Connections

Dewey, Montessori, Piaget, and Vygotsky believed that it is important to observe children and see what they are interested in.  Dewey believed that children's interests form the basis for currculum planning.  Montessori thought it was important to, "teach little and observe much."  Teachers plan acivities according to the child's interest.  Vygotsky thought that by observing children, the teacher can come to learn about the child's development. Observing was a key piece in cirriculum planning.

Piaget believed that children learn best when they are creating and doing the work themselves.  They are creating their own understanding of what's going on in the world. Montessori  thought it was important to allow children to do things for themselves.  She believed children should be allowed to do everything they are capable of doing.

Piaget and Erikson both created stages of development.  Piaget's stages created a view of how children think in their early years, while Erikson's stages have helped us understand how children develop emotionally.  Erikson's theory is the eight stages of psychosocial development.  It's the idea that each task must be accomplished at each stage in order to move on to the next one.  Piaget's theory is that children's cognitive development passes through four stages: sensorimotor, preoperational, concrete operational, and formal operational.