Learning Theories for an Effective Classroom

1178 Words5 Pages
INTRODUCTION

Learning theories are critical for every teacher to keep in mind. While they are theories, they are great guides for teachers. From what I remember reading, research has shown that when teachers use learning theories to guide their teaching correctly, they get positive results.

The following explores how learning theories that naturally promote classroom management both explicitly and implicitly and most importantly offer students a chance to learn in a safe environment that is developmentally appropriate and environmentally stimulating for the young learner ages three to six.

In this essay I will explore three learning theories that would be used to guide the development of mathematical concepts in children ages three to six years old. These theories include the cognitive theory based on Piaget’s theory of cognitive development. As they learn actively in the early childhood environment they acquire concept through actual involvement. Applying this theory in mathematics has led to the use of manipulative material that will enable young children to engage in active learning (Kaplan, Yamamoto,&Ginsberg, 1998).

The second theory I will explore is the social constructivist theory which states that learning is more likely to occur if adults or older children help guide or model young children’s development and learning.(Broody 2000).Theorist Lev Vygotsky believed in this theory he believed that learning is characterized by the child’s ability to problem solve independently as well as under adult or peer guidance. The teacher using this theory has to support learning by creating assistance for children and provide scaffold assistance (Berk & Winsler, 1995). Allowing children to speak and discuss with their peers and ...

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...ng, pattern, time. All these things show us how much mathematics we interact with everyday and as teachers we have to teach children so that they develop positive dispositions about mathematics.

REFERENCES

Clements ,D.H.,& Conference Working Group .(2004) Part 1 major themes and recommendations , In D.H,Clements ,J.Sarama & Dibiase ,Engaging young children in Mathematics.

National Association for the Education of young children (NAEYC) .(2009) .Developmentally appropriate practice in early childhood programsserving children fom birth to age eight .Position statement .Washington ,DC NAEYC.

Baroody ,Arthur J.(2000).Does mathematics instruction for three to five – year – olds really make sense? Young children ,55(4), 61 – 67.

Moomaw ,Sally,& Hieronymus ,Brenda.(1995).More than counting.Whole math activities for preschool .St. Paul Redleaf Press ED 386 296.
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