2. Dana R. Pullum ECE 101 Allison Jennings January 12, 2015

3. Theorists/Theories – Most connected to least connected Learning Approaches – Most connected to least connected Ex: 1. Piaget – Theory of Cognitive DevelopmentEx: 1. High Scope 1. Gardner: Theory of Multiple Intelligences1. Montessori Method 2. Skinner: Operant Conditioning Theory2. Reggio Emilia 3. Erikson: Theory of Psychosocial Development3. Project Approach 4. Vygotsky: Sociocultural Theory of Development4. Creative Curriculum 5. Piaget: Theory of Cognitive Development5. Direct Instruction 6. Bandura: Social Learning Theory6. High/Scope 7. Kohlberg: Theory of Moral Development 7. 8. Freud: Psychosexual Theory of Development 8.

4. Gardner’s Theory of Multiple Intelligences The Principles of the Approach… Howard Gardner's Theory of Multiple Intelligences which "proposes that there are discrete domains of functioning, each of which is mediated by different brain areas, has its own principles and skills and displays individual differences" (Multiple Intelligences, 2009). How does this help? This Learning Theory is important to understand because it summarizes the different areas in which any person learns. This will help in creating lesson plans that encompass more than one area to make it easier for children to grasp the subject matter. What makes it so great? Because Gardner outlined the different areas of learning, instead of just showing children the color red, I may add apples, crayons, things that are warm to my lessons in order to help students retain the information.

5. The Montessori Teaching Method "Montessori practices such as the use of manipulative materials, individual instruction, and academic self-regulation are considered effective educational methodology for both the typical student and the student with developmental/learning disabilities" (McKenzie & Zascavage, 2012). Small children do need a prepared and ordered environment, even during self-directed learning times. The Montessori Method has plenty of structure along with the flexibility needed for young minds. Special needs children specifically need this sort of teaching approach. Structure with room for flexibility is exactly the sort of approach that would have appealed to me when I was in school. "The key features of the Montessori method with young children are the prepared environment, sequenced learning materials, and self-paced instruction for learners" (Estes & Krogh, 2012). Combining the structure and order of the Montessori Method with the flexible learning Multiple Intelligence Theory will create an exciting and informative learning environment for me and my class.

6. Operant Conditioning Theory B. F. Skinner's theory is a realization that "all organisms tend to do what the world around them rewards them for doing" (Freedman, 2012). Skinner’s Operant Conditioning Theory will benefit my future work by helping me maintain calm so that I do not focus on any wrongs and instead focus on the good behaviors of my students. I have seen this theory work with children. It works surprisingly well with most of them, no matter the situation. Being sure to praise the smallest good behavior reinforces the child’s need for social interaction. To ignore them totally for bad behaviors tends to put a stop to the bad because they are receiving no reaction, which is what they are seeking.

7. Reggio Emilia Teaching Approach

8. What Makes My Top Theory and Approach Ideal..? The Montessori Method classroom is broken down into five sections which are specifically designed for the promotion of learning different skill sets. The Multiple Intelligence Theory breaks learning down into eight areas. I believe that Gardner’s theory would work perfectly with the Montessori Method of teaching because of the specialization of the areas and learning materials within them. This theory, partnered with the graduating level of the materials in a Montessori classroom, makes this combination almost perfect.

9. References Dodd-Nufrio, Arleen. (Oct, 2011). Reggio Emilia, Maria Montessori, and John Dewey: Dispelling Teachers' Misconceptions and Understanding Theoretical Foundations. Early Childhood Education Journal. 39(4). Retrieved from http://eds.b.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?sid=a0069eb8-dd90-4f6e-9d06-22e0453f15a6%40sessionmgr198&vid=1&hid=103http://eds.b.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?sid=a0069eb8-dd90-4f6e-9d06-22e0453f15a6%40sessionmgr198&vid=1&hid=103 Estes, L. & Krogh, S. L. (2012). Pathways to Teaching Young Children: An Introduction to Early Childhood Education. Bridgepoint Education. San Diego, CA. Retrieved from https://content.ashford.edu/books/AUECE101.12.1/sections/sec1.2https://content.ashford.edu/books/AUECE101.12.1/sections/sec1.2 Freedman, David H. (Jun, 2012). The Perfected Self. Atlantic. 309(5). 42-52. Retrieved from http://eds.a.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?sid=71a2ffff-56c5-4043-8bf1-ea4c9191e9a4%40sessionmgr4002&vid=2&hid=4210http://eds.a.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?sid=71a2ffff-56c5-4043-8bf1-ea4c9191e9a4%40sessionmgr4002&vid=2&hid=4210 McKenzie, G. K. & Zascavage, V. S. (Spring, 2012). Montessori Instruction: A Model for Inclusion in Early Childhood Classrooms and Beyond. 24(1). 32-38. Retrieved from http://search.proquest.com.proxy-library.ashford.edu/docview/1009924821?accountid=32521http://search.proquest.com.proxy-library.ashford.edu/docview/1009924821?accountid=32521 Multiple Intelligences Theory. (2009). The Penguin Dictionary of Psychology. ISBN: 9780141030241. Retrieved from http://www.credoreference.com.proxy-library.ashford.edu/entry/penguinpsyc/multiple_intelligences_theory http://www.credoreference.com.proxy-library.ashford.edu/entry/penguinpsyc/multiple_intelligences_theory

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