(Cyp 3.1.2.3)

Explain how theories of development and frameworks to support development influence current practice (CYP 3. 1. 2. 3) Jean Piaget is the most widely known of all educational theorists and perhaps the main contributor to current practice of education. Piaget made vast contributions to the direction, meaning and understanding of contemporary constructivism. Examples of Piaget's contributions include his ideas that knowledge should be actively constructed by a child and learning activities should match the level of the development stage of each child. Also, several major approaches to the national curriculum and instruction are based on Piaget’s theory. For instance, Piaget influenced many teaching techniques such as the focus on the process of the child's thinking and the active role of the learner. Piaget's focus on the process of the child thinking promoted the development of the stages of cognitive development. Teachers use the stages in today's classroom as a way to gauge a child's cognitive functioning. This permits the development of activities and learning experiences that are at the correct cognitive development stage for the child's ability to learn. Piaget recognised that children must be self-initiated and actively involved in learning activities. A current application of this concept today can be found, many of the national curriculum material include interactive activities and even educational software for the child to engage in self-controlled learning. Another well known, and perhaps one of the most controversial theorists to date, is Sigmund Freud. Psychoanalytic theories of development began with the work of Freud, who believed that early childhood experiences had a lasting effect on further development of the individual thus having a lasting influence over the way children are educated today and the psychology behind the way this is executed. For example, early education through play, making it both an enjoyable and positive experience for children. Abraham Maslow developed a humanistic theory that has influenced education. This wide influence is due in part to the high level of practicality of Maslow's theory, many people find they can understand what Maslow says and they can relate to some features of their experience or behaviour which they have never put into words. Humanists do not believe that human beings are pushed and pulled by mechanical forces, either of stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses (psychoanalysis). Humanists focus upon potentials, they believe that individuals strive for an upper level of capabilities and seek the frontiers of creativity, the highest reaches of consciousness and wisdom. Maslow calls this level â€Å"self-actualisation† within his ‘hierarchy of needs’. Maslow believes that the only reason that an individual would not move well in the direction of self-actualisation is because of hindrances placed in their way by society. He states that education is one of these hindrances, he recommends ways education can switch from its usual person-stunting tactics to person-growing approaches. JOANNE CORBETT Maslow states that educators should respond to the potential an individual has for growing into a self-actualising person and this has had great influence over the way education is now taught. Teachers are striving for holistic individual learning experiences rather than mass class lead approaches, current practice includes ability grouping and resources put in place for ‘gifted and talented’ children. The frameworks for current practice are mainly based around an holistic approach. Social pedagogy supports development and assumes a holistic approach to children’s needs – health, schooling, leisure, family life, spiritual life and so on – the whole child. It collaborates education with all other areas involved in how a child develops. Albert Bandura plays a major part in holistic development today; he is thought to be one of the most influential theorists of current education, with his social learning theory which believes people learn new behaviour through observational learning of the social factors in their environment. For example, if people observe positive, desired outcomes, then they are more likely to model, imitate and adopt the behaviour themselves. Teachers now understand the importance of providing a professional, positive role model for children to look up to. Burrhus Frederic Skinner is the American theorist behind operant conditioning which deals with the modification of â€Å"voluntary† (operant) behaviour. Operant conditioning is maintained by its consequences of reinforcement and punishment, both positive and negative. One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioural explanations for a broad range of cognitive phenomena. For example, Skinner explained motivation in terms of deprivation and reinforcement schedules therefore perant conditioning has been widely applied within teaching with the use of positive reinforcement particularly for motivation and classroom management. Which bring us to our final theorist, John Watson who developed behaviourism with classical conditioning, most controversially with â€Å"Little Albert† a 9 month old boy he (along with Rayner) conditioned to be afraid of a white rat, where the stimuli was moderated (as oppose to Skinner, who moderates the response). Teachers are able to apply classical conditioning in the class by creating a positive classroom environment to help children overcome anxiety or fear. Pairing an anxiety-provoking situation, such as performing in front of a group, with pleasant surroundings helps the child learn new associations. Instead of feeling anxious and tense in these situations, the child will learn to stay relaxed and calm. This essay is not exhaustive of the many theories which have enriched education and the way it is currently practiced but merely gives an overview of some of the leading theorists that are utilised within schools today. 901 WordsJOANNE CORBETT