Theories in Child and Reader Development
Intellectual Development (Cognitive Psychology)
- Piaget (the child as meaning-maker)
- Sensory Motor (0-2)
- Preoperational (2-7)
- Concrete Operational (7-11)
- Formal Operations (11-up)
- Vygotsky (Social-Linguistic)
- Zone of Proximal Development
- Scaffolding
- Overlapping curriculum
- Spiraling curriculum
- Gardner (Multiple Intelligences)
- linguistic
- musical
- spatial
- natural
- logical-mathematics
- bodily (kinesthetic)
- awareness of self
- awareness of others
Language Development
- Halliday
- Children construct their own system for
making themselves understood
Moral Development
- Lawrence Kohlberg
- Robert Coles
Personality Development
-
Abraham Mazlow
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Physiological Needs
1. Most basic level to survive
2. Food, water, clothing, shelter, sleep
3. Usually satisfied through adequate wage
Safety Needs
1. Required for physical & emotion security
2. Satisfied through job security, insurance, pensions, &
safe working conditions.
Social Needs
1. Requirement for love & sense of belonging
2. Work environment, informal organizations, friends &
family satisfy soc. needs
Esteem Needs
1. Require respect, recognition, sense of accomplishment &
self-worth.
2. Accomplishments, promotions, honors, and awards satisfy
this need.
Self-Realization needs
1. Need to grow, develop & be what we're capable of.
2.
Most difficult to satisfy
3. Varies w/ individual; examples: learning new skills, new
career, be the best at something
- Erik Erikson Stages of Development
- trust
- autonomy
- initiative
- accomplishment and industry
- identity
- intimacy, productivity, integrity
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Reader Response
Louise Rosenblatt
Reading is an active (not passive) process, an
interaction between the written word and the reader.
- Efferent Stance
- Aesthetic Stance
Primary
- Motor oriented response
- Parts rather than whole
- Embedded language
Elementary
Middle School
- Strong preferences
- Analytical
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