Gonzalez

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Joanna Gonzalez 4/17/12


 * [[image:Piaget.jpg width="203" height="247"]]**Jean Piaget **

Jean Piaget was born in Switzerland on August 9, 1896. His father, Arthur Piaget, was a professor of medieval literature with an interest in local history. His mother, Rebecca Jackson, was intelligent and energetic, but Jean found her a bit neurotic -- an impression that he said led to his interest in psychology, but away from pathology! Piaget was the oldest child and was known to be independent. At the age of ten he published a one page account of his sighting of an albino sparrow. He looked into philosophy but it failed so he turned to psychology. Once done with high school, Piaget attended the University of Neuchâtel but because he became ill, he retired to the mountains for a year. In 1918, Piaget got his Doctorate in Science from the University of Neuchâtel. He worked for psychology labs in Zurich and at Bleuler’s famous psychiatric clinic. He was introduced to the works of Freud, Jung, and others. During 1919 he taught psychology and philosophy at the Sorbonne in Paris. He didn’t care for the “right-or-wrong” style of the intelligent tests and began doing his own research by interviewing boys at a school. Piaget began asking how children reasoned. He then accepted a position at the Institute J. J. Rousseau in Geneva where he began researching the reasoning of elementary school children. With that information he wrote five books. Piaget married Valentine Châtenay and had three children which became the focus of observation and they created three books from this. In 1929, Piaget began work as the director of the International Bureau of Education, a post he would hold until 1967. He also began large scale research with A. Szeminska, E. Meyer, and especially Bärbel Inhelder, who would become his major collaborator. Piaget, it should be noted, was particularly influential in bringing women into experimental psychology. He continued working on a general theory of structures and tying his psychological work to biology for many more years. By the end of his career, he had written over 60 books and hundreds of articles. He died in Geneva, September 16, 1980, one of the most significant psychologists of the twentieth century. Piaget developed the idea of **stages** of cognitive development. The first is **the sensorimotor stage**. This stage is from birth to the age of 2.As the name implies, the infant uses senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills. Throughout this stage the child works on primary circular reactions, secondary circular reactions, tertiary circular reactions, mental representation. The second stage is **Preoperational stage.** This stage last from the ages 2-7. It is a short step to the use of symbols. A good example of symbol use is **creative play**. Along with symbolization, there is a clear understanding of past and future. The child can be quite **egocentric** during this stage, that is, he sees things pretty much from one point of view: his own. Perhaps the most famous example of the preoperational child’s centrism is what Piaget refers to as their inability to conserve liquid volume. **Concrete operations stage** is the third stage. It’s for ages 7-11.In this stage, the word **operations** refers to logical operations or principles we use when solving problems. The stage begins with progressive decentering. By six or seven, most children develop the ability to **conserve** number, length, and liquid volume. The fourth stage is **Formal operations stage** which is from ages 12 and up. Here we become increasingly competent at adult-style thinking. This involves using logical operations, and using them in the abstract, rather than the concrete. We often call this **hypothetical thinking**. The teenager has learned to group possibilities in four different ways: By **conjunction**: “Both A and B make a difference” (e.g. both the string’s length and the pendulum’s weight). By **disjunction**: “It’s either this or that” (e.g. it’s either the length or the weight). By **implication**: “If it’s this, then that will happen” (the formation of a hypothesis). By **incompatibility**: “When this happens, that doesn’t” (the elimination of a hypothesis). [] This website holds a lot of information that helps its readers understand the things that led Piaget to study psychology and what he did with his research. It also explains his theory in in great detail that doesn’t overwhelm us. [] This website talks about Piaget life and also Elaborated the stages of childhood. It gives Other features of Piaget's stages of development. [|http://www.muskingum.edu/~psych/psycweb/history/piaget.htm] This website is really cool and separates its information on Piaget in three sections which are his [| biography,] his [|theory], and the [|time line of his life and findings.] ||
 * Background: **
 * Theory:**
 * Classroom application: **This information that Piaget has found can be used in the classroom in many ways. His information is very useful to teachers. One of the things that will be helpful is knowing the formal operation stage. This stage is one that allows students to become increasingly competent at adult-style thinking. This allows us to know that students are capable of using logical operations in abstract ways. Teachers know that children need to be challenge and this information proves it.
 * Website review: **
 * [[image:lev.jpg width="199" height="271"]]**Lev Vygotsky**

Lev is known as the Mozart of Psychology. He Semyonovich Vygotsky was born in Western Russia (Belorussia) in 1896. He graduated with law degree at Moscow University. After graduation, he started teaching at various institutions. Vygotsky's first big research project was in 1925 with his Psychology of Art. A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by it. After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students. When the Cold War ended, Vygotsky's works were revealed. Before Vygotsky passed away, he had written several articles and books on the subject of his theories and psychology, including Thought and Language(1934). His research led Vygotsky to create the Zone of Proximal Development theory. That is one reason why Vygotsky's developmental psychology has influenced education profoundly in Russia and around the world today. Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Vygotsky’s theory asserts three major themes: //Major themes: // According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions. Vygotsky believed that the internalization of these tools led to higher thinking skills. Vygotsky’s theory promotes learning contexts where students can play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher. [|http://www.muskingum.edu/~psych/psycweb/history/vygotsky.htm] This website gives a quick overview of Vygotsky’s life and the things that he achieved and what came from his research. This is very helpful if you ever need a quick to the point type article to read on him. It also gives an explanation of his theory. [] This website is very helpful because it discusses Vygotsky’s theory and explains his major themes. It is also helpful because it explains the application of his theory in the classroom. [] This website is helpful because it contains a lot of information on Vygotsky and his theory. It also contains information about his life and that helps us, the readers, understand what led him to his theory and the things that he did. || media type="youtube" key="bdPPXGadRAU" height="315" width="420"
 * Background: **
 * Theory:**
 * 1) Social interaction plays a fundamental role in the process of cognitive development. Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
 * 2) The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.
 * 3) The Zone of Proximal Development (ZPD). It’s the distance between a student’s ability to do a task under adult guidance and/or with peer collaboration. It also has to do with the student’s ability to solve a problem independently. According to Vygotsky, learning occurred in this zone.
 * Classroom application:**
 * Website review:**
 * **Erik Erikson **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Erik Homberger Erikson was born in 1902 Germany to Danish parents. He studied art and many different languages during his school years. Instead of continuing school after high school he traveled and kept a diary of his experiences. After a year, he went back home and attended in an art school. He was then admitted into the Vienna Psychoanalytic Institute. In 1933 he came to the U.S. and became Boston's first child analyst and was given a position at the Harvard Medical School and many other schools like Yale, Berkeley, and the Menninger Foundation. Erikson's interests were spread over a wide area. He studied combat crises in troubled American soldiers in World War II, child-rearing practices among the Sioux in South Dakota and the Yurok along the Pacific Coast, the play of disturbed and normal children, the conversations of troubled adolescents suffering identity crises, and social behavior in India. He concerned with the rapid social changes in America and wrote about issues such as the generation gap, racial tensions, juvenile delinquency, changing sexual roles, and the dangers of nuclear war. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Erik had 8 different stages that range from certain ages. They are: **Stage** **Basic Conflict** **Important Events** **Outcome** **Infancy (birth to 18 months)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Trust vs. Mistrust] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. **Early Childhood (2 to 3 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Autonomy vs. Shame and Doubt] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. **Preschool (3 to 5 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Initiative vs. Guilt] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. **School Age (6 to 11 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Industry vs. Inferiority] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> School Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. **Adolescence (12 to 18 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Identity vs. Role Confusion] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Social Relationships Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. **Yound Adulthood (19 to 40 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Intimacy vs. Isolation] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. **Middle Adulthood (40 to 65 years)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Generativity vs. Stagnation] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Work and Parenthood Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. **Maturity(65 to death)** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|Ego Integrity vs. Despair] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Reflection on Life Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Theory: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">His theory is relevant to modern life and it explains how personality and behavior develop through his eight stages over someone’s life cycle. Erikson's theory is useful for teachers in many ways. Teachers can Support the child's initiative and help him/her achieve their goals during the preschool years. They can also support the students during the school age by allowing them to learn new skills and knowledge and develop a sense of competence. Allow the students to find his/her own identity during the adolescent years by encouraging them to take chances and pushing them to challenge themselves.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Classroom application: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.muskingum.edu/~psych/psycweb/history/erikson.htm] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website has information on Erik’s bring up and it gives information on the stages that he created.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Website: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website is very useful because it contains a chart that tells us the eight stages of Erik Erikson’s psychosocial theory. It also shares the outcome of each of the stages.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website is very helpful because it contains multiple pieces information about Erik Erikson. Its gives a short biography and then gives you ways in which you can apply this with children. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Lawrance Kohlberg

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lawrence Kohlberg was born in 1927 in Bronxville, New York. He was born into wealth and because of this showed concern for the welfare of others by volunteering as a sailor in World War II and, later, working to smuggle Jews through the British Blockade into Palestine. Kohlberg attended Phillips Academy, a prestigious private preparatory school. Once he graduated from Phillips he began to recognize he had a passion for the Zionist cause, and, following his graduation, he enlisted as an engineer on a carrier ship. His personal choices in regard to a moral decision have clearly impacted his later work and the direction of his scholarship. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Theory: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 0: EGOCENTRIC

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> REASONING <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(preschool years - around age 4) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should get my own way. ||
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To get rewards and avoid punishments. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 1: UNQUESTIONED

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> OBEDIENCE <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(around kindergarten age) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should do what I'm told. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(early elementary grades) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should look out for myself but be fair to those who are fair to me. ||
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To stay out of trouble. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 2: WHAT'S-IN-IT-FOR ME FAIRNESS
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Self-interest: What's in it for me? ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 3: INTERPERSONAL

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> CONFORMITY <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(middle-to-upper elementary grades and early-to-mid teens) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should be a nice person and live up to the expectations of people I know and care about. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(high-school years or late teens) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should fulfill my responsibilities to the social or value system I feel part of. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(young adulthood) || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What's Right: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I should show the greatest possible respect for the rights and dignity of every individual person and should support a system that protects human rights. ||
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">So others will think well of me (social approval) and I can think well of myself (self-esteem) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 4: RESPONSIBILITY TO "THE SYSTEM"
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To keep the system from falling apart and to maintain self-respect as somebody who meets my obligations. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">STAGE 5: PRINCIPLED CONSCIENCE
 * ^  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reason to be good: || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The obligation of conscience to act in accordance with the principle of respect for all human beings. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Classroom application: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This theory can help a teacher identify a student's level of reasoning and stimulate their moral growth according to Kohlberg. However, Kohlberg's theory is based on the belief that children proceed through a series of stages during which they refine their concept of justice. Teachers can help students recognize what is just and unjust and have children open their eyes to what goes on in the world by teaching in a way that is not bias.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Website review: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website is extremely helpful because of its layout. It answer the questions “Who, What, When, How and Legacy.” It points out the most important information and gets right to the point.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website has a chart that is simple and hits Lawrence Kohlberg’s levels and stages. It also goes into deeper analyze of the stages separately.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://academics.rmu.edu/~tomei/ed711psy/h_kohl.htm] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On this website it talks about the stages and levels of Lawrence Kohlberg. It also explains the pressures that this theory puts on teachers and it explain what teachers are supposed to do. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Marie Montessori**
 * [[image:montessori.jpg width="217" height="287"]]media type="custom" key="16108578"
 * [[image:montessori.jpg width="217" height="287"]]media type="custom" key="16108578"

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maria Montessori was born in 1870 in Italy. As, A child, she broke traditional roles between male and female, teacher and student. She lived her life as though she would affect the world. Her father, Alessandro Montessori, was a successful government official and a member of the bourgeois civil service. Her mother, Renide Stoppani, was a well-educated, wealthy woman devoted to liberation and unity of Italy. It was on this common ground that Maria's parents met. She began studies in engineering at the Regia Scuola Tecnica Michelangelo Buovarroti. From this experience she began to model what a school should not be like. She also made the decision not to continue studies in engineering. She did to become the first female doctor of Italy. Her relatives, friends, and father were all relieved to hear that she would veer away from such an un-ladylike discipline.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are a few components to the Montessori schools. The first is Independence. One of Maries quote is "Never help a child with a task at which he feels he can succeed." – Maria Montessori. For this component they want children to do for themselves if they are able to. You can allow a student to be independent by giving them opportunities that allow them to move, to dress themselves, to choose what they want to do, and to help the adults with tasks. When the children are able to do things for themselves there is an increase in their self-belief, self-confidence and esteem that they may carry on throughout their life. The next component is Observation. Watching children and seeing what they do, can lead to discoveries of the children’s learning styles and numerous of things. We should observe without preconceived ideas that can help develop materials that the children need and are interested in. The third component is following the Child. Following a child will show you what they need to do, what they need to develop in themselves and what area they need to be challenged in. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and to act on his own. Do not tell them what they have to do, but rather present them with choices of different materials/toys. Also, stand back and watch the child what he does, there is no need to intervene all the time unless he has become really destructive and about to hurt himself or others. Knowing when to intervene is a skill parents will learn as they get to know their child and as parents have set limits for the child. A fourth component is correcting the Child. We all know that children make mistakes. There is no need to raise your voice in situations like those. Instead, calmly recognize the mistake "oh you've spilled the water…, why don’t we get a cloth and wipe it up." This is an opportunity to ask the child to do some valid practical work with you. You will find that children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it If they mispronounce a word, there is no need to correct them, but rather say the word correctly. Correcting children may result in them being scared to attempt anything in fear of making another mistake. A fifth component is having a prepared environment. "The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual." – Maria Montessori. It is the link for a child to learn from adults. Rooms are child sized with <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">activities set up <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> for success and allow freedom of movement and choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the children so it invites them to work. A last component is absorbent mind. Children under the age of three, do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they aren’t listening, as they may not be able to express themselves yet, when they can you will not want them swearing back at you. It is for this reason that one should not try to say "No" to a child. We do not want them saying "No" to us rudely. Instead, we say "Stop" when we want to tell children that what they are doing is wrong.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Theory: **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class application: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Using this in the classroom will help a child develop in a positive way. This will allow students to develop on their own level and it will teach them to ask for help and recognize what their limits are and are not.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.webster.edu/~woolflm/montessori.html] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website gives a quick overview of Marie’s life, the decisions that she made, and the way that she thought. It explains her believes for students and teachers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Website review: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This gives an overview of the steps or components in which a school be run. It explains what to do and why it should be done that way.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website explains the most important thing when setting up a Montessori class, which is the teacher. It also has a quick biography of Marie Montessori life. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ivan Pavlov **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Background: **<span style="font-family: 'Times New Roman','serif'; font-size: 24px;">I <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">van Petrovich Pavlov was born on September 14, 1849 in Ryazan, Russia to the Pavlov priest Peter Dmitrievich. It was after reading **The Origin of the Species** by Charles Darwin, and the works of Russian physiologist I. M. Sechenov that Pavlov decided to abandon his theological studies and become a man of science. He then attended the University of St-Petersburg, where he enrolled in the Natural Sciences program. Pavlov realized his favorite subject was that of physiology, and he studied at the Academy of Medical Surgery where he was awarded another gold medal and later on, a fellowship. It was there he produced his doctoral thesis on **The Centrifugal Nerves of the Heart**, for which he was later awarded the Nobel Prize in Medicine/ physiology (1904).1890 was an important year for Pavlov, as he was asked to oversee the organization and run the Department of Physiology at the Institute of Experimental Medicine. It was there he would conduct his most historically significant research, and also where he would remain for the rest of his life. That same year, Pavlov was also appointed Professor of Pharmacology at the Military Medical Academy. Pavlov experimented with dogs, studying the relationship between salivation and digestion. By applying stimuli to the animals in a variety of ways, using sound, visual, and tactile stimulation, he was able to make the animals salivate whether they were in the presence of food or not; a phenomenon he called the conditioned reflex. Dr. Ivan Pavlov died in Leningrad on February 27,1936.In addition to the many honors he received during his career, Pavlov should also be credited for the extraordinary impact his work, and that of his students and followers has had in the field of physiology.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pavlov concluded that he was able to pair a neutral stimulus with an excitatory one and have the neutral stimulus eventually elicit the response that was associated with the original, unlearned reflex. In Classical Conditioning terminology, an unconditioned stimulus (US) is an event that causes a response to occur, which is referred to as the unconditioned response (UR). And, in Pavlov's study with dogs, the food within the dog's mouth is the US, and the salivation that results is the UR. Pavlov took a step further and added an element known as the nonexcitatory, conditioned stimulus (CS), which is paired with the US. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pavlov used a metronome as the CS which he rang first, then fed the dogs. This pairing would eventually establish the dog's conditioned response of salivating to the sound of the metronome. After repeating this procedure several times, Pavlov was able to remove the US (food) and by only ringing the bell the dogs would salivate (CR). Since the bell alone now produced the unconditioned response (salivation), the association had been established (Conditioned). Pavlov continued to present the CS with any pairing with the US until the CR no longer occurred. This elimination of the CR is known as extinction. However, waiting a few days and then reintroducing ticking metronome resulted in the dogs once again salivating to the CS. Pavlov termed this, spontaneous recovery. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pavlov continued of the conditioned response. He replaced the metronome with other stimuli for use as the CS. He conditioned the dogs using a buzzer, the flash of a light, a touch on the dog's harness, and the use of different pitches of a whistle in which the dogs had to differentiate between to determine which pitch resulted in access to food. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pavlov's experimental research gained much respect throughout Russia as well as America and the rest of the nations. Although he began his investigations late in life he managed to develop the major constructs of a fully realized field of learning. He summarized his discoveries in his remarkable book, //Conditioned Reflexes//.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Theory: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This can be applied in the class by controlling the actions of students. We, as teachers, can cause the students to act a certain way by using a certain stimuli. [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This website has information on Pavlov’s bring up and it gives information on the conditioned reflexes and other things that he discovered.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Class application: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Website review: **

[|http://muskingum.edu/~psych/psycweb/history/pavlov.htm] This website gives a quick overview of his life and the things that he achieved and what came from his research. This is very helpful if you ever need a quick to the point type article to read on him. It also gives an explanation of his theory. [] This website gives a short biography and explains Pavlov’s theory. It also has examples and a video that shows what his research and theory was. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While researching and writing this theorist paper I found out many interesting facts and many things that are going to be helpful in the classroom. This information can be easily applied to my own learning and teaching. This assignment connected to the things we learned from the text in a number of ways. Because of this assignment, I know that I was able to retain much more information. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To begin, there are a few ways in which I would apply this information to my learning and teaching. One of the major this that I would apply to my learning, is Marie’s Montessori theory. I would be able to apply this to my personal life if I had a child and also in my classroom. I will observe the children and the things they do and learn to correct things, not by screaming and raising my voice, but by showing the students what I want them to do. This gives them the change to correct their behavior. Another thing that I would apply or do in the classroom is Lawrence’s moral development. I would show the students right from wrong and expect them to do just things in the future from what they learned. There are many more ways that I would apply it to my learning and teaching in the classroom. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When first doing this assignment I felt that it was going to be a waste of my time. As I started reading the information and actually understand it, I felt that this assignment is something that is going to allow me to retain more information and actually get a better understanding of it. I do feel that this assignment will be a useful tool for me when I am in the classroom. When I am having a difficult time figuring out what disciplines or actions I should give and take, I can look at this document. It is an easy assignment I believe but I will know that for sure once I get my grade on it. This information is connected to the information that we discussed and also what was from the text in many ways. It has basically all the information that was in the text but in simpler terms. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are many benefits and usefulness of this assignment. Because of this assignment I understand that I am more like Marie Montessori. I agree what she said I understand that her beliefs make more sense when it comes to children. Knowing the students by observing the way they react and do things can really help teachers create work and help for the students. Having the students decide what they need help on can helps students learn independence at an early age. This document will be very useful when teaching. It’s going to be a document that I look back on and I will probably share with others to help them understand the different cognitive theories that are out there. Overall this assignment was a great idea.