PURPOSIVE BEHAVIORISM

Proponent:
Edward Tolman
 Edward Chace Tolman introduced his purposive behaviorism in the early 1920s.
 Tolman was introduced to behaviorism, as it was then being promoted by John B.
Watson.
 In Tolman's purposive behaviorism, behavior implied a performance, the
achievement of an altered relationship between the organism and its
environment; behavior was functional and pragmatic; behavior involved
motivation and cognition; behavior revealed purpose.

Statement of the theory

 According to Tolman, learning occurs through meaningful behavior, where
organisms pursue signs that lead to a goal. He emphasized the organized aspect
of learning, highlighting that stimuli are not simply connected to outgoing
responses through a one-to-one switch.

 Tolman's form of behaviorism focused on the relationships between stimuli,

rather than just the stimulus-response associations. He proposed that a new
stimulus, known as the sign, becomes associated with an already meaningful
stimulus, called the significate, through a series of pairings. Importantly, he
argued that reinforcement is not necessary for learning to occur.
  This perspective challenges the traditional behaviorist view that reinforcement is
the primary driver of learning. Instead, Tolman emphasized the cognitive aspects
of learning, highlighting the role of mental processes, meaningful associations,
and the formation of cognitive maps.
Goal-directedness
 Learning is not just about acquiring a set of responses to specific stimuli, but it
involves understanding the relationships between stimuli and the consequences
of our actions. He emphasized the cognitive aspect of behavior, suggesting that
organisms actively process information and make decisions based on their goals
and expectations.

 This holistic approach to learning recognizes that individuals are active

participants in the learning process, constantly seeking to achieve their desired
outcomes. It highlights the importance of motivation, intentionality, and the
influence of cognitive processes in shaping our behavior.
Cognitive maps
 The concept of cognitive maps refers to the mental representations or maps that
organisms develop to navigate and understand their environment. These maps
allow organisms to form a spatial representation of their surroundings, including
the location of important objects or resources.
 Tolman's findings suggest that rats, and potentially other organisms, have the
ability to form cognitive maps to help them navigate and solve problems. These
cognitive maps enable them to understand the spatial relationships between
different locations and select the shortest or easiest path to achieve their goals.
Latent learning
 refers to the type of learning that occurs without any immediate outward
manifestation or reinforcement. It is learning that remains hidden or latent until it
is needed or becomes relevant to the individual.

 Tolman's experiments with rats in mazes provide a great example of latent

learning. The rats seemed to have acquired a cognitive map of the maze, even
though they did not immediately demonstrate their knowledge. They only
exhibited their understanding of the maze when there was a motivation or
incentive, such as the presence of food or a reward.
Intervening variables
 Refers to the internal or environmental factors that influence behavior and serve
as determinants of learning. These variables are not directly observable but play
a crucial role in shaping behavior.

 Tolman believed that learning is mediated by various intervening variables, such

as expectations, perceptions, representations, needs, and motivations. These
internal factors can greatly influence how individuals process and respond to
information, and they play a significant role in the learning process.

Conclusion
Tolman's theories challenge the traditional behaviorist view by emphasizing the
cognitive aspects of learning and the importance of internal factors. They provide a
more holistic understanding of how organisms learn and behave. Purposive
behaviorism emphasizes the role of reinforcement and the concept of "controlling
variables." It suggests that individuals modify their behavior based on the consequences
they anticipate, seeking to maximize positive outcomes or minimize negative ones.
The theory also recognizes the importance of cognitive processes in behavior. It
acknowledges that individuals engage in mental processes such as problem-solving,
decision-making, and planning to achieve their goals.
Purposive behaviorism has practical applications in fields such as education, therapy,
and organizational behavior. It can inform instructional strategies that focus on goal
setting, motivation, and the alignment of learning objectives with students' interests and
aspirations.

Reference:
https://www.studocu.com/ph/document/xavier-university-ateneo-de-cagayan/
psychology/tolmans-purposive-behaviorism/13781686
 MULTIPLE INTELLIGENCE THEORY

Proponent:
Howard Gardner
 Was an American developmental psychologist and a Professor of Cognition and
Education at the Harvard Graduate School of Education at Harvard University.

 He introduced his theory of multiple intelligences in the early 80's, proposing that
traditional psychometric findings of intelligence are too restricted. He suggested
that there are eight intelligences instead; linguistic, logical-mathematical, musical,
bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal and naturalist—and
argued that existentialist intelligence is a possible ninth form.

Statement of the Theory

This theory suggests human intelligence can be differentiated into the following
modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical,
interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. Multiple
intelligences refers to a theory describing the different ways students learn and acquire
information. These multiple intelligences range from the use of words, numbers,
pictures and music, to the importance of social interactions, introspection, physical
movement and being in tune with nature. The theory posits that an understanding of
which type(s) of intelligence a student may possess can help teachers adjust learning
styles, and suggest certain career paths for learners. The theory has come under
criticism from both psychologists and educators, where many believe that the various
‘intelligences’ represent innate talents and abilities. Cognitive psychologists have further
stated that there is no empirical evidence to support the validity of this theory.

Musical
 This type of intelligence involves sensitivity to sounds, rhythms, tones, and
music. People with a high musical-rhythmic intelligence usually have good pitch
and may even have absolute pitch, which is the ability to recognize the pitch of a
note without any reference.
 They are often able to sing, play musical instruments, and compose music. Since
there is a strong auditory component to this intelligence, those who are strongest
in it may learn best via lecture. They often use songs or rhythms to learn and
memorize information, and may work best with music playing in the background.
Visual-Spatial
 This type of intelligence involves the potential to recognize and use the patterns
of wide space and more confined areas. People with this type of intelligence are
often very good at visualizing and mentally manipulating objects. They have a
strong visual memory and are often artistically inclined.
Interpersonal
 Interpersonal intelligence is a type of intelligence identified in Howard Gardner's
theory of Multiple Intelligence. It refers to the ability to understand and interact
effectively with others. Individuals with strong interpersonal intelligence have
excellent social skills, empathy, and the ability to build and maintain relationships.
Naturalistic
 Naturalistic intelligence is a type of intelligence identified in Howard Gardner's
theory of Multiple Intelligence. It refers to the ability to recognize, understand,
and appreciate the natural world and its elements. Individuals with strong
naturalistic intelligence have a deep connection with nature, possess a keen
observation and understanding of living things, and are often skilled in
categorizing and classifying natural phenomena.
Logical-Mathematical
 This type of intelligence involves the ability to think logically and critically, solve
problems, and understand complex and abstract ideas. It's a crucial skill in many
fields, especially in science, technology, engineering, and mathematics (STEM).
 People with high logical-mathematical intelligence are usually good at reasoning,
recognizing patterns, and logically analyze problems. They tend to think
conceptually about numbers, relationships, and patterns.
Bodily-Kinesthetic
 Bodily-kinesthetic intelligence is a type of intelligence identified in Howard
Gardner's theory of Multiple Intelligence. It refers to the ability to control and
coordinate body movements, as well as the capacity to use the body effectively
to solve problems and express oneself. Individuals with strong bodily-kinesthetic
intelligence have excellent motor skills, body awareness, and physical
coordination.
Intrapersonal
 Intrapersonal intelligence is a type of intelligence identified in Howard Gardner's
theory of Multiple Intelligence. It refers to the ability to understand oneself,
including one's thoughts, emotions, motivations, and strengths. Individuals with
strong intrapersonal intelligence have a deep sense of self-awareness and are
skilled at introspection and self-reflection.
Verbal-Linguistic
 Verbal-linguistic intelligence is indeed a powerful tool. It's not just about speaking
or writing well, but also about understanding and appreciating the nuances of
language. People with this type of intelligence often excel in roles that involve
communication, like journalism, teaching, or public speaking.

Conclusion
Howard Gardner's theory of Multiple Intelligences! It's a fascinating perspective that
emphasizes the different ways in which people learn and process information.
It's true that this theory has faced criticism, but it has also provided valuable insights into
education and learning styles. It encourages educators to cater to a variety of learning
styles and intelligences in their teaching methods, rather than focusing solely on
traditional linguistic and logical skills. It's also a great tool for self-reflection.
Understanding our own strengths can help us choose careers and hobbies that align
with our natural talents and interests.

Reference:
https://tophat.com/glossary/m/multiple-intelligences/
 ECOLOGICAL THEORY

Proponent:
Urie Bronfrenbrenner
 Urie Bronfenbrenner was an American psychologist who developed the
Ecological Systems Theory.
 His theory explains how the inherent qualities of individuals and their
environments interact to influence their growth and development.
 He believes that an individual's development is influenced by a series of
interconnected environmental systems, ranging from the immediate surroundings
(such as family and school) to broader societal structures (such as culture and
politics).

Statement of the theory

In this theory, Bronfenbrenner posits that a child's development is a product of both their
biology and a series of systems that surround the child. The series of nested systems
that impact the child are the microsystem, the mesosystem, the exosystem,
the macrosystem, and the chronosystem. These systems are organized in order of
direct impact on a child and their development.

Bronfenbrenner's ecological systems theory has applications in many areas of a child's

life. Many of Bronfenbrenner's systems can be found in classroom settings. The child's
relationship with the teacher represents the child's microsystem. The mesosystem is
represented by the child's parent's relationship with the teacher. Finally, the
socioeconomic and cultural circumstances, the macrosystem, in which the school is
located greatly affect how the school provides education and support.

Microsystem
 This is the immediate environment in which individuals directly interact. It
includes family, peers, school, and other close relationships. The microsystem
has the most immediate and direct influence on an individual's development.
Mesosystem
 This system refers to the connections and interactions between different
microsystems. For example, the relationship between a child's family and school,
or between family and community. The mesosystem influences an individual's
development by facilitating or hindering the transfer of resources and
experiences across different settings.
Exosystem
 The exosystem includes settings that indirectly affect an individual's
development. These are environments in which the individual may not be directly
involved but still have an impact. Examples include a parent's workplace or local
government policies. Changes or events in the exosystem can have an indirect
influence on the individual's development.
Macrosystem
 The macrosystem refers to the broader cultural and societal context in which
individuals live. It encompasses the values, beliefs, customs, laws, and social
norms of a particular culture or society. The macrosystem influences
development by shaping the attitudes, expectations, and opportunities available
to individuals.
Chronosystem
 The chronosystem recognizes that development occurs over time and is
influenced by historical events and changes. It includes both the individual's
personal life transitions and broader sociohistorical events. For example,
changes in family structure, technological advancements, or societal shifts can
impact an individual's development.
Conclusion
Ecological theory emphasizes the importance of studying individuals in relation to their
environment and the various systems that influence their development. It recognizes
that individuals are not isolated entities but are influenced by a complex web of
relationships and interactions.
Bronfenbrenner's ecological systems theory is highly applicable in various areas of a
child's life, including the classroom setting. It helps us understand the importance of
considering the child's relationships, the broader context, and the historical factors that
shape their development.
In conclusion, ecological theory provides a valuable framework for understanding
human development as a dynamic interplay between individuals and their environment.
By considering the multiple systems and contexts that influence development, we gain a
more comprehensive understanding of the factors that shape individuals' lives,

Reference:
https://study.com/academy/lesson/bronfenbrenners-ecological-systems-theory-of-
development-definition-examples.html
 SEQUENCE OF INSTRUCTION

Proponent:
Robert Gagne
 In 1965, Robert Gagné proposed a series of events that are associated with and
address the mental conditions for learning. Each of the nine events of instruction
is highlighted below, followed by sample methods to help implement the events in
your own instruction.
 He was a renowned educational psychologist who developed the "Conditions of
Learning" theory. One of the key components of his theory is the "Nine Events of
Instruction," which outlines a sequence of instructional activities that facilitate
effective learning.

Statement of the theory

The Theory of Instruction, developed by Robert Gagne, is a systematic approach to
learning and teaching, often referred to as the "Nine Events of Instruction." In 1965,
Robert Gagné proposed a series of events that are associated with and address the
mental conditions for learning. Each of the nine events of instruction is highlighted
below, followed by sample methods to help implement the events in your own
instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy
to design engaging and meaningful instruction. The following steps have been
adapted from Gagné, Briggs, and Wager (1992).
These nine events provide a framework for an effective learning process and are as
follows:
Gaining Attention
 The learning process begins by capturing the learners' attention. This could
be through a stimulating question, an interesting fact, or a thought-provoking
scenario.
Informing Learners of the Objective
 The teacher clearly communicates what the learners will be able to do or
understand by the end of the lesson. This sets a clear goal and direction for
the learning process.
Stimulating Recall of Prior Learning
 The teacher prompts learners to recall relevant knowledge they already
possess. This helps to connect new information to existing knowledge,
facilitating understanding and retention.
Presenting the Stimulus
 The teacher presents new information or skills. This could be through a
lecture, a demonstration, a reading, or any other instructional method.
Providing Learning Guidance
 The teacher provides guidance to help learners understand and process the
new information. This could be through examples, analogies, or guided
practice.
Eliciting Performance
 The teacher asks learners to demonstrate their understanding of the new
information. This could be through exercises, discussions, or problem-solving
activities.
Providing Feedback
 The teacher gives feedback on learners' performance. This helps learners
understand their progress and areas for improvement.
Assessing Performance
 The teacher assesses learners' understanding and skills. This could be
through quizzes, tests, or other assessment methods.
Enhancing Retention and Transfer
 The teacher helps learners to remember the new information and apply it to
different contexts. This could be through review activities, real-world
applications, or transfer tasks.
Conclusion
Effective sequencing of instruction also considers the use of varied instructional
strategies, resources, and assessments to cater to diverse learning needs and
preferences. It allows for differentiation and personalization, ensuring that all
students can access and engage with the content effectively.
By following these nine events of instruction, educators can design engaging and
meaningful learning experiences that promote comprehension, skill development,
and retention. Integrating Gagné's events with Bloom's Revised Taxonomy provides
a comprehensive approach to instructional design, ensuring that learners are
actively engaged and challenged at various cognitive levels.
In conclusion, the sequence of instruction plays a crucial role in effective teaching
and learning. By carefully organizing and structuring learning activities, educators
can optimize student engagement, understanding, and retention of knowledge. A
well-designed sequence of instruction supports the gradual development of skills
and promotes meaningful learning experiences.

Reference:
https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-
instruction.shtml
 FATHER OF MODERN PSYCHOLOGY

Proponent:
Wilhelm Wundt
 He is credited with establishing the first psychology laboratory in Leipzig,
Germany, in 1879.
 Wundt's approach to psychology focused on the scientific study of conscious
experience and is known as structuralism. His work laid the foundation for the
development of psychology as a distinct scientific discipline separate from
philosophy and physiology.
 A German psychologist who is widely recognized as a pivotal figure in the
establishment of psychology as a scientific discipline. Wundt's contributions to
the field laid the foundation for the development of modern psychology.
 He believed that by breaking down conscious experiences into their basic
components, such as sensations and feelings, one could gain insight into the
workings of the human mind.
Statement of the theory
 Modern psychology encompasses a broad range of theories, perspectives, and
approaches that have evolved over time. It is characterized by the scientific study
of the mind, behavior, and mental processes, seeking to understand human
cognition, emotions, motivations, and social interactions.
 Wilhelm Wundt is considered by many to be the founder of modern psychology.
Wundt is known for his groundbreaking work in the areas of structuralism,
 introspection, and laboratory methods, as well as his contributions to the
philosophy of mind. This article will explore Wundt's life and work, and drawing
on the words of those who knew him best, examine the ways in which his ideas
came to shape our understanding of the mind and behavior.
Introspection
 Introspection was indeed one of the most influential methods used by Wilhelm
Wundt in his research. It involved having participants describe their own
conscious experiences and mental states while engaging in various tasks or
stimuli.
 Wundt believed that by examining these subjective experiences, he could gain
valuable insights into the underlying processes of the mind. Introspection aimed
to provide detailed descriptions of sensations, feelings, and thoughts, allowing
researchers to analyze the structure and content of conscious experience.
Structuralism
 This approach involved breaking down mental processes into their fundamental
components to better understand the workings of the mind. By analyzing these
basic elements of consciousness, Wundt aimed to develop a comprehensive
understanding of the human mind.
Mental State
 Wundt's theories of mental states and his emphasis on the scientific study of
consciousness laid the groundwork for the development of cognitive psychology.
Cognitive psychology focuses on understanding how people perceive, think, and
process information. It explores mental processes such as attention, memory,
language, problem-solving, and decision-making.

Conclusion
In conclusion, Wilhelm Wundt, often referred to as the father of modern
psychology, made significant contributions to the field and laid the foundation for the
scientific study of the mind and behavior. His work has had a lasting impact on
psychology and continues to shape the way we understand and approach psychological
phenomena.
Wundt's establishment of the first psychology laboratory marked a pivotal
moment in the development of psychology as a scientific discipline. His emphasis on
experimental methods and the scientific study of mental processes paved the way for
future advancements in the field.
 His concept of introspection, although not widely used today, highlighted the
importance of self-reflection and subjective experiences in understanding the human
mind. Wundt's focus on consciousness and the identification of basic elements or
structures of psychological experience contributed to the development of structuralism
as a psychological approach.
Wundt's influence extends beyond his specific theories and methods. His
emphasis on scientific inquiry, critical thinking, and empirical research continues to
shape the way psychologists approach the study of human behavior and mental
processes.

Reference:
https://www.all-about-psychology.com/wilhelm-wundt-the-founder-of-modern-
psychology.html
 FATHER OF EDUCATION AND PEDAGOGY

Proponent:
John Amos Comenius
 The title "Father of Modern Education" is often attributed to John Amos
Comenius, a 17th-century philosopher and educator. He is known for introducing
several educational concepts and practices that we still use today.
 He believed in universal education, meaning that education should be for
everyone regardless of their social status, gender, or age. He also introduced the
idea of using books with pictures for teaching, which was a revolutionary concept
at the time.
 He believed in a progressive education system where students learn at their own
pace.
Statement of the Theory
The father of modern education and pedagogy, John Amos Comenius, developed a
theory that emphasized the importance of universal education and individualized
instruction. Comenius's theories have had a profound impact on modern education and
pedagogy. His ideas of universal education, visual learning, individualized instruction,
progressive education, and practical application continue to shape educational practices
today.

Universal Education
 Comenius believed that education should be accessible to all individuals,
regardless of their social status, gender, or age. He advocated for education as a
fundamental right for everyone.
Visual Learning
 Comenius introduced the use of visual aids and illustrated textbooks to enhance
the learning experience. He believed that visual representations could help
students better understand and retain information.
Individualized Instruction
 Comenius emphasized the importance of tailoring instruction to the individual
needs and abilities of each student. He believed in a student-centered approach,
where education is adapted to the pace and abilities of the learner.
Progressive Education
 Comenius advocated for a progressive education system that focuses on the
gradual development of knowledge and skills. He believed in building a solid
foundation of basic knowledge before moving on to more complex subjects.
Practical Application
 Comenius emphasized the practical application of knowledge. He believed that
education should prepare individuals for real-life situations and equip them with
practical skills that can be applied in their daily lives.

Conclusion
In conclusion, John Amos Comenius, often referred to as the father of modern
education and pedagogy, made significant contributions to the field of education. His
theories and principles have had a lasting impact on educational practices and continue
to shape the way we approach teaching and learning today.
Comenius believed in the importance of universal education, advocating for education
as a fundamental right for all individuals. He emphasized individualized instruction,
recognizing the unique needs and abilities of each student and tailoring instruction
accordingly. Comenius also introduced the use of visual aids and illustrated textbooks,
promoting visual learning to enhance understanding and retention of information.
The principles of Comenius's educational theory, such as individualized instruction,
visual learning, active learning, progressive education, and inclusive education, can be
applied in a real classroom setting to create an effective and student-centered learning
environment.
Overall, Comenius's contributions to education and pedagogy have shaped modern
educational practices and continue to inspire educators to create engaging, inclusive,
and meaningful learning experiences for students.
 MEANINGFUL LEARNING

Proponent:
David Ausubel
 David Ausubel was an American educational psychologist known for his theory of
meaningful learning.
 He believed that meaningful learning occurs when new knowledge is clearly and
consistently related to existing knowledge in an individual's cognitive structure.
 According to Ausubel, meaningful learning occurs when new information is linked
to relevant concepts and ideas that already exist in the learner's cognitive
structure.
 He emphasized the role of prior knowledge and the organization of knowledge in
the learning process.

Statement of the Theory

 Meaningful learning occurs when learners actively engage with new information
by connecting it to their existing knowledge and experiences. By relating new concepts
and ideas to what they already know, learners are able to create meaningful
connections and develop a deeper understanding of the subject matter. This process
involves organizing knowledge into a cognitive structure or mental framework, where
new information is assimilated and integrated into existing knowledge.
Meaningful learning involves recognition of the links between concepts and can
be contrasted with rote learning, which may incorporate new information into the pre-
existing knowledge structure, but without interaction.
Rote memory is used to recall sequences of objects, such as phone numbers,
but it is of no use to the learner in understanding the relationships between the objects.
Because meaningful learning involves recognizing the links between concepts, it has
the privilege of being transferred to long-term memory.
The most crucial element in meaningful learning is how the new information is
integrated into the old knowledge structure. Accordingly, Ausubel believes that
knowledge is hierarchically organized and new information is meaningful to the extent
that it can be related to what is already known.

Advance Organizers
Ausubel proposed the use of advance organizers, which are introductory materials or
activities that provide a framework for new information. These organizers help learners
connect new information to existing cognitive structures, facilitating meaningful
understanding. Ausubel advocates the use of advance organizers as a mechanism to
help link new learning material with existing related ideas. Ausubel’s theory of advance
organizers falls into two categories: comparative and expository.
Comparative Organizer
 Comparative organizers are used as reminders to bring into working memory
what may not be realized as relevant. They activate existing schemas and both
integrate and indiscriminate.
Expository Organizer
 Expository organizers are often used when the new learning material is
unfamiliar to the learner. They relate what the learner already knows with the new
and unfamiliar material to make it more plausible to the learner. It should be
noted that the learner requires some scaffolding to link the new concepts to what
they already know.

Conclusion
Meaningful learning goes beyond surface-level memorization and promotes critical
thinking, problem-solving skills, and the ability to apply knowledge in practical situations.
It fosters a deeper understanding of the subject matter and encourages students to
make connections between new concepts and their own experiences. By creating a
meaningful and relevant learning experience, students are more motivated, engaged,
and able to retain and apply what they have learned.

Teachers play a crucial role in facilitating meaningful learning by designing lessons and
activities that activate prior knowledge, make connections to real-life contexts, and
provide opportunities for reflection and application. By incorporating these strategies,
teachers can create a classroom environment that promotes deep understanding,
critical thinking, and the development of lifelong learning skills.

In summary, meaningful learning promotes the active construction of knowledge by

connecting new information to existing knowledge and experiences. It enhances
students' understanding, engagement, and ability to apply knowledge in meaningful
ways. By fostering meaningful learning, educators can empower students to become
lifelong learners who can make connections and apply their knowledge in various
contexts.

Reference:
https://www.myenglishpages.com/blog/ausubels-learning-theory/
 FATHER OF KINDERGARTEN

Proponent:
Friedrich Wilhelm August Fröbel
 Friedrich Wilhelm August Fröbel, commonly known as Friedrich Fröbel, is often
referred to as the "Father of Kindergarten."
 He was a German educator who developed the concept of kindergarten, which
translates to "children's garden" in English.
 Fröbel believed in the importance of early childhood education and the holistic
development of young children.
  He believed that children learn best through play and hands-on experiences.

Statement of the Theory

The principles of kindergarten, as developed by Friedrich Fröbel, are centered
around the holistic development of young children through purposeful play, hands-on
activities, and social interaction Friedrich Fröbel's theory of kindergarten centers around
the belief that young children learn best through purposeful play, hands-on experiences,
and social interaction. He viewed early childhood as a critical period for development,
where children should be provided with a nurturing and structured environment to foster
their growth. Central to Fröbel's theory is the notion of interconnectedness. He believed
that various areas of learning, such as mathematics, language, nature, and art, are all
interconnected and should be integrated into the educational experience. Fröbel saw
the kindergarten as a place where children could develop their physical, intellectual,
social, and emotional abilities in a holistic manner. Here are some key principles
associated with the concept of kindergarten:

Self-Activity
 By allowing children to engage in self-directed activities, Froebel believed that
they would naturally learn and develop at their own pace. This approach
recognizes that each child is unique and has their own interests and abilities. It's
wonderful to see how Froebel's philosophy values the importance of play in a
child's learning journey.
Creativity
 Froebel recognized the innate creativity of children and believed that it should be
nurtured and incorporated into their education. He understood that children have
a natural ability to imagine, create, and explore new ideas and concepts. By
incorporating elements of creativity into the educational system, Froebel believed
that children could develop their unique talents and skills.
Social Participation
 Friedrich Froebel recognized the importance of social interaction and believed
that it played a crucial role in a child's development. He understood that learning
how to interact with others, develop friendships, and work collaboratively is just
as important as acquiring academic skills.
Motor Expression
 By practicing specific physical skills, such as building, Froebel suggested that
kids could increase their overall learning potential by getting to know more of
what their bodies could do on a regular basis.
Conclusion
Fröbel believed in the power of self-activity, where children are given the freedom
to engage in self-directed activities. This allows them to learn and develop at their own
pace, based on their unique interests and abilities. By encouraging purposeful play and
hands-on experiences, children can explore and discover the world around them.

Creativity is another important aspect of Fröbel's theory. He recognized that

children have innate creativity and imagination, and he believed in nurturing and
incorporating these qualities into their education. By integrating creative activities, such
as art, music, and imaginative play, children can develop their talents and skills while
expressing their unique ideas and perspectives.
Social participation is also a key principle in Fröbel's theory. He emphasized the
importance of social interaction and believed that learning how to interact with others,
develop friendships, and work collaboratively is essential for a child's development. By
providing opportunities for children to engage with their peers, they can learn important
social skills and build meaningful relationships.
Additionally, Fröbel recognized the significance of motor expression in a child's
learning journey. He believed that by engaging in physical activities, such as building
and manipulating objects, children can enhance their overall learning potential. Through
these experiences, they can develop their motor skills, spatial awareness, and problem-
solving abilities.
Overall, Fröbel's principles of kindergarten emphasize the holistic development of
young children through purposeful play, hands-on activities, social interaction, and the
integration of various areas of learning. It's a comprehensive approach that recognizes
the interconnectedness of different aspects of a child's development.

Reference:
https://pdfcoffee.com/father-of-kindergarten-pdf-free.html
 SOCIAL DOMAIN THEORY

Proponent:
Elliot Turiel
 Elliot Turiel is a prominent developmental psychologist known for his work on
moral development and the development of Social Domain Theory.
 Turiel obtained his Ph.D. in Psychology from the University of California,
Berkeley, and has held various academic positions throughout his career.
 He has made significant contributions to our understanding of how children
develop moral judgments and differentiate between different social domains.
Statement of the Theory
Social Domain Theory suggests that children make distinctions between moral rules,
social-conventional rules, and personal rules. Moral rules involve issues of harm,
fairness, and rights, and are seen as universally applicable and obligatory. Social-
conventional rules are related to customs and norms within a particular culture or social
group, and their violation may lead to social disapproval but not necessarily harm.
Personal rules, on the other hand, are individual preferences or choices that do not
have broader societal implications.
According to Social Domain Theory, children's understanding of these different domains
develops over time. Initially, children focus on external authority and consequences, but
as they grow older, they develop an internalized sense of morality based on principles of
fairness, justice, and empathy. They become more capable of considering multiple
perspectives and understanding the social and cultural context in which moral
judgments are made.
The theory emphasizes the role of socialization and cultural context in shaping
children's moral development. It recognizes that cultural values and practices influence
the way children understand and evaluate moral situations. Social Domain Theory also
highlights the importance of cognitive and social factors, such as perspective-taking and
empathy, in moral reasoning.

Moral Issues
 In the social domain theory, morality is seen as a separate system or organized
domain of social knowledge that develops independently from concepts of social
conventions and personal issues. Morality involves individuals' concepts of
justice, welfare, and rights, and is constructed through children's differentiated
social interactions and experiences.
Conventional Issues
 Pertaining to actions whose status as right or wrong is determined by prevailing
social norms, standards or customs.
Personal Domain
 Refers to another distinct domain of social knowledge alongside the moral and
conventional domains. The personal domain encompasses issues that pertain to
privacy, bodily integrity and control, and a delimited set of choices and
preferences.
Conclusion
Social Domain Theory emphasizes that children make distinctions between moral rules,
social-conventional rules, and personal rules. It recognizes that moral rules involve
issues of harm, fairness, and rights, while social-conventional rules relate to customs
and norms within a particular culture or social group. Personal rules are individual
preferences or choices.
The theory highlights that children's understanding of these domains develops over
time, with moral judgments becoming more differentiated and sophisticated as they
grow older. It emphasizes the role of socialization, cultural context, and cognitive factors
in shaping children's moral development.
Applying Social Domain Theory in a classroom setting involves explicitly teaching social
norms, encouraging perspective-taking and empathy, promoting ethical reasoning,
creating a culture of respect and fairness, integrating moral discussions across
curriculum, encouraging critical thinking, and fostering collaboration and cooperation.
In conclusion, Social Domain Theory offers valuable insights into how children develop
moral judgments and navigate different social domains. By understanding and applying
this theory in educational settings, we can foster the moral development of students and
promote a positive and inclusive classroom environment.
 BLOOM’S COGNITIVE TAXONOMY

Proponent:
Benjamin Blooms
 The original Taxonomy of Educational Objectives, commonly referred to as
Bloom’s Taxonomy, was created by Benjamin Bloom in 1956, and later revised in
2001.
 Bloom categorized and classified the cognitive domain of learning into varying
levels according to complexity and richness.
 He is particularly noted for leading educational psychologists to develop the
comprehensive system of describing and assessing educational outcomes in the
mid-1950s.

Statement of the Theory

As learners, we know from experience that some learning tasks are more difficult than
others. To take an example from elementary school, knowing our multiplication tables by
rote requires a qualitatively different type of thinking than does applying our
multiplication skills through solving “word problems.” And in both cases, a teacher could
assess our knowledge and skills in either of these types of thinking by asking us to
demonstrate those skills in action, in other words, by doing something that is observable
and measurable.

Bloom’s taxonomy contains six categories of cognitive skills ranging from lower-order
skills that require less cognitive processing to higher-order skills that require deeper
learning and a greater degree of cognitive processing
Knowledge
 Is the foundational cognitive skill and refers to the retention of specific, discrete
pieces of information like facts and definitions or methodology, such as the
sequence of events in a step-by-step process.
Comprehension
 Learners show comprehension of the meaning of the information that they
encounter by paraphrasing it in their own words, classifying items in groups,
comparing and contrasting items with other similar entities, or explaining a
principle to others.
Application
 This allows learners to use knowledge, skills, or techniques in new situations
through application, the third level of Bloom’s taxonomy.
Analysis
 Skills that we commonly think of as critical thinking enter. Distinguishing between
fact and opinion and identifying the claims upon which an argument is built
require analysis, as does breaking down an information need into its component
parts in order to identify the most appropriate search terms.
Synthesis
 Which entails creating a novel product in a specific situation.
Evaluation
 Which is also important to critical thinking. When instructors reflect on a teaching
session and use learner feedback and assessment results to judge the value of
the session, they engage in evaluation. Critically appraising the validity of a
clinical study and judging the relevance of its results for application to a specific
patient also require evaluative skills.
Conclusion
Bloom's taxonomy provides a framework for categorizing these cognitive skills, from
lower-order skills to higher-order skills. Knowledge is the foundational cognitive skill,
involving the retention of specific information such as facts, definitions, or methodology.
Comprehension goes beyond mere memorization and involves understanding the
meaning of the information and being able to explain it in one's own words or make
connections with other concepts.

Application is the next level, where learners can apply their knowledge, skills, or
techniques in new situations. This demonstrates their ability to transfer their learning to
practical contexts. Analysis comes into play when learners need to critically examine
information, distinguish between fact and opinion, or break down complex ideas into
component parts. Synthesis is the level where learners can create something new by
combining different pieces of information or ideas. It involves the ability to think
creatively and generate original solutions or products. Finally, evaluation is the highest
level of cognitive skill, where learners engage in critical thinking to assess the value,
validity, or relevance of information, arguments, or outcomes.

These different levels of cognitive skills reflect the progression from basic understanding
to deeper learning and critical thinking. By incorporating activities and assessments that
target different levels of Bloom's taxonomy, educators can foster a more comprehensive
and meaningful learning experience for students.

Overall, Bloom's taxonomy provides a valuable framework for understanding and

assessing the cognitive skills involved in learning, from foundational knowledge to
higher-order thinking and evaluation.

Reference:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/