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CD-0007 (3)
Lecture

education theory

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Department
Child Development
Course
CD-0007
Professor
Bruce Johnson
Semester
Spring

Description
Pestalozzi: ­methods are driven by his personal relationships with the children not a standardized curriculum but an ‘in the moment’ style of learning ­emphasized education of the poor didn’t want rich educated men coming in and “messing it up” even the poor can and should be educated ­taught geography by experience went to a hillside and looked at the landscape examined clay then looked at a map move from tangible to abstract when ready ­learning is only meaningful when it is connected to the experience of the child ­started off teaching a mass of children all by himself in an under construction convent he was not trained as a teacher, does not want other teachers to help uses scaffolding older or more talented children teach younger or struggling children his students were later hired to be the teachers ­didn’t force learning upon children prioritized health and social well­being rather than structured learning big on “teachable moments”, would teach something when it came up or if a child asked about it Froebel: ­bewildered but exhilarated by Pestalozzi ­made Kindergarten ­established a replicable curriculum find a balance between a child’s freedom and the duty we have to teach skills and knowledge that balance can be found in play children explore their own interests ­industrialized society ­childhood is not just for preparing for adulthood, there is something special and important about  just “being a kid” ­idea of gifts and occupations gifts = toys 6 soft, colored balls; learn a song about them ­5 is when we NEED to have kids in school, 6 is too late ­teachers need to be trained in education, unlike Pestalozzi who just went ahead 
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