Learning Theories in Childhood, Volume 1
By focusing on the early philosophies of learning and the key behavioral, cognitive, and social theorists, this book provides a comprehensive overview of children's learning. The authors discuss the key learning theories, highlight the strengths and weaknesses of each approach and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. Examples are drawn from practice to highlight key concepts, and to make vital links between theory and practice.
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1 AN INTRODUCTION TO LEARNING THEORIES
2 THE FOUNDING FATHERS AND PHILOSOPHIES OF LEARNING
THE EARLY YEARS EXPERIENCE
4 PIAGET LEARNING AND COGNITIVE CONSTRUCTIVISM
LEARNING IN A SOCIAL MATRIX
6 BANDURA BRONFENBRENNER AND SOCIAL LEARNING
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active adults Albert Bandura approach argued autism baby Bandura behaviour behaviourists Bronfenbrenner Bronfenbrenner’s Bruner Chapter chil child development children's learning classical conditioning cognitive development collaboration concept considered constructivism context critical culture Dewey dren early childhood early years practitioners early years settings emotional emphasis engage environment example experiences explore ﬁrst focus Froebel important individual influence inﬂuences interaction internal involved Ivan Pavlov Jean Piaget knowledge language learner learning theory London MacBlain Montessori notion NSSC nursery observations offers operant conditioning parents Pavlov peer Peppa Pig perspectives Piaget believed Piaget's theory play practice pre-operational stage problem solving Psychology reﬂect reinforcement role Rousseau Routledge schemas self-efficacy Skinner Smidt Social constructivism social learning social learning theory society sociology of childhood Steiner Stranmillis University College tasks teacher theorists Thorndike thought UNCRC underpin understanding Urie Bronfenbrenner Vygotsky believed Vygotsky’s theory Watson Whilst young children