Educational implications of Erickson Theory
Educational implications of Erickson Theory
Erickson Theory show developmental stages that seamlessly integrate into a comprehensive theory of personality based on self organization. Each stage correspond to access to a structure level. Our maturation is discontinuing. The troubles that every child is not access them the same age and with the same case. The chance of our diversity? This complicates the task of educators easier to teach a class of children at the same stage. Here Educational implications of Erickson Theory.
Since identical perquisite is asked to all students, their different potential clearly come, early from the intimate. Of course difficult social ambience complicated life of some. But it is not surmountable for a teacher. Method affairs bycon’s when confronted with a real is understanding. Because the mind circuits are not mature. Stress leads to destroy the confidence of the student. The construction of personality is the interaction of two streams of socializations instinctive intention and request of the environment.
The Psychic building
It slowly raises the Psychic building, floor by floor, with the structure and means deeply felted by intimate. When request for exceed the capabilities the simplest protection is to ignore them union possible method from introversion to the construction of illusory universe appear neurosis which are construction defects related to non compliance to the specification. The plan ceases to be interacted between the two streams, instinct and environment. Students can also encourage their flock to be aware of their short comings. All the takes hence energy, is rarely protectable except empathy from kids.
With both parents at work and no increase in the social budget that would allow a customized education; young minds to continue to bump along on around full of ruts of like; and procedure of the great diversity of adults we know the society seen by our self organizational theory can only be dynamitic of conflicts and never equilibrium.
Differentiate between Theories of Piaget and Vygotsky.
The difference b/w Piaget and Vygotsky is that Piaget believed that self discovery is crucial, whereas Vygotsky stated that learning is done through being thought by a more knowledgeable other.
Comparison between Piaget and Vygotsky
| PIAGET | VYGOTSKY |
| Piaget says that cognitive development is driven by a child’s in built tendency to adapt to new experiences. | Whereas Vygotsky said that cognitive development is driven by social interactions. |
| Piaget stated children learn through active self-discovery. | He says that children learn through instruction and guidance. |
| Piaget believe cognitive development is the same universally. | He says that it differs across cultural and times. |
| Piaget believes that children will only learn when they are ready. | He believe that development could be accelerated to an extent. With correct scaffolding and within the ZPD. |
| Piaget believe that language is a result of cognitive development. | He says that language is a key to cognitive development. |
Apply Piaget Theory in classroom setting.
In particular, this theory focus out the mechanism that help us adapt and learn new concept skills. In the classroom, teachers can apply piaget’s notions of assimilation and accommodation when introducing and material. They can help students approach a new idea through the lens of what they have already learned.
What is Piaget’s theory of development?
Jean Piaget proposed four stages of cognitive development. These stages help teachers assess and best serve students in the classroom. That is, if we can discern that a student is significantly over or under develop with regards to their particular phase of development. We can seek out support for that child. Also work with the children who are in a transitional phase from one stage to the supposed to entail. Educational implications of Erickson Theory. We can help them master those skills of abilities the four stages are:
- Sensori motor 18-24 Month
- Re-Operational 18 month to 2 years
- Concrete Operational 7 years to 14 years
- Formal Operational approximately age through the rest of life.
TERMINOLOGY
One key part of Piagets theory of cognitive development in emphasis and adaptations, that is he saw that young people did not yet have the tools. That were available to fully development adults rather, children undergo a lengthy process in which they find moments of disequilibrium with their world but then apply old lessons.
TERMINOLOGY SCHEMA
Piaget’s cognitive theory posits schemas as the core of one’s ability to build mental models of the world, as we develop, our schemas become more interactive, detail and numerous. We have schemas to help us navigate our lives.
ASSIMILATION
This is the part of Piaget’s all-important notions of adaption. When we assimilate, we take new information, objects, or situations and apply them to preexisting schema to understand them.
ACCOMODATION
Accommodation is an other vital part of adaptation is the example above a traveler to spain might rely on their knowledge of the French language to navigate a new culture. However, while French and Spanish have many things in common, they will still have to adapt their schema so that they can learn to haunches of Spanish, similarly, game demands of a new opponent or game.
EQUILIBRIUM
In Piaget’s development theory, they need for equilibrium is what drives cognitive developments that is when a person encounters a new solution that can not be easily assimilated this equilibrium.
What are the four stages?
(SENSORI MOTOR STAGE)
This first stage of development begins at birth and continuous until (18-24) months.
(PRE-OPERATIONAL STAGE) at approximately age 18 month to two years a child enter the pre operational stage, which last until around age 7. This stage is characterized by the increasing ability to use language, growing children in the stage will not able lack strong logic skills. The might struggle with obstructions such as kind.