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- 1908 to 1970
- Abraham Maslow was an American psychologist and philospher
- Best known for slef-actualization theory of psychology
- Became head of psychology department at Brandeis University, remained there until

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Article talks about how to apply the hierarchy of needs in a classroom. Gives examples of ways to do so. Also goes over each level of pyramid.

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simple truth:

Before expecting students to reach their potential, teachers need to meet students at their current levels.

research tells us:

Maslow's Hierarchy of Needs is a popular motivation theory that is widely referred to in educational circles. In this theory, Abraham Maslow suggested that before individuals meet their full potential, they need to satisfy a series of needs. It's important to note that Maslow based his theory more on philosophy than on scientific evidence. If interested, you can find limitations of this theory here. However, Maslow's Hierarchy of Needs can provide teachers a reminder and framework that our students are less likely to perform at their full potential if their basic needs are unmet.

At times it can be confusing to apply theory into the practical realities of a classroom. So let's talk specifics. We may have a limited influence on the home lives of our students. Though once they enter our school, we have the opportunity to assess student needs and then work to adapt our instruction to meet their needs. Below are the general stages in order and descriptions of Maslow's Hierarchy of Needs:

Are any students entering our classroom without their Physiological needs met? Is this student getting all of their basic physical needs met? These basic needs include food, water, sleep, oxygen, and warmth. If all students have these needs met, the next stage is Safety. How safe and secure does this student feel in their home? What about in our school, and specifically in our classroom?

Do all students have a feeling of Love & Belonging in our classroom? Does each student feel that they belong to a group? Do they have strong relationships with their peers? The next stage is Esteem. Do all students feel good about themselves? Are we giving powerful verbal feedback to support their self-esteem? Do they believe that their peers think positively about them?

Maslow's final stage is Self-Actualization. In theory, if students have all of the previous stages met, they can achieve and create at their full potential. Do we automatically assume that all students should be achieving at their full potential once they enter the classroom? We know that this is not a reality, we just need to look at ourselves when we're impacted by any of the characteristics noted above.

try this:

To support our students' physiological needs, we can ensure that all students have access to water in their rooms. Water bottles are a simple solution and research shows the many benefits of hydrated students.

To support our students physiological needs, we can ensure that we have nutritious snacks available. Foods with slow-burning complex carbohydrates (such as granola bars) can help students sustain energy levels throughout the morning or afternoon.

To support our students physiological needs, we can ensure that if a student is in desperate need of sleep, they are allowed to take a short nap at school. If not, research indicates that sleep-deprived students learn less and may even disrupt the learning of others.

To support our students' safety needs, we can continuously equip students and monitor the climate of our classroom to decrease bullying.

To support our students' love and belonging needs, would all students feel like our classroom has a family or close-knit feel? Are we actively making sitting arrangements and putting students in groups where they feel supported?

To support our students' esteem needs, we need to provide affirmative, concrete, and transparentfeedback so that students know their specific strengths and can articulate when they've used them to succeed in our classrooms. Do we create opportunity for peers to share specific positive feedback with each other?

In theory, when we support students in all of those stages noted, students can perform at their fullest potential, which is the self-actualization stage. Do we always expect students to perform at their best, even if they are in need of support in lower stages?

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Before expecting students to reach their potential, teachers need to meet students at their current levels. Maslow's Hierarchy of Needs is a popular motivation theory that is widely referred to in educational circles. In this theory, Abraham Maslow suggested that before individuals meet their full potential, they need to satisfy a series of needs.

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- 1896 to 1980
- Studied natural sciences at University of Neuchatel, obtained Ph.D. during this period
- 1921 became director of studies at the J.-J. Rousseau Institute in Geneva
- Held several chairs in different areas of study such as: psychology, sociology, history etc. at different institutions

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Article further explains Piaget's theory and how it can be applied in the classroom.

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Funderstanding: Education, Curriculum and Learning Resources - Just another WordPress site

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Every experience and interaction has an impact on development in early childhood. Swiss biologist and psychologist Jean Piaget recognized this when he studied and researched his own theories of cognitive development.

Some of his research led to the belief that every interaction establishes cognitive structure in children. This is especially important in the classroom environment.

Jean Piaget's theories impact learning in many different ways, but keeping in mind the curriculum you are teaching, as well as how you are teaching it, directly applies to the essentials of child development. For the stages of child development and the primary influential factors, visit this Funderstanding article.

Observation and Education

Jean Piaget developed his methods of understanding children by directly observing them while they were working. Many of his thoughts have led to increased educational theory.

He also analyzed behavior.

"His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so," according to Learning and Teaching Information.

Jean Piaget made note of certain stages of development that allowed children to learn better.

"He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways," Learning and Teaching Information said.

Structured Development

Jean Piaget's theories of development centered on structure. The concept of structure introduced four stages of development, according to Teacher Education:

1. Sensorimotor stage - 0-2 years: imitation, memory and thought begin to be utilized

2. Preoperational stage- 2-7 years: language development and recognizing symbolic form

3. Concrete operational stage- 7-11 years: able to solve hands-on problems logically

4. Formal operational stage- 11-15 years : able to solve abstract problems in a logical fashion

Applying Jean Piaget in the Classroom

To apply Jean Piaget's theories in the classroom, the University of Arkansas suggests these six steps to structure preoperational development:

1. Use concrete props and visual aids whenever possible.

2. Make instructions relatively short, using actions as well as words.

3. Do not expect the students to consistently see the world from someone else's point of view.

4. Be sensitive to the possibility that students may have different meanings for the same word or different words for the same meaning. Students may also expect everyone to understand words they have invented.

5. Give children a great deal of hands-on practice with the skills that serve as building blocks for more complex skills like reading comprehension.

6. Provide a wide range of experiences in order to build a foundation for concept learning and language.

More on Jean Piaget

Check this if you want to learn how teachers and parents can apply Piaget's principles. To learn more about Jean Piaget's work, check out this Funderstanding page.

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Jean Piaget: Cognitive Development in the Classroom - Funderstanding: Education, Curriculum and Learning Resources

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Kelly McLendon goes over the theories and methods of Jean Piaget, its implications for cognitive development, and steps on how to apply them in the classroom.

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- Born in 1943 (still alive)
-American cognitive psychologist and author
- Attended Harvard University where he obtained B.S. in social relations (1965) & doctoral in developmental psychology (1971)
- Professorship of neurology at Boston University of Medicine (1986-2005)
-Professorship of education at Harvard University Graduate School of Education (1986-98)

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Explains Garder's theory and the benefits of applying it as well as how to apply in in a classroom setting.

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- 1902 to 1994
- Became in intrested in the treatmet of children & published first paper in 1930
- Was elected to the Vienna Psychoanalytic Institute in 1933
- Became professor psychology at the University of California, Berkeley in 1942

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Article describes how to apply the stages in instruction time in the classroom. Does this for each stage.

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The Classroom | Empowering Students in Their College Journey

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How to Apply Erikson’s Theory in Instruction

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Erikson’s theory of psychosocial development can be taught to many young learners in the stages of the theory.