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ECE 3 Standard 05
ECE3-05 Trends and Theories
| Term | Definition |
|---|---|
| Theory | A system of beliefs about how or why something is, often researched or proven or generally accepted. |
| Theorist | A person known for a specific belief about human growth and development |
| Cognitive | A theory that asserts that learning happens through active problem solving and social interactions. |
| Behavioral | A theory that asserts that humans become shaped by the environment, specifically good outcomes encourage repeated behavior and bad outcome extinguishes behavior |
| Psychosocial | A theory that asserts that humans learn new behaviors by imitating and interacting with the people around them |
| Psychoanalytic | A theory that asserts that emotional development is influenced by tension between internal desires and impulses and demands of the outside world |
| Heredity | What we inherit through genes and bloodline |
| Environment | The surroundings that impact all growth and development |
| DAP (Developmentally Appropriate Practice) | Lessons, toys and games that are designed to match the ability and skill of the child |
| Child Centered approach | Allowing the needs and preferences of children to drive curriculum and instruction |
| Bloom, Benjamin | developed a model of mastery learning, and levels of true knowledge ranging from recall to complete mastery. |
| Freud, Sigmund | The father of psychology beileved that problems in adulthood stem from needs are not met in childhood. |
| Gardner, Howard | Developed the theory that all people have intelligence in nine different realms or areas of study or ability. |
| Maslow, Abraham | Theorist that believe in a pyramid about needs and abilities and insisted that basic physiological needs must be met first. |
| Montesorri, Maria | A physician who believed that children learn besst through experiences and senses, and that children should be supported in becoming independant and self sufficient. |
| Skinner, B.F. | developed the theory of operant conditioning and believed that behaviors are repeated when the intended consequence is the result. |
| Erikson, Eric | developed the theory that development happens in stages through overcoming crisis |
| Piaget, Jean | developed the theory that there are 4 stages of learning, and that children think differently from adults. |
| authoritative parenting style | In this parenting style, the parents are nurturing, responsive, and supportive, yet set firm limits for their children. They attempt to control children's behavior by explaining rules, discussing, and reasoning. They listen to a child's viewpoint but don't always accept it. |
| authoritarian parenting style | This is a strict style of parenting that places high expectations on children. These parents set rigid rules with no explanation, and expect their children to obey them without question or face severe punishment |
| permissive parenting styles | These parents tend to be warm, nurturing and usually have minimal or no expectations. They impose limited rules on their children. Communication remains open, but parents allow their children to figure things out for themselves. These low levels of expectation usually result in rare uses of discipline |
| uninvolved parenting style | This parenting style does not utilize a particular disciplining style and has a limited amount of communication with their child. They tend to offer a low amount of nurturing while having either few or no expectations of their children. |
| secure attachment | Children who have this attachment style are generally able to be comforted by their caregivers when distressed and to use their caregiver as what is known as a 'secure base' from which to explore their environment when they are not distressed. |
| dismissive-avoidant attachment | In this attachment style...While growing up the parents might have left the child to fend for themselves, or their basic needs were not met consistently. The child is compelled to emotionally detach themselves or to comfort themselves in the absence of a parent being available. |
| anxious-preoccupied attachment | If a child has this attachment style, they will likely cling to their parent or caregiver and can exhibit symptoms of separation anxiety. They may become very upset when the parent leaves them with another caretaker and might express fear that the parent will not return. |
| fearful-avoidance attachment | This attachment style is usually caused by inconsistent or unpredictable caregiving, making it difficult for children to trust others. As a result, they may exhibit anxious behavior, such as seeking reassurance or being overly clingy, while also being distant or dismissive. |
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