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Maslow's Hierarchy of Needs: a theory in which implies that there are levels to which effects one's individual behavior, considering if their needs are being met or not. Starting from basic needs, progressing to things like safety, self-esteem, and morality.

In education, educators can't control most of the aspects involved in Maslow's Hierarchy of Needs. It is out of the teacher' control to ensure students get the sleep they need, provide clothing, or sufficient hygiene practices; however educators can help by providing a safe place for students. Some teachers have hygiene supplies for students to take from if need be, and the school's free and reduced lunch programs can help with the hunger issues. Not every teacher can help their students meet these needs, but teachers can continue to strive to offer students these needed recourses. Based on Maslow's theory, if these basic need are not met, it is all the more challenging for students to focus on their education.

Maslow's theory is based off the idea of humanistic psychology, which directly focuses on an individuals potential and stresses the importance of growth and self-actualization. The Hierarchy of Needs gives a framework for knowing and understanding an individuals motivation and development, bringing attention to the overall profession from basic survival needs to psychological needs.

Key Terms:

1. Psychological Needs - any need that is essential to either mental or physical well-being of an individual

2. Self-Actualization - the need to develop to one's true potential

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Piaget's Theory of Cognitive Development:

Stage One: Sensorimotor (0-2 years) - coordination of senses using motor responses, object permanence is developed, sensory curiosity, basic language (sometimes sign language)

Stage Two: Preoperational (2-7 years) - strong imagination, continuous abstract thoughts, proper usage of grammar to express an idea

Stage Three: Concrete Operational (7-11 years) - understanding of time, space, and quantity, concepts attached to concrete situations

Stage Four: Formal Operational (+11 years) - abstracts logic and reasoning, concepts can be applied to further learning

In education, Piaget's Theory of Cognitive Development comes into play in some very important aspects, specifically in the elementary aged kids. Piaget's Theory allows for general education teachers, special education teachers, school counselors, and others to know the reasoning behind a child's struggle. Piaget's theory explains why eleven year olds might struggle to have the imagination of a two year old, or why a two year old can't form sentences the way a twelve year old could. It also helps assess when a child is behind on their cognitive development, comparing it to where their peers are and where the child is supposed to be considering their age.

Due to Piaget's belief that children actively establish their own understanding of the world and people around them through their personal interactions with their surroundings, he theorized the idea of cognitive groups based on ages and their projected developmental stages. Piaget's theory stems from the idea that children develop mental foundations in which organizes their knowledge. Thus, when a child learns something new, they subconsciously affiliate it, connecting it to prior knowledge, or they accommodate, making room for new information.

Key Terms:

1. Cognitive Development - the growth and maturing in the ability to think and reason, typically regarding a child

2. Conservation - the ability to think logically

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Vygotsky's theory is based off the belief that a child's social interaction with others is the primary force that drives the cognitive development in children. He theorized the idea that children learn best when they are socializing, opposed to when they are learning individually. Vygotsky’s theory of cognitive development emphasizes the social and cultural influences on learning and cognition.

In education, Vygotsky's theory is often put to test when educators ask their students to talk amongst their peers about their hypothesis, conclusions, problem solving, etc. It isn't an uncommon thing for teachers to use social interaction as a way to benefit their student's learning. This is due to the certainty that allowing kids to converse their thoughts with others will in turn help them remember the information more so than if they ran through their thoughts independently.

Vygotsky's research gives structure to understanding social and cultural interaction, and the effect of language on cognitive development, highlighting the mastery of collaborative learning strategies. Vygotsky's stint regarding the value of social interaction and it's effect on students education continuously gives assistance to educators and how they teach their students.

Key Terms:

1. Social Interaction - how students make exchanges with their teachers, peers, and their environment

2. Collaborative Learning - when a group of two or more learners work together with the intent to solve problems, complete tasks, or learn a new concept

3. Sociocultural - a theory of how children learn that emphasizes social interaction, historical text, and culture

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Skinner's overall aim for his scientifical studies was to predict and control behaviors using science. This consisted of teaching animals, specifically rats, to learn voluntary behavior through consequences. This is known as operant learning, which involves the teaching of involuntary actioning with the idea that a punishment or a reward will follow.

Although operant learning in the classroom doesn't involve keep children in cages, we still use operant learning in beneficial ways. For instance, if a class comes in after recess every day for the first week with seemingly untamable energy and the teacher uses reinforcements to remind his or her students the correct way to come in the classroom (i.e. making them repeat coming into the classroom quietly until they do it correctly), sooner or later the class will come in the room as the teacher asked due to the reinforcement. In this case, a punishment for the students could be coming into class early from recess in order for them to have enough time to practice coming into class properly.

Skinner was able to prove his theory by training rats to press and hold a level with the result being food dropping, or a reward. By getting them to press the lever for a treat, he not only trained the rats, but he had tamed them in a way that kept them more in control rather than running around the cage in a panic.

Key Terms:

1. Verbal Praise - a positive evaluation of one's actions; an oral affirmation

2. Punishment - a penalty inflicted on an offender(s) for a wrongdoing

3. Reinforcement - the act of strengthening a behavior

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Bandura's theory is based off the idea that people study social cures directly through social interaction, or indirectly through the media. Simply explained, it implies that children follow 'monkey see, monkey do'.

Bobo Doll Experiment: Bandura preformed the Bobo doll experiment in which a group of researchers both physically and verbally abused an inflatable toy with a clown appearance in the presence of preschool-aged children. Later on the in the experiment, researchers found that it led to children to then mimic the behavior of the adults by attacking the doll in the same manner.

In education, this theory isn't has dependent towards the students success, learning, and growth, but focuses more on how they turn out to be as individuals. Students are around their teachers more often than their parents during the school year. That being said, they will take after some of your tendencies. Thus, if they hear you curse, or they see you treat someone else poorly, they are more likely to do it themselves. As educators, you MUST always assume little eyes are watching, how you behave around students is crucial. Bandura's theory has crucial ideas that can be applied in not only the education field, but also parenting, because it gives structure to how behaviors are acquired by children.

Bandura's theory brings much light to the importance of observation regarding the social influence in the learning and cognitive processes. Emphasizing the idea that learning isn't entirely the output of direct reinforcement, but can also occur through the observation of others.

Key Terms:

1. Observational Learning - consists of observing and modeling another individual's behavior, attitudes, or emotional expressions

2. Social Interaction - how students make exchanges with their teachers, peers, and their environment

3. Social Cues - signals expressed through body language, facial expressions, tone of voice, or words that are intended to send a message from one person to another

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Gardner's theory revolves around the idea that one individual can obtain multiple types of intelligences, including: visual-spatial, linguistic-verbal, logical-mathematical, body-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner's theory suggests that each theory of intelligence is represented in different ways by processing information differently.

Gardner's 8 Intelligences:

1. Musical-Rhythmic - musically inclined, easily knowing the beat, dancers, musicianists

2. Visual-Spacial - visualizing (distances),

1. Loci - remembering something by where it is on the page or it's color

3. Verbal-Linguistic - good with words, vocabulary, and creative writing

4. Logical-Mathematical - good testing trait, organizational, good with graphs and things that are systematic

5. Bodily-Kinesthetic - people who are in tune with body movements, understanding the movements of the body, body awareness

6. Interpersonal - leaders, coordinating work with others, empathetic, motivates others in an understanding way

7. Intrapersonal - the knowledge of your own feelings, finding your own strengths and weaknesses, self reflection

8. Naturalistic - the learning of natural sciences

In education, Gardner's Theory of Multiple Intelligences is used in the classroom in a multitude of ways. Most of all, it allows students in keen in on what they like to do, and what they are good at, allowing them to learn the content more easily. For instance, if a child's strongest intelligence is musical, they could use that to their advantage in the classroom by learning with jingles, or listening to music during a study time. It is important for educators to know about the each of the multiple intelligences to allow students to find their strong suits.

Gardner's theory emerged from a combination of psychological research, observations of individuals with unique talents, and critiques of traditional intelligence testing. Because of his hypothesis, teachers are now able to help students learn by changing their teaching styles for the betterment of the students abilities.

Key Terms:

1. Intelligence - the ability to acquire and apply knowledge and skills

2. Project-Based Learning - involves students designing, developing, and constructing hands-on solutions to a problem

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Goleman's emotional intelligence theory proposes that an individuals emotional competence, such as their self- regulation, social skills, self awareness, empathy, and motivation are key in order to have personal and professional growth. This theory highlighted the importance of both understanding and managing emotions, and how that will further influence an individual's relationships, friendships, leadership, and their mental health. Subsequently, this theory defines how an individual is shaped to navigate their personal and professional environments.

Goleman's 5 Theories of Emotional Intelligence:

1. Motivation - being aware of what pushes oneself to do better

2. Social Skills - getting along with others, managing relationships

3. Empathy - putting oneself in the perspective of another, considering others feelings

4. Self - awareness - ones ability to recognize and acknowledge their emotions, values, strengths, weaknesses, and goals

5. Self - regulation - ones ability to control their emotions, specifically disruptive and impulsive ones

In education, Goleman's emotional intelligence theory is applied mostly in the social aspect of the classroom. The theory of emotional intelligences can be seen more so in the older ages, specifically sixth grade and higher. Students begin to become hyper-self aware, leading them to acknowledge their motivations, encompass empathy, better their social skills, and practice self-regulation in doing so.

Goleman's theory demonstrates the significance of both personal and professional success for an individual, asserting the idea that emotional intelligences are just as important in an individual as traditional intelligence. His theory emphasizes the impact of emotions on thought processes and relationships, shaping how individuals navigate social complexities.

Key Terms:

1. Emotion - a natural instinctive state of mind deriving from one's circumstances, mood, or relationships with others

2. Intelligence Quotient (IQ) - a number representing a person's reasoning ability as compared to the statistical norm or average for their age, taken as 100

3. Emotional Intelligence - the capacity to be aware of, control, and express one's emotions, and to handle interpersonal relationships judiciously and empathetically.

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Bruner's theory of cognitive development is a child-centered approach of education in which children learn and construct new ideas or concepts based upon their current or past knowledge. Bruner highlights four key aspects of effective learning, those being: attitude towards learning, knowledge presented in such a way that accommodates to the learner's learning ability, and a learning pace involving praise.

Bruner developed his theory of cognitive development by building off of theorists Piaget and Vygotsky, emphasizing the importance of culture as well as social interaction in cognitive growth. Bruner proposed that learning is an active, involved process in which learners construct new ideas based on what they already know.

The theory of cognitive development is used in a classroom when students are forced to draw conclusions, make hypothesis, or for see what is to happen next in a lesson. For instance, in a science lesson an educator asks his or her students what they believe will happen to the blue water, colored by food coloring, once bleach is added. Students would then use their prior knowledge to make an educated guess as to what is going to happen.

Key Terms:

1. Prior Knowledge - the information and understanding that a person already has before learning new information

2. Scaffolding - an instructional practice where a teacher gradually removes guidance and support as students learn and become more competent

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Bloom's taxonomy theory elaborates on the idea that learners learn in a framework of categories set into specific levels depending on complexity and richness. Bloom's theory is comprised of three different learning domains: th cognitive domain, affective domain, and psychomotor domain. Each domain is then assigned to a hierarchical spot that also corresponds to different levels of learning.

Blom's Taxonomy Hierarchy:

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Bloom's Taxonomy is used in the classroom as a framework to structure learning objectives, assessments, and activities by categorizing cognitive skills into six levels. Educators design lessons that target different levels of the taxonomy, encouraging students to engage with material at varying depths. For instance, teachers may start with activities that require recall of facts before moving to complex tasks like creating projects. This approach helps promote critical thinking, ensures comprehensive learning experiences, and allows for differentiated instruction tailored to students' abilities.

Key Terms:

1. Hierarchy - a system or organization in which people or groups are ranked one above the other according to status or authority

2. Synthesis - the combination of ideas to form a theory or system

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Gagne's learning theory is based on the idea that learning occurs in a series of progressive stages, each stage requiring a different instructional strategy. These stages include verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. This structured approach emphasizes the importance of active engagement and reinforcement in the learning process, making it a valuable framework for educators and instructional designers.

Gagne's Nine Events of Instruction:

1. Gaining Attention

2. Informing the learner of the objective

3. Stimulation the learner to recall prior knowledge

4. Presenting information

5. Providing Guidance

6. Eliciting performance

7. Providing feedback

8. Assessing performance

9. Enhancing retention

Gagne's learning theory is utilized in classrooms to create structured and effective learning experiences. Educators implement this framework by gaining learners' attention, clearly stating objectives, stimulating recall of prior knowledge, presenting content in a systematic manner, providing guided practice, giving feedback, assessing performance, enhancing retention and transfer of learning, and fostering learner motivation. This comprehensive approach ensures that teaching aligns with how individuals learn, facilitating deeper understanding and skill acquisition among students.

Key Terms:

1. Progressive - happening or developing gradually or in stages; proceeding step by step

2. Framework - a basic structure underlying a system, concept, or text

3. Retention - the continued possession, use, or control of something

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Bowbly's theory of attachment posits that the emotional bonds formed between infants and their primary caregivers are crucial for a child's development and survival. He proposed that these attachments are innate and biologically programmed, evolving to ensure that infants remain close to their caregivers for safety and nurturance. He outlined different attachment styles—secure, anxious-ambivalent, and avoidant—based on the caregiver's responsiveness, impacting a child's emotional regulation, self-esteem, and future relationships. This theory highlights the long-lasting effects of early emotional bonds on psychological development.

Bowlby's Four Phases of Attachment:

1. Pre-attachment (birth to 6 weeks)

2. Attachment-in-the-making (6 weeks to 6-8 months)

3. Clear-cut attachment (6-8 months to 18 months-2 years)

4. Formation of a reciprocal relationship (2 years and onwards).

Bowlby's theory of attachment can be observed in a classroom setting through the interactions between teachers and students. For instance, a secure attachment is evident when a teacher provides consistent support and encouragement, fostering a safe learning environment where students feel valued and confident to explore and participate. Conversely, students with anxious or avoidant attachment styles may exhibit reluctance to engage, seek excessive reassurance, or avoid interaction altogether. Teachers can also recognize these behaviors and adapt their approaches to meet individual students' emotional needs, thereby promoting healthy relationships and better academic outcomes. Additionally, group dynamics and peer relationships can reflect attachment styles, as children may gravitate towards or struggle with friendships based on their early attachment experiences.

Key Terms:

1. Attachment - affection, fondness, or sympathy for someone or something

2. Avoidant - relating to or denoting a type of personality or behavior characterized by the avoidance of intimacy or social interaction.

3. Psychological Development - the process of how a person's cognitive, emotional, intellectual, and social capabilities change throughout their life

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Montessori believed that the best learning environment for a child was a prepared environment where children can do things independently and that it is the teacher's responsibility to set up the learning environment, provide space to explore, and provide appropriate materials.

Montessori’s theory is evident in the classroom through several key elements: child-led learning, mixed-age groups, and a prepared environment. In a 'Montessori classroom', children are encouraged to explore activities at their own pace, allowing them to pursue their interests and develop autonomy. Additionally, mixed-age groups foster peer learning, where older students can mentor younger ones, enhancing social development and collaboration. Teachers act as guides rather than traditional instructors, facilitating learning through observation and support rather than direct instruction. This approach creates a nurturing atmosphere that respects each child's developmental stage and encourages intrinsic motivation and self-discipline.

Key Terms:

1. Montessori Teacher - an educator who gives students freedom, confidence to decide, and assistance