by FK - 12CA - Sandalwood Heights SS (2442) 5 years ago
339
He believed that there were seven (later nine) different intelligence's that humans are taught.
Existential Intelligence - Philosophically Smart
The ability to use intuition and thought to ask, and answer, deep questions about human existence. People who excel in this intelligence typically are able to think of the big picture.
Nature Smart - Naturalist Intelligence
The ability to know about and relate well to one's natural surroundings. This includes having a greater sensitivity to nature.
Self Smart - Interpersonal Intelligence
The ability to know oneself and to act on the basis of this self-knowledge and awareness of one's inner moods, intentions, motivations, temperaments, and desires.
People Smart - Interpersonal Intelligence
The ability to respond to the moods, intentions, and feelings of other people as well as being sensitive to facial expressions, voice, and gestures and the ability to respond effectively to those actions.
Music Smart - Musical Intelligence
The ability to perceive, discriminate, transform, and express musical forms. Also being sensitive to rhythm, pitch, melody, and timbre of music.
Body Smart - Bodily-Kinesthetic Intelligence
The ability to use one's body to express ideas and feelings or to produce and transform objects. They are most often expressed in specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed.
Picture Smart - Spatial Intelligence
The ability to perceive and depict the visual-spatial world accurately. They believe pictures and images and are very aware of objects, shapes, colors, patterns, and textures.
Number/Reasoning Smart - Logical-mathematical Intelligence
The ability to work with numbers and to reason well. They are often good at deductive reasoning and rely on numbers and statistics to help them in their work.
Word Smart - Linguistic Intelligence
The ability to use language effectively orally and in writing. They are often effective communicators and have an appreciation for written words.
It purposes that traditional notion of intelligence (I.Q testing) is far too limited.
Developed in 1983
She believed that there are key principles of the theory, which are Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind.
Absorbent Mind
This principle suggests that children, under the age of three, have an absorbent mind. They simply absorb everything in the environment by experiencing it, being part of it. It is important that the environment set up is good, nice and positive since this is what the child will absorb whether he/she chooses to or not.
Prepared Environment
This principle proposes that the environment has to be safe for the child to explore freely, has to be ready and beautiful for the children so it invites them to work.
Correcting the Child
This principle is to correct children in a calm manner when a mistake has been done. Giving the children freedom and choice, supporting them in their choice can help children develop their full potential.
Following the Child
This principle is to simply follow the child so that he/she can show you what they need to do, what they need to develop in themselves and what area they need to be challenged in.
Observation
This principle is done by observing the needs of the children. This helps adults develop materials that the children needed and were interested in.
Independence
This is principle is achieved by giving children opportunities and tasks in which they can succed. When children are able to do things for themselves there is an increase in their self belief, confidence and esteem that they are able to obtain hroughout their life.
It is an approach to educating children the right way.
Developed in 1897
He believed this theory consisted of concepts like social interaction, the more knowledgeable other, and the zone of proximal development in order for children to learn continuously.
The Zone of Proximal Development.
This concept is the time between a student’s ability to perform a task under adult guidance and with collaboration and the student’s ability of solving the problem independently. Vygotsky sates that learning occurres in this zone
The More Knowledgeable Other
This concept refers to anyone who has a better understanding and a higher ability level than the learner, with regards to particular tasks. It is normally a teacher, or an older adult, but it could also possibly be friends, a younger person.
Social Interaction
This concept plays a major role in the process of cognitive development in kids. Vygotsky, felt social learning precedes development.
The theory purposes that the social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning.
Developed in 1934
He believed that children move through four different stages of mental development which are sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage.
Formal operational stage: ages 12 and up
During this stage, kids experience higher level of logic, and the ability to use deductive reasoning, kids also become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.
Concrete operational stage: ages 7 to 11
During this stage, children begin to think about how other people might think and feel, also they begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.
Preoperational stage: ages 2 to 7
During this stage, kids learn to play but still have a difficult time with common logic, taking the point of view of other people, and understanding the idea of constancy.
Sensorimotor stage: birth to 2 years
During this stage, infants gain knowledge through sensory experiences and manipulating objects. A child's entire experience occurs through basic reflexes, senses, and motor responses.
His theory focuses on understanding how children acquire knowledge, and also on understanding the nature of intelligence.
Developed in 1980
Reflecting the neuropsychological speed and accuracy of the brain.
It becomes the hardware of the mind.
Mainting a healthy diet.
By avoiding tabacoo or any dangerous substance.
Regular check ups with doctors.
Limits the ability to talk for a long period of time.
It affects a person by making them fell inferier to others around them.
Indicates to developing of the measure of relationship with other people.
Wear head gear, padding and eye guards when playing sports.
Protect the head and body from any major hits.
A progressive degenerative disease of the brain for people with a history of repetitive brain trauma.
Slow movement.
Nausea.
Memory loss.
Headaches.
A brain injury that is caused by a bump, blow, or jolt directly to the head, or by a hit to the body that results the brain to move rapidly.
Semantic
Includes things that are common knowledge.
The memory that stores general and factual information.
Procedural
Guides the process of everyday activities.
Memory that stores how to do things without conscious awareness.
Episodic
Personal events and facts.
Memory of past personal experiences that occurred.
Important information transfers from short term to long term.
Allows perception; visual patterns, sounds, etc.
The initial registration, has limited capacity.
Maintain a healthy diet and get enough nutrients.
Activities that challenge the brain.
Exercise regularly.
Increases kids respect for other from different backgrounds, treating people fairly.
Allows kids to have a better understanding of whats right and wrong.
Interacting with other kids teaches them to communicate, cooperate, conflict solving, and following the rules.
Playing with parents allows for kids to have a positive influence for being polite and respectful.
Helps develop the skill to control emotions and feelings.
Allows kids to freely express their emotions and explore.
Increases kids self-esteem by providing opportunities to succeed.
Language, creativity, and abstract thinking skills improve as kids play "Pretend" games.
Kids use their senses, such as, sight, smell, sound, taste, and feel to make sense and become familiar with their surroundings.
Coordination improves as the heart, lungs, and the immune system strengthens.
Physical movement (turning knobs etc.) refines the small motor skills.
Physical movement while playing (riding bikes etc.) exercises the large muscles.
Is it too cheap?
It is too expensive?
Is the cost worth it?
How many people can play with this toy?
Will this toy help my kid become social?
Will this toy harm my kid?
Will this toy require safety concerns?
Is it easy to disinfect?
How often would I need to clean this toy?
Would my kid understand the toy to be able to play with it?
Does my kid have the knowledge to play with this toy?
It is possible for this toy to physically harm my kid?
Does my kid have the strength to play with this toy?
Would my kid have fun while playing with this toy?
Does my kid have the skill to play with this toy?
Does my kid have the ability to play with this toy?
Adults use play to discover child's hidden emotions for therapy. With this strategy therapists and adults become more aware of the child's underlying problems.
Babies enter realm of play as they learn and discover their hands and feet.