EDU 522 Curriculum design

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Grand Canyon University *

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522

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Psychology

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Dec 6, 2023

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The learning theories in early childhood education are an ongoing conversation that many school and teachers must have in order to find the necessary way to reach young students. In the primary grades the focus can be determined in ways that can foster and engage all students. Learning theories will show that Learning is the goal that teachers must successful fulfill within their career. When teachers are knowledablge about learning theories and how to implement the styles within the classroom this will support the instructional process and in hopes relieve teacher burnout. A basic understanding of the various learning theories is essential for educators who strive to lead a classroom that is conducive to learning and success. Behaviorism The learning theory of behaviorism focus on the call and response, this requires a question to be asked and the act of responded is the result of learning. In this theory the student transfer learning by applying what they already know, metacognition to be able to give a response. The results will always be the same if a teacher uses behaviorism to assess students. The teacher teaches a specific learning target and the teacher than specifically assesses on what the learning objective, this is cut and dry way on instructional, no variations. As a teacher using this theory, the planning process must be direct and organized where teachers expect a right or wrong answer. The instructor plays a dominant role in behaviorism by leading the learning environment, using positive and negative reinforcement to shape learners’ behaviors, and presenting the content. This would be successfully supported in the math instruction. Math instruction have pre-determined questions that get to one direct answer, although there could be multiple ways to get to the answer the response is a specific answer. Another strength to this theory is phonemic awareness in order to be able to read or write. In a primary grade the

instruction is specific, clear cut, and direct because the teachers instructional planning is to have students understand letter and sounds in order to be able to read and write successfully. In reading and math, the direct instruction by teachers allow students to utilize this in other subjects such math computations correlate with science, reading instruction correlates to reading and understanding facts of social studies. The weakness in this type of theory is that because it is cut and dry and straight to the point it leaves no room for teachers to have create or ownership in planning developmentally appropriate activities. The planning process is understanding the lesson objective and then assessing the learning objective in order to determine if students met the intended objective. This stimulus response theory does not assess understanding so that students retain and recall information. Cognitivism This learning theory gets students to think, remember, interpret and problem solve. This theory does not have students’ program to response based of environmental stimuli. In this theory there are levels, and each are depdent on each other. The learning process for student’s occur as such; they develop schmeat which Piagets is very well know for this idea, students experience something and then equate it to a previous experience. This would be beneficial in the classroom when connecting prior knowledge to expand on a targeted objective. Assimilation and accommodation are another key factor in this theory as assimilation is new knowledge is incorporated into existing schemata and new knowledge is now stored, accommodations are where the schmeat is altered and now copes with the new experience presented. This theory assists the instructional process by allowing the teacher to make learning meaningful and the allows the learner to take an active role in their learning and process information. The weakness with this is that it is teacher centered and the learning must be presented in an organized fashion

to achieve effective learning. Unlike behaviorism, cognitivism is differing because the learning is an internal process rather than by external circumstances. Motivational Within this theory I found the that the Montessori method plays a huge role in this learning theory for young students. Discovered by Dr Maria Montessori, she found that given a young child a chance to explore on their own one would see the child’s true normal nature in developing. She later reported her discoveries and experiences. Many became interested in her discoveries, and later this became known as the Montessori Method. Within the Montessori environment contains specially designed, manipulative materials for development that invite children to engage in learning activities of their own individual choice. Maria Montessori came up with nine concepts or ideas that foster learning by the young child on their own through manipulative. First is inner guidance of nature: all children have inherent directives from nature that guide development. Second, freedom for self-directed learning: respects individuality to let children choose their own activities. Third, planes of development: the natural development of children proceeds through several distinct planes of development, each having its own unique conditions and sensitive periods for acquiring basic faculties in the developmental process, fourth idea is prepared environment; having an environment prepared for the young child also providing a range of physical objects that are organized and made available. Fifth idea is observation and indirect teaching; the teacher role is to oversee and observe. This indirect teaching is set to control the environment not the child. The sixth idea of Montessori schooling is normalization, the seventh idea is Absorbent mind, the eighth idea is Work, not play. Children have an instinctive tendency to develop through spontaneous experiences on the environment,

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Multi-age grouping. Children learn from each other in a spontaneous manner that supports their independent self-directed activity ("We connectMontessorito the world 2020.") . Constructivism Constructivism unlike these other theories discussed this does not have an objectivistic approach, but rather allows the learner to understand from their previous experiences. The instructional process is that the mind used as a reference tool and the learner understands the world based off individual interpretations and interaction’s they have made with the world. Constructivism is the sister to cognitivists’ as it relates to thinking and applying new thinking to previous knowledge. The instructional process is like a co-producer as the knowledge is obtained through previous interactions. The purpose is not to have learner use ROTE memory but instead retain, recall, and interpret information like cognitivism. The shift from behaviorist and constructivist theory is the instructional process allows the learner to transfer information and apply it real world examples to process the information with their own experiences. Social The theory of social efficacy is the idea how the learner interacts with others and the outside world. This theory is the opposite of the theories discussed thus far, whereas social efficacy focuses on how one’s learning interacts with others. As a teacher the instructional process that needs to be established is understanding the social need of the learners, and then fulfill the learner’s needs with activities that relate to real world connections. Social efficacy provides the learner with change, creating a need for an effective learning experience, and applying new knowledge to the next experience. This is cross curricular as the learner needs to apply prior associations to new learning experiences.

The humanistic theory is about teaching to the whole child which could be and intertwine of many of the theories that have been discussed as well. Teaching to the whole child as an educator is understanding the child’s learning style providing the needs to meet them. The whole child is valued unlike behaviorism where there is an action to every reaction and results in consequence. This also differs from cognitivism as the discovery of learning is central to the learning taking place. The instructional process would be to model effective expectations, set routines and standards. The learner is effective as the observation of the result is the goal. Simply put teacher is the role model, in this the teacher provides reason and motivation for the learning taking place. This is interdisciplinary because the expectations are similar in the learner must observe and explore. Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly , 26 (2), 43–71. https://doi-org.lopes.idm.oclc.org/10.1002/piq.21143 Pritchard A. Cognitive, constructivist learning. In: Ways of Learning – Learning Theories and Learning Styles in the Classroom. 3rd ed. New York, NY: Routledge; 2014:18-37. Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns . 2nd ed. Los Angeles: Sage Publications. “We ConnectMontessorito the World.” Association Montessori Internationale , montessori- ami.org/.

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