1. Intelligence type Capability and perception Linguistic Words and language Logical- Mathematical Logic and numbers Musical Music, Sound, Rhythm Bodily-Kinesthetic Body movement control Spatial-Visual Images and space Interpersonal Other peoples Howard Gardner multiple intelligences theory

2. Erik Erikson Socio emotional theory Stage Basic conflict Important events Infancy (birth to 18 months ) Trust Vs Mistrust Feeding Early childhood ( 2 to 3 years) Autonomy Vs. Shame and Doubt Toilet Training Preschool ( 3 to 5 years ) Initiative Vs. Guilt Exploration School age ( 6 to 11 years ) Industry Vs. Inferiority school Adolescence ( 12 to 18 years ) Identity Vs. role Confusion Social Relationships Young Adulthood (19 to 40 ) Intimacy Vs. Isolation Relationships Middle adulthood ( 40 to 65 ) Generative Vs. Stagnation Work and Parenthood Maturity ( 65 to death ) Ego Integrity Vs. Despair Reflection on life 3. Erik Erikson 4. Rose Pere Te Wheke presents the octopus as a symbol representing Whanau, Hapu, or Iwi. Each of the 8 tentacles represents a dimension of self hood. Numerous suckers on each tentacle represent the many aspects within each dimension. The tentacles overlap and are intertwined symbolising thae interconnected and inseparable nature of the dimensions. 5. Rose Pere Te whnau the family Waiora total wellbeing Wairuatanga spirituality Hinengaro the mind Taha tinana physical wellbeing Whatumanawa the open and healthy expression of emotion Whanaungatanga - extended family Mauri life force in people and objects Mana ake unique identity of individuals and family H a koro ma, a kui ma breath of life from forbearers 6. B. F skinner Proposed that children operate on their environment, operational conditioning Believed that leaning could be broken down into takes and that offering immediate rewards for accomplishments would stimulate further leaning 7. B. F skinner Components of Operant Conditioning Reinforcement Positive Reinforceres- are favorable events or outcomes that are presented after the behavior. It situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. Negative reinforces- involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant. Punishment Positive punishment, sometimes referred to as punishment by application, involves the presentation of an unfavorable event or outcome in order to weaken the response it follows. Negative punishment, also known as punishment by removal, occurs when an favorable event or outcome is removed after a behavior occurs. 8. Jean Piaget 9. Jean Piaget Structure of formal on education Key stages of the national curriculum Teaching methods Children construct theor understaning of the world through their active involvement and interactions Described childrens understaning as their schemas and how they use Assimilation and Accommodation Piagets influence on education 10. Lev vygotsky The Varied system of the environment and the interrelationships among the system shape a childs development Both the environment and biology influence the childs development. The environment affects the child and the child influences the environment. 11. Lev Vygostky 12. Bronfenbrenners Ecological model The Microsystem- Activities and interactions in the childs immediate surrounding: parents, school, friends etc. The Mesosystem- relationships among the entities involved in the childs Microsystem: parents interactions with teachers, a schools interactions with the daycare provider. The Exosystem- social instituations which affect children indirectly. The Macrosystem- broader cultural values, laws and governmental resources The Chronosystem- change which occur during a childs life both personally, like the birth of a sibling and 13. Maria Montessori MONTESSORI THEORY INDEPENDENCE- "Never help a child with a task at which he feels he can succeed." (Maria Montessori). OBSERVATION- Observation, or watching the child is for parents easy to do FOLLOWING THE CHILD- The aim of the children who persevere in their work with an object is certainly not to learn; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.(Maria Montessori). CORRECTING THE CHILD- Giving the children freedom and choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand and observing their needs and fulfilling these can be the key to helping your children develop their full potential.( Maria Montessori). PREPARED ENVIRONMENT- "The teachers 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). ABSORBENT MIND- Montessori observed how children learned the language without anyone teaching them. This sparked her idea for the "absorbent mind". 14. Maria Montessori 15. Daniel Goleman Emotional Intelligence Self-regulation- The ability to control or redirect disruptive impulses and moods, and the propensity to suspend judgment and to think before acting. Hallmarks include trustworthiness and integrity; comfort with ambiguity; and openness to change. Internal motivation. A passion to work for internal reasons that go beyond money and status -which are external rewards, - such as an inner vision of what is important in life, a joy in doing something, curiosity in learning, a flow that comes with being immersed in an activity. Empathy. The ability to understand the emotional makeup of other people. A skill in treating people according to their emotional reactions. Hallmarks include expertise in building and retaining talent, cross- cultural sensitivity, and service to clients and customers Social skills. Proficiency in managing relationships and building networks, and an ability to find common ground and build rapport. Hallmarks of social skills include effectiveness in leading change, persuasiveness, and expertise building and leading teams. 16. Daniel Goleman 17. James Fowler stages of faith Stage I Intuitive-Projective faith is the fantasy-filled, imitative phase in which the child can be powerfully and permanently influenced by examples, moods, actions and stories of the visible faith of primally related adults Stage 2 Mythic-Literal faith is the stage in which the person begins to take on for him- or herself the stories, beliefs and observances that symbolize belonging to his or her community Stage 3 Synthetic-Conventional faith, a person's experience of the world now extends beyond the family. A number of spheres demand attention: family, school or work, peers, street society and media, and perhaps religion Stage 4 Individuative-Reflective faith is particularly critical for it is in this transition that the late adolescent or adult must begin to take seriously the burden of responsibility for his or her own commitments, lifestyle, beliefs and attitudes. Stage 5 Conjunctive faith involves the integration into self and outlook of much that was suppressed or unrecognized in the interest of Stage 4's self-certainty and conscious cognitive and affective adaptation to reality. Stage 6 is exceedingly rare. The persons best described by it have generated faith compositions in which their felt sense of an ultimate environment is inclusive of all being. They have become incarnators and actualizers of the spirit of an inclusive and fulfilled human community. 18. James Fowler 19. Reference . Introduction to Operant Conditioning (n.d.). Retrieved from http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm Daniel Goleman's five components of emotional intelligence.(n.d.). Retrieved from http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman .htm Stages of Faith.(n.d.). Retrieved from http://faculty.plts.edu/gpence/html/fowler.htm slideshare.(n.d.). Retrieved from http://www.slideshare.net/omneya2010/urie-bronfenbrenner-11317859 slideshare.(n.d.). Retrieved from http://www.slideshare.net/6770luhrig/child-development-14487267 Multiple Intelligences.(n.d.). Retrieved from http://www.tecweb.org/styles/gardner.html