication tools that are more simpler and clearer than words” making it a better way for

children to “clarify and extend their thinking by deepening their conceptual understanding”

(Bredekamp, 2017, p.291). The Reggio Emilia approach is similar in a way to Piaget because its

goals are to help children understand more about themselves.

The theorist who has helped me understand children the most was Erik Erikson’s “Stages

of personal and social development” (Bredekamp, 2017, p. 109). I enjoyed learning the ways

children think and learn in different time periods of their childhood, and the ways they think

when entering adulthood. I have a hard time understanding B. F. Skinner's approach to help

students “increase positive behavior and decrease their challenging behavior” by molding

children's behavior to fit their ideal goal (Bredekamp, 2017, p.130). The problem with his

approach is how how vague examples of motivational teaching is suggested and how to not

overly punish students who are misbehaving. His approach should include ways to improve

students motivation without making them depend on external rewards. I think his behavioral

approach really depends on many different situations so it's harder to pinpoint ideal outcomes

because it depends on the teacher.

 Reference

Bredekamp, S. (2017). Effective practices In early childhood education: building a foundation.

Boston: Pearson.