| Term | Definition |
|---|
| Piaget | Swiss psychologist who says children's cognitive development depends on their ability to organize, classify, and to adapt to their environments |
| Vygotsky | Sociocultural Theory: Zone of Proximal Development, Intersubjectivity, Scaffolding |
| Maslow | Hierarchy of 6 basic needs, ranges from lower level needs like survival and safety to higher level needs like self-actualization |
| Erikson | Believed that individuals go through a distinct number of life stages. Each stage presents a crisis which must be overcome in order to strengthen the ego; 8 stages; ex. trust vs. mistrust |
| Gardner | devised theory of multiple intelligences: logical-mathematic, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic |
| Zone of proximal Development | range from what a child can do independently to what he can do with adult assistance |
| scaffolding | adjusting the support offered during a teaching session to fit the child's current level of performance |
| Skinner | Operant conditioning (Pavlov's dog) |
| Kohlberg | Stages of Moral Reasoning (judgements about questions of right and wrong) |
| Bandura | Theorist of the social learning theory (learn through observing others) and social cognitive theory (distinguishes b/w enactive and vicarious learning). Four elements of observational learning |
| Bruner | Believed that discovery learning will help students think for themselves and discover how knowledge is constructed |
Combine with other sets
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