Past psychologists have formed the present classroom. There are many theorists who influenced the current educational style, but the most influential theorist is Lev Vygotsky. Vigotsky's work is very interesting to me because his concepts and ideas cover many ways teachers teach in today's classroom. His idea is a summary of the teacher's strategy. Interestingly, the survey teachers used some of the strategies they used because many of them were shaped by Vygotsky's ingenious ideas. On 17th November 1896, Lech Vygotsky born in Belarusian Ocea (then Russian Empire) became a wealthy Jewish family (old style of 5th November). Immediately after Lev was born, his father was his father. The appointment director of Gomel · United Bank and his family moved to Gomer and Vygotsky spent his childhood. Vygotsky's mother was trained to become a teacher, but by looking at the priority at home, he provided an exciting and affluent environment for eight children. When I was young, Vygotsky read the Torah. Vygotsky enrolled in public school for secondary education after completing primary education at home with her mother and tutor. He has excellent reading speed and memory, and is an excellent student in all subjects of the school. Lev Vygotsky was a developmental psychologist born in Belarus in 1896 and died of tuberculosis in 1934. Through his life, Vygotsky went from medical school to law school, from law school to literature, from literature to psychology. He is permitted to go to college by 5% of Jews, but he is not allowed to learn to become a teacher he wants. After finding interest in psychology, he began exploring child development and child's psychology. He got a literary degree from Moscow University. According to Vygotsky, "The overall goal of education is to create and guide development that is the result of social learning through the internalization of cultural and social relations." (Leif Vygotsky Educational Theory: Analysis) Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

Past psychologists have formed the present classroom. There are many theorists who influenced the current educational style, but the most influential theorist is Lev Vygotsky. Vigotsky's work is very interesting to me because his concepts and ideas cover many ways teachers teach in today's classroom. His idea is a summary of the teacher's strategy. Interestingly, the survey teachers used some of the strategies they used because many of them were shaped by Vygotsky's ingenious ideas. On 17th November 1896, Lech Vygotsky born in Belarusian Ocea (then Russian Empire) became a wealthy Jewish family (old style of 5th November). Immediately after Lev was born, his father was his father. The appointment director of Gomel · United Bank and his family moved to Gomer and Vygotsky spent his childhood. Vygotsky's mother was trained to become a teacher, but by looking at the priority at home, he provided an exciting and affluent environment for eight children. When I was young, Vygotsky read the Torah. Vygotsky enrolled in public school for secondary education after completing primary education at home with her mother and tutor. He has excellent reading speed and memory, and is an excellent student in all subjects of the school. Lev Vygotsky was a developmental psychologist born in Belarus in 1896 and died of tuberculosis in 1934. Through his life, Vygotsky went from medical school to law school, from law school to literature, from literature to psychology. He is permitted to go to college by 5% of Jews, but he is not allowed to learn to become a teacher he wants. After finding interest in psychology, he began exploring child development and child's psychology. He got a literary degree from Moscow University. According to Vygotsky, "The overall goal of education is to create and guide development that is the result of social learning through the internalization of cultural and social relations." (Leif Vygotsky Educational Theory: Analysis) Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

Past psychologists have formed the present classroom. There are many theorists who influenced the current educational style, but the most influential theorist is Lev Vygotsky. Vigotsky's work is very interesting to me because his concepts and ideas cover many ways teachers teach in today's classroom. His idea is a summary of the teacher's strategy. Interestingly, the survey teachers used some of the strategies they used because many of them were shaped by Vygotsky's ingenious ideas. On 17th November 1896, Lech Vygotsky born in Belarusian Ocea (then Russian Empire) became a wealthy Jewish family (old style of 5th November). Immediately after Lev was born, his father was his father. The appointment director of Gomel · United Bank and his family moved to Gomer and Vygotsky spent his childhood. Vygotsky's mother was trained to become a teacher, but by looking at the priority at home, he provided an exciting and affluent environment for eight children. When I was young, Vygotsky read the Torah. Vygotsky enrolled in public school for secondary education after completing primary education at home with her mother and tutor. He has excellent reading speed and memory, and is an excellent student in all subjects of the school. Lev Vygotsky was a developmental psychologist born in Belarus in 1896 and died of tuberculosis in 1934. Through his life, Vygotsky went from medical school to law school, from law school to literature, from literature to psychology. He is permitted to go to college by 5% of Jews, but he is not allowed to learn to become a teacher he wants. After finding interest in psychology, he began exploring child development and child's psychology. He got a literary degree from Moscow University. According to Vygotsky, "The overall goal of education is to create and guide development that is the result of social learning through the internalization of cultural and social relations." (Leif Vygotsky Educational Theory: Analysis) Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

Jean Piaget and Lev Vygotsky have a very similar view on children and principles from their theoretical point of view. Piaget thinks the child is a "small scientist" but he has the ability and ability to make the children develop them by their children through the development of a curious little discover who grew up in four stages I believe. Learning led. Vygotsky pays more attention to the social and cultural aspects of learning, but Piaget and Vygotsky both believe that the social and cultural theory is their view. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Both Lev Vygotsky and Jean Piaget think children are actively seeking knowledge. Vigotsky believes that children are affected by rich social and cultural environments, while Piaget believes that children are affected by personal experience. Despite this difference, the theory of Piaget and Vygotsky complement each other in many ways. Both theorists believe that they are learning and accepting individual differences. Discovery learning involves encouraging children to discover themselves through voluntary interaction with the environment. The acceptance of individual differences in both theories is the same. Both Vygotsky and Piaget have thought that all children experienced the same developmental stages, but their speeds are different. Therefore, the lives of children will be better in the classroom where it is planned that classrooms will be held at the same stages as the children can work together. Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors.

Jean Piaget and Lev Vygotsky have a very similar view on children and principles from their theoretical point of view. Piaget thinks the child is a "small scientist" but he has the ability and ability to make the children develop them by their children through the development of a curious little discover who grew up in four stages I believe. Learning led. Vygotsky pays more attention to the social and cultural aspects of learning, but Piaget and Vygotsky both believe that the social and cultural theory is their view. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Both Lev Vygotsky and Jean Piaget think children are actively seeking knowledge. Vigotsky believes that children are affected by rich social and cultural environments, while Piaget believes that children are affected by personal experience. Despite this difference, the theory of Piaget and Vygotsky complement each other in many ways. Both theorists believe that they are learning and accepting individual differences. Discovery learning involves encouraging children to discover themselves through voluntary interaction with the environment. The acceptance of individual differences in both theories is the same. Both Vygotsky and Piaget have thought that all children experienced the same developmental stages, but their speeds are different. Therefore, the lives of children will be better in the classroom where it is planned that classrooms will be held at the same stages as the children can work together. Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors.

Jean Piaget and Lev Vygotsky have a very similar view on children and principles from their theoretical point of view. Piaget thinks the child is a "small scientist" but he has the ability and ability to make the children develop them by their children through the development of a curious little discover who grew up in four stages I believe. Learning led. Vygotsky pays more attention to the social and cultural aspects of learning, but Piaget and Vygotsky both believe that the social and cultural theory is their view. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Both Lev Vygotsky and Jean Piaget think children are actively seeking knowledge. Vigotsky believes that children are affected by rich social and cultural environments, while Piaget believes that children are affected by personal experience. Despite this difference, the theory of Piaget and Vygotsky complement each other in many ways. Both theorists believe that they are learning and accepting individual differences. Discovery learning involves encouraging children to discover themselves through voluntary interaction with the environment. The acceptance of individual differences in both theories is the same. Both Vygotsky and Piaget have thought that all children experienced the same developmental stages, but their speeds are different. Therefore, the lives of children will be better in the classroom where it is planned that classrooms will be held at the same stages as the children can work together. Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors.

Vygotsky (1978) points out as follows. "All the functions in the development of children's culture occur twice at first at the social level, then at the personal level, initially between the person and the child Internal (internal psychology) , Spontaneous attention, formation of logical memories and concepts, all higher functions are derived from the actual relationship between individuals "(P 57). Unlike Piaget, Wigotsky believes that cognitive development is not limited to children, but as a child's beginning, it continues in all ages, social interaction is necessary for complete cognitive development. Socialist and cultural theory was established by Lev Vygotsky as a reaction to behaviorism. The main idea of ​​the theory is that the way people interact with other people and the culture they live in shape their mental abilities. Vygotsky believes that parents, relatives, colleagues, and society play an important role in forming higher level functions. As described by Cole, John-Steiner, Scribner, Souberman, social and cultural theory says "All functions in the development of children's culture appeared twice, initially at the social level, then on the individual level." Skills related to the exchange of others, and they will use this information and use it Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

Vygotsky (1978) points out as follows. "All the functions in the development of children's culture occur twice at first at the social level, then at the personal level, initially between the person and the child Internal (internal psychology) , Spontaneous attention, formation of logical memories and concepts, all higher functions are derived from the actual relationship between individuals "(P 57). Unlike Piaget, Wigotsky believes that cognitive development is not limited to children, but as a child's beginning, it continues in all ages, social interaction is necessary for complete cognitive development. Socialist and cultural theory was established by Lev Vygotsky as a reaction to behaviorism. The main idea of ​​the theory is that the way people interact with other people and the culture they live in shape their mental abilities. Vygotsky believes that parents, relatives, colleagues, and society play an important role in forming higher level functions. As described by Cole, John-Steiner, Scribner, Souberman, social and cultural theory says "All functions in the development of children's culture appeared twice, initially at the social level, then on the individual level." Skills related to the exchange of others, and they will use this information and use it Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

Vygotsky (1978) points out as follows. "All the functions in the development of children's culture occur twice at first at the social level, then at the personal level, initially between the person and the child Internal (internal psychology) , Spontaneous attention, formation of logical memories and concepts, all higher functions are derived from the actual relationship between individuals "(P 57). Unlike Piaget, Wigotsky believes that cognitive development is not limited to children, but as a child's beginning, it continues in all ages, social interaction is necessary for complete cognitive development. Socialist and cultural theory was established by Lev Vygotsky as a reaction to behaviorism. The main idea of ​​the theory is that the way people interact with other people and the culture they live in shape their mental abilities. Vygotsky believes that parents, relatives, colleagues, and society play an important role in forming higher level functions. As described by Cole, John-Steiner, Scribner, Souberman, social and cultural theory says "All functions in the development of children's culture appeared twice, initially at the social level, then on the individual level." Skills related to the exchange of others, and they will use this information and use it Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

The fundamental aspect of Vygotsky's theory is the Near End Development Zone (ZPD), which is the difference between learners' ability to do without help and what he or she can do with help. Vygotsky (1962) explains this as "Is difficult to learn alone, but can be learned with the help and guidance of adults and more skilled colleagues." Enable students to understand the content of the work, not the students (mixed ability group). Papert, I have the opportunity to spend time in those years and develop a learning theory he calls "constructivism". Papert is a student of Piaget and Vygotsky and has developed a philosophy on the essence of knowledge called constitutionism and social constructivism. Papert was able to develop his own constructive learning theory, rather than abstract learning by memorizing memorization, this empirical learning. Papert saw that at the beginning of the birth of a microcomputer, learning can be not only communication but also reconstruction of knowledge. This kind of learning can be located in a place where personal, empirical and digital systems are supported and learners can effectively build their meaning as knowledge discovery. PAPERT believes that this is the creator of true liberation and learning experiences that computers bring to future learners and teachers. Social constructivism is epistemology. Social constructivism is related to how to create meanings. Social constructivism arises from the criticism of objectivity, challenging the concept of knowledge proposed by positivism, positivism assumes actual externalities, and the truth proven by experience is independent of thought. According to Marecek, Crawford, and Popp, knowledge is "a real description generated by the knowledge community". Therefore, social constructivism focuses on how to create meaning.

The fundamental aspect of Vygotsky's theory is the Near End Development Zone (ZPD), which is the difference between learners' ability to do without help and what he or she can do with help. Vygotsky (1962) explains this as "Is difficult to learn alone, but can be learned with the help and guidance of adults and more skilled colleagues." Enable students to understand the content of the work, not the students (mixed ability group). Papert, I have the opportunity to spend time in those years and develop a learning theory he calls "constructivism". Papert is a student of Piaget and Vygotsky and has developed a philosophy on the essence of knowledge called constitutionism and social constructivism. Papert was able to develop his own constructive learning theory, rather than abstract learning by memorizing memorization, this empirical learning. Papert saw that at the beginning of the birth of a microcomputer, learning can be not only communication but also reconstruction of knowledge. This kind of learning can be located in a place where personal, empirical and digital systems are supported and learners can effectively build their meaning as knowledge discovery. PAPERT believes that this is the creator of true liberation and learning experiences that computers bring to future learners and teachers. Social constructivism is epistemology. Social constructivism is related to how to create meanings. Social constructivism arises from the criticism of objectivity, challenging the concept of knowledge proposed by positivism, positivism assumes actual externalities, and the truth proven by experience is independent of thought. According to Marecek, Crawford, and Popp, knowledge is "a real description generated by the knowledge community". Therefore, social constructivism focuses on how to create meaning.

The fundamental aspect of Vygotsky's theory is the Near End Development Zone (ZPD), which is the difference between learners' ability to do without help and what he or she can do with help. Vygotsky (1962) explains this as "Is difficult to learn alone, but can be learned with the help and guidance of adults and more skilled colleagues." Enable students to understand the content of the work, not the students (mixed ability group). Papert, I have the opportunity to spend time in those years and develop a learning theory he calls "constructivism". Papert is a student of Piaget and Vygotsky and has developed a philosophy on the essence of knowledge called constitutionism and social constructivism. Papert was able to develop his own constructive learning theory, rather than abstract learning by memorizing memorization, this empirical learning. Papert saw that at the beginning of the birth of a microcomputer, learning can be not only communication but also reconstruction of knowledge. This kind of learning can be located in a place where personal, empirical and digital systems are supported and learners can effectively build their meaning as knowledge discovery. PAPERT believes that this is the creator of true liberation and learning experiences that computers bring to future learners and teachers. Social constructivism is epistemology. Social constructivism is related to how to create meanings. Social constructivism arises from the criticism of objectivity, challenging the concept of knowledge proposed by positivism, positivism assumes actual externalities, and the truth proven by experience is independent of thought. According to Marecek, Crawford, and Popp, knowledge is "a real description generated by the knowledge community". Therefore, social constructivism focuses on how to create meaning.

Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. I believe that social development has become a pioneer of development (calling aspects of cultivation of development). Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. I believe that social development has become a pioneer of development (calling aspects of cultivation of development). Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. I believe that social development has become a pioneer of development (calling aspects of cultivation of development). Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context.

The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky (1978) points out as follows. "All the functions in the development of children's culture are initially at the social level, then at the personal level, initially with people (between psychology) and then each child twice: inside (psychology This applies equally to spontaneous attention, logical memory formation and concepts, all higher functions come from actual relations between individuals "(P 57) The second aspect of Vygotsky's theory is that the possibility of cognitive development depends on "proximal development zones" (ZPD). It is the level of development that children receive when they participate in social behavior. The overall development of ZPD depends on complete social interaction. The range of skills that can be developed through adult coaching and peer collaboration exceeds the level that can be achieved separately Vygotsky's theory is to try to interpret consciousness as the final product of socialization. For example, in language learning, the first word with peers and adults is aimed at communication, but once you master it, you internalize it to enable "inner speech". Vygotsky's theory complements important parts of Bandura's social learning activities and position learning theory. Since the focus of Vygotsky lies in cognitive development, it is interesting to compare his view with a constructist (Brunner) and a geneticist (count). This is the general theory of cognitive development. Most of the original research was done in the context of children's language learning (Vygotsky, 1962), but the framework was later applied to a wider range (see Wertsch, 1985). Vygotsky (1978, p. 56) shows an example pointing to a finger. Initially, this behavior starts with a meaningless capture; however, when people respond to gestures it makes a meaningful movement. In particular, the pointing gesture represents interpersonal relationships between individuals. Wertsch, J .; (1985) Culture, communication and recognition: Vygotsky 's perspective. Cambridge University Press Explain that Lev Vygotsky (1896-1934) is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults after they are born and will develop through these exchanges. - Social science theory provides a means for social workers to understand themes whether it is individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners in both system theory and ecological perspective. Both provide techniques for analyzing topics in each context. Cognitive development Ref Vygotsky's theory known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is the main psychological means for developing children's thinking. As the children grow older, their basic language becomes more complicated. They all agree that children actively participate in their learning and that development will decline with age. They also accept the view that development is driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky (1978) points out as follows. "All the functions in the development of children's culture are initially at the social level, then at the personal level, initially with people (between psychology) and then each child twice: inside (psychology This applies equally to spontaneous attention, logical memory formation and concepts, all higher functions come from actual relations between individuals "(P 57) The second aspect of Vygotsky's theory is that the possibility of cognitive development depends on "proximal development zones" (ZPD). It is the level of development that children receive when they participate in social behavior. The overall development of ZPD depends on complete social interaction. The range of skills that can be developed through adult coaching and peer collaboration exceeds the level that can be achieved separately Vygotsky's theory is to try to interpret consciousness as the final product of socialization. For example, in language learning, the first word with peers and adults is aimed at communication, but once you master it, you internalize it to enable "inner speech". Vygotsky's theory complements important parts of Bandura's social learning activities and position learning theory. Since the focus of Vygotsky lies in cognitive development, it is interesting to compare his view with a constructist (Brunner) and a geneticist (count). This is the general theory of cognitive development. Most of the original research was done in the context of children's language learning (Vygotsky, 1962), but the framework was later applied to a wider range (see Wertsch, 1985). Vygotsky (1978, p. 56) shows an example pointing to a finger. Initially, this behavior starts with a meaningless capture; however, when people respond to gestures it makes a meaningful movement. In particular, the pointing gesture represents interpersonal relationships between individuals. Wertsch, J .; (1985) Culture, communication and recognition: Vygotsky 's perspective. Cambridge University Press Explain that Lev Vygotsky (1896-1934) is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults after they are born and will develop through these exchanges. - Social science theory provides a means for social workers to understand themes whether it is individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners in both system theory and ecological perspective. Both provide techniques for analyzing topics in each context. Cognitive development Ref Vygotsky's theory known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is the main psychological means for developing children's thinking. As the children grow older, their basic language becomes more complicated. They all agree that children actively participate in their learning and that development will decline with age. They also accept the view that development is driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky (1978) points out as follows. "All the functions in the development of children's culture are initially at the social level, then at the personal level, initially with people (between psychology) and then each child twice: inside (psychology This applies equally to spontaneous attention, logical memory formation and concepts, all higher functions come from actual relations between individuals "(P 57) The second aspect of Vygotsky's theory is that the possibility of cognitive development depends on "proximal development zones" (ZPD). It is the level of development that children receive when they participate in social behavior. The overall development of ZPD depends on complete social interaction. The range of skills that can be developed through adult coaching and peer collaboration exceeds the level that can be achieved separately Vygotsky's theory is to try to interpret consciousness as the final product of socialization. For example, in language learning, the first word with peers and adults is aimed at communication, but once you master it, you internalize it to enable "inner speech". Vygotsky's theory complements important parts of Bandura's social learning activities and position learning theory. Since the focus of Vygotsky lies in cognitive development, it is interesting to compare his view with a constructist (Brunner) and a geneticist (count). This is the general theory of cognitive development. Most of the original research was done in the context of children's language learning (Vygotsky, 1962), but the framework was later applied to a wider range (see Wertsch, 1985). Vygotsky (1978, p. 56) shows an example pointing to a finger. Initially, this behavior starts with a meaningless capture; however, when people respond to gestures it makes a meaningful movement. In particular, the pointing gesture represents interpersonal relationships between individuals. Wertsch, J .; (1985) Culture, communication and recognition: Vygotsky 's perspective. Cambridge University Press Explain that Lev Vygotsky (1896-1934) is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults after they are born and will develop through these exchanges. - Social science theory provides a means for social workers to understand themes whether it is individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners in both system theory and ecological perspective. Both provide techniques for analyzing topics in each context. Cognitive development Ref Vygotsky's theory known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is the main psychological means for developing children's thinking. As the children grow older, their basic language becomes more complicated. They all agree that children actively participate in their learning and that development will decline with age. They also accept the view that development is driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks.

Research by Jean Piaget and Lev Vygotsky had a great influence on teaching methods and methods. Both contribute to the field of education by providing an explanation of the children's cognitive learning style and ability. Piaget and Vygotsky may differ in how they perceive their cognitive development but both provide educators with good advice on how to teach specific teaching materials in a developmentally friendly way . Piaget suggests that cognitive development from young children to adolescents occurs in four general and continuous stages, sensory movement, preoperative, specific surgery and formal surgery (Woolfolk, A., 2004) . In this exercise, we compare the two learning theorists and the impact they have on education and learning. My main focus is Jean Piaget and Lev Vygotsky, but Jerome Bruner is also mentioned. First, the task explains Jean Piaget's theory of cognitive development and critically analyzes it. Next, I explain Lev Vygotsky 's strengths and weaknesses of social cognitive development theory and critically analyze it. Two research theorists are examined and compared, and the influence that they have on effective educational practice Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky.

Research by Jean Piaget and Lev Vygotsky had a great influence on teaching methods and methods. Both contribute to the field of education by providing an explanation of the children's cognitive learning style and ability. Piaget and Vygotsky may differ in how they perceive their cognitive development but both provide educators with good advice on how to teach specific teaching materials in a developmentally friendly way . Piaget suggests that cognitive development from young children to adolescents occurs in four general and continuous stages, sensory movement, preoperative, specific surgery and formal surgery (Woolfolk, A., 2004) . In this exercise, we compare the two learning theorists and the impact they have on education and learning. My main focus is Jean Piaget and Lev Vygotsky, but Jerome Bruner is also mentioned. First, the task explains Jean Piaget's theory of cognitive development and critically analyzes it. Next, I explain Lev Vygotsky 's strengths and weaknesses of social cognitive development theory and critically analyze it. Two research theorists are examined and compared, and the influence that they have on effective educational practice Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky.

Research by Jean Piaget and Lev Vygotsky had a great influence on teaching methods and methods. Both contribute to the field of education by providing an explanation of the children's cognitive learning style and ability. Piaget and Vygotsky may differ in how they perceive their cognitive development but both provide educators with good advice on how to teach specific teaching materials in a developmentally friendly way . Piaget suggests that cognitive development from young children to adolescents occurs in four general and continuous stages, sensory movement, preoperative, specific surgery and formal surgery (Woolfolk, A., 2004) . In this exercise, we compare the two learning theorists and the impact they have on education and learning. My main focus is Jean Piaget and Lev Vygotsky, but Jerome Bruner is also mentioned. First, the task explains Jean Piaget's theory of cognitive development and critically analyzes it. Next, I explain Lev Vygotsky 's strengths and weaknesses of social cognitive development theory and critically analyze it. Two research theorists are examined and compared, and the influence that they have on effective educational practice Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky.

Apart from a long glass table, six wooden chairs, blackboard, Vygotsky and our function, the room is naked, but people are almost unaware of this fact. On the contrary, the first thing an outsider has noticed is the energy of the room created by the dynamics of the six women sitting around the table. When they share ideas and desperately draw charts on the board, the problems they are attacking are simplified many times until they are resolved. Behind the comments of Pat and "good work!" All women think this problem is impossible when she is alone, but now in this group the solution comes very fast. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Vygotsky believes that language is a tool that is a function that enables people to put together their ideas. It is important as it conveys the concept of our culture (Vygotsky, 1962). Communication is the main function of speech, the first speech is intended socially as it is used for communication and socializing with others. This is a kind of language that children use to express their needs and emotions. A voice aloud or self-centered speech is the first relationship between external thinking and internal thinking. For example, speak out steps and stages of the task aloud. Vygotsky usually thinks that self-centered utterances are characterized by external signs and manipulations used to solve internal calculations such as calculation of fingers in children between 3 and 7 years old (Wang 2001). Vygotsky believes that self-centered speech is important. Since it is a previous stage, studying the inner speech (Benson, 1995) For Vygotsky, the inner statement is "not an inner aspect of foreign language - it is a function itself, it is still a speech, that is, thought and speech are tied up, but foreign language thought is materialized in speech The inner words are mainly purely meaningful thoughts (Vygotsky, 1962, page 149) because the death in the inner language brings thought. Vygotsky can not agree with Piaget's view, When children become self-centered, become conscious of others and learn to talk with others, I believe that "self-centered speech" will occur at the preoperative stage. It disappeared (Nickels, 1998). Vygotsky believes that the development of social speech is primarily a child's discovery to culture, a self-centered speech as an audible self-talk, and finally a higher ability of inner speech and internalization (Benson, 1995).

Apart from a long glass table, six wooden chairs, blackboard, Vygotsky and our function, the room is naked, but people are almost unaware of this fact. On the contrary, the first thing an outsider has noticed is the energy of the room created by the dynamics of the six women sitting around the table. When they share ideas and desperately draw charts on the board, the problems they are attacking are simplified many times until they are resolved. Behind the comments of Pat and "good work!" All women think this problem is impossible when she is alone, but now in this group the solution comes very fast. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Vygotsky believes that language is a tool that is a function that enables people to put together their ideas. It is important as it conveys the concept of our culture (Vygotsky, 1962). Communication is the main function of speech, the first speech is intended socially as it is used for communication and socializing with others. This is a kind of language that children use to express their needs and emotions. A voice aloud or self-centered speech is the first relationship between external thinking and internal thinking. For example, speak out steps and stages of the task aloud. Vygotsky usually thinks that self-centered utterances are characterized by external signs and manipulations used to solve internal calculations such as calculation of fingers in children between 3 and 7 years old (Wang 2001). Vygotsky believes that self-centered speech is important. Since it is a previous stage, studying the inner speech (Benson, 1995) For Vygotsky, the inner statement is "not an inner aspect of foreign language - it is a function itself, it is still a speech, that is, thought and speech are tied up, but foreign language thought is materialized in speech The inner words are mainly purely meaningful thoughts (Vygotsky, 1962, page 149) because the death in the inner language brings thought. Vygotsky can not agree with Piaget's view, When children become self-centered, become conscious of others and learn to talk with others, I believe that "self-centered speech" will occur at the preoperative stage. It disappeared (Nickels, 1998). Vygotsky believes that the development of social speech is primarily a child's discovery to culture, a self-centered speech as an audible self-talk, and finally a higher ability of inner speech and internalization (Benson, 1995).

Apart from a long glass table, six wooden chairs, blackboard, Vygotsky and our function, the room is naked, but people are almost unaware of this fact. On the contrary, the first thing an outsider has noticed is the energy of the room created by the dynamics of the six women sitting around the table. When they share ideas and desperately draw charts on the board, the problems they are attacking are simplified many times until they are resolved. Behind the comments of Pat and "good work!" All women think this problem is impossible when she is alone, but now in this group the solution comes very fast. Vigotsky's cognitive development theory, Vygotsky's role exchange theory, supports the notion that social development and personal development arise from the process of dialectical interaction and functional unity. Lev Vygotsky believes that speech and thought develops in different ways and with different functions before 2 years old. Changes in the relationship between thinking and speech support Vygotsky's argument. Vygotsky's theory thinks there is a different genetic basis for thought and speech. When two years old, the idea and words of the child collide and the relationship between thought and speech changes. Then the mind is verbal and the words become reasonable Vygotsky believes that language is a tool that is a function that enables people to put together their ideas. It is important as it conveys the concept of our culture (Vygotsky, 1962). Communication is the main function of speech, the first speech is intended socially as it is used for communication and socializing with others. This is a kind of language that children use to express their needs and emotions. A voice aloud or self-centered speech is the first relationship between external thinking and internal thinking. For example, speak out steps and stages of the task aloud. Vygotsky usually thinks that self-centered utterances are characterized by external signs and manipulations used to solve internal calculations such as calculation of fingers in children between 3 and 7 years old (Wang 2001). Vygotsky believes that self-centered speech is important. Since it is a previous stage, studying the inner speech (Benson, 1995) For Vygotsky, the inner statement is "not an inner aspect of foreign language - it is a function itself, it is still a speech, that is, thought and speech are tied up, but foreign language thought is materialized in speech The inner words are mainly purely meaningful thoughts (Vygotsky, 1962, page 149) because the death in the inner language brings thought. Vygotsky can not agree with Piaget's view, When children become self-centered, become conscious of others and learn to talk with others, I believe that "self-centered speech" will occur at the preoperative stage. It disappeared (Nickels, 1998). Vygotsky believes that the development of social speech is primarily a child's discovery to culture, a self-centered speech as an audible self-talk, and finally a higher ability of inner speech and internalization (Benson, 1995).

This article deals with cognitive development psychology. Cognitive development can be explained by childhood acquisitions from adulthood to adulthood, acquisition of thought processes such as problem solving and decision making, and constructive and gradual change (Smith, PK, Cowie, H & Blades, M. 2003). Jean Piaget (1926) and Lev Vygotksy (1978) are the main pioneers in this field and their research is the basis of cognitive psychology research. The common understanding of both depends on the perspective of child's cognitive development through the stages, but their way of identifying these stages is quite different (Smith PK et al. According to Meece (2002), Piaget and Vygotsky are two famous scholars of cognitive development theory. Piaget is biology, psychology and philosopher, Vygotsky first got a law degree, then a psychology degree. Despite having two different backgrounds, both scholars use a constructivist approach to cognitive development studies. And it believes that they "must build an understanding of the world of their own life". I have discussed this idea for many years. Piaget and Vygotsky are two famous scholars in the field of cognitive development. Their theory of cognitive development has an important influence on the development of educational theory. Comparing and contrasting Piaget and Vygotsky's views on cognitive development problems. Piaget believes that development precedes learning, and Vygotsky proposes that formal school learning pushes development up to a new level. Both theorists highlight the importance of the game in the development of early childhood cognition. But Piaget believes that pretending to be a game is a separate process, Vygotsky thinks it is social and personal. Theorists also agree that language plays a role in logical thinking and share similar views on the role of internalized languages ​​in thought. They believe there is a difference between the plan of action and the role of an externalized language in normative thinking - Piaget believes this is a weak point of preoperative children's perception. Comparison of Piaget 's basic principle and Vigotsky' s cognitive development. Piaget explains cognitive development from a biological point of view and explains what intellect is derived from the ability of human adaptation and organization. Piaget clarify that believe that children absorb ideas into groups or "plans" that contain information that does not fit the existing plan or absorbs new information. This contrasts with Vygotsky's cognitive development theory that children convert and internalize information about the world through language. For Vygotsky, social interaction is the main driving force for development. When a child listens to the language she imitates it until it becomes internalized and appears as an internal language in the head.

This article deals with cognitive development psychology. Cognitive development can be explained by childhood acquisitions from adulthood to adulthood, acquisition of thought processes such as problem solving and decision making, and constructive and gradual change (Smith, PK, Cowie, H & Blades, M. 2003). Jean Piaget (1926) and Lev Vygotksy (1978) are the main pioneers in this field and their research is the basis of cognitive psychology research. The common understanding of both depends on the perspective of child's cognitive development through the stages, but their way of identifying these stages is quite different (Smith PK et al. According to Meece (2002), Piaget and Vygotsky are two famous scholars of cognitive development theory. Piaget is biology, psychology and philosopher, Vygotsky first got a law degree, then a psychology degree. Despite having two different backgrounds, both scholars use a constructivist approach to cognitive development studies. And it believes that they "must build an understanding of the world of their own life". I have discussed this idea for many years. Piaget and Vygotsky are two famous scholars in the field of cognitive development. Their theory of cognitive development has an important influence on the development of educational theory. Comparing and contrasting Piaget and Vygotsky's views on cognitive development problems. Piaget believes that development precedes learning, and Vygotsky proposes that formal school learning pushes development up to a new level. Both theorists highlight the importance of the game in the development of early childhood cognition. But Piaget believes that pretending to be a game is a separate process, Vygotsky thinks it is social and personal. Theorists also agree that language plays a role in logical thinking and share similar views on the role of internalized languages ​​in thought. They believe there is a difference between the plan of action and the role of an externalized language in normative thinking - Piaget believes this is a weak point of preoperative children's perception. Comparison of Piaget 's basic principle and Vigotsky' s cognitive development. Piaget explains cognitive development from a biological point of view and explains what intellect is derived from the ability of human adaptation and organization. Piaget clarify that believe that children absorb ideas into groups or "plans" that contain information that does not fit the existing plan or absorbs new information. This contrasts with Vygotsky's cognitive development theory that children convert and internalize information about the world through language. For Vygotsky, social interaction is the main driving force for development. When a child listens to the language she imitates it until it becomes internalized and appears as an internal language in the head.

This article deals with cognitive development psychology. Cognitive development can be explained by childhood acquisitions from adulthood to adulthood, acquisition of thought processes such as problem solving and decision making, and constructive and gradual change (Smith, PK, Cowie, H & Blades, M. 2003). Jean Piaget (1926) and Lev Vygotksy (1978) are the main pioneers in this field and their research is the basis of cognitive psychology research. The common understanding of both depends on the perspective of child's cognitive development through the stages, but their way of identifying these stages is quite different (Smith PK et al. According to Meece (2002), Piaget and Vygotsky are two famous scholars of cognitive development theory. Piaget is biology, psychology and philosopher, Vygotsky first got a law degree, then a psychology degree. Despite having two different backgrounds, both scholars use a constructivist approach to cognitive development studies. And it believes that they "must build an understanding of the world of their own life". I have discussed this idea for many years. Piaget and Vygotsky are two famous scholars in the field of cognitive development. Their theory of cognitive development has an important influence on the development of educational theory. Comparing and contrasting Piaget and Vygotsky's views on cognitive development problems. Piaget believes that development precedes learning, and Vygotsky proposes that formal school learning pushes development up to a new level. Both theorists highlight the importance of the game in the development of early childhood cognition. But Piaget believes that pretending to be a game is a separate process, Vygotsky thinks it is social and personal. Theorists also agree that language plays a role in logical thinking and share similar views on the role of internalized languages ​​in thought. They believe there is a difference between the plan of action and the role of an externalized language in normative thinking - Piaget believes this is a weak point of preoperative children's perception. Comparison of Piaget 's basic principle and Vigotsky' s cognitive development. Piaget explains cognitive development from a biological point of view and explains what intellect is derived from the ability of human adaptation and organization. Piaget clarify that believe that children absorb ideas into groups or "plans" that contain information that does not fit the existing plan or absorbs new information. This contrasts with Vygotsky's cognitive development theory that children convert and internalize information about the world through language. For Vygotsky, social interaction is the main driving force for development. When a child listens to the language she imitates it until it becomes internalized and appears as an internal language in the head.

A constructive learning theorist Lev Semenovich Vygotsky grew up in a small village in Russia called Orscha. He grew up with a highly educated family and his father was a banker. In his early days, Vygotsky received counseling from a paid teacher at home. Wigotsky's experience at the first public school was not until he became a senior in high school. Vygotsky was an excellent student who always likes to write in her free time. When Vygotsky was 18 years old, he wrote and published his first article titled "Hamlet". Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences. The interpretation of Vygotsky's and other sociologists' research has brought different perspectives and new teaching methods. Today social and cultural theory and related methods are widely recognized and accepted in psychology and education and are particularly appreciated in the field of applied linguistics as their languages ​​and ideas are interrelated. Social and cultural theories are also increasingly becoming increasingly influential in the field of educational design. In this chapter, we first outline some basic principles of socio-cultural learning theory. Then we recommend learning, teaching and design implications for education. Next, I will examine how social and cultural learning theory influences the instruction design.

A constructive learning theorist Lev Semenovich Vygotsky grew up in a small village in Russia called Orscha. He grew up with a highly educated family and his father was a banker. In his early days, Vygotsky received counseling from a paid teacher at home. Wigotsky's experience at the first public school was not until he became a senior in high school. Vygotsky was an excellent student who always likes to write in her free time. When Vygotsky was 18 years old, he wrote and published his first article titled "Hamlet". Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences. The interpretation of Vygotsky's and other sociologists' research has brought different perspectives and new teaching methods. Today social and cultural theory and related methods are widely recognized and accepted in psychology and education and are particularly appreciated in the field of applied linguistics as their languages ​​and ideas are interrelated. Social and cultural theories are also increasingly becoming increasingly influential in the field of educational design. In this chapter, we first outline some basic principles of socio-cultural learning theory. Then we recommend learning, teaching and design implications for education. Next, I will examine how social and cultural learning theory influences the instruction design.

A constructive learning theorist Lev Semenovich Vygotsky grew up in a small village in Russia called Orscha. He grew up with a highly educated family and his father was a banker. In his early days, Vygotsky received counseling from a paid teacher at home. Wigotsky's experience at the first public school was not until he became a senior in high school. Vygotsky was an excellent student who always likes to write in her free time. When Vygotsky was 18 years old, he wrote and published his first article titled "Hamlet". Lev Vygotsky (1896-1934) explains that it is a Russian psychologist who founded social development / social culture theory. Vygotsky believes that the psychological, linguistic and social development of children will be supported and strengthened through social interaction. Vygotsky also believes that children will seek social exchanges of adults since they were born and will develop through these exchanges. - Social science theory provides social workers a way to understand the subject regardless of whether they are individuals, families, organizations or larger societies. Two related theoretical perspectives are highly appreciated by research communities and practitioners, both in system theory and ecological perspective. Both provide techniques for analyzing topics in each context. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences. The interpretation of Vygotsky's and other sociologists' research has brought different perspectives and new teaching methods. Today social and cultural theory and related methods are widely recognized and accepted in psychology and education and are particularly appreciated in the field of applied linguistics as their languages ​​and ideas are interrelated. Social and cultural theories are also increasingly becoming increasingly influential in the field of educational design. In this chapter, we first outline some basic principles of socio-cultural learning theory. Then we recommend learning, teaching and design implications for education. Next, I will examine how social and cultural learning theory influences the instruction design.

Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Lev Vygotsky 's theory of cognitive development known as his culture - history theory focuses on the role of cultural and social interaction. Vygotsky believes that speech is a major psychological tool for developing children's thinking. As the children grow older their basic language becomes more complicated As the discussion between Piaget and Vygotsky shows, their theories have similarities. They all agree that the children are actively participating in their learning and that their development declines with age. They also accept the view that development is being driven by discrepancies in thinking, and they all acknowledge the existence of self-centered remarks. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Development trend of contemporary Russian thought (1) Abstract: This paper focuses on the recent era (1960s - 1990s) of the development of Russian thought. Beginning with a periodic model of Russian intellectual history, I propose to name it "third philosophical awakening". I define the main tendency of this era as "ideological struggle against ideology". Next, we propose to classify the main trends of Russian thought of this era: (1) dialectical materialism from the evolution of Stalinism in later years to the mysticism of new communism, (2) new religion and structure (3) Neoslab, the philosophy of the national spirit; (4) individualism and liberalism; (5) religious philosophy Lev Semyonovich Vygotsky (1896) is an excellent 20th century Russian psychologist. He was recognized primarily for his social and cultural theory. He is a modern person of many outstanding psychologists including Freud, Pavlov, Piaget and Skinner. Surprisingly, his death was thought of as his work. Historians believe that this is because most of his work is written in Russian and was not translated into mainstream journals or scientific society until the late 20th century. Vygotsky considers children's social interaction to be an important element in their learning. He acknowledged that the important role of culture also greatly influences the learning process. Leading learning, imitation and collaborative learning are some of the fundamental aspects of the theory proposed by Vygotsky. Lev Vygotsky is a modern Russian-born Piaget. Vygotsky proposed that children learn from "social interactions in cultural context" and proposed a theory of social and cultural development. (Bredekamp, ​​115) An important part of this theory is that children's learning is strongly influenced by the cultural background they cultivate. Vygotsky regards development as "learning-driven continuous process". (Bredekamp, ​​115) Infants learn through senses, manipulate objects, and interact with adult carers. Between the ages of 2 and 5, the development process is greatly influenced by the recognition of children and how they respond

Development trend of contemporary Russian thought (1) Abstract: This paper focuses on the recent era (1960s - 1990s) of the development of Russian thought. Beginning with a periodic model of Russian intellectual history, I propose to name it "third philosophical awakening". I define the main tendency of this era as "ideological struggle against ideology". Next, we propose to classify the main trends of Russian thought of this era: (1) dialectical materialism from the evolution of Stalinism in later years to the mysticism of new communism, (2) new religion and structure (3) Neoslab, the philosophy of the national spirit; (4) individualism and liberalism; (5) religious philosophy Lev Semyonovich Vygotsky (1896) is an excellent 20th century Russian psychologist. He was recognized primarily for his social and cultural theory. He is a modern person of many outstanding psychologists including Freud, Pavlov, Piaget and Skinner. Surprisingly, his death was thought of as his work. Historians believe that this is because most of his work is written in Russian and was not translated into mainstream journals or scientific society until the late 20th century. Vygotsky considers children's social interaction to be an important element in their learning. He acknowledged that the important role of culture also greatly influences the learning process. Leading learning, imitation and collaborative learning are some of the fundamental aspects of the theory proposed by Vygotsky. Lev Vygotsky is a modern Russian-born Piaget. Vygotsky proposed that children learn from "social interactions in cultural context" and proposed a theory of social and cultural development. (Bredekamp, ​​115) An important part of this theory is that children's learning is strongly influenced by the cultural background they cultivate. Vygotsky regards development as "learning-driven continuous process". (Bredekamp, ​​115) Infants learn through senses, manipulate objects, and interact with adult carers. Between the ages of 2 and 5, the development process is greatly influenced by the recognition of children and how they respond

Development trend of contemporary Russian thought (1) Abstract: This paper focuses on the recent era (1960s - 1990s) of the development of Russian thought. Beginning with a periodic model of Russian intellectual history, I propose to name it "third philosophical awakening". I define the main tendency of this era as "ideological struggle against ideology". Next, we propose to classify the main trends of Russian thought of this era: (1) dialectical materialism from the evolution of Stalinism in later years to the mysticism of new communism, (2) new religion and structure (3) Neoslab, the philosophy of the national spirit; (4) individualism and liberalism; (5) religious philosophy Lev Semyonovich Vygotsky (1896) is an excellent 20th century Russian psychologist. He was recognized primarily for his social and cultural theory. He is a modern person of many outstanding psychologists including Freud, Pavlov, Piaget and Skinner. Surprisingly, his death was thought of as his work. Historians believe that this is because most of his work is written in Russian and was not translated into mainstream journals or scientific society until the late 20th century. Vygotsky considers children's social interaction to be an important element in their learning. He acknowledged that the important role of culture also greatly influences the learning process. Leading learning, imitation and collaborative learning are some of the fundamental aspects of the theory proposed by Vygotsky. Lev Vygotsky is a modern Russian-born Piaget. Vygotsky proposed that children learn from "social interactions in cultural context" and proposed a theory of social and cultural development. (Bredekamp, ​​115) An important part of this theory is that children's learning is strongly influenced by the cultural background they cultivate. Vygotsky regards development as "learning-driven continuous process". (Bredekamp, ​​115) Infants learn through senses, manipulate objects, and interact with adult carers. Between the ages of 2 and 5, the development process is greatly influenced by the recognition of children and how they respond

Imagination is the ability to draw pictures, stories, or ideas in your mind. I can believe that this term is actually not true, it is believed. When kids use their imagination, they can be what they want, they can travel through time and space. Children can develop and express their imagination in various ways. By pretending to be someone else or someone else to do drawing, reading stories, playing role play, for example, these methods can be imagined by thinking, creating and integrating emotions their imagination Can be represented. Play researchers appreciate Vygotsky's game view. He insists on pretending to be an important part of childhood so that a child can stand on his head higher than himself. Infected with tuberculosis at the age of 38 in 1934, Lev Vygotsky died. He wrote over 180 papers in his life, but his work was blacklisted by Stalin in 1936. His work was finally recognized in the 1970s, and many of his works were published in 50 years after his death. Vygotsky has had a major impact on psychological and educational thinking and practice all over the world. According to Piaget and Smilansky, children play regular games after pretending from cognitively functional games to constructive games. The pretend game is more common in early childhood and helps children to acquire social and cognitive skills. Rush and Tumble Play also started from childhood. In some cases, power claims, introduction of technology, withdrawal of love are effective. Inference is usually the most effective and powerful proposition to promote the standard internalization of parents. Spanking and other forms of corporal punishment may have negative consequences.

Imagination is the ability to draw pictures, stories, or ideas in your mind. I can believe that this term is actually not true, it is believed. When kids use their imagination, they can be what they want, they can travel through time and space. Children can develop and express their imagination in various ways. By pretending to be someone else or someone else to do drawing, reading stories, playing role play, for example, these methods can be imagined by thinking, creating and integrating emotions their imagination Can be represented. Play researchers appreciate Vygotsky's game view. He insists on pretending to be an important part of childhood so that a child can stand on his head higher than himself. Infected with tuberculosis at the age of 38 in 1934, Lev Vygotsky died. He wrote over 180 papers in his life, but his work was blacklisted by Stalin in 1936. His work was finally recognized in the 1970s, and many of his works were published in 50 years after his death. Vygotsky has had a major impact on psychological and educational thinking and practice all over the world. According to Piaget and Smilansky, children play regular games after pretending from cognitively functional games to constructive games. The pretend game is more common in early childhood and helps children to acquire social and cognitive skills. Rush and Tumble Play also started from childhood. In some cases, power claims, introduction of technology, withdrawal of love are effective. Inference is usually the most effective and powerful proposition to promote the standard internalization of parents. Spanking and other forms of corporal punishment may have negative consequences.

Imagination is the ability to draw pictures, stories, or ideas in your mind. I can believe that this term is actually not true, it is believed. When kids use their imagination, they can be what they want, they can travel through time and space. Children can develop and express their imagination in various ways. By pretending to be someone else or someone else to do drawing, reading stories, playing role play, for example, these methods can be imagined by thinking, creating and integrating emotions their imagination Can be represented. Play researchers appreciate Vygotsky's game view. He insists on pretending to be an important part of childhood so that a child can stand on his head higher than himself. Infected with tuberculosis at the age of 38 in 1934, Lev Vygotsky died. He wrote over 180 papers in his life, but his work was blacklisted by Stalin in 1936. His work was finally recognized in the 1970s, and many of his works were published in 50 years after his death. Vygotsky has had a major impact on psychological and educational thinking and practice all over the world. According to Piaget and Smilansky, children play regular games after pretending from cognitively functional games to constructive games. The pretend game is more common in early childhood and helps children to acquire social and cognitive skills. Rush and Tumble Play also started from childhood. In some cases, power claims, introduction of technology, withdrawal of love are effective. Inference is usually the most effective and powerful proposition to promote the standard internalization of parents. Spanking and other forms of corporal punishment may have negative consequences.

Many teaching methods were developed to attract more students. Teachers must choose the teaching method that is most suitable for their students. These methods have been tested and studied from various theoretical points of view. Educational theory is like thinking thought of education like other theories, explains, guides and explains teaching practice. The earliest speculation about the educational process began in the era of classical refiners and Greek philosophers. In current education, the use of terms such as academic disciplines, courses, education, educational institutions, leadership, policies and the like is speculated. Educational thought is ... Read more According to this theory, Vygotsky believes that social processes should be integrated into the educational system. This social process includes peer review, group work activities, and personal contact between students and teachers. Unlike Dewey and his view, Vygotsky does not support the teacher's elitism and tends to teach students thinking skills, not just about specific topics (Indiana University, 2004). The most effective educational theory to enhance education and learning from the two educational theorists, individuals can confirm that they have two different ideas about what education should be . However, the ideas of Vygotsky and Dewey must also be applied to the classroom environment at the same time. These ideas are concentrated on the classroom environment that emphasizes thinking and student achievement to learn facts. By teaching these two ideas in the classroom, teacher-led learning situations can be achieved and the teacher leads the students through aggressive strengthening rather than an image of strict authority. Vygotsky and Dewey's ideas both require the teacher to focus on and focus on the needs and abilities of individual students, not the ideals and expectations of "normal" or "advanced". The Stallings Classroom Observing System, also called Stallings Classroom Snapshot, is a questionnaire and protocol for timed observation that generates quantitative data on the interaction between teachers and students in the classroom. It was developed in the 1970s by Professor Jane Stallings of Stanford University to observe the basic education class in the United States of America. The advantage is that you only need basic training to manage and generate reliable data among evaluators. This tool focuses on the observable factors of dialogue between teachers and students in the classroom, so it can be used in any school environment regardless of the level of professors and subjects, complexity of languages ​​and courses. Stall data is internationally comparable and has been validated in several developing countries In the 1970s and 1980s, the classroom observation system was an interactive analysis. In the use of video recording, the teacher uses interactive analytical observation including ten classroom teachers and student behavior (teacher's story, student story, silence). Videotape consists of several courses and is observed by coding teacher and student behavior (usually every 3 seconds). Teacher observations include acceptance of emotions, admiration, acceptance / use of student ideas, questions, lectures, mentoring, and criticism. This system and its variants have been in use for many years, especially for educating teachers and developing staff.

Many teaching methods were developed to attract more students. Teachers must choose the teaching method that is most suitable for their students. These methods have been tested and studied from various theoretical points of view. Educational theory is like thinking thought of education like other theories, explains, guides and explains teaching practice. The earliest speculation about the educational process began in the era of classical refiners and Greek philosophers. In current education, the use of terms such as academic disciplines, courses, education, educational institutions, leadership, policies and the like is speculated. Educational thought is ... Read more According to this theory, Vygotsky believes that social processes should be integrated into the educational system. This social process includes peer review, group work activities, and personal contact between students and teachers. Unlike Dewey and his view, Vygotsky does not support the teacher's elitism and tends to teach students thinking skills, not just about specific topics (Indiana University, 2004). The most effective educational theory to enhance education and learning from the two educational theorists, individuals can confirm that they have two different ideas about what education should be . However, the ideas of Vygotsky and Dewey must also be applied to the classroom environment at the same time. These ideas are concentrated on the classroom environment that emphasizes thinking and student achievement to learn facts. By teaching these two ideas in the classroom, teacher-led learning situations can be achieved and the teacher leads the students through aggressive strengthening rather than an image of strict authority. Vygotsky and Dewey's ideas both require the teacher to focus on and focus on the needs and abilities of individual students, not the ideals and expectations of "normal" or "advanced". The Stallings Classroom Observing System, also called Stallings Classroom Snapshot, is a questionnaire and protocol for timed observation that generates quantitative data on the interaction between teachers and students in the classroom. It was developed in the 1970s by Professor Jane Stallings of Stanford University to observe the basic education class in the United States of America. The advantage is that you only need basic training to manage and generate reliable data among evaluators. This tool focuses on the observable factors of dialogue between teachers and students in the classroom, so it can be used in any school environment regardless of the level of professors and subjects, complexity of languages ​​and courses. Stall data is internationally comparable and has been validated in several developing countries In the 1970s and 1980s, the classroom observation system was an interactive analysis. In the use of video recording, the teacher uses interactive analytical observation including ten classroom teachers and student behavior (teacher's story, student story, silence). Videotape consists of several courses and is observed by coding teacher and student behavior (usually every 3 seconds). Teacher observations include acceptance of emotions, admiration, acceptance / use of student ideas, questions, lectures, mentoring, and criticism. This system and its variants have been in use for many years, especially for educating teachers and developing staff.

Many teaching methods were developed to attract more students. Teachers must choose the teaching method that is most suitable for their students. These methods have been tested and studied from various theoretical points of view. Educational theory is like thinking thought of education like other theories, explains, guides and explains teaching practice. The earliest speculation about the educational process began in the era of classical refiners and Greek philosophers. In current education, the use of terms such as academic disciplines, courses, education, educational institutions, leadership, policies and the like is speculated. Educational thought is ... Read more According to this theory, Vygotsky believes that social processes should be integrated into the educational system. This social process includes peer review, group work activities, and personal contact between students and teachers. Unlike Dewey and his view, Vygotsky does not support the teacher's elitism and tends to teach students thinking skills, not just about specific topics (Indiana University, 2004). The most effective educational theory to enhance education and learning from the two educational theorists, individuals can confirm that they have two different ideas about what education should be . However, the ideas of Vygotsky and Dewey must also be applied to the classroom environment at the same time. These ideas are concentrated on the classroom environment that emphasizes thinking and student achievement to learn facts. By teaching these two ideas in the classroom, teacher-led learning situations can be achieved and the teacher leads the students through aggressive strengthening rather than an image of strict authority. Vygotsky and Dewey's ideas both require the teacher to focus on and focus on the needs and abilities of individual students, not the ideals and expectations of "normal" or "advanced". The Stallings Classroom Observing System, also called Stallings Classroom Snapshot, is a questionnaire and protocol for timed observation that generates quantitative data on the interaction between teachers and students in the classroom. It was developed in the 1970s by Professor Jane Stallings of Stanford University to observe the basic education class in the United States of America. The advantage is that you only need basic training to manage and generate reliable data among evaluators. This tool focuses on the observable factors of dialogue between teachers and students in the classroom, so it can be used in any school environment regardless of the level of professors and subjects, complexity of languages ​​and courses. Stall data is internationally comparable and has been validated in several developing countries In the 1970s and 1980s, the classroom observation system was an interactive analysis. In the use of video recording, the teacher uses interactive analytical observation including ten classroom teachers and student behavior (teacher's story, student story, silence). Videotape consists of several courses and is observed by coding teacher and student behavior (usually every 3 seconds). Teacher observations include acceptance of emotions, admiration, acceptance / use of student ideas, questions, lectures, mentoring, and criticism. This system and its variants have been in use for many years, especially for educating teachers and developing staff.

Higher psychological tests higher psychological function is an integral part of clinical evaluation of cortical function. However, detailed evaluation takes time and is not routine. For all practical purposes, people need a simple tool to screen cognitive dysfunction. Higher psychological evaluation is rarely evaluated in the MRCPCH exam. The following section provides a revised psychological evaluation question for children over 4 years of age and focuses on five areas of cognitive function: direction, concentration, registration, recall and language . Socio-cultural theory (following Lev Vygotsky's research) assumes that psychological tools allow us to convert to higher mental functions (eg perception and memory) like science and strategy. Many processes, such as a conscious implementation of strategic planning, are accomplished by cultural tools that transfer mental abilities to the document and share cultural understanding so that even beyond conscious and unconscious psychological processes, You can do it. Activities If we do not go beyond social and cultural processes, we can not really explain these things. Vygotsky links mediation to the concept of external and internal psychological function. According to him, the higher psychological function, since it is initially a social function, must go through the external stages of its development before it becomes internal true psychological function. This is called internalization. Thinking is a model of organizational perception and behavior. Consciousness and words are closely related. Through communication, we get the habit of practicing activities and our own recognition as activities of others. Therefore, communication is a way for individuals to evaluate their behaviors through social standards shared with others (Vygotsky, 1962). Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Higher psychological tests higher psychological function is an integral part of clinical evaluation of cortical function. However, detailed evaluation takes time and is not routine. For all practical purposes, people need a simple tool to screen cognitive dysfunction. Higher psychological evaluation is rarely evaluated in the MRCPCH exam. The following section provides a revised psychological evaluation question for children over 4 years of age and focuses on five areas of cognitive function: direction, concentration, registration, recall and language . Socio-cultural theory (following Lev Vygotsky's research) assumes that psychological tools allow us to convert to higher mental functions (eg perception and memory) like science and strategy. Many processes, such as a conscious implementation of strategic planning, are accomplished by cultural tools that transfer mental abilities to the document and share cultural understanding so that even beyond conscious and unconscious psychological processes, You can do it. Activities If we do not go beyond social and cultural processes, we can not really explain these things. Vygotsky links mediation to the concept of external and internal psychological function. According to him, the higher psychological function, since it is initially a social function, must go through the external stages of its development before it becomes internal true psychological function. This is called internalization. Thinking is a model of organizational perception and behavior. Consciousness and words are closely related. Through communication, we get the habit of practicing activities and our own recognition as activities of others. Therefore, communication is a way for individuals to evaluate their behaviors through social standards shared with others (Vygotsky, 1962). Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Higher psychological tests higher psychological function is an integral part of clinical evaluation of cortical function. However, detailed evaluation takes time and is not routine. For all practical purposes, people need a simple tool to screen cognitive dysfunction. Higher psychological evaluation is rarely evaluated in the MRCPCH exam. The following section provides a revised psychological evaluation question for children over 4 years of age and focuses on five areas of cognitive function: direction, concentration, registration, recall and language . Socio-cultural theory (following Lev Vygotsky's research) assumes that psychological tools allow us to convert to higher mental functions (eg perception and memory) like science and strategy. Many processes, such as a conscious implementation of strategic planning, are accomplished by cultural tools that transfer mental abilities to the document and share cultural understanding so that even beyond conscious and unconscious psychological processes, You can do it. Activities If we do not go beyond social and cultural processes, we can not really explain these things. Vygotsky links mediation to the concept of external and internal psychological function. According to him, the higher psychological function, since it is initially a social function, must go through the external stages of its development before it becomes internal true psychological function. This is called internalization. Thinking is a model of organizational perception and behavior. Consciousness and words are closely related. Through communication, we get the habit of practicing activities and our own recognition as activities of others. Therefore, communication is a way for individuals to evaluate their behaviors through social standards shared with others (Vygotsky, 1962). Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

The work of Swiss psychologist Jean Piaget Jeanal Piaget is a pioneer in the field of developmental psychology. He has developed many scientific fields, mainly because it contributed to the field of genetic recognition theory (knowledge theory). He believes that there is a biological explanation for the development of knowledge, that children have their own learning process, and that their thought process is different from that of adults. Based on his research on children, he proposed a broad theory that describes the four major stages of the learning process. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

The work of Swiss psychologist Jean Piaget Jeanal Piaget is a pioneer in the field of developmental psychology. He has developed many scientific fields, mainly because it contributed to the field of genetic recognition theory (knowledge theory). He believes that there is a biological explanation for the development of knowledge, that children have their own learning process, and that their thought process is different from that of adults. Based on his research on children, he proposed a broad theory that describes the four major stages of the learning process. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

The work of Swiss psychologist Jean Piaget Jeanal Piaget is a pioneer in the field of developmental psychology. He has developed many scientific fields, mainly because it contributed to the field of genetic recognition theory (knowledge theory). He believes that there is a biological explanation for the development of knowledge, that children have their own learning process, and that their thought process is different from that of adults. Based on his research on children, he proposed a broad theory that describes the four major stages of the learning process. Life and work of Jean Piaget and Lev Vygotsky have similarities and differences. Both were born in the same year in 1896. That number was 84 years old. Vygotsky died at the age of 38. They share research in the same field, developmental psychology. Both Piaget and Vygotsky believe that learning is the cause of higher order thinking. However, while Piaget focuses on individuals with more constructive views, Vygotsky uses a positive theoretical approach focusing on social interaction. Teachers can improve student performance in elementary school using effective educational strategies based on the development of Jean Piaget and Lev Vygotsky and cognitive psychology. But before the theory of Piaget and Vygotsky is carried out in the classroom, administrators and teachers need to understand the life and theory of Jean Piaget and Lev Vygotsky. Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

What is constitutionalism? Constitutionalism is a common term used in education since the 1990s, but it can be traced back to earlier times (Maddux & Cummings, 1999, p. 8). Jean Piaget and Lev Vygotsky are two theorists who are closely related to the development of constructivism. In the past ten years, the number of enrollments has dramatically increased, and it is suitable for students who are classified as special education services or "dangerous" students. With this growth of special education, the need to find the most appropriate teaching method for disabled students is becoming very popular. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Constitutionalism as learning theory comes from the work of cognitive psychologists such as Piaget, Vygotsky, Brunner. Along with the development of cultural psychology these two views became dominant. They are personal and social constructivism. Personal constitutionalism focuses on the construction of human internal meaning and social constitutionism focuses on building human meaning. Constructivism is a learning theory that helps learners build something based on their understanding by absorbing previous knowledge and new knowledge. According to Kanselaar (2002), there are two major constructivist views. They are Jean Piaget of Switzerland and Lev Vygotsky of Russia. Constitutionalism is a general term encompassing a wide range of constructivism ideas and is divided into two categories, cognitive constructivism (Piaget, 1976) and social constitutionism (Vygotsky, 1986). Both subtypes believe that knowledge is actively built by individuals (Birenbaum 2003), but through the use of different media, a series of internal intellectual stages (cognitive constructivism), or social mutual It is through action (social constructivism). Many views on constructivism in these two subtypes are based on the basic principle that learners actively make meaning by themselves (Birenbaum 2003; Harris and Alexander 1998).

What is constitutionalism? Constitutionalism is a common term used in education since the 1990s, but it can be traced back to earlier times (Maddux & Cummings, 1999, p. 8). Jean Piaget and Lev Vygotsky are two theorists who are closely related to the development of constructivism. In the past ten years, the number of enrollments has dramatically increased, and it is suitable for students who are classified as special education services or "dangerous" students. With this growth of special education, the need to find the most appropriate teaching method for disabled students is becoming very popular. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Constitutionalism as learning theory comes from the work of cognitive psychologists such as Piaget, Vygotsky, Brunner. Along with the development of cultural psychology these two views became dominant. They are personal and social constructivism. Personal constitutionalism focuses on the construction of human internal meaning and social constitutionism focuses on building human meaning. Constructivism is a learning theory that helps learners build something based on their understanding by absorbing previous knowledge and new knowledge. According to Kanselaar (2002), there are two major constructivist views. They are Jean Piaget of Switzerland and Lev Vygotsky of Russia. Constitutionalism is a general term encompassing a wide range of constructivism ideas and is divided into two categories, cognitive constructivism (Piaget, 1976) and social constitutionism (Vygotsky, 1986). Both subtypes believe that knowledge is actively built by individuals (Birenbaum 2003), but through the use of different media, a series of internal intellectual stages (cognitive constructivism), or social mutual It is through action (social constructivism). Many views on constructivism in these two subtypes are based on the basic principle that learners actively make meaning by themselves (Birenbaum 2003; Harris and Alexander 1998).

What is constitutionalism? Constitutionalism is a common term used in education since the 1990s, but it can be traced back to earlier times (Maddux & Cummings, 1999, p. 8). Jean Piaget and Lev Vygotsky are two theorists who are closely related to the development of constructivism. In the past ten years, the number of enrollments has dramatically increased, and it is suitable for students who are classified as special education services or "dangerous" students. With this growth of special education, the need to find the most appropriate teaching method for disabled students is becoming very popular. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Constitutionalism as learning theory comes from the work of cognitive psychologists such as Piaget, Vygotsky, Brunner. Along with the development of cultural psychology these two views became dominant. They are personal and social constructivism. Personal constitutionalism focuses on the construction of human internal meaning and social constitutionism focuses on building human meaning. Constructivism is a learning theory that helps learners build something based on their understanding by absorbing previous knowledge and new knowledge. According to Kanselaar (2002), there are two major constructivist views. They are Jean Piaget of Switzerland and Lev Vygotsky of Russia. Constitutionalism is a general term encompassing a wide range of constructivism ideas and is divided into two categories, cognitive constructivism (Piaget, 1976) and social constitutionism (Vygotsky, 1986). Both subtypes believe that knowledge is actively built by individuals (Birenbaum 2003), but through the use of different media, a series of internal intellectual stages (cognitive constructivism), or social mutual It is through action (social constructivism). Many views on constructivism in these two subtypes are based on the basic principle that learners actively make meaning by themselves (Birenbaum 2003; Harris and Alexander 1998).

Lev Semyonovich Vygotsky is a famous theorist who focused on the social and cultural development of young children. Lev Vygotsky believes in the importance of interacting with colleagues during the child's evolving learning process. Through the research of Vygotsky, he proposed the concept of near-end development zone (ZPD). The proximal development zone is the range of children's developmental abilities and abilities, children can complete the work themselves, need more experienced and knowledgeable people to help the child complete the work I will. According to sociocultural theory, the development of children depends on social and cultural context. Culturally specific beliefs and practices in each socio-cultural context influence child development in a unique way (Berk, 2009). The purpose of this thesis is to study how the academic knowledge and temperament development of Chinese children are influenced by childcare of a certain culture in Chinese society. Bronfenbrenner's ecological theory and Vygotsky's socio-cultural theory are used to analyze the common practices of China's child rearing, hypotheses, beliefs and values. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Lev Semyonovich Vygotsky is a famous theorist who focused on the social and cultural development of young children. Lev Vygotsky believes in the importance of interacting with colleagues during the child's evolving learning process. Through the research of Vygotsky, he proposed the concept of near-end development zone (ZPD). The proximal development zone is the range of children's developmental abilities and abilities, children can complete the work themselves, need more experienced and knowledgeable people to help the child complete the work I will. According to sociocultural theory, the development of children depends on social and cultural context. Culturally specific beliefs and practices in each socio-cultural context influence child development in a unique way (Berk, 2009). The purpose of this thesis is to study how the academic knowledge and temperament development of Chinese children are influenced by childcare of a certain culture in Chinese society. Bronfenbrenner's ecological theory and Vygotsky's socio-cultural theory are used to analyze the common practices of China's child rearing, hypotheses, beliefs and values. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Lev Semyonovich Vygotsky is a famous theorist who focused on the social and cultural development of young children. Lev Vygotsky believes in the importance of interacting with colleagues during the child's evolving learning process. Through the research of Vygotsky, he proposed the concept of near-end development zone (ZPD). The proximal development zone is the range of children's developmental abilities and abilities, children can complete the work themselves, need more experienced and knowledgeable people to help the child complete the work I will. According to sociocultural theory, the development of children depends on social and cultural context. Culturally specific beliefs and practices in each socio-cultural context influence child development in a unique way (Berk, 2009). The purpose of this thesis is to study how the academic knowledge and temperament development of Chinese children are influenced by childcare of a certain culture in Chinese society. Bronfenbrenner's ecological theory and Vygotsky's socio-cultural theory are used to analyze the common practices of China's child rearing, hypotheses, beliefs and values. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism. Cultural history of Lev Vygotsky Cognitive development theory focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a socio - cultural point of view, which means that theory emphasizes the importance of society and culture to promote cognitive development. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well.

Throughout history, many people have made important contributions to psychology departments. Jean Piaget is a person who contributed to his theory at the cognitive development stage. Cognitive development is the process of acquiring intelligence and increasingly sophisticated thought and problem solving skills from infancy to adulthood. Mr. Piaget said that children's thinking has developed through a certain stage up to adulthood (famous biography and TV program - Biography.com). The theory of cognitive development has had a great influence on the history of psychology and has been practiced and studied yet. Jean Piaget's cognitive development theory Introduction Jean Piaget is the founder of cognitive development. He is a Swissman and does not have a psychology background, but he has had a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established the theory of information processing, social cognition and socio-cultural perspectives based on his research. According to Arringtion (2008), the term cognitive development refers to the way individuals learn themselves and perceive their environment, and because educators take care of both adults and young people, the educators classify it as a classroom . Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Throughout history, many people have made important contributions to psychology departments. Jean Piaget is a person who contributed to his theory at the cognitive development stage. Cognitive development is the process of acquiring intelligence and increasingly sophisticated thought and problem solving skills from infancy to adulthood. Mr. Piaget said that children's thinking has developed through a certain stage up to adulthood (famous biography and TV program - Biography.com). The theory of cognitive development has had a great influence on the history of psychology and has been practiced and studied yet. Jean Piaget's cognitive development theory Introduction Jean Piaget is the founder of cognitive development. He is a Swissman and does not have a psychology background, but he has had a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established the theory of information processing, social cognition and socio-cultural perspectives based on his research. According to Arringtion (2008), the term cognitive development refers to the way individuals learn themselves and perceive their environment, and because educators take care of both adults and young people, the educators classify it as a classroom . Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Throughout history, many people have made important contributions to psychology departments. Jean Piaget is a person who contributed to his theory at the cognitive development stage. Cognitive development is the process of acquiring intelligence and increasingly sophisticated thought and problem solving skills from infancy to adulthood. Mr. Piaget said that children's thinking has developed through a certain stage up to adulthood (famous biography and TV program - Biography.com). The theory of cognitive development has had a great influence on the history of psychology and has been practiced and studied yet. Jean Piaget's cognitive development theory Introduction Jean Piaget is the founder of cognitive development. He is a Swissman and does not have a psychology background, but he has had a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established the theory of information processing, social cognition and socio-cultural perspectives based on his research. According to Arringtion (2008), the term cognitive development refers to the way individuals learn themselves and perceive their environment, and because educators take care of both adults and young people, the educators classify it as a classroom . Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Why do kids have to talk? Whether you are a parent, teacher, child care provider, or child observer, you may find that many children are talking to themselves. Laura Berk reports that private speech may account for 20 to 60% of children under 10 years old (78). Why does the child do this? Just because it is good for children as Vygotsky said, or simply because the child is doing lazy not self-centered remarks in normal cognitive development as Piaget said. function Some people may feel strange when they talk to themselves, but this may be perfectly normal. Young children can speak and play with speech (Papalia, et al., 2007), although a 4 year old child can talk to themselves at a rate of 50%. Preventing children from participating in private presentations may actually reduce performance and creativity (Lidstone, Meins, & Fernyhough, 2010). Please think about the noisy environment of pre-school children in early childhood, especially over 4 years old. This is because they are talking loudly with sound - sometimes for themselves, sometimes for others There seems to be a general order in developing words for myself. When young, very young children tend to talk about what they are doing after completing their activities. Then they talked at work. Finally, they talk to themselves before participating in the event. My speech took on planning function now. Later they internalized this speech. Inner Speech - Conversation with ourselves is a major model for learning, planning, and self-regulation, starting with social dialogue with others. Private speech will be held when children talk with them. Vygotsky believes that this is the starting point for all psychological development. According to Lantolf, Vygotsky says, "It is in the process of privatization of speech that the high level consciousness is generated at the internal level, and in this way our biological ability is a cultural intermediary "I believe that. Simply put, Vygotsky believes that by using private speech, the biological instincts of the child will be culturally acceptable behaviors. He proposed that the children say they are the way they lead themselves through their actions. Vygotsky suggests that private speech changes as a child's age goes up. Start with an external (loud) speech at a young age and make it more internal (within yourself) as your age rises. Through relationships with more capable people, children can get information and use this understanding in private speech.

Why do kids have to talk? Whether you are a parent, teacher, child care provider, or child observer, you may find that many children are talking to themselves. Laura Berk reports that private speech may account for 20 to 60% of children under 10 years old (78). Why does the child do this? Just because it is good for children as Vygotsky said, or simply because the child is doing lazy not self-centered remarks in normal cognitive development as Piaget said. function Some people may feel strange when they talk to themselves, but this may be perfectly normal. Young children can speak and play with speech (Papalia, et al., 2007), although a 4 year old child can talk to themselves at a rate of 50%. Preventing children from participating in private presentations may actually reduce performance and creativity (Lidstone, Meins, & Fernyhough, 2010). Please think about the noisy environment of pre-school children in early childhood, especially over 4 years old. This is because they are talking loudly with sound - sometimes for themselves, sometimes for others There seems to be a general order in developing words for myself. When young, very young children tend to talk about what they are doing after completing their activities. Then they talked at work. Finally, they talk to themselves before participating in the event. My speech took on planning function now. Later they internalized this speech. Inner Speech - Conversation with ourselves is a major model for learning, planning, and self-regulation, starting with social dialogue with others. Private speech will be held when children talk with them. Vygotsky believes that this is the starting point for all psychological development. According to Lantolf, Vygotsky says, "It is in the process of privatization of speech that the high level consciousness is generated at the internal level, and in this way our biological ability is a cultural intermediary "I believe that. Simply put, Vygotsky believes that by using private speech, the biological instincts of the child will be culturally acceptable behaviors. He proposed that the children say they are the way they lead themselves through their actions. Vygotsky suggests that private speech changes as a child's age goes up. Start with an external (loud) speech at a young age and make it more internal (within yourself) as your age rises. Through relationships with more capable people, children can get information and use this understanding in private speech.

Why do kids have to talk? Whether you are a parent, teacher, child care provider, or child observer, you may find that many children are talking to themselves. Laura Berk reports that private speech may account for 20 to 60% of children under 10 years old (78). Why does the child do this? Just because it is good for children as Vygotsky said, or simply because the child is doing lazy not self-centered remarks in normal cognitive development as Piaget said. function Some people may feel strange when they talk to themselves, but this may be perfectly normal. Young children can speak and play with speech (Papalia, et al., 2007), although a 4 year old child can talk to themselves at a rate of 50%. Preventing children from participating in private presentations may actually reduce performance and creativity (Lidstone, Meins, & Fernyhough, 2010). Please think about the noisy environment of pre-school children in early childhood, especially over 4 years old. This is because they are talking loudly with sound - sometimes for themselves, sometimes for others There seems to be a general order in developing words for myself. When young, very young children tend to talk about what they are doing after completing their activities. Then they talked at work. Finally, they talk to themselves before participating in the event. My speech took on planning function now. Later they internalized this speech. Inner Speech - Conversation with ourselves is a major model for learning, planning, and self-regulation, starting with social dialogue with others. Private speech will be held when children talk with them. Vygotsky believes that this is the starting point for all psychological development. According to Lantolf, Vygotsky says, "It is in the process of privatization of speech that the high level consciousness is generated at the internal level, and in this way our biological ability is a cultural intermediary "I believe that. Simply put, Vygotsky believes that by using private speech, the biological instincts of the child will be culturally acceptable behaviors. He proposed that the children say they are the way they lead themselves through their actions. Vygotsky suggests that private speech changes as a child's age goes up. Start with an external (loud) speech at a young age and make it more internal (within yourself) as your age rises. Through relationships with more capable people, children can get information and use this understanding in private speech.

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. Despite some overlap, each of the main points of psychology is unique. As a result, they each have their own strengths and weaknesses and interpret psychology in different ways. As its name suggests, theory, socio-cultural point of view. This is the idea that the society and group to which an individual belongs are factors that affect development, thinking, and behavior. Social and cultural perspectives ... Show more content Language is one of the most famous tools, but some tools are more complicated. For example, technology is a tool of Western society, society where industrialization is not advanced will not be affected. People growing up and having all the latest technology differ from those who have never seen any form of technology. Generally, as explained in this view, certain actions and ways of thinking are only triggered by exposure to specific social and cultural contexts. The second advantage of the socio-cultural perspective is to emphasize the role of adults in the development of children's cognition through guided participation. Vygotsky introduced the idea that children learn in the proximal development zone. This means the distance between what individuals can do on their own and what they can do with the guidance and help of competent social workers (Mcleod, 2010). Are skills outside the area already introduced, or it is still hard to try alone. "For Vygotsky, learning with more knowledgeable colleagues can promote cognitive development (Sigelman)" This is the truth worldwide. Children of many cultures learn from teachers, families, and many other people. In other cultures, children learn skills from relatives, villages, tribal members, or other technical members of other groups. This view fulfills the need to identify adult personality. As a supporter of social culture for development, Vygotsky's socio-cultural theory is accepted globally. When his work was finally translated into English in 1962, it began to influence, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural environments, and their cognitive development is promoted through social interaction with more technical personnel. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children will actively build knowledge, Vygotsky's social and cultural theory is also one of those who have laid the foundation of constructivism. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we focus on the boundary of flow between self and others and provide a richer perspective. It depicts the dynamics of learner's access to knowledge and skills from society and then shapes their environment in turn (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and intercultural. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development paths to any particular development endpoint "( Miller, 2011, p.198). From a socio-cultural point of view, development is not an increase in the use of personal behavior (such as Piaget's theory) or personal tools, signs, speech use (eg Vi

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. Despite some overlap, each of the main points of psychology is unique. As a result, they each have their own strengths and weaknesses and interpret psychology in different ways. As its name suggests, theory, socio-cultural point of view. This is the idea that the society and group to which an individual belongs are factors that affect development, thinking, and behavior. Social and cultural perspectives ... Show more content Language is one of the most famous tools, but some tools are more complicated. For example, technology is a tool of Western society, society where industrialization is not advanced will not be affected. People growing up and having all the latest technology differ from those who have never seen any form of technology. Generally, as explained in this view, certain actions and ways of thinking are only triggered by exposure to specific social and cultural contexts. The second advantage of the socio-cultural perspective is to emphasize the role of adults in the development of children's cognition through guided participation. Vygotsky introduced the idea that children learn in the proximal development zone. This means the distance between what individuals can do on their own and what they can do with the guidance and help of competent social workers (Mcleod, 2010). Are skills outside the area already introduced, or it is still hard to try alone. "For Vygotsky, learning with more knowledgeable colleagues can promote cognitive development (Sigelman)" This is the truth worldwide. Children of many cultures learn from teachers, families, and many other people. In other cultures, children learn skills from relatives, villages, tribal members, or other technical members of other groups. This view fulfills the need to identify adult personality. As a supporter of social culture for development, Vygotsky's socio-cultural theory is accepted globally. When his work was finally translated into English in 1962, it began to influence, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural environments, and their cognitive development is promoted through social interaction with more technical personnel. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children will actively build knowledge, Vygotsky's social and cultural theory is also one of those who have laid the foundation of constructivism. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we focus on the boundary of flow between self and others and provide a richer perspective. It depicts the dynamics of learner's access to knowledge and skills from society and then shapes their environment in turn (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and intercultural. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development paths to any particular development endpoint "( Miller, 2011, p.198). From a socio-cultural point of view, development is not an increase in the use of personal behavior (such as Piaget's theory) or personal tools, signs, speech use (eg Vi

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. Despite some overlap, each of the main points of psychology is unique. As a result, they each have their own strengths and weaknesses and interpret psychology in different ways. As its name suggests, theory, socio-cultural point of view. This is the idea that the society and group to which an individual belongs are factors that affect development, thinking, and behavior. Social and cultural perspectives ... Show more content Language is one of the most famous tools, but some tools are more complicated. For example, technology is a tool of Western society, society where industrialization is not advanced will not be affected. People growing up and having all the latest technology differ from those who have never seen any form of technology. Generally, as explained in this view, certain actions and ways of thinking are only triggered by exposure to specific social and cultural contexts. The second advantage of the socio-cultural perspective is to emphasize the role of adults in the development of children's cognition through guided participation. Vygotsky introduced the idea that children learn in the proximal development zone. This means the distance between what individuals can do on their own and what they can do with the guidance and help of competent social workers (Mcleod, 2010). Are skills outside the area already introduced, or it is still hard to try alone. "For Vygotsky, learning with more knowledgeable colleagues can promote cognitive development (Sigelman)" This is the truth worldwide. Children of many cultures learn from teachers, families, and many other people. In other cultures, children learn skills from relatives, villages, tribal members, or other technical members of other groups. This view fulfills the need to identify adult personality. As a supporter of social culture for development, Vygotsky's socio-cultural theory is accepted globally. When his work was finally translated into English in 1962, it began to influence, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural environments, and their cognitive development is promoted through social interaction with more technical personnel. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children will actively build knowledge, Vygotsky's social and cultural theory is also one of those who have laid the foundation of constructivism. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we focus on the boundary of flow between self and others and provide a richer perspective. It depicts the dynamics of learner's access to knowledge and skills from society and then shapes their environment in turn (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and intercultural. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development paths to any particular development endpoint "( Miller, 2011, p.198). From a socio-cultural point of view, development is not an increase in the use of personal behavior (such as Piaget's theory) or personal tools, signs, speech use (eg Vi

Many factors and processes constitute cognitive theory. First, according to this theory, students depend heavily on memory. There are three parts in human memory: sensory record, short term memory, long term memory. Perceptron registers have a large capacity to store almost all of the information they receive, but they can only store information for a short period of time. Work or short-term memory is a place where people move information from sensory records to handle it. Finally, long-term memory is where people save the most important information from their general knowledge and short-term memory. Introduction The purpose of this research is to analyze cognitive development theory and concepts in different age-related stages in a practical way. Using Piaget's developmental theory, we tested the cognitive abilities of two subjects aged 4 and 18 and compared their preoperative and formal operational development milestones. Cognitive abilities are determined by focusing on the subject's ability and rationale to group 20 different objects. Based on the research results, we compare Piaget's theory and predicted learning ability at the developmental stage related to age. Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Many factors and processes constitute cognitive theory. First, according to this theory, students depend heavily on memory. There are three parts in human memory: sensory record, short term memory, long term memory. Perceptron registers have a large capacity to store almost all of the information they receive, but they can only store information for a short period of time. Work or short-term memory is a place where people move information from sensory records to handle it. Finally, long-term memory is where people save the most important information from their general knowledge and short-term memory. Introduction The purpose of this research is to analyze cognitive development theory and concepts in different age-related stages in a practical way. Using Piaget's developmental theory, we tested the cognitive abilities of two subjects aged 4 and 18 and compared their preoperative and formal operational development milestones. Cognitive abilities are determined by focusing on the subject's ability and rationale to group 20 different objects. Based on the research results, we compare Piaget's theory and predicted learning ability at the developmental stage related to age. Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Many factors and processes constitute cognitive theory. First, according to this theory, students depend heavily on memory. There are three parts in human memory: sensory record, short term memory, long term memory. Perceptron registers have a large capacity to store almost all of the information they receive, but they can only store information for a short period of time. Work or short-term memory is a place where people move information from sensory records to handle it. Finally, long-term memory is where people save the most important information from their general knowledge and short-term memory. Introduction The purpose of this research is to analyze cognitive development theory and concepts in different age-related stages in a practical way. Using Piaget's developmental theory, we tested the cognitive abilities of two subjects aged 4 and 18 and compared their preoperative and formal operational development milestones. Cognitive abilities are determined by focusing on the subject's ability and rationale to group 20 different objects. Based on the research results, we compare Piaget's theory and predicted learning ability at the developmental stage related to age. Theorists Jean Piaget and Lev Vygotsky are two different cognitive constitutiveist psychologists. In my research paper, I will talk about Piaget and its theory. Jean Piaget has developed his cognitive development theory. When considering the essence of children's learning and thinking, it is dominated by the idea of ​​Jean Piaget. Piaget's theory has been neglected by psychologists for many years. Serious work began not until the mid-1960's (D, Wood, 1988). Let me worry about Piaget "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Over the centuries there are many detailed and comprehensive theories of child development. There are five main theories, two of which are cognitive theory and socio-cultural theory. A wonderful idea behind macro theory called cognitive theory is to make Piaget and the idea of ​​social and cultural theory was developed by Lev Vygotsky. Each of these scientists has a comprehensive view of the theories they developed. The first major cognitive theorist was Jean Piaget, a Swiss scientist. The main cognitive psychologist you should know is Piaget's cognitive development theory and Piaget at the cognitive development stage. Lev Vygotsky was known for his socio-cultural development theory; Noam Chomsky was known as the father of contemporary linguistics; Jerome Bruner made the word "scaffolding". Our next viewpoint is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development involves essentially continuous and discontinuous theory. The theory of discontinuity is gradual. The learning and development process includes various stages characterized by qualitative differences in behavior. Theorists who assume a discontinuous theory propose specific start and end periods for each stage. Cognitive development theory of Lev Vygotsky's cultural history focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a social and cultural perspective. In other words, this theory emphasizes the importance of society and culture to promote cognitive development. Bigotsky believes that social adults develop children's cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, we will return to the introduction example to explain the principle of Bigotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the designated hole. Without such help, she will continue to fail. But with her father's meaningful direction, she was able to bring the block successfully.

Over the centuries there are many detailed and comprehensive theories of child development. There are five main theories, two of which are cognitive theory and socio-cultural theory. A wonderful idea behind macro theory called cognitive theory is to make Piaget and the idea of ​​social and cultural theory was developed by Lev Vygotsky. Each of these scientists has a comprehensive view of the theories they developed. The first major cognitive theorist was Jean Piaget, a Swiss scientist. The main cognitive psychologist you should know is Piaget's cognitive development theory and Piaget at the cognitive development stage. Lev Vygotsky was known for his socio-cultural development theory; Noam Chomsky was known as the father of contemporary linguistics; Jerome Bruner made the word "scaffolding". Our next viewpoint is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development involves essentially continuous and discontinuous theory. The theory of discontinuity is gradual. The learning and development process includes various stages characterized by qualitative differences in behavior. Theorists who assume a discontinuous theory propose specific start and end periods for each stage. Cognitive development theory of Lev Vygotsky's cultural history focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a social and cultural perspective. In other words, this theory emphasizes the importance of society and culture to promote cognitive development. Bigotsky believes that social adults develop children's cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, we will return to the introduction example to explain the principle of Bigotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the designated hole. Without such help, she will continue to fail. But with her father's meaningful direction, she was able to bring the block successfully.

Over the centuries there are many detailed and comprehensive theories of child development. There are five main theories, two of which are cognitive theory and socio-cultural theory. A wonderful idea behind macro theory called cognitive theory is to make Piaget and the idea of ​​social and cultural theory was developed by Lev Vygotsky. Each of these scientists has a comprehensive view of the theories they developed. The first major cognitive theorist was Jean Piaget, a Swiss scientist. The main cognitive psychologist you should know is Piaget's cognitive development theory and Piaget at the cognitive development stage. Lev Vygotsky was known for his socio-cultural development theory; Noam Chomsky was known as the father of contemporary linguistics; Jerome Bruner made the word "scaffolding". Our next viewpoint is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development involves essentially continuous and discontinuous theory. The theory of discontinuity is gradual. The learning and development process includes various stages characterized by qualitative differences in behavior. Theorists who assume a discontinuous theory propose specific start and end periods for each stage. Cognitive development theory of Lev Vygotsky's cultural history focuses on the role of culture in the development of higher psychological functions such as child's speech and reasoning. His theory sometimes is said to have a social and cultural perspective. In other words, this theory emphasizes the importance of society and culture to promote cognitive development. Bigotsky believes that social adults develop children's cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, we will return to the introduction example to explain the principle of Bigotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the designated hole. Without such help, she will continue to fail. But with her father's meaningful direction, she was able to bring the block successfully.

Most studies of cognitive psychologists dealing with human cognition show that it is related to human imagination. Many psychologists start to form ideas by considering the process of thought as a process of psychological representation formation and manipulating these imaginative images. Therefore, the imaginative skills that children learn in the game is important for the child to develop into a flexible and adaptive adult. In particular, the famous constructivist Lev Vygotsky (quoted by Palmer, 2004) supports the importance of games in child development. In his last speech, "Children's Games and Psychological Development", Vygotsky emphasized the importance of games for young children. According to him, this game is part of the child 's proximal development zone (ZPD), ZPD is a distinction between what a child can and can not do. During the game, the behavior of children exceeded their age and I found new ways of doing things like blocks of various shapes and heights. When a child does this, he / she explores a deep ZPD that leads to better learning ability. Child development is a wide field of interpretation in various ways, but experts generally agree on the importance of the game. "Although games are often regarded as inexperienced behavior, they do not achieve their objectives, but they are important to their growth, they said, children can participate in the mix at any time, in any direction The social, emotional and cognitive development of social, emotional and cognitive development can be accomplished with the right toolset, ignoring other courses, there is no need to select several lessons planting a wide range of species I will give you enough possibilities for your beloved son or daughter Play is a child's work and play is important for the growth of children and the relationship between children and parents and caretakers. Playing with children provides the opportunity to combine and build strong relationships. As a parent, guardian, or caretaker, you play the role of the child's first teacher and do most of the teaching throughout the game. While playing with children, it teaches them rules and expectations of him or her. - ... This will be completed on 20th April 2016. 2. I will examine the game strategy of my environment and check the information that can be collected in outdoor competitions. This work will be completed on March 23, 2016. 3. To understand the effects on physical and social development, observe two or three children in the environment. This work will be completed on March 9, 2016. 4. I will meet with a practitioner in my environment to understand their view on outdoor games. This work will be completed on March 16, 2016 5

Most studies of cognitive psychologists dealing with human cognition show that it is related to human imagination. Many psychologists start to form ideas by considering the process of thought as a process of psychological representation formation and manipulating these imaginative images. Therefore, the imaginative skills that children learn in the game is important for the child to develop into a flexible and adaptive adult. In particular, the famous constructivist Lev Vygotsky (quoted by Palmer, 2004) supports the importance of games in child development. In his last speech, "Children's Games and Psychological Development", Vygotsky emphasized the importance of games for young children. According to him, this game is part of the child 's proximal development zone (ZPD), ZPD is a distinction between what a child can and can not do. During the game, the behavior of children exceeded their age and I found new ways of doing things like blocks of various shapes and heights. When a child does this, he / she explores a deep ZPD that leads to better learning ability. Child development is a wide field of interpretation in various ways, but experts generally agree on the importance of the game. "Although games are often regarded as inexperienced behavior, they do not achieve their objectives, but they are important to their growth, they said, children can participate in the mix at any time, in any direction The social, emotional and cognitive development of social, emotional and cognitive development can be accomplished with the right toolset, ignoring other courses, there is no need to select several lessons planting a wide range of species I will give you enough possibilities for your beloved son or daughter Play is a child's work and play is important for the growth of children and the relationship between children and parents and caretakers. Playing with children provides the opportunity to combine and build strong relationships. As a parent, guardian, or caretaker, you play the role of the child's first teacher and do most of the teaching throughout the game. While playing with children, it teaches them rules and expectations of him or her. - ... This will be completed on 20th April 2016. 2. I will examine the game strategy of my environment and check the information that can be collected in outdoor competitions. This work will be completed on March 23, 2016. 3. To understand the effects on physical and social development, observe two or three children in the environment. This work will be completed on March 9, 2016. 4. I will meet with a practitioner in my environment to understand their view on outdoor games. This work will be completed on March 16, 2016 5

Most studies of cognitive psychologists dealing with human cognition show that it is related to human imagination. Many psychologists start to form ideas by considering the process of thought as a process of psychological representation formation and manipulating these imaginative images. Therefore, the imaginative skills that children learn in the game is important for the child to develop into a flexible and adaptive adult. In particular, the famous constructivist Lev Vygotsky (quoted by Palmer, 2004) supports the importance of games in child development. In his last speech, "Children's Games and Psychological Development", Vygotsky emphasized the importance of games for young children. According to him, this game is part of the child 's proximal development zone (ZPD), ZPD is a distinction between what a child can and can not do. During the game, the behavior of children exceeded their age and I found new ways of doing things like blocks of various shapes and heights. When a child does this, he / she explores a deep ZPD that leads to better learning ability. Child development is a wide field of interpretation in various ways, but experts generally agree on the importance of the game. "Although games are often regarded as inexperienced behavior, they do not achieve their objectives, but they are important to their growth, they said, children can participate in the mix at any time, in any direction The social, emotional and cognitive development of social, emotional and cognitive development can be accomplished with the right toolset, ignoring other courses, there is no need to select several lessons planting a wide range of species I will give you enough possibilities for your beloved son or daughter Play is a child's work and play is important for the growth of children and the relationship between children and parents and caretakers. Playing with children provides the opportunity to combine and build strong relationships. As a parent, guardian, or caretaker, you play the role of the child's first teacher and do most of the teaching throughout the game. While playing with children, it teaches them rules and expectations of him or her. - ... This will be completed on 20th April 2016. 2. I will examine the game strategy of my environment and check the information that can be collected in outdoor competitions. This work will be completed on March 23, 2016. 3. To understand the effects on physical and social development, observe two or three children in the environment. This work will be completed on March 9, 2016. 4. I will meet with a practitioner in my environment to understand their view on outdoor games. This work will be completed on March 16, 2016 5

Piaget's Learning Theory in Basic Education In order to support the growth of children, educators try to provide an exciting classroom environment. They have implemented various strategies, tools, and practices to help achieve this goal. Because educators play an important role in the development of children, we need to become familiar with developmental psychology and understand their educational significance in the classroom. There are two major approaches to developmental psychology: (1) cognitive development related to Piaget and (2) social development related to Vygotsky. In the educational psychology classroom Piaget explains four educational beliefs / practices based on the developmental ideas proposed by Piaget. The educational significance of Piaget's theory is closely related to the concept of intelligence, the concept of intelligence is dynamic and new ability to adapt to the environment, its capacity is constantly improving (Piaget, 1963 ). According to the idea of ​​development proposed by Piaget's theory, the cognitive structure is a model of physical and psychological behavior. Jean Piaget Jean Piaget was born in Switzerland in 1896. He lived until 1980, and during his lifetime he developed a basic model or blueprint. Development of "ordinary" child. He began acquiring a zoological degree, but later changed his way and turned his attention to psychology. When testing young Parisians, he was fascinated by the child's psychology and early cognitive development. His theory consists of four main stages, each with many sub-stages. His ideas and theories are based on "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

Piaget's Learning Theory in Basic Education In order to support the growth of children, educators try to provide an exciting classroom environment. They have implemented various strategies, tools, and practices to help achieve this goal. Because educators play an important role in the development of children, we need to become familiar with developmental psychology and understand their educational significance in the classroom. There are two major approaches to developmental psychology: (1) cognitive development related to Piaget and (2) social development related to Vygotsky. In the educational psychology classroom Piaget explains four educational beliefs / practices based on the developmental ideas proposed by Piaget. The educational significance of Piaget's theory is closely related to the concept of intelligence, the concept of intelligence is dynamic and new ability to adapt to the environment, its capacity is constantly improving (Piaget, 1963 ). According to the idea of ​​development proposed by Piaget's theory, the cognitive structure is a model of physical and psychological behavior. Jean Piaget Jean Piaget was born in Switzerland in 1896. He lived until 1980, and during his lifetime he developed a basic model or blueprint. Development of "ordinary" child. He began acquiring a zoological degree, but later changed his way and turned his attention to psychology. When testing young Parisians, he was fascinated by the child's psychology and early cognitive development. His theory consists of four main stages, each with many sub-stages. His ideas and theories are based on "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

Piaget's Learning Theory in Basic Education In order to support the growth of children, educators try to provide an exciting classroom environment. They have implemented various strategies, tools, and practices to help achieve this goal. Because educators play an important role in the development of children, we need to become familiar with developmental psychology and understand their educational significance in the classroom. There are two major approaches to developmental psychology: (1) cognitive development related to Piaget and (2) social development related to Vygotsky. In the educational psychology classroom Piaget explains four educational beliefs / practices based on the developmental ideas proposed by Piaget. The educational significance of Piaget's theory is closely related to the concept of intelligence, the concept of intelligence is dynamic and new ability to adapt to the environment, its capacity is constantly improving (Piaget, 1963 ). According to the idea of ​​development proposed by Piaget's theory, the cognitive structure is a model of physical and psychological behavior. Jean Piaget Jean Piaget was born in Switzerland in 1896. He lived until 1980, and during his lifetime he developed a basic model or blueprint. Development of "ordinary" child. He began acquiring a zoological degree, but later changed his way and turned his attention to psychology. When testing young Parisians, he was fascinated by the child's psychology and early cognitive development. His theory consists of four main stages, each with many sub-stages. His ideas and theories are based on "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget: As far as "epistemology" is concerned, Jean Piaget is considered a pioneer. Piaget is known for collaboration with children and tracks their psychological development. He developed various educational theories and argued that proper child education is essential to prevent social collapse. His therapy and theory, and his epistemological research on children, have made Piaget one of the most famous psychologists in history. Albert Ellis: This clinical psychologist is known as the founder of cognitive behavior theory. Albert Ellis developed rational emotional behavioral therapy (REBT) in 1955. It is widely believed that his theory has revolutionized psychotherapy and has helped to shift to treatment based on behavior. Prior to his death in 2007, Ellis was selected to be "the best life psychologist" by "Today's psychology". He also worked in the fields of sex and religion.

What is the main challenge facing Piaget's cognitive development theory, and what is still worth it? To answer this question, Piaget 's development theory should be explained along with Vygotsky' s theory theory and connectionism development, then compare each theory with other theories. Once this is accomplished, the main similarities and differences are summarized, and finally areas where Piaget's theory is not destroyed by other theories will be repeated. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective. The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

What is the main challenge facing Piaget's cognitive development theory, and what is still worth it? To answer this question, Piaget 's development theory should be explained along with Vygotsky' s theory theory and connectionism development, then compare each theory with other theories. Once this is accomplished, the main similarities and differences are summarized, and finally areas where Piaget's theory is not destroyed by other theories will be repeated. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective. The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

What is the main challenge facing Piaget's cognitive development theory, and what is still worth it? To answer this question, Piaget 's development theory should be explained along with Vygotsky' s theory theory and connectionism development, then compare each theory with other theories. Once this is accomplished, the main similarities and differences are summarized, and finally areas where Piaget's theory is not destroyed by other theories will be repeated. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective. The major cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for socio-cultural development theory, Noam Chomsky, known as the father of modern linguistics, Jerome Bruner, created the term "scaffolding". The next point of view is development perspective. Developmental psychology is a study of changes that learners have made over the long term. The concept of development includes an essentially continuous and intermittent theory. Discontinuity theory is gradual. The learning and development process involves different stages, which are characterized by qualitative differences in behavior. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Examining the educational theorist and the present practical abstract This article chose three educational theorists, Benjamin Bloom, Jean Piaget and Levy Vygotsky, and tried to study their most famous theory. These are the educational goals of Bloom, cognitive development of Piaget, and the near-term development of Vygotsky. After briefly explaining each theory, compare it with another theory. Finally, the author ponders on the practical application of these theories in the classroom environment and discusses how these philosophies fit the authors' current practice. The setting is to carefully examine the inequality and injustice that often occurs in the education itself. As we all know, critical theorists of education track the corruption of their origins by revealing institutional structure and inequality processes in educational practice. Critical theorists simply can not be satisfied simply by observing and explaining discriminatory practices in education and trying to revolutionize the educational process by suggesting recommendations that make them more equal (Gibson, 1986). Among the new social inequalities, New Marxism includes the status and power in the analysis of traditional Marxism. Apple (1979) and Giroux (1981), famous criticism educational theorists, formed a comprehensive critique education theory centered on various forms of governance (Gibson, 1986). Conflict theory thinks that the purpose of education is to maintain social inequality and to maintain the power of those who rule society. Conflicting theorists believe that functionalist has the same function as education. Functionalists believe that education is a beneficial contribution to orderly society, but conflict theorists believe that the educational system permanates the present situation by transforming the lower class into a compliant worker . Both functionalist and conflict theorists agree on ordering the educational system, but they do not agree on how it is ranked. Functionalists argue that schools are ranked according to their merits and conflict theorists believe that schools are divided along different classes and races. According to conflict theorists, the school is training working classes to accept the status as a low member of the social class. Conflict theorists call this educational role "hidden road".

Examining the educational theorist and the present practical abstract This article chose three educational theorists, Benjamin Bloom, Jean Piaget and Levy Vygotsky, and tried to study their most famous theory. These are the educational goals of Bloom, cognitive development of Piaget, and the near-term development of Vygotsky. After briefly explaining each theory, compare it with another theory. Finally, the author ponders on the practical application of these theories in the classroom environment and discusses how these philosophies fit the authors' current practice. The setting is to carefully examine the inequality and injustice that often occurs in the education itself. As we all know, critical theorists of education track the corruption of their origins by revealing institutional structure and inequality processes in educational practice. Critical theorists simply can not be satisfied simply by observing and explaining discriminatory practices in education and trying to revolutionize the educational process by suggesting recommendations that make them more equal (Gibson, 1986). Among the new social inequalities, New Marxism includes the status and power in the analysis of traditional Marxism. Apple (1979) and Giroux (1981), famous criticism educational theorists, formed a comprehensive critique education theory centered on various forms of governance (Gibson, 1986). Conflict theory thinks that the purpose of education is to maintain social inequality and to maintain the power of those who rule society. Conflicting theorists believe that functionalist has the same function as education. Functionalists believe that education is a beneficial contribution to orderly society, but conflict theorists believe that the educational system permanates the present situation by transforming the lower class into a compliant worker . Both functionalist and conflict theorists agree on ordering the educational system, but they do not agree on how it is ranked. Functionalists argue that schools are ranked according to their merits and conflict theorists believe that schools are divided along different classes and races. According to conflict theorists, the school is training working classes to accept the status as a low member of the social class. Conflict theorists call this educational role "hidden road".

Examining the educational theorist and the present practical abstract This article chose three educational theorists, Benjamin Bloom, Jean Piaget and Levy Vygotsky, and tried to study their most famous theory. These are the educational goals of Bloom, cognitive development of Piaget, and the near-term development of Vygotsky. After briefly explaining each theory, compare it with another theory. Finally, the author ponders on the practical application of these theories in the classroom environment and discusses how these philosophies fit the authors' current practice. The setting is to carefully examine the inequality and injustice that often occurs in the education itself. As we all know, critical theorists of education track the corruption of their origins by revealing institutional structure and inequality processes in educational practice. Critical theorists simply can not be satisfied simply by observing and explaining discriminatory practices in education and trying to revolutionize the educational process by suggesting recommendations that make them more equal (Gibson, 1986). Among the new social inequalities, New Marxism includes the status and power in the analysis of traditional Marxism. Apple (1979) and Giroux (1981), famous criticism educational theorists, formed a comprehensive critique education theory centered on various forms of governance (Gibson, 1986). Conflict theory thinks that the purpose of education is to maintain social inequality and to maintain the power of those who rule society. Conflicting theorists believe that functionalist has the same function as education. Functionalists believe that education is a beneficial contribution to orderly society, but conflict theorists believe that the educational system permanates the present situation by transforming the lower class into a compliant worker . Both functionalist and conflict theorists agree on ordering the educational system, but they do not agree on how it is ranked. Functionalists argue that schools are ranked according to their merits and conflict theorists believe that schools are divided along different classes and races. According to conflict theorists, the school is training working classes to accept the status as a low member of the social class. Conflict theorists call this educational role "hidden road".

The social and cultural theory of Vygotsky's child's development directly applies to the child's experience in the classroom environment (Berk, 2008). Vygotsky's theory thinks that everyone in the child's environment is important for the growth of children and this also applies directly to the classroom environment. In 1945, Rene Spitz wrote a high-mortality event for young children under the age of 1 living in the facility (Spitz, 1945). Mr Spitz pointed out that the high mortality rate is due to the fact that it is not a disease but a stimulus and that there is no mother. The proximal developmental zone was introduced as part of a general analysis of child development. It is not a central or central concept of the child development theory of Vygotsky (1934 / 1998b). Instead, its role is to point out important places and moments in child development. To understand this role, you must understand the theoretical point of view in which it appears. In other words, if you want to understand the meaning of "near-end development area", you need to understand the significance of Vygotsky for "development". In this way, the reader can understand the theoretical method productively, which is more valuable than the definition of the concept by the dictionary. Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

The social and cultural theory of Vygotsky's child's development directly applies to the child's experience in the classroom environment (Berk, 2008). Vygotsky's theory thinks that everyone in the child's environment is important for the growth of children and this also applies directly to the classroom environment. In 1945, Rene Spitz wrote a high-mortality event for young children under the age of 1 living in the facility (Spitz, 1945). Mr Spitz pointed out that the high mortality rate is due to the fact that it is not a disease but a stimulus and that there is no mother. The proximal developmental zone was introduced as part of a general analysis of child development. It is not a central or central concept of the child development theory of Vygotsky (1934 / 1998b). Instead, its role is to point out important places and moments in child development. To understand this role, you must understand the theoretical point of view in which it appears. In other words, if you want to understand the meaning of "near-end development area", you need to understand the significance of Vygotsky for "development". In this way, the reader can understand the theoretical method productively, which is more valuable than the definition of the concept by the dictionary. Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

The social and cultural theory of Vygotsky's child's development directly applies to the child's experience in the classroom environment (Berk, 2008). Vygotsky's theory thinks that everyone in the child's environment is important for the growth of children and this also applies directly to the classroom environment. In 1945, Rene Spitz wrote a high-mortality event for young children under the age of 1 living in the facility (Spitz, 1945). Mr Spitz pointed out that the high mortality rate is due to the fact that it is not a disease but a stimulus and that there is no mother. The proximal developmental zone was introduced as part of a general analysis of child development. It is not a central or central concept of the child development theory of Vygotsky (1934 / 1998b). Instead, its role is to point out important places and moments in child development. To understand this role, you must understand the theoretical point of view in which it appears. In other words, if you want to understand the meaning of "near-end development area", you need to understand the significance of Vygotsky for "development". In this way, the reader can understand the theoretical method productively, which is more valuable than the definition of the concept by the dictionary. Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

Learning theory and influence on educational technology Abstract The theory of Vygotsky, Gardner, Gagne has different learning patterns. Vygotsky and Gardner believe that culture is an important element in the way children learn, and they are seeing growth and development, and personal things. However, Gagne focuses on the formal educational model and depends on what is being taught is taught. All three theories can play a role in educational technology. Influence on learning theory and educational technology Various learning theories have been proposed over the past several decades. Each presents different ideas about the way and place of learning.  - 1. Meaning of insight learning theory 2. Experiment of insight learning theory 3. Standard or point 4. Law of insight formation 5. Educational significance of insight learning (role of teacher) In insight study 6). Educational significance 7. Restrictions This theory is also known as Gestalt learning theory. Interpretation of Gestalt psychology In German the word gestalt means "whole", "whole mode", or "composition". I believe that the whole school is more important than the part. So learning is the whole. In this regard, Kohler conducted several experiments on monkeys, the results showed that the highest type of learning was done through insight. There are many learning theories that support educational technology and e-learning specialization. The three selected in this paper are (a) Bandura's social cognitive theory, (b) Bruner's constructivism theory, and (c) Kolb's empirical learning theory. An outline of each theory is presented, including application of educational technology / e-learning specialization. Discussions of comparisons, including comparisons and selected theoretical frameworks, will follow the overview and will ultimately follow a detailed discussion of one of the three theories in the overview. The term educational technology is often associated with educational theory and learning theory and includes educational theory and learning theory. Education technology, also called e-learning, educational technology, and learning technology, uses technology to support the learning process. It is an innovative way to design, deliver, promote and manage education for learners of all ages, whether in the classroom, online or methodology. Educational technology covers learning and education processes and systems, but educational technology includes other systems used to develop human capabilities. This includes, but is not limited to, software, hardware, and Internet applications and activities. Technology is widely used in administrative management, educational management and research, but educational technology only focuses on the impact of technology on the learning process.

Learning theory and influence on educational technology Abstract The theory of Vygotsky, Gardner, Gagne has different learning patterns. Vygotsky and Gardner believe that culture is an important element in the way children learn, and they are seeing growth and development, and personal things. However, Gagne focuses on the formal educational model and depends on what is being taught is taught. All three theories can play a role in educational technology. Influence on learning theory and educational technology Various learning theories have been proposed over the past several decades. Each presents different ideas about the way and place of learning.  - 1. Meaning of insight learning theory 2. Experiment of insight learning theory 3. Standard or point 4. Law of insight formation 5. Educational significance of insight learning (role of teacher) In insight study 6). Educational significance 7. Restrictions This theory is also known as Gestalt learning theory. Interpretation of Gestalt psychology In German the word gestalt means "whole", "whole mode", or "composition". I believe that the whole school is more important than the part. So learning is the whole. In this regard, Kohler conducted several experiments on monkeys, the results showed that the highest type of learning was done through insight. There are many learning theories that support educational technology and e-learning specialization. The three selected in this paper are (a) Bandura's social cognitive theory, (b) Bruner's constructivism theory, and (c) Kolb's empirical learning theory. An outline of each theory is presented, including application of educational technology / e-learning specialization. Discussions of comparisons, including comparisons and selected theoretical frameworks, will follow the overview and will ultimately follow a detailed discussion of one of the three theories in the overview. The term educational technology is often associated with educational theory and learning theory and includes educational theory and learning theory. Education technology, also called e-learning, educational technology, and learning technology, uses technology to support the learning process. It is an innovative way to design, deliver, promote and manage education for learners of all ages, whether in the classroom, online or methodology. Educational technology covers learning and education processes and systems, but educational technology includes other systems used to develop human capabilities. This includes, but is not limited to, software, hardware, and Internet applications and activities. Technology is widely used in administrative management, educational management and research, but educational technology only focuses on the impact of technology on the learning process.

Learning theory and influence on educational technology Abstract The theory of Vygotsky, Gardner, Gagne has different learning patterns. Vygotsky and Gardner believe that culture is an important element in the way children learn, and they are seeing growth and development, and personal things. However, Gagne focuses on the formal educational model and depends on what is being taught is taught. All three theories can play a role in educational technology. Influence on learning theory and educational technology Various learning theories have been proposed over the past several decades. Each presents different ideas about the way and place of learning.  - 1. Meaning of insight learning theory 2. Experiment of insight learning theory 3. Standard or point 4. Law of insight formation 5. Educational significance of insight learning (role of teacher) In insight study 6). Educational significance 7. Restrictions This theory is also known as Gestalt learning theory. Interpretation of Gestalt psychology In German the word gestalt means "whole", "whole mode", or "composition". I believe that the whole school is more important than the part. So learning is the whole. In this regard, Kohler conducted several experiments on monkeys, the results showed that the highest type of learning was done through insight. There are many learning theories that support educational technology and e-learning specialization. The three selected in this paper are (a) Bandura's social cognitive theory, (b) Bruner's constructivism theory, and (c) Kolb's empirical learning theory. An outline of each theory is presented, including application of educational technology / e-learning specialization. Discussions of comparisons, including comparisons and selected theoretical frameworks, will follow the overview and will ultimately follow a detailed discussion of one of the three theories in the overview. The term educational technology is often associated with educational theory and learning theory and includes educational theory and learning theory. Education technology, also called e-learning, educational technology, and learning technology, uses technology to support the learning process. It is an innovative way to design, deliver, promote and manage education for learners of all ages, whether in the classroom, online or methodology. Educational technology covers learning and education processes and systems, but educational technology includes other systems used to develop human capabilities. This includes, but is not limited to, software, hardware, and Internet applications and activities. Technology is widely used in administrative management, educational management and research, but educational technology only focuses on the impact of technology on the learning process.

"Everyone wants to be respected, respected, accepted, loved, cherished, and that they are making an important contribution to society, their wishes and desires are heard and respected Parents frequently think like this and would like to speak in a way that they teach their children. (Berg and Steiner, 2003, Patel, Corter ad Pelletier, 2008, pp 23) The partnership will help parents express their desires and desires while allowing teachers and children to be evaluated, respected and accepted. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The process of recognizing children's development and learning affects the theorists of Piaget, Vygotsky, Montessori, Brunner, Dewey and others developing the learning theory, how cognitive behavior is done and how best it is Emphasize. It is realized. These theorist studies form the foundation for much research and insight on how children develop in the learning process. It is important to understand why we emphasize child development to understand how and when children begin learning. That's why it's not surprising to do so much research on this topic. Author "Louise B. Silverstein" shows a very interesting prospect for the history and future of parenting psychology research, and the impact of employment of childbirth on children, in the article "Changing discussion on childcare and childbirth employment" . Development Silverstein's essence

"Everyone wants to be respected, respected, accepted, loved, cherished, and that they are making an important contribution to society, their wishes and desires are heard and respected Parents frequently think like this and would like to speak in a way that they teach their children. (Berg and Steiner, 2003, Patel, Corter ad Pelletier, 2008, pp 23) The partnership will help parents express their desires and desires while allowing teachers and children to be evaluated, respected and accepted. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The process of recognizing children's development and learning affects the theorists of Piaget, Vygotsky, Montessori, Brunner, Dewey and others developing the learning theory, how cognitive behavior is done and how best it is Emphasize. It is realized. These theorist studies form the foundation for much research and insight on how children develop in the learning process. It is important to understand why we emphasize child development to understand how and when children begin learning. That's why it's not surprising to do so much research on this topic. Author "Louise B. Silverstein" shows a very interesting prospect for the history and future of parenting psychology research, and the impact of employment of childbirth on children, in the article "Changing discussion on childcare and childbirth employment" . Development Silverstein's essence

"Everyone wants to be respected, respected, accepted, loved, cherished, and that they are making an important contribution to society, their wishes and desires are heard and respected Parents frequently think like this and would like to speak in a way that they teach their children. (Berg and Steiner, 2003, Patel, Corter ad Pelletier, 2008, pp 23) The partnership will help parents express their desires and desires while allowing teachers and children to be evaluated, respected and accepted. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The process of recognizing children's development and learning affects the theorists of Piaget, Vygotsky, Montessori, Brunner, Dewey and others developing the learning theory, how cognitive behavior is done and how best it is Emphasize. It is realized. These theorist studies form the foundation for much research and insight on how children develop in the learning process. It is important to understand why we emphasize child development to understand how and when children begin learning. That's why it's not surprising to do so much research on this topic. Author "Louise B. Silverstein" shows a very interesting prospect for the history and future of parenting psychology research, and the impact of employment of childbirth on children, in the article "Changing discussion on childcare and childbirth employment" . Development Silverstein's essence

Constructivists believe that reality is based on our own personal ideas and ideas, but Delia's constructivism theory is more objective. In an objective way, the theory of Delia belongs mainly to the tradition of social psychology, but it includes the rhetorical tradition of Griffin's search map. Social psychologists believe that the truth of communication can be discovered carefully through systematic observation "(Griffin, 2009, p, 42). There is also a causal relationship predicting successful communication and failed communication (Griffin 2009). Constitutionalism is divided into "cognitive" or "psychological" constructivism and "social" constructivism. The main supporter of cognitive or psychological constitutionism is Jean Piaget (Piaget, 1978), and individuals point out learning by learning materials in their physical environment from the viewpoint of developmental stage and learning style There. Other constructors are John Dewey (1859-1952) and Jerome Bruner (1915-). Social constitutionists whose main supporters are Vygotsky (1978, Lave, 1988) knowledge is built when individuals exchange socially and jointly work with others to solve common problems I assert. The whole cognitive theory differs from behaviorism in that it recognizes the importance of the memory process that creates meaning by understanding the learning process. In other words, cognitive theory emphasizes the meaning of teaching materials that students should learn. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

Constructivists believe that reality is based on our own personal ideas and ideas, but Delia's constructivism theory is more objective. In an objective way, the theory of Delia belongs mainly to the tradition of social psychology, but it includes the rhetorical tradition of Griffin's search map. Social psychologists believe that the truth of communication can be discovered carefully through systematic observation "(Griffin, 2009, p, 42). There is also a causal relationship predicting successful communication and failed communication (Griffin 2009). Constitutionalism is divided into "cognitive" or "psychological" constructivism and "social" constructivism. The main supporter of cognitive or psychological constitutionism is Jean Piaget (Piaget, 1978), and individuals point out learning by learning materials in their physical environment from the viewpoint of developmental stage and learning style There. Other constructors are John Dewey (1859-1952) and Jerome Bruner (1915-). Social constitutionists whose main supporters are Vygotsky (1978, Lave, 1988) knowledge is built when individuals exchange socially and jointly work with others to solve common problems I assert. The whole cognitive theory differs from behaviorism in that it recognizes the importance of the memory process that creates meaning by understanding the learning process. In other words, cognitive theory emphasizes the meaning of teaching materials that students should learn. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

Constructivists believe that reality is based on our own personal ideas and ideas, but Delia's constructivism theory is more objective. In an objective way, the theory of Delia belongs mainly to the tradition of social psychology, but it includes the rhetorical tradition of Griffin's search map. Social psychologists believe that the truth of communication can be discovered carefully through systematic observation "(Griffin, 2009, p, 42). There is also a causal relationship predicting successful communication and failed communication (Griffin 2009). Constitutionalism is divided into "cognitive" or "psychological" constructivism and "social" constructivism. The main supporter of cognitive or psychological constitutionism is Jean Piaget (Piaget, 1978), and individuals point out learning by learning materials in their physical environment from the viewpoint of developmental stage and learning style There. Other constructors are John Dewey (1859-1952) and Jerome Bruner (1915-). Social constitutionists whose main supporters are Vygotsky (1978, Lave, 1988) knowledge is built when individuals exchange socially and jointly work with others to solve common problems I assert. The whole cognitive theory differs from behaviorism in that it recognizes the importance of the memory process that creates meaning by understanding the learning process. In other words, cognitive theory emphasizes the meaning of teaching materials that students should learn. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

Children 's career and family life affect the happiness of their cognition and emotions. Children learn from teaching, learn from others and observe others. Therefore, what they see about their behaviors and speech by their parents may be what they ultimately do in their own life. Children who have a long-term relationship with stable families are more likely to have better cognitive and social emotional development than homes or children living in an unstable home environment. Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well. Introduction / Problem Statement Every year, 542,000 children live with their adoptive parents and parents are difficult to overcome the dependence on alcohol, drugs, diseases, economic difficulties or other difficulties. (Mennen), Brensilver, and Trickett, 2010. The abuse they received at home, the impact of withdrawal from parents, and the uncertainty faced when entering foster welfare In the United States there are more than 400,540 children in the foster care system. In 2011 Minnesota State Department of Social Welfare defines foster care as a substitute care for 24 hours away from parents and guardians. Of the 400,540 children nursed up, 195,400 are Florida. the same

Children 's career and family life affect the happiness of their cognition and emotions. Children learn from teaching, learn from others and observe others. Therefore, what they see about their behaviors and speech by their parents may be what they ultimately do in their own life. Children who have a long-term relationship with stable families are more likely to have better cognitive and social emotional development than homes or children living in an unstable home environment. Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well. Introduction / Problem Statement Every year, 542,000 children live with their adoptive parents and parents are difficult to overcome the dependence on alcohol, drugs, diseases, economic difficulties or other difficulties. (Mennen), Brensilver, and Trickett, 2010. The abuse they received at home, the impact of withdrawal from parents, and the uncertainty faced when entering foster welfare In the United States there are more than 400,540 children in the foster care system. In 2011 Minnesota State Department of Social Welfare defines foster care as a substitute care for 24 hours away from parents and guardians. Of the 400,540 children nursed up, 195,400 are Florida. the same

Children 's career and family life affect the happiness of their cognition and emotions. Children learn from teaching, learn from others and observe others. Therefore, what they see about their behaviors and speech by their parents may be what they ultimately do in their own life. Children who have a long-term relationship with stable families are more likely to have better cognitive and social emotional development than homes or children living in an unstable home environment. Lev Vygotsky is a Russian developer who believes that adults of all societies "intentionally and systematically promote child's cognitive development" (Ormrod, 2011, p. 39). Vygotsky's socio-cultural theory focuses on what children can only do with the help of adults. Nature is the focus of this theory and highlights the cultural and social environmental experiences of children affecting cognitive growth. The two most important terms in this principle are the child's proximal development zone (ZPD) and the scaffold (Ormrod, 2011, p. Vygotsky believes that adults develop social development of cognitive development in an intentional and systematic way by participating in challenging and meaningful activities. In this course, I will return to the example introduced and explain the principle of Vygotsky's theory. In our introduction, the father intentionally interacted with the child and helped to understand how to load the building block into the specified hole. Without such help, she will keep failing. But thanks to her father's meaningful direction, she was able to put the block into the hole well. Introduction / Problem Statement Every year, 542,000 children live with their adoptive parents and parents are difficult to overcome the dependence on alcohol, drugs, diseases, economic difficulties or other difficulties. (Mennen), Brensilver, and Trickett, 2010. The abuse they received at home, the impact of withdrawal from parents, and the uncertainty faced when entering foster welfare In the United States there are more than 400,540 children in the foster care system. In 2011 Minnesota State Department of Social Welfare defines foster care as a substitute care for 24 hours away from parents and guardians. Of the 400,540 children nursed up, 195,400 are Florida. the same

A cognitive command of American sign language as a cultural group, Deaf Americans present prosperous languages ​​in action. Many of the traditions of Deaf culture such as reading, word games, etc. are the celebration of American Sign Language (ASL). But modern monks are facing many problems including sign language protection. It is related to child's growth and education. Because children with severe hearing loss can not access the language of their environment, it is important for these children to receive ASL as soon as possible. Psychologist Lev Vygotsky considers the role of cultural and social interaction to be important for cognitive development. In this lesson, I will explain how social interaction plays a role in children's cognitive development, outline Vygotsky's cultural history theory, and explain the stage of language development. A child and her father are playing a shaped toy. A child can not understand how various shapes fits into a specified hole. Her father explained how each shape fits only holes of the same shape. My father gave her encouragement and helped her put some fragments in each hole. When a child grasps the concept, the father allows himself to complete the work by himself. This is an example of an interaction that affects child's cognitive development. According to psychologist Lev Vygotsky, this lesson focuses on these social interactions and the impact on cognitive development. Aaron Beck (1921 -) is considered a father of cognitive therapy. Baker developed a cognitive therapy that believes human experience will lead to cognition and thinking. These perceptions are related to the schema. Schema is a central belief developed early in life that can create awareness of our world and determine the state and behavior of our emotions. Baker believes that the obstacle is maintained for negative attitudes and distorted thinking. Cognitive therapy was originally designed to treat depression and later treats other psychiatric disorders including anxiety, anorexia, bulimia, sexual dysfunction, physical deformity, post traumatic stress disorder and substance abuse It was extended for. It is found to be useful as a short-term treatment and long-term treatment model for adults, children, adolescents and groups.

A cognitive command of American sign language as a cultural group, Deaf Americans present prosperous languages ​​in action. Many of the traditions of Deaf culture such as reading, word games, etc. are the celebration of American Sign Language (ASL). But modern monks are facing many problems including sign language protection. It is related to child's growth and education. Because children with severe hearing loss can not access the language of their environment, it is important for these children to receive ASL as soon as possible. Psychologist Lev Vygotsky considers the role of cultural and social interaction to be important for cognitive development. In this lesson, I will explain how social interaction plays a role in children's cognitive development, outline Vygotsky's cultural history theory, and explain the stage of language development. A child and her father are playing a shaped toy. A child can not understand how various shapes fits into a specified hole. Her father explained how each shape fits only holes of the same shape. My father gave her encouragement and helped her put some fragments in each hole. When a child grasps the concept, the father allows himself to complete the work by himself. This is an example of an interaction that affects child's cognitive development. According to psychologist Lev Vygotsky, this lesson focuses on these social interactions and the impact on cognitive development. Aaron Beck (1921 -) is considered a father of cognitive therapy. Baker developed a cognitive therapy that believes human experience will lead to cognition and thinking. These perceptions are related to the schema. Schema is a central belief developed early in life that can create awareness of our world and determine the state and behavior of our emotions. Baker believes that the obstacle is maintained for negative attitudes and distorted thinking. Cognitive therapy was originally designed to treat depression and later treats other psychiatric disorders including anxiety, anorexia, bulimia, sexual dysfunction, physical deformity, post traumatic stress disorder and substance abuse It was extended for. It is found to be useful as a short-term treatment and long-term treatment model for adults, children, adolescents and groups.

A cognitive command of American sign language as a cultural group, Deaf Americans present prosperous languages ​​in action. Many of the traditions of Deaf culture such as reading, word games, etc. are the celebration of American Sign Language (ASL). But modern monks are facing many problems including sign language protection. It is related to child's growth and education. Because children with severe hearing loss can not access the language of their environment, it is important for these children to receive ASL as soon as possible. Psychologist Lev Vygotsky considers the role of cultural and social interaction to be important for cognitive development. In this lesson, I will explain how social interaction plays a role in children's cognitive development, outline Vygotsky's cultural history theory, and explain the stage of language development. A child and her father are playing a shaped toy. A child can not understand how various shapes fits into a specified hole. Her father explained how each shape fits only holes of the same shape. My father gave her encouragement and helped her put some fragments in each hole. When a child grasps the concept, the father allows himself to complete the work by himself. This is an example of an interaction that affects child's cognitive development. According to psychologist Lev Vygotsky, this lesson focuses on these social interactions and the impact on cognitive development. Aaron Beck (1921 -) is considered a father of cognitive therapy. Baker developed a cognitive therapy that believes human experience will lead to cognition and thinking. These perceptions are related to the schema. Schema is a central belief developed early in life that can create awareness of our world and determine the state and behavior of our emotions. Baker believes that the obstacle is maintained for negative attitudes and distorted thinking. Cognitive therapy was originally designed to treat depression and later treats other psychiatric disorders including anxiety, anorexia, bulimia, sexual dysfunction, physical deformity, post traumatic stress disorder and substance abuse It was extended for. It is found to be useful as a short-term treatment and long-term treatment model for adults, children, adolescents and groups.

Proximity / distance tension in Wylie's "Landscape" (2007, p.2) arises from the conflict between philosophy and reason. In his paintings of Monte San Victo, Cézanne wrote as follows: "The landscape is thinking in my mind ... I am that consciousness" (Wylie, 2007, p.2 quoted ). Mr. Wiley said, "Cezanne is not a transcendental audience - his eyes get into the landscape and are accessed by the landscape" (Wylie, 2007, p. 3). By contrast, Wiley is a historian and quotes Raymond Williams' view of literary critic. Therefore, the landscape is not only selective, it will never be neutral from the perspective of intent and acceptance. The landscape being drawn is often symbolic and often contributes to the formation of society and affects human associations and social norms. In the sense of the landscape as an illusionary space, the features of the present invention are positive, the terrain is a secondary recollection, and the relationship between the character of the individuals or groups and the landscape depiction is further strengthened. Film and landscape, movies and landscape: movies, geography of the country and culture, editing. Graeme Harper and Jonathan Rayner (Bristol: Intellect Books, 2010), 16 The symbolic landscape provides a decisive collection of landscape / area studies exploring the symbolic and cultural aspects of geographical significance. Prose written by philosophers, geographers, architects, social scientists, art historians, and literary people brings specific expertise and perspectives to this symbolic level of interdisciplinary and interdisciplinary human existence I will. Volume emphasizes the pre-cognitive origin of symbolic meaning, as well as empirical, empirical (living) geography, provides a new, quasi-phenomenological approach. Vygotsky is the first psychologist advocating the formation of a human ideological society. For Vygotsky (1981), the world of human life consists of people, objects, and symbols (knowledge systems), has historical origin and social significance, and is culturally constructed. Every activity in the world of life is regulated by language and symbol. Language is a cultural player. It not only mediates activities outside humans but can also be used as a key psychological tool for internal processes to translate human thought function distinctly into more sophisticated development ( Wertsch 1985) 21K.-K. Huang, the foundation of Chinese psychology: Confucian social relations, international and cultural psychology 1, DOI 10.1007 / 978-1-4614-1439-1_2, © Springer Science + Business Media, LLC 2012

Proximity / distance tension in Wylie's "Landscape" (2007, p.2) arises from the conflict between philosophy and reason. In his paintings of Monte San Victo, Cézanne wrote as follows: "The landscape is thinking in my mind ... I am that consciousness" (Wylie, 2007, p.2 quoted ). Mr. Wiley said, "Cezanne is not a transcendental audience - his eyes get into the landscape and are accessed by the landscape" (Wylie, 2007, p. 3). By contrast, Wiley is a historian and quotes Raymond Williams' view of literary critic. Therefore, the landscape is not only selective, it will never be neutral from the perspective of intent and acceptance. The landscape being drawn is often symbolic and often contributes to the formation of society and affects human associations and social norms. In the sense of the landscape as an illusionary space, the features of the present invention are positive, the terrain is a secondary recollection, and the relationship between the character of the individuals or groups and the landscape depiction is further strengthened. Film and landscape, movies and landscape: movies, geography of the country and culture, editing. Graeme Harper and Jonathan Rayner (Bristol: Intellect Books, 2010), 16 The symbolic landscape provides a decisive collection of landscape / area studies exploring the symbolic and cultural aspects of geographical significance. Prose written by philosophers, geographers, architects, social scientists, art historians, and literary people brings specific expertise and perspectives to this symbolic level of interdisciplinary and interdisciplinary human existence I will. Volume emphasizes the pre-cognitive origin of symbolic meaning, as well as empirical, empirical (living) geography, provides a new, quasi-phenomenological approach. Vygotsky is the first psychologist advocating the formation of a human ideological society. For Vygotsky (1981), the world of human life consists of people, objects, and symbols (knowledge systems), has historical origin and social significance, and is culturally constructed. Every activity in the world of life is regulated by language and symbol. Language is a cultural player. It not only mediates activities outside humans but can also be used as a key psychological tool for internal processes to translate human thought function distinctly into more sophisticated development ( Wertsch 1985) 21K.-K. Huang, the foundation of Chinese psychology: Confucian social relations, international and cultural psychology 1, DOI 10.1007 / 978-1-4614-1439-1_2, © Springer Science + Business Media, LLC 2012

Proximity / distance tension in Wylie's "Landscape" (2007, p.2) arises from the conflict between philosophy and reason. In his paintings of Monte San Victo, Cézanne wrote as follows: "The landscape is thinking in my mind ... I am that consciousness" (Wylie, 2007, p.2 quoted ). Mr. Wiley said, "Cezanne is not a transcendental audience - his eyes get into the landscape and are accessed by the landscape" (Wylie, 2007, p. 3). By contrast, Wiley is a historian and quotes Raymond Williams' view of literary critic. Therefore, the landscape is not only selective, it will never be neutral from the perspective of intent and acceptance. The landscape being drawn is often symbolic and often contributes to the formation of society and affects human associations and social norms. In the sense of the landscape as an illusionary space, the features of the present invention are positive, the terrain is a secondary recollection, and the relationship between the character of the individuals or groups and the landscape depiction is further strengthened. Film and landscape, movies and landscape: movies, geography of the country and culture, editing. Graeme Harper and Jonathan Rayner (Bristol: Intellect Books, 2010), 16 The symbolic landscape provides a decisive collection of landscape / area studies exploring the symbolic and cultural aspects of geographical significance. Prose written by philosophers, geographers, architects, social scientists, art historians, and literary people brings specific expertise and perspectives to this symbolic level of interdisciplinary and interdisciplinary human existence I will. Volume emphasizes the pre-cognitive origin of symbolic meaning, as well as empirical, empirical (living) geography, provides a new, quasi-phenomenological approach. Vygotsky is the first psychologist advocating the formation of a human ideological society. For Vygotsky (1981), the world of human life consists of people, objects, and symbols (knowledge systems), has historical origin and social significance, and is culturally constructed. Every activity in the world of life is regulated by language and symbol. Language is a cultural player. It not only mediates activities outside humans but can also be used as a key psychological tool for internal processes to translate human thought function distinctly into more sophisticated development ( Wertsch 1985) 21K.-K. Huang, the foundation of Chinese psychology: Confucian social relations, international and cultural psychology 1, DOI 10.1007 / 978-1-4614-1439-1_2, © Springer Science + Business Media, LLC 2012

Constructivism is a way to improve the student's previous knowledge by creating a schema using a scaffold (Rhinehart Neas) so that it can be learned. As students basically teach new information, teachers are mainly to provide support and guidance to students. Major subjects: By teaching a constructivist approach, students "participate fully in their learning" (Rhinehart Neas). This allows students to understand what they are doing by linking them with the real world and where to use this information in the future. In 1996, Paul Ernest outlined some of the "educational implications" of compositionalism in the classroom as a facilitator as a facilitator. He teaches that the teacher provides sensitivity to learners' previously built notes, uses cognitive conflict techniques to help students challenge their own thoughts, and to adjust student learning and thinking Paying attention, recognition of the importance of social background and its importance (street knowledge and school knowledge) Ernest has established clear guidelines on the role of constructiveist teachers, but characteristics change with changes in the classroom environment In particular, students in a constructivistic environment have autonomy in their own learning. Preparing for environmental change In this article we will focus on cognition and social constructivism to create effective classrooms. Cognitive constructivism is built through individual processes and social constructivism is a place where ideas are built through interaction with teachers and colleagues. After Piaget explained the theory of cognitive constructivism, Levigottsky later linked these theories to his beliefs on social interaction and its fundamental role in learning. The main theory of Vygotsky is the proximal development zone or ZPD. This is the part that controls the way your child learns. When the concept of child expression in the classroom helps, ZPD is the field of learning. ZPD focuses on the various psychological functions that occur when a child grows up, but this happens when a child learns the concept of a class. This function (Vygotsky, 1962)

Constructivism is a way to improve the student's previous knowledge by creating a schema using a scaffold (Rhinehart Neas) so that it can be learned. As students basically teach new information, teachers are mainly to provide support and guidance to students. Major subjects: By teaching a constructivist approach, students "participate fully in their learning" (Rhinehart Neas). This allows students to understand what they are doing by linking them with the real world and where to use this information in the future. In 1996, Paul Ernest outlined some of the "educational implications" of compositionalism in the classroom as a facilitator as a facilitator. He teaches that the teacher provides sensitivity to learners' previously built notes, uses cognitive conflict techniques to help students challenge their own thoughts, and to adjust student learning and thinking Paying attention, recognition of the importance of social background and its importance (street knowledge and school knowledge) Ernest has established clear guidelines on the role of constructiveist teachers, but characteristics change with changes in the classroom environment In particular, students in a constructivistic environment have autonomy in their own learning. Preparing for environmental change In this article we will focus on cognition and social constructivism to create effective classrooms. Cognitive constructivism is built through individual processes and social constructivism is a place where ideas are built through interaction with teachers and colleagues. After Piaget explained the theory of cognitive constructivism, Levigottsky later linked these theories to his beliefs on social interaction and its fundamental role in learning. The main theory of Vygotsky is the proximal development zone or ZPD. This is the part that controls the way your child learns. When the concept of child expression in the classroom helps, ZPD is the field of learning. ZPD focuses on the various psychological functions that occur when a child grows up, but this happens when a child learns the concept of a class. This function (Vygotsky, 1962)

Constructivism is a way to improve the student's previous knowledge by creating a schema using a scaffold (Rhinehart Neas) so that it can be learned. As students basically teach new information, teachers are mainly to provide support and guidance to students. Major subjects: By teaching a constructivist approach, students "participate fully in their learning" (Rhinehart Neas). This allows students to understand what they are doing by linking them with the real world and where to use this information in the future. In 1996, Paul Ernest outlined some of the "educational implications" of compositionalism in the classroom as a facilitator as a facilitator. He teaches that the teacher provides sensitivity to learners' previously built notes, uses cognitive conflict techniques to help students challenge their own thoughts, and to adjust student learning and thinking Paying attention, recognition of the importance of social background and its importance (street knowledge and school knowledge) Ernest has established clear guidelines on the role of constructiveist teachers, but characteristics change with changes in the classroom environment In particular, students in a constructivistic environment have autonomy in their own learning. Preparing for environmental change In this article we will focus on cognition and social constructivism to create effective classrooms. Cognitive constructivism is built through individual processes and social constructivism is a place where ideas are built through interaction with teachers and colleagues. After Piaget explained the theory of cognitive constructivism, Levigottsky later linked these theories to his beliefs on social interaction and its fundamental role in learning. The main theory of Vygotsky is the proximal development zone or ZPD. This is the part that controls the way your child learns. When the concept of child expression in the classroom helps, ZPD is the field of learning. ZPD focuses on the various psychological functions that occur when a child grows up, but this happens when a child learns the concept of a class. This function (Vygotsky, 1962)

Typical lecture and typical writing At the time of this writing, I used only one model. I am writing articles about typical speech and typical writing, but with a complete sentence I can explain and verify using the model in which this article was written. It contains phonetic symbols indicating that it is a typical speech comment, but the statement above is written in a typical way, but that is true. Typical speech and typical sentences have good and bad aspects. A typical speech vocabulary is spoken and a proverb. Taboo, meaningless words, simple words are included. This is in stark contrast to the wider vocabulary commonly found in more formal sentences. Typical sentences also contain words that have never been said before, such as long chemical compounds, and also rely on a greater degree of morphology. In a typical speech, expectations are ambiguous and many iterations occur, and in typical sentences they have to be clear and repeat is unpopular. Typical presentations are not usually planned, and you can not use 'flu' or 'like' or 'y'know' as a running fix such as a nonfluent feature or incorrect start, hesitation, repetition, You can fill in with. Another obvious difference is that the vocabulary density of the spoken language is much lower than the vocabulary density of the written discourse because of the content of the grammar items related to the content word. Vygotsky (1987) distinguishes between three language formats: social language, external communication to talk to others (usually beginning at 2 years); private speech (usually beginning at 3 years old), targeting and play intellectual function; Finally, private speech has self-adjustment function and changes into a quiet internal language (usually from 7 years old), making it difficult to hear. For Vygotsky, thought and language were originally independent systems, until the age of about three years from the beginning of life. At this point, the speech and thinking are interdependent: the thought is verbal and the speech becomes the representative. When this happens, the monologues of the children will be internalized into inner speech. Internalization of language is important as it promotes cognitive development

Typical lecture and typical writing At the time of this writing, I used only one model. I am writing articles about typical speech and typical writing, but with a complete sentence I can explain and verify using the model in which this article was written. It contains phonetic symbols indicating that it is a typical speech comment, but the statement above is written in a typical way, but that is true. Typical speech and typical sentences have good and bad aspects. A typical speech vocabulary is spoken and a proverb. Taboo, meaningless words, simple words are included. This is in stark contrast to the wider vocabulary commonly found in more formal sentences. Typical sentences also contain words that have never been said before, such as long chemical compounds, and also rely on a greater degree of morphology. In a typical speech, expectations are ambiguous and many iterations occur, and in typical sentences they have to be clear and repeat is unpopular. Typical presentations are not usually planned, and you can not use 'flu' or 'like' or 'y'know' as a running fix such as a nonfluent feature or incorrect start, hesitation, repetition, You can fill in with. Another obvious difference is that the vocabulary density of the spoken language is much lower than the vocabulary density of the written discourse because of the content of the grammar items related to the content word. Vygotsky (1987) distinguishes between three language formats: social language, external communication to talk to others (usually beginning at 2 years); private speech (usually beginning at 3 years old), targeting and play intellectual function; Finally, private speech has self-adjustment function and changes into a quiet internal language (usually from 7 years old), making it difficult to hear. For Vygotsky, thought and language were originally independent systems, until the age of about three years from the beginning of life. At this point, the speech and thinking are interdependent: the thought is verbal and the speech becomes the representative. When this happens, the monologues of the children will be internalized into inner speech. Internalization of language is important as it promotes cognitive development

Typical lecture and typical writing At the time of this writing, I used only one model. I am writing articles about typical speech and typical writing, but with a complete sentence I can explain and verify using the model in which this article was written. It contains phonetic symbols indicating that it is a typical speech comment, but the statement above is written in a typical way, but that is true. Typical speech and typical sentences have good and bad aspects. A typical speech vocabulary is spoken and a proverb. Taboo, meaningless words, simple words are included. This is in stark contrast to the wider vocabulary commonly found in more formal sentences. Typical sentences also contain words that have never been said before, such as long chemical compounds, and also rely on a greater degree of morphology. In a typical speech, expectations are ambiguous and many iterations occur, and in typical sentences they have to be clear and repeat is unpopular. Typical presentations are not usually planned, and you can not use 'flu' or 'like' or 'y'know' as a running fix such as a nonfluent feature or incorrect start, hesitation, repetition, You can fill in with. Another obvious difference is that the vocabulary density of the spoken language is much lower than the vocabulary density of the written discourse because of the content of the grammar items related to the content word. Vygotsky (1987) distinguishes between three language formats: social language, external communication to talk to others (usually beginning at 2 years); private speech (usually beginning at 3 years old), targeting and play intellectual function; Finally, private speech has self-adjustment function and changes into a quiet internal language (usually from 7 years old), making it difficult to hear. For Vygotsky, thought and language were originally independent systems, until the age of about three years from the beginning of life. At this point, the speech and thinking are interdependent: the thought is verbal and the speech becomes the representative. When this happens, the monologues of the children will be internalized into inner speech. Internalization of language is important as it promotes cognitive development

In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. One advantage of this type of toy is that there is no specific way to do it; it can be used in any way the child wants to play. The toys chosen for toy evaluation of children and developmental psychology courses are the proposed transformer age of 3 years old. I will briefly explain how the transformer fits into the characteristics and recommended age, or to what extent it falls. Toys analyze specific properties related to ways to promote child's growth and evaluate the ability needed for toys. - STAR COMMAND "Infinite beyond!" External Analysis The Toy Story is a series of movies especially for children under the age of six. This focus is on parents involved in the infant's family life cycle. The HLCs of these children are Full Nest I, Single Parent I, and Delayed Full Nest I. In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. - ... The "Boy" section features forward, competitive, rolling toys; this is in stark contrast to the "Girls" section. These toys encourage boys to play a role to reflect high levels of energy and competition. It also prevents boys becoming passive and imaginary. The 'Boys' section shows scooters and footballs actively involving boys.

In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. One advantage of this type of toy is that there is no specific way to do it; it can be used in any way the child wants to play. The toys chosen for toy evaluation of children and developmental psychology courses are the proposed transformer age of 3 years old. I will briefly explain how the transformer fits into the characteristics and recommended age, or to what extent it falls. Toys analyze specific properties related to ways to promote child's growth and evaluate the ability needed for toys. - STAR COMMAND "Infinite beyond!" External Analysis The Toy Story is a series of movies especially for children under the age of six. This focus is on parents involved in the infant's family life cycle. The HLCs of these children are Full Nest I, Single Parent I, and Delayed Full Nest I. In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. - ... The "Boy" section features forward, competitive, rolling toys; this is in stark contrast to the "Girls" section. These toys encourage boys to play a role to reflect high levels of energy and competition. It also prevents boys becoming passive and imaginary. The 'Boys' section shows scooters and footballs actively involving boys.

In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. One advantage of this type of toy is that there is no specific way to do it; it can be used in any way the child wants to play. The toys chosen for toy evaluation of children and developmental psychology courses are the proposed transformer age of 3 years old. I will briefly explain how the transformer fits into the characteristics and recommended age, or to what extent it falls. Toys analyze specific properties related to ways to promote child's growth and evaluate the ability needed for toys. - STAR COMMAND "Infinite beyond!" External Analysis The Toy Story is a series of movies especially for children under the age of six. This focus is on parents involved in the infant's family life cycle. The HLCs of these children are Full Nest I, Single Parent I, and Delayed Full Nest I. In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of traditional dolls with six characters; mama, dad, daughter, son and grandparents. - ... The "Boy" section features forward, competitive, rolling toys; this is in stark contrast to the "Girls" section. These toys encourage boys to play a role to reflect high levels of energy and competition. It also prevents boys becoming passive and imaginary. The 'Boys' section shows scooters and footballs actively involving boys.

11) Children participating in the research have sufficient abilities, but due to motivation and emotional circumstances, children may not be able to successfully carry out their work 12) The most important aspect of Piaget's theory is that formal operational sinking can be achieved before 11 years of age. Piaget's theory certainly has many criticisms. In my article entitled "More Complete Criticism of Piaget's Theory" I published an article highlighting 10 criticisms against Piaget. To answer this question, I will discuss some criticisms and provide some ideas and other questions for your review. Please note that I only suggest my view on these criticisms. I would like to hear from readers of this article if you agree or disagree with one of these criticisms. Piaget put much criticism into his theory of psychological development ignoring the social nature of human development. Most of the criticism comes from researchers who compare Piaget's method with Vygotsky's method according to Vygotsky's method. Smith (1995) introduced a sociological article collected by Piaget (Piaget, 1995). It is convinced that Piaget ignores the social nature of human development is an excessive misunderstanding and misunderstanding. I'd like to recently criticize Earl and Vygotsky in several areas of social science which recently appeared in several areas of the social sciences (Heath, 1983; Latour, 1987; Lave & Wenger, 1991; McDermott), 1993; Rogo! , 1990) The main critic of Piaget's theory is Russian psychologist Lev Vygotsky. Berk and Winsler (1995), Piaget believes that development is a natural process reinforced by adult guidance, but Vygotsky and Brunner can promote development and progress through the necessary combination of guidance and development of nature I believe that I believe. . For them, development begins at the social level and then becomes internalized. A further negative criticism of Piaget's work refers to a strict phase time scale that defines his theory. Many researchers generally think that the abilities of many children overlap with the strict phases associated with their age, and in many cases make his assumption inaccurate. For example, according to a study by Kuhn, Langer, Kohlberg, and Haan (1977), on the theoretically defined time scale, only 30 to 35% of high school students have achieved Piaget's formal operational development phase.

11) Children participating in the research have sufficient abilities, but due to motivation and emotional circumstances, children may not be able to successfully carry out their work 12) The most important aspect of Piaget's theory is that formal operational sinking can be achieved before 11 years of age. Piaget's theory certainly has many criticisms. In my article entitled "More Complete Criticism of Piaget's Theory" I published an article highlighting 10 criticisms against Piaget. To answer this question, I will discuss some criticisms and provide some ideas and other questions for your review. Please note that I only suggest my view on these criticisms. I would like to hear from readers of this article if you agree or disagree with one of these criticisms. Piaget put much criticism into his theory of psychological development ignoring the social nature of human development. Most of the criticism comes from researchers who compare Piaget's method with Vygotsky's method according to Vygotsky's method. Smith (1995) introduced a sociological article collected by Piaget (Piaget, 1995). It is convinced that Piaget ignores the social nature of human development is an excessive misunderstanding and misunderstanding. I'd like to recently criticize Earl and Vygotsky in several areas of social science which recently appeared in several areas of the social sciences (Heath, 1983; Latour, 1987; Lave & Wenger, 1991; McDermott), 1993; Rogo! , 1990) The main critic of Piaget's theory is Russian psychologist Lev Vygotsky. Berk and Winsler (1995), Piaget believes that development is a natural process reinforced by adult guidance, but Vygotsky and Brunner can promote development and progress through the necessary combination of guidance and development of nature I believe that I believe. . For them, development begins at the social level and then becomes internalized. A further negative criticism of Piaget's work refers to a strict phase time scale that defines his theory. Many researchers generally think that the abilities of many children overlap with the strict phases associated with their age, and in many cases make his assumption inaccurate. For example, according to a study by Kuhn, Langer, Kohlberg, and Haan (1977), on the theoretically defined time scale, only 30 to 35% of high school students have achieved Piaget's formal operational development phase.

11) Children participating in the research have sufficient abilities, but due to motivation and emotional circumstances, children may not be able to successfully carry out their work 12) The most important aspect of Piaget's theory is that formal operational sinking can be achieved before 11 years of age. Piaget's theory certainly has many criticisms. In my article entitled "More Complete Criticism of Piaget's Theory" I published an article highlighting 10 criticisms against Piaget. To answer this question, I will discuss some criticisms and provide some ideas and other questions for your review. Please note that I only suggest my view on these criticisms. I would like to hear from readers of this article if you agree or disagree with one of these criticisms. Piaget put much criticism into his theory of psychological development ignoring the social nature of human development. Most of the criticism comes from researchers who compare Piaget's method with Vygotsky's method according to Vygotsky's method. Smith (1995) introduced a sociological article collected by Piaget (Piaget, 1995). It is convinced that Piaget ignores the social nature of human development is an excessive misunderstanding and misunderstanding. I'd like to recently criticize Earl and Vygotsky in several areas of social science which recently appeared in several areas of the social sciences (Heath, 1983; Latour, 1987; Lave & Wenger, 1991; McDermott), 1993; Rogo! , 1990) The main critic of Piaget's theory is Russian psychologist Lev Vygotsky. Berk and Winsler (1995), Piaget believes that development is a natural process reinforced by adult guidance, but Vygotsky and Brunner can promote development and progress through the necessary combination of guidance and development of nature I believe that I believe. . For them, development begins at the social level and then becomes internalized. A further negative criticism of Piaget's work refers to a strict phase time scale that defines his theory. Many researchers generally think that the abilities of many children overlap with the strict phases associated with their age, and in many cases make his assumption inaccurate. For example, according to a study by Kuhn, Langer, Kohlberg, and Haan (1977), on the theoretically defined time scale, only 30 to 35% of high school students have achieved Piaget's formal operational development phase.

There are many fields in the development of theoretical psychology. The field of human development is divided into five theoretical groups. Theoretical groups are psychodynamics, recognition, system science, biology and behavior. There are many contributing theorists in each theory group. Several theories overlap, others are independent. Theory is usually reliable, but other theories cause doubt. There are many contributors in the psychological world who have different views and beliefs about human development. Psychodynamics theory Siegmund Freud is one of the most influential contributors to psychology. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The theory of ecological development was created by a Russian-American psychologist named Urie Bronfenbrenner. He developed this theory from the viewpoint that all children develop different growth and development according to environmental factors and environmental factors. The theory is made up of four levels, later we add the fifth level. Microsystem level focuses on factors immediately surrounding children. - The birth of newborns usually brings joy to their parents. After all the first celebration, parents send the baby's house when the child's development begins. Even before the celebration begins, child development begins in the fetal period (Boyd, Johnson, & Bee, 2009). Bronfenbrenner's system theory explains how external environments and individuals affect children's development (Boyd, Johnson, & Bee, 2009). Jean Piaget is a developmental psychologist in Switzerland, known for his child's development theory, especially his cognitive development theory. He proposed a developmental theory linking the interaction between child's cognition and biological development. Lev Semyonovich Vygotsky is a psychologist in Russia, whose theory of social and cultural development is best known. Since it applies to education, both theorists made a great contribution to the field of developmental psychology.

There are many fields in the development of theoretical psychology. The field of human development is divided into five theoretical groups. Theoretical groups are psychodynamics, recognition, system science, biology and behavior. There are many contributing theorists in each theory group. Several theories overlap, others are independent. Theory is usually reliable, but other theories cause doubt. There are many contributors in the psychological world who have different views and beliefs about human development. Psychodynamics theory Siegmund Freud is one of the most influential contributors to psychology. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The theory of ecological development was created by a Russian-American psychologist named Urie Bronfenbrenner. He developed this theory from the viewpoint that all children develop different growth and development according to environmental factors and environmental factors. The theory is made up of four levels, later we add the fifth level. Microsystem level focuses on factors immediately surrounding children. - The birth of newborns usually brings joy to their parents. After all the first celebration, parents send the baby's house when the child's development begins. Even before the celebration begins, child development begins in the fetal period (Boyd, Johnson, & Bee, 2009). Bronfenbrenner's system theory explains how external environments and individuals affect children's development (Boyd, Johnson, & Bee, 2009). Jean Piaget is a developmental psychologist in Switzerland, known for his child's development theory, especially his cognitive development theory. He proposed a developmental theory linking the interaction between child's cognition and biological development. Lev Semyonovich Vygotsky is a psychologist in Russia, whose theory of social and cultural development is best known. Since it applies to education, both theorists made a great contribution to the field of developmental psychology.

There are many fields in the development of theoretical psychology. The field of human development is divided into five theoretical groups. Theoretical groups are psychodynamics, recognition, system science, biology and behavior. There are many contributing theorists in each theory group. Several theories overlap, others are independent. Theory is usually reliable, but other theories cause doubt. There are many contributors in the psychological world who have different views and beliefs about human development. Psychodynamics theory Siegmund Freud is one of the most influential contributors to psychology. Learning and development theory: Learning and development theory focuses on environmental factors that influence people's behavior, such as strengthening, modeling, punishment. These theories were developed by several theorists in the field of psychology devoted to understanding human development and behavior. These theorist's efforts have brought the emergence of several theories explaining their work. Actually, there are three main learning methods. The theory of ecological development was created by a Russian-American psychologist named Urie Bronfenbrenner. He developed this theory from the viewpoint that all children develop different growth and development according to environmental factors and environmental factors. The theory is made up of four levels, later we add the fifth level. Microsystem level focuses on factors immediately surrounding children. - The birth of newborns usually brings joy to their parents. After all the first celebration, parents send the baby's house when the child's development begins. Even before the celebration begins, child development begins in the fetal period (Boyd, Johnson, & Bee, 2009). Bronfenbrenner's system theory explains how external environments and individuals affect children's development (Boyd, Johnson, & Bee, 2009). Jean Piaget is a developmental psychologist in Switzerland, known for his child's development theory, especially his cognitive development theory. He proposed a developmental theory linking the interaction between child's cognition and biological development. Lev Semyonovich Vygotsky is a psychologist in Russia, whose theory of social and cultural development is best known. Since it applies to education, both theorists made a great contribution to the field of developmental psychology.

The earliest year of my life is the most important year in my life. Childhood is a period of physical, psychological, emotional, and social development. There are many factors that contribute to these developments, such as nutritional diet therapy, raising, emotional support and physical activity, especially games. Play is a very important part of childhood and can help children grow It is the focus of my discussion. By presenting important findings and limitations of two correlation studies, we demonstrate the beneficial effects that dramatic dramas have on cognitive and creative skills. Games are extremely important for the development of creativity and imagination as well as the social, emotional, cognitive and physical development of children. Games are important for brain development and certain reasoning abilities. In addition, lack of freedom, spontaneous games may be harmful to developing children. But you and I know this. The future Tom Norquist suggests the relationship between inventions of this generation and the ability of inventors to play freely during their growth. He also asked why politicians and educators seem to forget whether free, unstructured games have a major impact on children's education, social skills, and overall intelligence , Both Piaget and Vygotsky highly appreciate the role of the game in cognitive development. Playing is a child's occupation. The game promotes creativity and adaptability. Besides cognitive development, games such as emotional development, socialization and communication are also important. Freud and Ericsson used the game to solve the fulfillment and reaction of wishes. Modern game therapy has developed from this point of view. Culture is reflected in the game. The game reflects the socialization process of society. Mead believes that children learn rules and norms through games, and Bateson believes that games are important in communication but not social. The fact that they inform each other that the children are playing is regarded as a form of information dissemination. The game is not separated from the reality, but children know which one can reflect and explain the culture. As shown in Table 2-8, why the game is important

The earliest year of my life is the most important year in my life. Childhood is a period of physical, psychological, emotional, and social development. There are many factors that contribute to these developments, such as nutritional diet therapy, raising, emotional support and physical activity, especially games. Play is a very important part of childhood and can help children grow It is the focus of my discussion. By presenting important findings and limitations of two correlation studies, we demonstrate the beneficial effects that dramatic dramas have on cognitive and creative skills. Games are extremely important for the development of creativity and imagination as well as the social, emotional, cognitive and physical development of children. Games are important for brain development and certain reasoning abilities. In addition, lack of freedom, spontaneous games may be harmful to developing children. But you and I know this. The future Tom Norquist suggests the relationship between inventions of this generation and the ability of inventors to play freely during their growth. He also asked why politicians and educators seem to forget whether free, unstructured games have a major impact on children's education, social skills, and overall intelligence , Both Piaget and Vygotsky highly appreciate the role of the game in cognitive development. Playing is a child's occupation. The game promotes creativity and adaptability. Besides cognitive development, games such as emotional development, socialization and communication are also important. Freud and Ericsson used the game to solve the fulfillment and reaction of wishes. Modern game therapy has developed from this point of view. Culture is reflected in the game. The game reflects the socialization process of society. Mead believes that children learn rules and norms through games, and Bateson believes that games are important in communication but not social. The fact that they inform each other that the children are playing is regarded as a form of information dissemination. The game is not separated from the reality, but children know which one can reflect and explain the culture. As shown in Table 2-8, why the game is important

The earliest year of my life is the most important year in my life. Childhood is a period of physical, psychological, emotional, and social development. There are many factors that contribute to these developments, such as nutritional diet therapy, raising, emotional support and physical activity, especially games. Play is a very important part of childhood and can help children grow It is the focus of my discussion. By presenting important findings and limitations of two correlation studies, we demonstrate the beneficial effects that dramatic dramas have on cognitive and creative skills. Games are extremely important for the development of creativity and imagination as well as the social, emotional, cognitive and physical development of children. Games are important for brain development and certain reasoning abilities. In addition, lack of freedom, spontaneous games may be harmful to developing children. But you and I know this. The future Tom Norquist suggests the relationship between inventions of this generation and the ability of inventors to play freely during their growth. He also asked why politicians and educators seem to forget whether free, unstructured games have a major impact on children's education, social skills, and overall intelligence , Both Piaget and Vygotsky highly appreciate the role of the game in cognitive development. Playing is a child's occupation. The game promotes creativity and adaptability. Besides cognitive development, games such as emotional development, socialization and communication are also important. Freud and Ericsson used the game to solve the fulfillment and reaction of wishes. Modern game therapy has developed from this point of view. Culture is reflected in the game. The game reflects the socialization process of society. Mead believes that children learn rules and norms through games, and Bateson believes that games are important in communication but not social. The fact that they inform each other that the children are playing is regarded as a form of information dissemination. The game is not separated from the reality, but children know which one can reflect and explain the culture. As shown in Table 2-8, why the game is important

There are various types of psychological perspectives such as socio-cultural methods and psychoanalytic methods. When you observe these themes in psychology, you can understand that psychology is an environmental factor related to human behavior and its impact. In order to understand Tumi's case study, the above idea will use psychological knowledge to explain her unfounded experience. Interpretation of human behavior depends on various aspects and aspects of psychology. One is a psychoanalytic method Sigmund Freud discovered in 1917 (Santrock, 2003). Compare and contrast the interpretation from two psychological points of view. This paper aims to compare and contrast behavioral psychology and humanistic psychology by considering these views on different theories of human thought, experience and behavior. Behavioral psychology began late in the 19th century to the beginning of the 20th century and focused on the observable and measurable external aspects of prediction and control of human experience. The behaviorist psychologist refused ... the activist is B. F. Skinner. He believes that using the right tool can predict and control every action. The best way to understand behavior is to investigate the cause of behavior and its impact. He called this practice operational reflection. A new term was born - enhanced, meaning that strengthened behavior tends to repeat (ie strengthen) Skinner, B. F. (1948). In 1948, Skinner put the mouse and pigeon into the "Skinner Box" for the experiment. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers In psychology, there are ten early perspectives. These views are structuralism, functionalism, gestalt psychology, behaviorism, psychodynamics, humanism, physiology, evolution theory, cognition, culture, diversity. Different perspectives of early psychology have had a tremendous impact on modern psychology and its development. Each viewpoint has its own unique way of interpreting human behavior. The following is a summary of my ten early views on psychology. There are various ways of thinking in psychology. The biological viewpoint is a way to observe psychological problems by studying the physical basis of animal and human behavior. It is one of the main points of psychology, including research on the brain, immune system, nervous system, genetics. Key discussions in psychology have long focused on the relative contributions of nature and cultivation. People trained in the discussion show that the environment plays the most important role in shaping actions. The biological view tends to emphasize the importance of nature

There are various types of psychological perspectives such as socio-cultural methods and psychoanalytic methods. When you observe these themes in psychology, you can understand that psychology is an environmental factor related to human behavior and its impact. In order to understand Tumi's case study, the above idea will use psychological knowledge to explain her unfounded experience. Interpretation of human behavior depends on various aspects and aspects of psychology. One is a psychoanalytic method Sigmund Freud discovered in 1917 (Santrock, 2003). Compare and contrast the interpretation from two psychological points of view. This paper aims to compare and contrast behavioral psychology and humanistic psychology by considering these views on different theories of human thought, experience and behavior. Behavioral psychology began late in the 19th century to the beginning of the 20th century and focused on the observable and measurable external aspects of prediction and control of human experience. The behaviorist psychologist refused ... the activist is B. F. Skinner. He believes that using the right tool can predict and control every action. The best way to understand behavior is to investigate the cause of behavior and its impact. He called this practice operational reflection. A new term was born - enhanced, meaning that strengthened behavior tends to repeat (ie strengthen) Skinner, B. F. (1948). In 1948, Skinner put the mouse and pigeon into the "Skinner Box" for the experiment. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers In psychology, there are ten early perspectives. These views are structuralism, functionalism, gestalt psychology, behaviorism, psychodynamics, humanism, physiology, evolution theory, cognition, culture, diversity. Different perspectives of early psychology have had a tremendous impact on modern psychology and its development. Each viewpoint has its own unique way of interpreting human behavior. The following is a summary of my ten early views on psychology. There are various ways of thinking in psychology. The biological viewpoint is a way to observe psychological problems by studying the physical basis of animal and human behavior. It is one of the main points of psychology, including research on the brain, immune system, nervous system, genetics. Key discussions in psychology have long focused on the relative contributions of nature and cultivation. People trained in the discussion show that the environment plays the most important role in shaping actions. The biological view tends to emphasize the importance of nature

There are various types of psychological perspectives such as socio-cultural methods and psychoanalytic methods. When you observe these themes in psychology, you can understand that psychology is an environmental factor related to human behavior and its impact. In order to understand Tumi's case study, the above idea will use psychological knowledge to explain her unfounded experience. Interpretation of human behavior depends on various aspects and aspects of psychology. One is a psychoanalytic method Sigmund Freud discovered in 1917 (Santrock, 2003). Compare and contrast the interpretation from two psychological points of view. This paper aims to compare and contrast behavioral psychology and humanistic psychology by considering these views on different theories of human thought, experience and behavior. Behavioral psychology began late in the 19th century to the beginning of the 20th century and focused on the observable and measurable external aspects of prediction and control of human experience. The behaviorist psychologist refused ... the activist is B. F. Skinner. He believes that using the right tool can predict and control every action. The best way to understand behavior is to investigate the cause of behavior and its impact. He called this practice operational reflection. A new term was born - enhanced, meaning that strengthened behavior tends to repeat (ie strengthen) Skinner, B. F. (1948). In 1948, Skinner put the mouse and pigeon into the "Skinner Box" for the experiment. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers In psychology, there are ten early perspectives. These views are structuralism, functionalism, gestalt psychology, behaviorism, psychodynamics, humanism, physiology, evolution theory, cognition, culture, diversity. Different perspectives of early psychology have had a tremendous impact on modern psychology and its development. Each viewpoint has its own unique way of interpreting human behavior. The following is a summary of my ten early views on psychology. There are various ways of thinking in psychology. The biological viewpoint is a way to observe psychological problems by studying the physical basis of animal and human behavior. It is one of the main points of psychology, including research on the brain, immune system, nervous system, genetics. Key discussions in psychology have long focused on the relative contributions of nature and cultivation. People trained in the discussion show that the environment plays the most important role in shaping actions. The biological view tends to emphasize the importance of nature

Lareau (2003) reports that the social class plays a very important role in raising children. In a study by Lareau (2003), she concluded that there are two different child rearing modes: co-cultivation and spontaneous growth. Adjustment is not only for caring for children, but also for raising children by participating in many organizational activities and acquiring language skills is a childcare method used by middle-class parents ( Lareau, 2003). Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. In men, follicle stimulating hormone (FSH) and hormone hormone (LH) are very important for spermatogenesis. Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. Scholars have incorporated all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored.

Lareau (2003) reports that the social class plays a very important role in raising children. In a study by Lareau (2003), she concluded that there are two different child rearing modes: co-cultivation and spontaneous growth. Adjustment is not only for caring for children, but also for raising children by participating in many organizational activities and acquiring language skills is a childcare method used by middle-class parents ( Lareau, 2003). Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. In men, follicle stimulating hormone (FSH) and hormone hormone (LH) are very important for spermatogenesis. Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. Scholars have incorporated all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored.

Lareau (2003) reports that the social class plays a very important role in raising children. In a study by Lareau (2003), she concluded that there are two different child rearing modes: co-cultivation and spontaneous growth. Adjustment is not only for caring for children, but also for raising children by participating in many organizational activities and acquiring language skills is a childcare method used by middle-class parents ( Lareau, 2003). Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. In men, follicle stimulating hormone (FSH) and hormone hormone (LH) are very important for spermatogenesis. Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. Scholars have incorporated all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored.

I am interested in exploring the interrelationship between technology and society from a comprehensive development perspective. During graduate studies at the University of Edinburgh science and technology research (STS), I followed the path of mutual formation, and two studies "a brief overview of the regional situation in China's ICT application monitoring" History of mutual formation. " Due to the nature of contemporary society, the relationship between science and technology has grown stronger than ever. Because science and technology have different purposes, ways to observe and understand the world, their relationship is tense and complicated. However, they are used to notify and extend each other in the expected way or in an unexpected way. By learning from each other, students can learn by science and technology. By understanding the differences and relationships between these two areas, students in the educational environment will understand the nature of each area at a more philosophical level. This is very important for the development of scientific and technical literacy enabling information-based citizenship. Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. Children can not learn and grow if children are expelled from society or forbidden to interact with children. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

I am interested in exploring the interrelationship between technology and society from a comprehensive development perspective. During graduate studies at the University of Edinburgh science and technology research (STS), I followed the path of mutual formation, and two studies "a brief overview of the regional situation in China's ICT application monitoring" History of mutual formation. " Due to the nature of contemporary society, the relationship between science and technology has grown stronger than ever. Because science and technology have different purposes, ways to observe and understand the world, their relationship is tense and complicated. However, they are used to notify and extend each other in the expected way or in an unexpected way. By learning from each other, students can learn by science and technology. By understanding the differences and relationships between these two areas, students in the educational environment will understand the nature of each area at a more philosophical level. This is very important for the development of scientific and technical literacy enabling information-based citizenship. Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. Children can not learn and grow if children are expelled from society or forbidden to interact with children. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

I am interested in exploring the interrelationship between technology and society from a comprehensive development perspective. During graduate studies at the University of Edinburgh science and technology research (STS), I followed the path of mutual formation, and two studies "a brief overview of the regional situation in China's ICT application monitoring" History of mutual formation. " Due to the nature of contemporary society, the relationship between science and technology has grown stronger than ever. Because science and technology have different purposes, ways to observe and understand the world, their relationship is tense and complicated. However, they are used to notify and extend each other in the expected way or in an unexpected way. By learning from each other, students can learn by science and technology. By understanding the differences and relationships between these two areas, students in the educational environment will understand the nature of each area at a more philosophical level. This is very important for the development of scientific and technical literacy enabling information-based citizenship. Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. Children can not learn and grow if children are expelled from society or forbidden to interact with children. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

Constructivism is an infant growing from an infant to a kindergarten, we are amazed at the amount of learning that she has taught her about her expanding environment. In their early days, they provided the basis for the language she used for the rest of her life, body dexterity, social understanding and emotional development. All this knowledge was obtained before she entered school. Children will teach themselves by collecting information and experiencing the world around them. A review of constructologist articles provides information on constructive views of education related. These articles clarify what constitutes constructualist information, provide definitions of developmental research, define radical social constructivism, and explain the factors that contribute to educational constructivism and its emergence . The provided constructivist information will help to enhance understanding of the diverse needs of curriculum development. This research provides a comprehensive understanding of how to develop student skills in constructivist perspective and in collaboration, team building, negotiation, problem solving, and integration. This research also provides information that the traditional school environment provides the majority of teacher-led instruction, hampering students' deep understanding and higher level thinking skills (Skaailid, 2009). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Constructivism is an infant growing from an infant to a kindergarten, we are amazed at the amount of learning that she has taught her about her expanding environment. In their early days, they provided the basis for the language she used for the rest of her life, body dexterity, social understanding and emotional development. All this knowledge was obtained before she entered school. Children will teach themselves by collecting information and experiencing the world around them. A review of constructologist articles provides information on constructive views of education related. These articles clarify what constitutes constructualist information, provide definitions of developmental research, define radical social constructivism, and explain the factors that contribute to educational constructivism and its emergence . The provided constructivist information will help to enhance understanding of the diverse needs of curriculum development. This research provides a comprehensive understanding of how to develop student skills in constructivist perspective and in collaboration, team building, negotiation, problem solving, and integration. This research also provides information that the traditional school environment provides the majority of teacher-led instruction, hampering students' deep understanding and higher level thinking skills (Skaailid, 2009). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Constructivism is an infant growing from an infant to a kindergarten, we are amazed at the amount of learning that she has taught her about her expanding environment. In their early days, they provided the basis for the language she used for the rest of her life, body dexterity, social understanding and emotional development. All this knowledge was obtained before she entered school. Children will teach themselves by collecting information and experiencing the world around them. A review of constructologist articles provides information on constructive views of education related. These articles clarify what constitutes constructualist information, provide definitions of developmental research, define radical social constructivism, and explain the factors that contribute to educational constructivism and its emergence . The provided constructivist information will help to enhance understanding of the diverse needs of curriculum development. This research provides a comprehensive understanding of how to develop student skills in constructivist perspective and in collaboration, team building, negotiation, problem solving, and integration. This research also provides information that the traditional school environment provides the majority of teacher-led instruction, hampering students' deep understanding and higher level thinking skills (Skaailid, 2009). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Dr. Smilkstein's learning process is very exciting. Human natural learning process explains the six steps human beings experience when learning new things. This process explains how we learn different skills and how our emotions decide how we learn. This process helps me and other people to understand how the human brain works and how we learn. Human natural learning process is the process that the brain experiences when the brain acquires various skills. Vygotsky's human learning social culture theory explains learning as a source of social processes and human intelligence in social processes and cultures. The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky thinks that everything is learned at two levels. All functions in the development of children's culture are initially at the social level, then at the personal level, initially between the person and the person (psychology), and in the child (within the psychology) It appeared in one. The same applies to voluntary attention, logical memory formation and concept. All higher functions are derived from the actual relationship between individuals. (Vygotsky, 1978, page 57) Culture is not genetic but learning. It is derived not from a person's genes but from the social environment of a person. The boundary between human beings, nature and culture, and culture and personality is strictly a problem, but cultures should be distinguished from human nature and personality (see Figure 2). Social scientists Mankind is common to everything from Russian professors to Aboriginal people in Australia: It represents a universal level in human psychological software. It is a gene that inherits people, and in analogy with computers, it is an "operating system" that determines the physical and fundamental mental functions of a person. Humans sense that they fear, anger, love, happiness, sorrow, associate with others, fulfill their abilities, exercise it, observe the facilities of the environment, and talk about it to others. Humans are born to constantly grow. As Dr. Stewart Brown wrote, "Games are an important process of human development, which lightens the brain and promotes learning, innovation, flexibility, adaptability, and adaptability arise from exercise" . We all like games, so we all enjoy the qualities that accompany it. When we stop learning, we stop quit improving naturally and stop. Next will help you get on track. Improvement began as we left the comfort zone. On my first expedition, we climbed every day, including the last day before the 12 hour drive. Climbing for three consecutive days is not my custom. My body feels different; arm pain, skin aches, and fatigue. But after a few days of rest, I feel stronger, more inspirational than usual, and work harder.

Dr. Smilkstein's learning process is very exciting. Human natural learning process explains the six steps human beings experience when learning new things. This process explains how we learn different skills and how our emotions decide how we learn. This process helps me and other people to understand how the human brain works and how we learn. Human natural learning process is the process that the brain experiences when the brain acquires various skills. Vygotsky's human learning social culture theory explains learning as a source of social processes and human intelligence in social processes and cultures. The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky thinks that everything is learned at two levels. All functions in the development of children's culture are initially at the social level, then at the personal level, initially between the person and the person (psychology), and in the child (within the psychology) It appeared in one. The same applies to voluntary attention, logical memory formation and concept. All higher functions are derived from the actual relationship between individuals. (Vygotsky, 1978, page 57) Culture is not genetic but learning. It is derived not from a person's genes but from the social environment of a person. The boundary between human beings, nature and culture, and culture and personality is strictly a problem, but cultures should be distinguished from human nature and personality (see Figure 2). Social scientists Mankind is common to everything from Russian professors to Aboriginal people in Australia: It represents a universal level in human psychological software. It is a gene that inherits people, and in analogy with computers, it is an "operating system" that determines the physical and fundamental mental functions of a person. Humans sense that they fear, anger, love, happiness, sorrow, associate with others, fulfill their abilities, exercise it, observe the facilities of the environment, and talk about it to others. Humans are born to constantly grow. As Dr. Stewart Brown wrote, "Games are an important process of human development, which lightens the brain and promotes learning, innovation, flexibility, adaptability, and adaptability arise from exercise" . We all like games, so we all enjoy the qualities that accompany it. When we stop learning, we stop quit improving naturally and stop. Next will help you get on track. Improvement began as we left the comfort zone. On my first expedition, we climbed every day, including the last day before the 12 hour drive. Climbing for three consecutive days is not my custom. My body feels different; arm pain, skin aches, and fatigue. But after a few days of rest, I feel stronger, more inspirational than usual, and work harder.

Dr. Smilkstein's learning process is very exciting. Human natural learning process explains the six steps human beings experience when learning new things. This process explains how we learn different skills and how our emotions decide how we learn. This process helps me and other people to understand how the human brain works and how we learn. Human natural learning process is the process that the brain experiences when the brain acquires various skills. Vygotsky's human learning social culture theory explains learning as a source of social processes and human intelligence in social processes and cultures. The theme of Vygotsky's theoretical framework is that social interaction plays an important role in cognitive development. Vygotsky thinks that everything is learned at two levels. All functions in the development of children's culture are initially at the social level, then at the personal level, initially between the person and the person (psychology), and in the child (within the psychology) It appeared in one. The same applies to voluntary attention, logical memory formation and concept. All higher functions are derived from the actual relationship between individuals. (Vygotsky, 1978, page 57) Culture is not genetic but learning. It is derived not from a person's genes but from the social environment of a person. The boundary between human beings, nature and culture, and culture and personality is strictly a problem, but cultures should be distinguished from human nature and personality (see Figure 2). Social scientists Mankind is common to everything from Russian professors to Aboriginal people in Australia: It represents a universal level in human psychological software. It is a gene that inherits people, and in analogy with computers, it is an "operating system" that determines the physical and fundamental mental functions of a person. Humans sense that they fear, anger, love, happiness, sorrow, associate with others, fulfill their abilities, exercise it, observe the facilities of the environment, and talk about it to others. Humans are born to constantly grow. As Dr. Stewart Brown wrote, "Games are an important process of human development, which lightens the brain and promotes learning, innovation, flexibility, adaptability, and adaptability arise from exercise" . We all like games, so we all enjoy the qualities that accompany it. When we stop learning, we stop quit improving naturally and stop. Next will help you get on track. Improvement began as we left the comfort zone. On my first expedition, we climbed every day, including the last day before the 12 hour drive. Climbing for three consecutive days is not my custom. My body feels different; arm pain, skin aches, and fatigue. But after a few days of rest, I feel stronger, more inspirational than usual, and work harder.

Social culture is defined as a combination of factors including or involving society (related to human society) and culture (art style, preferred by social group). (Socialcultural, 2010) You might ask why we want to define these words. It better understands the belief that Vygotsky's "child seeks adult interaction from birth through this interaction." (Morrison, 2009 sec 14.6) I agree that his theory is the best. I will learn the process. Vygotsky's social and cultural theory highlights the social background of cognitive development in early childhood. Most of Vygotsky's theory is based on language development and social influence. In early childhood, "children often talk loudly in their games and school activities" (Berk 1986). Piaget called this speech a self-centered speech, which meant that he believed that the children could not take perspective other than their own view. On the other hand, Vygotsky is opposed to this viewpoint, as Vygotsky says, I think that private remarks are for self-oriented and self-oriented. He also believes that it is also the basis of a higher cognitive process (continuous attention, prudent memory, planning, problem solving, self-reflection, etc.). One possible source of private speeches is the development of a near-end development zone. Another major cognitive development theory used in early childhood development studies is the psychologist Lev Vygotsky's theory. This theory refers to the influence of social culture such as cultural tradition and language transmission from parents to children to shape cognitive development, so pay attention by natural cultivation. The main concept of the theory is the proximal development zone, which is defined as the optimum learning and achievement range for a given child 1. Another major concept is a foothold. This is defined as a process that helps and supports children to help adults learn new jobs until they can complete their work independently. The stage of definition is not the focus of this theory Developmental psychology is the core of traditional early childhood education. Traditional early childhood education was conceptualized by Piaget 's theory. This theory defines development as a natural progression through various stages of the same order, regardless of the social and cultural environment (Kolberg & amp; Mayer, 1972, p. 454). The post-structuralism of feminism uses the principle of post structuralism and feminism (Weedon, 1997). In general, post-structuralism regards individual life as the subject of conscious thought and how they make sense to material social relations (Weedon, 1997, p. 26). Post feminist post post structuralism is characterized by an understanding of one's own own understanding and each other's male or female individuals and how these categories restrict understanding, knowledge, skill, and performance ( MacNaughton, 1995, p. 37). essay.com/Danby, S. (1996) Theoretical Perspective. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170 Danby, S (1996) Discussion on theoretical issues. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170

Social culture is defined as a combination of factors including or involving society (related to human society) and culture (art style, preferred by social group). (Socialcultural, 2010) You might ask why we want to define these words. It better understands the belief that Vygotsky's "child seeks adult interaction from birth through this interaction." (Morrison, 2009 sec 14.6) I agree that his theory is the best. I will learn the process. Vygotsky's social and cultural theory highlights the social background of cognitive development in early childhood. Most of Vygotsky's theory is based on language development and social influence. In early childhood, "children often talk loudly in their games and school activities" (Berk 1986). Piaget called this speech a self-centered speech, which meant that he believed that the children could not take perspective other than their own view. On the other hand, Vygotsky is opposed to this viewpoint, as Vygotsky says, I think that private remarks are for self-oriented and self-oriented. He also believes that it is also the basis of a higher cognitive process (continuous attention, prudent memory, planning, problem solving, self-reflection, etc.). One possible source of private speeches is the development of a near-end development zone. Another major cognitive development theory used in early childhood development studies is the psychologist Lev Vygotsky's theory. This theory refers to the influence of social culture such as cultural tradition and language transmission from parents to children to shape cognitive development, so pay attention by natural cultivation. The main concept of the theory is the proximal development zone, which is defined as the optimum learning and achievement range for a given child 1. Another major concept is a foothold. This is defined as a process that helps and supports children to help adults learn new jobs until they can complete their work independently. The stage of definition is not the focus of this theory Developmental psychology is the core of traditional early childhood education. Traditional early childhood education was conceptualized by Piaget 's theory. This theory defines development as a natural progression through various stages of the same order, regardless of the social and cultural environment (Kolberg & amp; Mayer, 1972, p. 454). The post-structuralism of feminism uses the principle of post structuralism and feminism (Weedon, 1997). In general, post-structuralism regards individual life as the subject of conscious thought and how they make sense to material social relations (Weedon, 1997, p. 26). Post feminist post post structuralism is characterized by an understanding of one's own own understanding and each other's male or female individuals and how these categories restrict understanding, knowledge, skill, and performance ( MacNaughton, 1995, p. 37). essay.com/Danby, S. (1996) Theoretical Perspective. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170 Danby, S (1996) Discussion on theoretical issues. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170

Social culture is defined as a combination of factors including or involving society (related to human society) and culture (art style, preferred by social group). (Socialcultural, 2010) You might ask why we want to define these words. It better understands the belief that Vygotsky's "child seeks adult interaction from birth through this interaction." (Morrison, 2009 sec 14.6) I agree that his theory is the best. I will learn the process. Vygotsky's social and cultural theory highlights the social background of cognitive development in early childhood. Most of Vygotsky's theory is based on language development and social influence. In early childhood, "children often talk loudly in their games and school activities" (Berk 1986). Piaget called this speech a self-centered speech, which meant that he believed that the children could not take perspective other than their own view. On the other hand, Vygotsky is opposed to this viewpoint, as Vygotsky says, I think that private remarks are for self-oriented and self-oriented. He also believes that it is also the basis of a higher cognitive process (continuous attention, prudent memory, planning, problem solving, self-reflection, etc.). One possible source of private speeches is the development of a near-end development zone. Another major cognitive development theory used in early childhood development studies is the psychologist Lev Vygotsky's theory. This theory refers to the influence of social culture such as cultural tradition and language transmission from parents to children to shape cognitive development, so pay attention by natural cultivation. The main concept of the theory is the proximal development zone, which is defined as the optimum learning and achievement range for a given child 1. Another major concept is a foothold. This is defined as a process that helps and supports children to help adults learn new jobs until they can complete their work independently. The stage of definition is not the focus of this theory Developmental psychology is the core of traditional early childhood education. Traditional early childhood education was conceptualized by Piaget 's theory. This theory defines development as a natural progression through various stages of the same order, regardless of the social and cultural environment (Kolberg & amp; Mayer, 1972, p. 454). The post-structuralism of feminism uses the principle of post structuralism and feminism (Weedon, 1997). In general, post-structuralism regards individual life as the subject of conscious thought and how they make sense to material social relations (Weedon, 1997, p. 26). Post feminist post post structuralism is characterized by an understanding of one's own own understanding and each other's male or female individuals and how these categories restrict understanding, knowledge, skill, and performance ( MacNaughton, 1995, p. 37). essay.com/Danby, S. (1996) Theoretical Perspective. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170 Danby, S (1996) Discussion on theoretical issues. Formation of social workers: reading of conversation in two early classrooms Language and Education, 10 (2 & 3), 151-170

Language acquisition is an important milestone in human development. As the language develops, the world will be opened, communicating their needs, and interacting in meaningful ways. Psychologist Lev Vygotsky even thinks that language is the most important tool in our research. We teach our basic learning skills through "informal education system consisting of parents, other adults, colleagues and media" (Sigelman, C. and Rider, E., 2009, p. 277). After that, I will receive formal education and teach the language skills necessary to read, write and solve problems. "Language disparity" is a major issue for teachers and educators of all grades. Without simple solutions and quick solutions, we can not help poor vocabulary in a few weeks. But if the educator can make a big positive impact on the student's vocabulary skills, 1) all students are taught to read well, 2) all students are encouraged and motivated to read I will. This strategy teaches directly and explicitly the most important vocabulary in a given selection or article chapter (especially pre-teaching), 4) the teacher builds opportunities for all the students and new words in their reading and writing Search and apply The theory of social language gap between Heart and Risley may have social influences. The first possible influence is that this language gap affects youth's success. Because they can not access the same amount of vocabulary and literary skills as other children of the middle class. Heart and Rise suggest possible solutions, such as how to improve the vocabulary and literacy skills of low SES caregivers. But the second possible meaning of this theory is that it ignores the different ways in which language and culture are taught. It says that the other context is not as successful as the dominant group of society, it restores the homogeneity of the language as it proposes a "real" way of speaking.

Language acquisition is an important milestone in human development. As the language develops, the world will be opened, communicating their needs, and interacting in meaningful ways. Psychologist Lev Vygotsky even thinks that language is the most important tool in our research. We teach our basic learning skills through "informal education system consisting of parents, other adults, colleagues and media" (Sigelman, C. and Rider, E., 2009, p. 277). After that, I will receive formal education and teach the language skills necessary to read, write and solve problems. "Language disparity" is a major issue for teachers and educators of all grades. Without simple solutions and quick solutions, we can not help poor vocabulary in a few weeks. But if the educator can make a big positive impact on the student's vocabulary skills, 1) all students are taught to read well, 2) all students are encouraged and motivated to read I will. This strategy teaches directly and explicitly the most important vocabulary in a given selection or article chapter (especially pre-teaching), 4) the teacher builds opportunities for all the students and new words in their reading and writing Search and apply The theory of social language gap between Heart and Risley may have social influences. The first possible influence is that this language gap affects youth's success. Because they can not access the same amount of vocabulary and literary skills as other children of the middle class. Heart and Rise suggest possible solutions, such as how to improve the vocabulary and literacy skills of low SES caregivers. But the second possible meaning of this theory is that it ignores the different ways in which language and culture are taught. It says that the other context is not as successful as the dominant group of society, it restores the homogeneity of the language as it proposes a "real" way of speaking.

Language acquisition is an important milestone in human development. As the language develops, the world will be opened, communicating their needs, and interacting in meaningful ways. Psychologist Lev Vygotsky even thinks that language is the most important tool in our research. We teach our basic learning skills through "informal education system consisting of parents, other adults, colleagues and media" (Sigelman, C. and Rider, E., 2009, p. 277). After that, I will receive formal education and teach the language skills necessary to read, write and solve problems. "Language disparity" is a major issue for teachers and educators of all grades. Without simple solutions and quick solutions, we can not help poor vocabulary in a few weeks. But if the educator can make a big positive impact on the student's vocabulary skills, 1) all students are taught to read well, 2) all students are encouraged and motivated to read I will. This strategy teaches directly and explicitly the most important vocabulary in a given selection or article chapter (especially pre-teaching), 4) the teacher builds opportunities for all the students and new words in their reading and writing Search and apply The theory of social language gap between Heart and Risley may have social influences. The first possible influence is that this language gap affects youth's success. Because they can not access the same amount of vocabulary and literary skills as other children of the middle class. Heart and Rise suggest possible solutions, such as how to improve the vocabulary and literacy skills of low SES caregivers. But the second possible meaning of this theory is that it ignores the different ways in which language and culture are taught. It says that the other context is not as successful as the dominant group of society, it restores the homogeneity of the language as it proposes a "real" way of speaking.

Attachment of development psychology in development =========================================== ================================= How do emotions and actions change and experience? Babies in just a few months are developing intimate relationships, especially affixed for some people. If a child feels uneasy, these people can solve children more easily than others, and if the child is away from attachment for too long, they will feel depressed . Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (around 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced as childhood and as a child. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Attachment of development psychology in development =========================================== ================================= How do emotions and actions change and experience? Babies in just a few months are developing intimate relationships, especially affixed for some people. If a child feels uneasy, these people can solve children more easily than others, and if the child is away from attachment for too long, they will feel depressed . Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (around 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced as childhood and as a child. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Attachment of development psychology in development =========================================== ================================= How do emotions and actions change and experience? Babies in just a few months are developing intimate relationships, especially affixed for some people. If a child feels uneasy, these people can solve children more easily than others, and if the child is away from attachment for too long, they will feel depressed . Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (around 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced as childhood and as a child. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Traditional linear, dual development theory can not allow feedback loops or allow larger changes on both sides. Therefore, recent research supports the overall concept of development, which is due to urgent self-organization at the progressive stage proposed by Piaget (Kim M. & Sankey D., 2010, p. Traditionally, child development is expected to occur within a fairly fixed parameter range. Even the proximal development zone of Vygotsky limits the expected developmental parameters of children (Vygotsky L.). The teacher preparation course does not teach neuroscience. Most teachers do not provide a more comprehensive viewpoint but instead prepare courses to focus on education. Truly excellent educators need to understand neuroscience in order to understand how the brain and nervous system function. It can help the educator better understand how the brain learns new information and how it forms a stronger neural pathway. Even the most fundamental understanding of neuroscience can influence and improve the way teachers behave in the classroom. There is no doubt that the teacher should be interested in psychology and neuroscience. As a cognitive neuroscientist, it is encouraged to see so many teachers trying to incorporate evidence from brain science into their curriculum. However, neuroscience is not only simple, but also concerns the spread of so-called "neurology" in the classroom. Well, expert Paul Howard - Jones said that it may actually be very bad. He insists that believing in these neurological diseases can interfere with effective education. Researcher Usha Goswami (PDF) at the University of Cambridge states that the best way to teach new teaching materials is through a variety of styles. This conflicts our neurology with a particular learning style (visual, auditory or kinematic). If children accept only one of the style of teaching materials - to believe that it is beneficial by mistake - their learning is hindered The teacher knew for a long time that the memorization of the memorization leads to the immediate forgetting of the surface of the teaching material. However, new research in the field of neuroscience is beginning to reveal the way the brain is forgotten - it emphasizes the importance of maintaining knowledge and strategies to sustain learning. In an article recently published in Neuron magazine, neurobiologists Black Richards and Paul Franklan challenged the mainstream view of memory and thought that forgetting was a lost process. Please keep it. However, please delete important information gradually. According to Richards and Frankland, the purpose of memory is not only to accurately store information but also to "optimize" decisions in a chaotic and rapidly changing environment. In this cognitive model, oblivion is an evolutionary strategy, it is an intentional process functioning in the context of memory, and evaluates and destroys information that does not promote the survival of species.

Traditional linear, dual development theory can not allow feedback loops or allow larger changes on both sides. Therefore, recent research supports the overall concept of development, which is due to urgent self-organization at the progressive stage proposed by Piaget (Kim M. & Sankey D., 2010, p. Traditionally, child development is expected to occur within a fairly fixed parameter range. Even the proximal development zone of Vygotsky limits the expected developmental parameters of children (Vygotsky L.). The teacher preparation course does not teach neuroscience. Most teachers do not provide a more comprehensive viewpoint but instead prepare courses to focus on education. Truly excellent educators need to understand neuroscience in order to understand how the brain and nervous system function. It can help the educator better understand how the brain learns new information and how it forms a stronger neural pathway. Even the most fundamental understanding of neuroscience can influence and improve the way teachers behave in the classroom. There is no doubt that the teacher should be interested in psychology and neuroscience. As a cognitive neuroscientist, it is encouraged to see so many teachers trying to incorporate evidence from brain science into their curriculum. However, neuroscience is not only simple, but also concerns the spread of so-called "neurology" in the classroom. Well, expert Paul Howard - Jones said that it may actually be very bad. He insists that believing in these neurological diseases can interfere with effective education. Researcher Usha Goswami (PDF) at the University of Cambridge states that the best way to teach new teaching materials is through a variety of styles. This conflicts our neurology with a particular learning style (visual, auditory or kinematic). If children accept only one of the style of teaching materials - to believe that it is beneficial by mistake - their learning is hindered The teacher knew for a long time that the memorization of the memorization leads to the immediate forgetting of the surface of the teaching material. However, new research in the field of neuroscience is beginning to reveal the way the brain is forgotten - it emphasizes the importance of maintaining knowledge and strategies to sustain learning. In an article recently published in Neuron magazine, neurobiologists Black Richards and Paul Franklan challenged the mainstream view of memory and thought that forgetting was a lost process. Please keep it. However, please delete important information gradually. According to Richards and Frankland, the purpose of memory is not only to accurately store information but also to "optimize" decisions in a chaotic and rapidly changing environment. In this cognitive model, oblivion is an evolutionary strategy, it is an intentional process functioning in the context of memory, and evaluates and destroys information that does not promote the survival of species.

Traditional linear, dual development theory can not allow feedback loops or allow larger changes on both sides. Therefore, recent research supports the overall concept of development, which is due to urgent self-organization at the progressive stage proposed by Piaget (Kim M. & Sankey D., 2010, p. Traditionally, child development is expected to occur within a fairly fixed parameter range. Even the proximal development zone of Vygotsky limits the expected developmental parameters of children (Vygotsky L.). The teacher preparation course does not teach neuroscience. Most teachers do not provide a more comprehensive viewpoint but instead prepare courses to focus on education. Truly excellent educators need to understand neuroscience in order to understand how the brain and nervous system function. It can help the educator better understand how the brain learns new information and how it forms a stronger neural pathway. Even the most fundamental understanding of neuroscience can influence and improve the way teachers behave in the classroom. There is no doubt that the teacher should be interested in psychology and neuroscience. As a cognitive neuroscientist, it is encouraged to see so many teachers trying to incorporate evidence from brain science into their curriculum. However, neuroscience is not only simple, but also concerns the spread of so-called "neurology" in the classroom. Well, expert Paul Howard - Jones said that it may actually be very bad. He insists that believing in these neurological diseases can interfere with effective education. Researcher Usha Goswami (PDF) at the University of Cambridge states that the best way to teach new teaching materials is through a variety of styles. This conflicts our neurology with a particular learning style (visual, auditory or kinematic). If children accept only one of the style of teaching materials - to believe that it is beneficial by mistake - their learning is hindered The teacher knew for a long time that the memorization of the memorization leads to the immediate forgetting of the surface of the teaching material. However, new research in the field of neuroscience is beginning to reveal the way the brain is forgotten - it emphasizes the importance of maintaining knowledge and strategies to sustain learning. In an article recently published in Neuron magazine, neurobiologists Black Richards and Paul Franklan challenged the mainstream view of memory and thought that forgetting was a lost process. Please keep it. However, please delete important information gradually. According to Richards and Frankland, the purpose of memory is not only to accurately store information but also to "optimize" decisions in a chaotic and rapidly changing environment. In this cognitive model, oblivion is an evolutionary strategy, it is an intentional process functioning in the context of memory, and evaluates and destroys information that does not promote the survival of species.

The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. The difference in development theory is whether development suggests that it consists of a series of small continuous changes or steps at different stages. There are many similarities and differences between these great psychologists and their theories. These three theories can distinguish whether development is continuous or discontinuous and whether they follow different stages of the life cycle. It can explain whether biological or environmental factors will have a more pronounced effect on the child's developmental experience and outcome. You can distinguish whether a child needs to complete a specific developmental task and whether childhood development is turbulent and stressful or relatively mild. The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. - "More and more children are faced with more and more problems" - James Garbarino James Galbarino talked about American children and adolescent youth with his book "Children in a socially hazardous environment Raising "easily and properly depicted in the present situation Different psychologists have found different theories to correctly define their personality. Among the famous thinkers of Personality Psychology department are world famous psychologists such as Sigmund Freud and Eric Eriksson. Throughout the century many theories of personality have developed. Some important personality theories are as follows. The environment is equally responsible for shaping the person's character, and Freud's words are called cultivation. Behavior theory only studies observable and measurable behavior in the environment. Inner emotions and thinking have no meaning in determining personal character through behavior theory. Sigmund Freud Sigmund Freud was the first major social scientist who proposed a unified theory to understand and explain human behavior. There can not be a more complete theory, a complicated theory, or a controversial theory. Some psychologists regard Freud's work as sacred text. On the other hand, many people accuse Freud from proposing an overly complex theory which is unscientific and can not be proven neither true nor false. - A Thorough Understanding of Three Tall Women According to Sigmund Freud, psychoanalysis is "a psychological process investigation procedure that is hardly accessible in other ways" (Fodor and Gaynor 147). Considering the design of "interaction" in conscious and unconscious "encourage and examine power" is a deep contrast of your spirituality (Fodor and Gaynor 147).

The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. The difference in development theory is whether development suggests that it consists of a series of small continuous changes or steps at different stages. There are many similarities and differences between these great psychologists and their theories. These three theories can distinguish whether development is continuous or discontinuous and whether they follow different stages of the life cycle. It can explain whether biological or environmental factors will have a more pronounced effect on the child's developmental experience and outcome. You can distinguish whether a child needs to complete a specific developmental task and whether childhood development is turbulent and stressful or relatively mild. The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. - "More and more children are faced with more and more problems" - James Garbarino James Galbarino talked about American children and adolescent youth with his book "Children in a socially hazardous environment Raising "easily and properly depicted in the present situation Different psychologists have found different theories to correctly define their personality. Among the famous thinkers of Personality Psychology department are world famous psychologists such as Sigmund Freud and Eric Eriksson. Throughout the century many theories of personality have developed. Some important personality theories are as follows. The environment is equally responsible for shaping the person's character, and Freud's words are called cultivation. Behavior theory only studies observable and measurable behavior in the environment. Inner emotions and thinking have no meaning in determining personal character through behavior theory. Sigmund Freud Sigmund Freud was the first major social scientist who proposed a unified theory to understand and explain human behavior. There can not be a more complete theory, a complicated theory, or a controversial theory. Some psychologists regard Freud's work as sacred text. On the other hand, many people accuse Freud from proposing an overly complex theory which is unscientific and can not be proven neither true nor false. - A Thorough Understanding of Three Tall Women According to Sigmund Freud, psychoanalysis is "a psychological process investigation procedure that is hardly accessible in other ways" (Fodor and Gaynor 147). Considering the design of "interaction" in conscious and unconscious "encourage and examine power" is a deep contrast of your spirituality (Fodor and Gaynor 147).

The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. The difference in development theory is whether development suggests that it consists of a series of small continuous changes or steps at different stages. There are many similarities and differences between these great psychologists and their theories. These three theories can distinguish whether development is continuous or discontinuous and whether they follow different stages of the life cycle. It can explain whether biological or environmental factors will have a more pronounced effect on the child's developmental experience and outcome. You can distinguish whether a child needs to complete a specific developmental task and whether childhood development is turbulent and stressful or relatively mild. The theory of the great psychologist In the long term, many psychologists had their own views on different theories. The theory leads us and guides our thoughts. Erik Erikson, Sigmund Freud, Albert Bandura, B. Skinner, Ivan Pavlov, Jean Piaget, Uri Bronfenbrenner, Lev Vygotsky break through these similarities and differences with various development forms. - "More and more children are faced with more and more problems" - James Garbarino James Galbarino talked about American children and adolescent youth with his book "Children in a socially hazardous environment Raising "easily and properly depicted in the present situation Different psychologists have found different theories to correctly define their personality. Among the famous thinkers of Personality Psychology department are world famous psychologists such as Sigmund Freud and Eric Eriksson. Throughout the century many theories of personality have developed. Some important personality theories are as follows. The environment is equally responsible for shaping the person's character, and Freud's words are called cultivation. Behavior theory only studies observable and measurable behavior in the environment. Inner emotions and thinking have no meaning in determining personal character through behavior theory. Sigmund Freud Sigmund Freud was the first major social scientist who proposed a unified theory to understand and explain human behavior. There can not be a more complete theory, a complicated theory, or a controversial theory. Some psychologists regard Freud's work as sacred text. On the other hand, many people accuse Freud from proposing an overly complex theory which is unscientific and can not be proven neither true nor false. - A Thorough Understanding of Three Tall Women According to Sigmund Freud, psychoanalysis is "a psychological process investigation procedure that is hardly accessible in other ways" (Fodor and Gaynor 147). Considering the design of "interaction" in conscious and unconscious "encourage and examine power" is a deep contrast of your spirituality (Fodor and Gaynor 147).

A Swiss biologist and psychologist Jean Piaget (1896-1980) observes his children (and their understanding of the world around them), and ultimately how the mind treats it I made a new message. Four-tier model [1] [2] [3]. He assumed that the children had gone through four stages, all of them advanced in the same order. These four stages are as follows. Early childhood builds an understanding of themselves and reality (and how things work) through interaction with the environment. It can distinguish itself from other things. Learning by assimilation (information composition and absorption into existing models) and adaptability (when it is not possible to assimilate an object, it is necessary to change an schema and include an object) Children can not be conceptualized abstractly and require specific physical condition. Objects are classified in an easy way through particularly important functions. Through accumulation of physical experience, adjustment will increase. Children begin thinking about abstraction and conceptualization and create logical structures that explain their physical experience. Recognition reaches its final form. At this stage, people no longer need specific objects to make rational decisions. He or she can perform deductive and hypothetical reasoning. His or her abstract thinking abilities are very similar to that of adults. Mooney: Childhood theory, second edition: Clear and direct introduction of basic theory such as Dewey, Montessori, Eriksson, Piaget, Vygotsky: Piaget, Dewey, Vygotsky. Includes discussion questions and insights on how theory influences early childhood education Piaget, J. (1952) Origins of Children 's Intelligence (Vol. 8, No. 5, pages 18 - 1952). New York: International University Press Piaget, J. (1976). Piaget's theory Piaget and his school (pages 11 to 23). Springer Berlin Heidelberg In his (1932) cognitive development theory, Piaget mentioned different ideas that took place between childhood and adulthood. Children usually move from the sensory stage (perception and behavior of child's world experience) to the preoperative phase (the child's world is surrounded by symbolic thinking) in the first 12 years of life. Understand through logical thinking. In the formal operation phase, people systematically refine reasoning skills by validating hypotheses. Based on Piaget's work, Riegel (1973) is thinking about the dialectical operation phase, or more simply a formal post-formal operational idea called wisdom. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective.

A Swiss biologist and psychologist Jean Piaget (1896-1980) observes his children (and their understanding of the world around them), and ultimately how the mind treats it I made a new message. Four-tier model [1] [2] [3]. He assumed that the children had gone through four stages, all of them advanced in the same order. These four stages are as follows. Early childhood builds an understanding of themselves and reality (and how things work) through interaction with the environment. It can distinguish itself from other things. Learning by assimilation (information composition and absorption into existing models) and adaptability (when it is not possible to assimilate an object, it is necessary to change an schema and include an object) Children can not be conceptualized abstractly and require specific physical condition. Objects are classified in an easy way through particularly important functions. Through accumulation of physical experience, adjustment will increase. Children begin thinking about abstraction and conceptualization and create logical structures that explain their physical experience. Recognition reaches its final form. At this stage, people no longer need specific objects to make rational decisions. He or she can perform deductive and hypothetical reasoning. His or her abstract thinking abilities are very similar to that of adults. Mooney: Childhood theory, second edition: Clear and direct introduction of basic theory such as Dewey, Montessori, Eriksson, Piaget, Vygotsky: Piaget, Dewey, Vygotsky. Includes discussion questions and insights on how theory influences early childhood education Piaget, J. (1952) Origins of Children 's Intelligence (Vol. 8, No. 5, pages 18 - 1952). New York: International University Press Piaget, J. (1976). Piaget's theory Piaget and his school (pages 11 to 23). Springer Berlin Heidelberg In his (1932) cognitive development theory, Piaget mentioned different ideas that took place between childhood and adulthood. Children usually move from the sensory stage (perception and behavior of child's world experience) to the preoperative phase (the child's world is surrounded by symbolic thinking) in the first 12 years of life. Understand through logical thinking. In the formal operation phase, people systematically refine reasoning skills by validating hypotheses. Based on Piaget's work, Riegel (1973) is thinking about the dialectical operation phase, or more simply a formal post-formal operational idea called wisdom. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective.

A Swiss biologist and psychologist Jean Piaget (1896-1980) observes his children (and their understanding of the world around them), and ultimately how the mind treats it I made a new message. Four-tier model [1] [2] [3]. He assumed that the children had gone through four stages, all of them advanced in the same order. These four stages are as follows. Early childhood builds an understanding of themselves and reality (and how things work) through interaction with the environment. It can distinguish itself from other things. Learning by assimilation (information composition and absorption into existing models) and adaptability (when it is not possible to assimilate an object, it is necessary to change an schema and include an object) Children can not be conceptualized abstractly and require specific physical condition. Objects are classified in an easy way through particularly important functions. Through accumulation of physical experience, adjustment will increase. Children begin thinking about abstraction and conceptualization and create logical structures that explain their physical experience. Recognition reaches its final form. At this stage, people no longer need specific objects to make rational decisions. He or she can perform deductive and hypothetical reasoning. His or her abstract thinking abilities are very similar to that of adults. Mooney: Childhood theory, second edition: Clear and direct introduction of basic theory such as Dewey, Montessori, Eriksson, Piaget, Vygotsky: Piaget, Dewey, Vygotsky. Includes discussion questions and insights on how theory influences early childhood education Piaget, J. (1952) Origins of Children 's Intelligence (Vol. 8, No. 5, pages 18 - 1952). New York: International University Press Piaget, J. (1976). Piaget's theory Piaget and his school (pages 11 to 23). Springer Berlin Heidelberg In his (1932) cognitive development theory, Piaget mentioned different ideas that took place between childhood and adulthood. Children usually move from the sensory stage (perception and behavior of child's world experience) to the preoperative phase (the child's world is surrounded by symbolic thinking) in the first 12 years of life. Understand through logical thinking. In the formal operation phase, people systematically refine reasoning skills by validating hypotheses. Based on Piaget's work, Riegel (1973) is thinking about the dialectical operation phase, or more simply a formal post-formal operational idea called wisdom. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective.

Languages ​​are considered to be one of the attributes that define humans as unique species. We are the only species that can communicate our emotions, intentions and use complex words to teach others. Language is a very unique and complex skill, but babies can learn it pretty soon. Children 's vocabulary becomes very fast as the first word goes from 5 to 20 words in 18 months to about 6,000 words in 5 months (Bates, 2003). This extraordinary ability to master a language is the cornerstone of the central debate as to how much we learn, create and understand language (genetic programming) and how much we learn through learning. Language Acquisition of Children Nature or Cultivation Or Introduction Language development research is one of the most successful human achievements with long history and long history and has thousands of years of history (Chomsky, 2000). It is not surprising that linguists discuss the relative impact of genetics and the environment on language development as arguments of nature and cultivation inevitably arise when discussing human behavior (Hulit & Howard , 2002). Wich one When viewing discussions from a nature point of view, the language seems to be the best way to further understand nature and promote this aspect. Chomsky believes that humans have natural ability to develop languages. Children can imitate and develop customs that allow them to play a role in language acquisition, but the ability to acquire the ability and speech in language makes them more natural. According to Chomsky, children can map languages Nom Chomsky's theory believes that humans are born with a special biological brain mechanism called language acquisition device (LAD). His theory is that the ability to learn languages ​​is congenital, nature is more important than cultivation, and experience using language is only a condition necessary to activate LAD. (Confucius went to Joey Palmer, the 50 principal thinkers of Dewey Education). Lev Vygotsky is another important child development theorist who emphasizes "the influence of family, community and other children on children". Vygotsky considers language and thinking to be important; talking about everyday experience will help children better understand communication. The proximal developmental area is what children can do on their own and with more experienced people and experienced people. The social background of learning is that children learn by interacting with others. - How to learn children, Linda Pond 2005 First language acquisition means the development of children's languages ​​in the natural environment. Learning the first language is bilingual or monolingual. Bilingual primary language acquisition means that a child born can have two languages ​​simultaneously, such as a child with parents of different nationalities (Houwer, 2009). In contract, a single language refers to the development of a single language. However, some studies have demonstrated that the development of first language acquisition will reach that stage.

Languages ​​are considered to be one of the attributes that define humans as unique species. We are the only species that can communicate our emotions, intentions and use complex words to teach others. Language is a very unique and complex skill, but babies can learn it pretty soon. Children 's vocabulary becomes very fast as the first word goes from 5 to 20 words in 18 months to about 6,000 words in 5 months (Bates, 2003). This extraordinary ability to master a language is the cornerstone of the central debate as to how much we learn, create and understand language (genetic programming) and how much we learn through learning. Language Acquisition of Children Nature or Cultivation Or Introduction Language development research is one of the most successful human achievements with long history and long history and has thousands of years of history (Chomsky, 2000). It is not surprising that linguists discuss the relative impact of genetics and the environment on language development as arguments of nature and cultivation inevitably arise when discussing human behavior (Hulit & Howard , 2002). Wich one When viewing discussions from a nature point of view, the language seems to be the best way to further understand nature and promote this aspect. Chomsky believes that humans have natural ability to develop languages. Children can imitate and develop customs that allow them to play a role in language acquisition, but the ability to acquire the ability and speech in language makes them more natural. According to Chomsky, children can map languages Nom Chomsky's theory believes that humans are born with a special biological brain mechanism called language acquisition device (LAD). His theory is that the ability to learn languages ​​is congenital, nature is more important than cultivation, and experience using language is only a condition necessary to activate LAD. (Confucius went to Joey Palmer, the 50 principal thinkers of Dewey Education). Lev Vygotsky is another important child development theorist who emphasizes "the influence of family, community and other children on children". Vygotsky considers language and thinking to be important; talking about everyday experience will help children better understand communication. The proximal developmental area is what children can do on their own and with more experienced people and experienced people. The social background of learning is that children learn by interacting with others. - How to learn children, Linda Pond 2005 First language acquisition means the development of children's languages ​​in the natural environment. Learning the first language is bilingual or monolingual. Bilingual primary language acquisition means that a child born can have two languages ​​simultaneously, such as a child with parents of different nationalities (Houwer, 2009). In contract, a single language refers to the development of a single language. However, some studies have demonstrated that the development of first language acquisition will reach that stage.

Languages ​​are considered to be one of the attributes that define humans as unique species. We are the only species that can communicate our emotions, intentions and use complex words to teach others. Language is a very unique and complex skill, but babies can learn it pretty soon. Children 's vocabulary becomes very fast as the first word goes from 5 to 20 words in 18 months to about 6,000 words in 5 months (Bates, 2003). This extraordinary ability to master a language is the cornerstone of the central debate as to how much we learn, create and understand language (genetic programming) and how much we learn through learning. Language Acquisition of Children Nature or Cultivation Or Introduction Language development research is one of the most successful human achievements with long history and long history and has thousands of years of history (Chomsky, 2000). It is not surprising that linguists discuss the relative impact of genetics and the environment on language development as arguments of nature and cultivation inevitably arise when discussing human behavior (Hulit & Howard , 2002). Wich one When viewing discussions from a nature point of view, the language seems to be the best way to further understand nature and promote this aspect. Chomsky believes that humans have natural ability to develop languages. Children can imitate and develop customs that allow them to play a role in language acquisition, but the ability to acquire the ability and speech in language makes them more natural. According to Chomsky, children can map languages Nom Chomsky's theory believes that humans are born with a special biological brain mechanism called language acquisition device (LAD). His theory is that the ability to learn languages ​​is congenital, nature is more important than cultivation, and experience using language is only a condition necessary to activate LAD. (Confucius went to Joey Palmer, the 50 principal thinkers of Dewey Education). Lev Vygotsky is another important child development theorist who emphasizes "the influence of family, community and other children on children". Vygotsky considers language and thinking to be important; talking about everyday experience will help children better understand communication. The proximal developmental area is what children can do on their own and with more experienced people and experienced people. The social background of learning is that children learn by interacting with others. - How to learn children, Linda Pond 2005 First language acquisition means the development of children's languages ​​in the natural environment. Learning the first language is bilingual or monolingual. Bilingual primary language acquisition means that a child born can have two languages ​​simultaneously, such as a child with parents of different nationalities (Houwer, 2009). In contract, a single language refers to the development of a single language. However, some studies have demonstrated that the development of first language acquisition will reach that stage.

Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. The psychodynamic approach was initiated primarily by Sigmund Freud (1856-1939). And it explained unconscious drive and identity, self and suicide dynamics. However, cognitiveist approaches were developed by Piaget in the 1950s as dissatisfaction with the behavioral approach has increased. The psychodynamic approach focuses on what happens in the human mind and the natural process of humans determines the behavioral patterns of relationships, experiences, and the environment. However, the cognitive method focuses on how human beings process information (stimulation / input) and how they respond to what we deal with (output). This is a natural process that human beings naturally have. The main research areas of cognitive psychology are perception, attention, memory, and language. Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. Jean Piaget, Sigmund Freud, Erik Erikson's developmental theory is a respected theorist in psychology research. All three theories help to explain why and how children grow to adolescents and adults. Although all three theories present their own theories, each theory has similarities. A good understanding of each theory and a theorist helps to improve understanding. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget is a Swiss biologist, philosopher, and psychologist known for his work in the field of developmental psychology. Like Sigmund Freud and Erik Erikson, Piaget divides cognitive growth and development into fixed stages. But Piaget pay particular attention to the intellectual or cognitive development of the child and the way that children's thinking progresses and progresses in knowledge. The core discussion of Piaget is that children develop (1) self-centered theory about their environment, objects and people within the environment and grow, (2) It is to build a theory to interact with people and things in the environment based on personal experience, (3) to use children's "schematic map" to grasp and obtain information about the environment, 4) Complexity of child's cognitive structure as children grow and develop Child's "schema" also increases

Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. The psychodynamic approach was initiated primarily by Sigmund Freud (1856-1939). And it explained unconscious drive and identity, self and suicide dynamics. However, cognitiveist approaches were developed by Piaget in the 1950s as dissatisfaction with the behavioral approach has increased. The psychodynamic approach focuses on what happens in the human mind and the natural process of humans determines the behavioral patterns of relationships, experiences, and the environment. However, the cognitive method focuses on how human beings process information (stimulation / input) and how they respond to what we deal with (output). This is a natural process that human beings naturally have. The main research areas of cognitive psychology are perception, attention, memory, and language. Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. Jean Piaget, Sigmund Freud, Erik Erikson's developmental theory is a respected theorist in psychology research. All three theories help to explain why and how children grow to adolescents and adults. Although all three theories present their own theories, each theory has similarities. A good understanding of each theory and a theorist helps to improve understanding. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget is a Swiss biologist, philosopher, and psychologist known for his work in the field of developmental psychology. Like Sigmund Freud and Erik Erikson, Piaget divides cognitive growth and development into fixed stages. But Piaget pay particular attention to the intellectual or cognitive development of the child and the way that children's thinking progresses and progresses in knowledge. The core discussion of Piaget is that children develop (1) self-centered theory about their environment, objects and people within the environment and grow, (2) It is to build a theory to interact with people and things in the environment based on personal experience, (3) to use children's "schematic map" to grasp and obtain information about the environment, 4) Complexity of child's cognitive structure as children grow and develop Child's "schema" also increases

Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. The psychodynamic approach was initiated primarily by Sigmund Freud (1856-1939). And it explained unconscious drive and identity, self and suicide dynamics. However, cognitiveist approaches were developed by Piaget in the 1950s as dissatisfaction with the behavioral approach has increased. The psychodynamic approach focuses on what happens in the human mind and the natural process of humans determines the behavioral patterns of relationships, experiences, and the environment. However, the cognitive method focuses on how human beings process information (stimulation / input) and how they respond to what we deal with (output). This is a natural process that human beings naturally have. The main research areas of cognitive psychology are perception, attention, memory, and language. Explain and evaluate the theory of Sigmund Freud's psychodynamic approach as an explanation of human behavior. As an alternative interpretation of human behavior in evaluation, we summarize and evaluate cognitive perspectives. In this article I will detail the theory of Sigmund Freud's psychodynamic approach. As a pros and cons of the evaluation of Sigmund Freud's work. In this article, we evaluate the viewpoint of cognition together as an alternative to human behavior. Jean Piaget, Sigmund Freud, Erik Erikson's developmental theory is a respected theorist in psychology research. All three theories help to explain why and how children grow to adolescents and adults. Although all three theories present their own theories, each theory has similarities. A good understanding of each theory and a theorist helps to improve understanding. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers Jean Piaget is a Swiss biologist, philosopher, and psychologist known for his work in the field of developmental psychology. Like Sigmund Freud and Erik Erikson, Piaget divides cognitive growth and development into fixed stages. But Piaget pay particular attention to the intellectual or cognitive development of the child and the way that children's thinking progresses and progresses in knowledge. The core discussion of Piaget is that children develop (1) self-centered theory about their environment, objects and people within the environment and grow, (2) It is to build a theory to interact with people and things in the environment based on personal experience, (3) to use children's "schematic map" to grasp and obtain information about the environment, 4) Complexity of child's cognitive structure as children grow and develop Child's "schema" also increases

Talking about "unzipping" text is now commonplace. Voice and Vision is a book on package essays. History is a scholarship, but it is also art, that is literature. It does not necessarily mimic a novel, not falling into a memoir, or becoming self-quoted text, but its composition requires conscious and knowledgeable things. Voice and vision are for those who want to understand how literary factors strengthen the writing of nonfiction. The problem is whether the sentence is academic, popular, narrative or analytic, whether it is better or not. There are lots of guides in the novels; the journalism journalism is full of manuals; some mixed animations like creative nonfiction and news have developed standards, aesthetics and reasons. But the theme, history and other serious or academic nonfiction novels can not be compared. Currently, Steven Peen solves this strange omission. Because he analyzes and teaches all fields of nonfiction and book based fields. They are very conscientious about numerous examples from research-based writing writers and skilled writers. I will describe good nonfiction and how to implement it. His advice and guidance is valuable to experts and newcomers to write serious and academic nonfiction art. In addition to exploring its course, we are living in times where we have problems, confusion, confusion and fear of our own power, not just exploring that direction. There are many advice voices, but there are few visual sounds, there are lots of excitement and enthusiastic activities, but there are few concerts with a thoughtful purpose. We have suffered from uncontrolled undirected energy and have done a lot, but that is not long. It is our responsibility to find ourselves. Therefore, the World Peace Program is our program; as we have seen, the only viable option is this: openly to the public peace agreement without any international private understanding Although divergence is reached, diplomacy should always be opened to frank opinions Until the eighteenth century, sounds like fantasy were caused by supernatural institutions, ie gods, devils, angels and elves. There is no doubt that these sounds may overlap with psychosis or hysteria, but in most cases, the sound is not considered morbid, and if it is not disturbing and remains private, it will be part of humanity Only accepted. This is a part of some people. Talking with ourselves is the foundation of mankind, because Russia's great psychologist Lev Vygotsky believes that "inner speech" is a prerequisite for all volunteer activities. Like many of us, I talk to almost myself in a day - say "Where are you wearing your glasses, stupid!" And encourage yourself (" Can you! ") (" Why is my driveway my road? ") It is not very common to bless yourself (" I made it! "). Those voices are not externalized; I will not mistake them for God's voice or someone else's voice.

Talking about "unzipping" text is now commonplace. Voice and Vision is a book on package essays. History is a scholarship, but it is also art, that is literature. It does not necessarily mimic a novel, not falling into a memoir, or becoming self-quoted text, but its composition requires conscious and knowledgeable things. Voice and vision are for those who want to understand how literary factors strengthen the writing of nonfiction. The problem is whether the sentence is academic, popular, narrative or analytic, whether it is better or not. There are lots of guides in the novels; the journalism journalism is full of manuals; some mixed animations like creative nonfiction and news have developed standards, aesthetics and reasons. But the theme, history and other serious or academic nonfiction novels can not be compared. Currently, Steven Peen solves this strange omission. Because he analyzes and teaches all fields of nonfiction and book based fields. They are very conscientious about numerous examples from research-based writing writers and skilled writers. I will describe good nonfiction and how to implement it. His advice and guidance is valuable to experts and newcomers to write serious and academic nonfiction art. In addition to exploring its course, we are living in times where we have problems, confusion, confusion and fear of our own power, not just exploring that direction. There are many advice voices, but there are few visual sounds, there are lots of excitement and enthusiastic activities, but there are few concerts with a thoughtful purpose. We have suffered from uncontrolled undirected energy and have done a lot, but that is not long. It is our responsibility to find ourselves. Therefore, the World Peace Program is our program; as we have seen, the only viable option is this: openly to the public peace agreement without any international private understanding Although divergence is reached, diplomacy should always be opened to frank opinions Until the eighteenth century, sounds like fantasy were caused by supernatural institutions, ie gods, devils, angels and elves. There is no doubt that these sounds may overlap with psychosis or hysteria, but in most cases, the sound is not considered morbid, and if it is not disturbing and remains private, it will be part of humanity Only accepted. This is a part of some people. Talking with ourselves is the foundation of mankind, because Russia's great psychologist Lev Vygotsky believes that "inner speech" is a prerequisite for all volunteer activities. Like many of us, I talk to almost myself in a day - say "Where are you wearing your glasses, stupid!" And encourage yourself (" Can you! ") (" Why is my driveway my road? ") It is not very common to bless yourself (" I made it! "). Those voices are not externalized; I will not mistake them for God's voice or someone else's voice.

Talking about "unzipping" text is now commonplace. Voice and Vision is a book on package essays. History is a scholarship, but it is also art, that is literature. It does not necessarily mimic a novel, not falling into a memoir, or becoming self-quoted text, but its composition requires conscious and knowledgeable things. Voice and vision are for those who want to understand how literary factors strengthen the writing of nonfiction. The problem is whether the sentence is academic, popular, narrative or analytic, whether it is better or not. There are lots of guides in the novels; the journalism journalism is full of manuals; some mixed animations like creative nonfiction and news have developed standards, aesthetics and reasons. But the theme, history and other serious or academic nonfiction novels can not be compared. Currently, Steven Peen solves this strange omission. Because he analyzes and teaches all fields of nonfiction and book based fields. They are very conscientious about numerous examples from research-based writing writers and skilled writers. I will describe good nonfiction and how to implement it. His advice and guidance is valuable to experts and newcomers to write serious and academic nonfiction art. In addition to exploring its course, we are living in times where we have problems, confusion, confusion and fear of our own power, not just exploring that direction. There are many advice voices, but there are few visual sounds, there are lots of excitement and enthusiastic activities, but there are few concerts with a thoughtful purpose. We have suffered from uncontrolled undirected energy and have done a lot, but that is not long. It is our responsibility to find ourselves. Therefore, the World Peace Program is our program; as we have seen, the only viable option is this: openly to the public peace agreement without any international private understanding Although divergence is reached, diplomacy should always be opened to frank opinions Until the eighteenth century, sounds like fantasy were caused by supernatural institutions, ie gods, devils, angels and elves. There is no doubt that these sounds may overlap with psychosis or hysteria, but in most cases, the sound is not considered morbid, and if it is not disturbing and remains private, it will be part of humanity Only accepted. This is a part of some people. Talking with ourselves is the foundation of mankind, because Russia's great psychologist Lev Vygotsky believes that "inner speech" is a prerequisite for all volunteer activities. Like many of us, I talk to almost myself in a day - say "Where are you wearing your glasses, stupid!" And encourage yourself (" Can you! ") (" Why is my driveway my road? ") It is not very common to bless yourself (" I made it! "). Those voices are not externalized; I will not mistake them for God's voice or someone else's voice.

Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. The famous developmental psychologist Jean Piaget has created a stage theory of human cognitive development and studied the changes that most people have made since they were born until they mature. The stage of sensory movement, the first stage of cognitive development of Piaget, occurs during the period from birth to the second stage, ultimately achieving object persistence. The persistence of objects is the reason why adults do not make peeps look interesting. Unlike young children, adults are aware that they are still there even if they do not see them. Babies do not understand this as they have not developed sustainability Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. Cognitive theory was developed by Piaget. In this theory, Piaget argues that children are not born with instinctive reality. Piaget believes that development is a process that helps people relate to the environment. With this, he feels that children actively create new ideas based on previous experiences and observations. Piaget believes that we gained knowledge through aggressive exploration of formal programs. The plan is a cognitive structure or an organized behavior style. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers

Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. The famous developmental psychologist Jean Piaget has created a stage theory of human cognitive development and studied the changes that most people have made since they were born until they mature. The stage of sensory movement, the first stage of cognitive development of Piaget, occurs during the period from birth to the second stage, ultimately achieving object persistence. The persistence of objects is the reason why adults do not make peeps look interesting. Unlike young children, adults are aware that they are still there even if they do not see them. Babies do not understand this as they have not developed sustainability Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. Cognitive theory was developed by Piaget. In this theory, Piaget argues that children are not born with instinctive reality. Piaget believes that development is a process that helps people relate to the environment. With this, he feels that children actively create new ideas based on previous experiences and observations. Piaget believes that we gained knowledge through aggressive exploration of formal programs. The plan is a cognitive structure or an organized behavior style. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers

Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. The famous developmental psychologist Jean Piaget has created a stage theory of human cognitive development and studied the changes that most people have made since they were born until they mature. The stage of sensory movement, the first stage of cognitive development of Piaget, occurs during the period from birth to the second stage, ultimately achieving object persistence. The persistence of objects is the reason why adults do not make peeps look interesting. Unlike young children, adults are aware that they are still there even if they do not see them. Babies do not understand this as they have not developed sustainability Jean Piaget, the cognitive theory of human development, is called the most important theorist and he began the most comprehensive theory of intellectual development. Piaget was born in 1896, led a fulfilling and fulfilling life at the Neuchâtel in Switzerland and died at the age of 84. His father is a medieval historian and his mother is a housewife. She is so emotional that her behavior disturbs the normal state of their homes. The count married Valentine 's Chatone, and they soon greeted three girls; Jacqueline, Lucian and Laurent. Cognitive theory was developed by Piaget. In this theory, Piaget argues that children are not born with instinctive reality. Piaget believes that development is a process that helps people relate to the environment. With this, he feels that children actively create new ideas based on previous experiences and observations. Piaget believes that we gained knowledge through aggressive exploration of formal programs. The plan is a cognitive structure or an organized behavior style. "How to compare and contrast each of the four perspectives of Piaget · Eriksson · Skinner and Vygotsky" Papers and research papers

Psycho-psychology research is based on research on human behavior. Psychologists apply learning to multiple organizations, such as administration, human service, and many other areas. Psychology is also divided into various fields of behavior. Clinical psychologists do one-on-one work with inpatients only. Psychologists in psychology research use their observations and tests in their research to study how to deal with everyday problems in today's world. Developmental psychologists are presented with changes in their research patterns and behavior from early childhood to adulthood. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Sigmund Freud is the founder of psychoanalysis, psychotherapy and personality theory systems are still one of the most influential and pessimistic systems in psychology. He was born in Freiberg in Moravia in 1856 (the state of the Austrian-Hungarian empire which was part of Czechoslovakia today). , Jacob's third wife, Amarin Nasso Freud. Freud was his birthplace, but his intention and purpose were all in Vienna. His family moved to Vienna at the age of four, and he stayed there until the year before his death. The four sisters he left were killed in a massacre. In 1886, Freud married Martha Bernards. They have three sons and three daughters. The youngest Anna of them has become an outstanding person in the psychoanalytic movement. Sigmund Freud and Carl Jung have very different approaches to psychology, but both are considered the founder of modern psychoanalytic movement. Their efforts in the dynamic field have made psychology department popular learning choice - and the students' online psychology degree has reached a record level. In April 1906, Freud began communication with a young psychiatrist, Carl John. When Jung went to Vienna in 1907, they met them directly later and the two became fast friends. Their first meeting lasted only 12 hours. Freud believes it is "extremely smart, flashy, quite extraordinary." Freud, even if he calls "my eldest son", thinks that John is his companion and that he is the heir of his psychoanalysis process.

Psycho-psychology research is based on research on human behavior. Psychologists apply learning to multiple organizations, such as administration, human service, and many other areas. Psychology is also divided into various fields of behavior. Clinical psychologists do one-on-one work with inpatients only. Psychologists in psychology research use their observations and tests in their research to study how to deal with everyday problems in today's world. Developmental psychologists are presented with changes in their research patterns and behavior from early childhood to adulthood. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Sigmund Freud is the founder of psychoanalysis, psychotherapy and personality theory systems are still one of the most influential and pessimistic systems in psychology. He was born in Freiberg in Moravia in 1856 (the state of the Austrian-Hungarian empire which was part of Czechoslovakia today). , Jacob's third wife, Amarin Nasso Freud. Freud was his birthplace, but his intention and purpose were all in Vienna. His family moved to Vienna at the age of four, and he stayed there until the year before his death. The four sisters he left were killed in a massacre. In 1886, Freud married Martha Bernards. They have three sons and three daughters. The youngest Anna of them has become an outstanding person in the psychoanalytic movement. Sigmund Freud and Carl Jung have very different approaches to psychology, but both are considered the founder of modern psychoanalytic movement. Their efforts in the dynamic field have made psychology department popular learning choice - and the students' online psychology degree has reached a record level. In April 1906, Freud began communication with a young psychiatrist, Carl John. When Jung went to Vienna in 1907, they met them directly later and the two became fast friends. Their first meeting lasted only 12 hours. Freud believes it is "extremely smart, flashy, quite extraordinary." Freud, even if he calls "my eldest son", thinks that John is his companion and that he is the heir of his psychoanalysis process.

Psycho-psychology research is based on research on human behavior. Psychologists apply learning to multiple organizations, such as administration, human service, and many other areas. Psychology is also divided into various fields of behavior. Clinical psychologists do one-on-one work with inpatients only. Psychologists in psychology research use their observations and tests in their research to study how to deal with everyday problems in today's world. Developmental psychologists are presented with changes in their research patterns and behavior from early childhood to adulthood. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Sigmund Freud is the founder of psychoanalysis, psychotherapy and personality theory systems are still one of the most influential and pessimistic systems in psychology. He was born in Freiberg in Moravia in 1856 (the state of the Austrian-Hungarian empire which was part of Czechoslovakia today). , Jacob's third wife, Amarin Nasso Freud. Freud was his birthplace, but his intention and purpose were all in Vienna. His family moved to Vienna at the age of four, and he stayed there until the year before his death. The four sisters he left were killed in a massacre. In 1886, Freud married Martha Bernards. They have three sons and three daughters. The youngest Anna of them has become an outstanding person in the psychoanalytic movement. Sigmund Freud and Carl Jung have very different approaches to psychology, but both are considered the founder of modern psychoanalytic movement. Their efforts in the dynamic field have made psychology department popular learning choice - and the students' online psychology degree has reached a record level. In April 1906, Freud began communication with a young psychiatrist, Carl John. When Jung went to Vienna in 1907, they met them directly later and the two became fast friends. Their first meeting lasted only 12 hours. Freud believes it is "extremely smart, flashy, quite extraordinary." Freud, even if he calls "my eldest son", thinks that John is his companion and that he is the heir of his psychoanalysis process.

Cognitive development is the development of thought processes from adolescence to adulthood since childhood, including memory, problem solving, decision making. Historically, cognitive development of children has been studied in various ways. The oldest is the intelligence test. An example of this is the Stanford Binet Intelligence Quotient test. The IQ score is based on the concept of psychological age that the score of a child with average intelligence coincides with your age. The IQ test is widely used in the United States, but criticism has been criticized that the definition of intelligence is too narrow. Emphasize children's natural abilities to display more content However, not everything can be integrated into an existing model, you need to use the reconciliation process. In the adjustment, change the existing mode or create a new mode to process the new information. According to Piaget, cognitive development involves ongoing efforts to balance between assimilation and regulation, he calls this a balance. He suggested a theory that systematically explains and explains how intelligence evolves. His theoretical foundation is the principle that cognitive development is done in a series of four different stages: sensory movement, preoperative, specific surgery, and formal surgery. In the first phase or sensory stage (born in two years), knowledge is mainly obtained through sensory impressions and athletic activities. Whether separated or combined, through these two learning modes, babies learn to gradually control their bodies and things in the outside world. At the end of Piaget's career, he came up with the idea that action is actually the main source of knowledge, while perception and language are secondary roles. He insists that the behavior is not random, but rather organized and logical. However, babies up to 4 months old can not think and can not distinguish themselves from others and the environment. For babies, things only exist when they are in insight One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age and two are suitable for early childhood development 1: preoperative phase (2-7 years old), children still can not use logical reasoning (logical operation Other reasoning forms leading to erroneous conclusions; at this stage children tend to be self-centered and can not see the world from their own point of view. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Cognitive development is the development of thought processes from adolescence to adulthood since childhood, including memory, problem solving, decision making. Historically, cognitive development of children has been studied in various ways. The oldest is the intelligence test. An example of this is the Stanford Binet Intelligence Quotient test. The IQ score is based on the concept of psychological age that the score of a child with average intelligence coincides with your age. The IQ test is widely used in the United States, but criticism has been criticized that the definition of intelligence is too narrow. Emphasize children's natural abilities to display more content However, not everything can be integrated into an existing model, you need to use the reconciliation process. In the adjustment, change the existing mode or create a new mode to process the new information. According to Piaget, cognitive development involves ongoing efforts to balance between assimilation and regulation, he calls this a balance. He suggested a theory that systematically explains and explains how intelligence evolves. His theoretical foundation is the principle that cognitive development is done in a series of four different stages: sensory movement, preoperative, specific surgery, and formal surgery. In the first phase or sensory stage (born in two years), knowledge is mainly obtained through sensory impressions and athletic activities. Whether separated or combined, through these two learning modes, babies learn to gradually control their bodies and things in the outside world. At the end of Piaget's career, he came up with the idea that action is actually the main source of knowledge, while perception and language are secondary roles. He insists that the behavior is not random, but rather organized and logical. However, babies up to 4 months old can not think and can not distinguish themselves from others and the environment. For babies, things only exist when they are in insight One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age and two are suitable for early childhood development 1: preoperative phase (2-7 years old), children still can not use logical reasoning (logical operation Other reasoning forms leading to erroneous conclusions; at this stage children tend to be self-centered and can not see the world from their own point of view. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Cognitive development is the development of thought processes from adolescence to adulthood since childhood, including memory, problem solving, decision making. Historically, cognitive development of children has been studied in various ways. The oldest is the intelligence test. An example of this is the Stanford Binet Intelligence Quotient test. The IQ score is based on the concept of psychological age that the score of a child with average intelligence coincides with your age. The IQ test is widely used in the United States, but criticism has been criticized that the definition of intelligence is too narrow. Emphasize children's natural abilities to display more content However, not everything can be integrated into an existing model, you need to use the reconciliation process. In the adjustment, change the existing mode or create a new mode to process the new information. According to Piaget, cognitive development involves ongoing efforts to balance between assimilation and regulation, he calls this a balance. He suggested a theory that systematically explains and explains how intelligence evolves. His theoretical foundation is the principle that cognitive development is done in a series of four different stages: sensory movement, preoperative, specific surgery, and formal surgery. In the first phase or sensory stage (born in two years), knowledge is mainly obtained through sensory impressions and athletic activities. Whether separated or combined, through these two learning modes, babies learn to gradually control their bodies and things in the outside world. At the end of Piaget's career, he came up with the idea that action is actually the main source of knowledge, while perception and language are secondary roles. He insists that the behavior is not random, but rather organized and logical. However, babies up to 4 months old can not think and can not distinguish themselves from others and the environment. For babies, things only exist when they are in insight One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age and two are suitable for early childhood development 1: preoperative phase (2-7 years old), children still can not use logical reasoning (logical operation Other reasoning forms leading to erroneous conclusions; at this stage children tend to be self-centered and can not see the world from their own point of view. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

There are many theories about how people develop emotionally, intellectually, socially, and spiritually. This article will study the theory of five leaders on development issues. Jean Piaget believes that the explanation of the four stages of development is very specific (Atherton, 2010). Sensory stage (2 years old) - Children begin to understand the world around them based on their interactions with the natural environment. The reality begins to be defined. Preoperative stage (2-7 years old) - For children to develop new concepts, certain physical stimulation is necessary. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior. Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the fact that child development occurs in stages is consistent with a different theory. Child development is influenced not only by the biological composition of children but also by external stimuli. There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002).

There are many theories about how people develop emotionally, intellectually, socially, and spiritually. This article will study the theory of five leaders on development issues. Jean Piaget believes that the explanation of the four stages of development is very specific (Atherton, 2010). Sensory stage (2 years old) - Children begin to understand the world around them based on their interactions with the natural environment. The reality begins to be defined. Preoperative stage (2-7 years old) - For children to develop new concepts, certain physical stimulation is necessary. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior. Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the fact that child development occurs in stages is consistent with a different theory. Child development is influenced not only by the biological composition of children but also by external stimuli. There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002).

There are many theories about how people develop emotionally, intellectually, socially, and spiritually. This article will study the theory of five leaders on development issues. Jean Piaget believes that the explanation of the four stages of development is very specific (Atherton, 2010). Sensory stage (2 years old) - Children begin to understand the world around them based on their interactions with the natural environment. The reality begins to be defined. Preoperative stage (2-7 years old) - For children to develop new concepts, certain physical stimulation is necessary. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior. Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the fact that child development occurs in stages is consistent with a different theory. Child development is influenced not only by the biological composition of children but also by external stimuli. There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002).

This is the third lesson on Friday afternoon and the children are very excited. We planned a game about this game. It is "Guidance for Adults" (Research Topic 13, page 5), and many different materials that children can use for children will be offered. Current unit water related model. I will inquire. We often plan such a course on Friday afternoon and it seems difficult for children to concentrate on weekends. Materials we give them include LEGO and wood blocks, building paper and felt tips. This summary shows that I reflect the English teaching practice of the Faculty of English at Kelania University. Designated schools for internship are Visapka Vidyalaya, Sapugaskanda. Internship period is from September 11th to 26th. October I am teaching English to 5th graders, 6th graders, 7th graders, but teaching internship is complicated. It involves the development of student understanding. Just like planting trees. Because this is my first educational experience, I am used to learning in a particular environment. Internship will improve my English teaching motivation and help to expand my English teaching skills and knowledge. Furthermore, I also studied how to apply some of the Vygotsky theory and classical theory, and how these methods affect the educational process. In addition, this internship helps me to know myself; I have mastered and improved my educational skills. Teaching internship involves the preparation and use of the teacher including all the learning experiences of the school teacher. The purpose of reviewing relevant literature is to explore practical educational ideas. This review discusses three major ideas, an overview of conceptual concepts and educational internships, theoretical framework and related studies. Today, educational internships are almost universally accepted as a culmination of professional preparations for teachers in teacher education programs before inauguration. According to Gower & Walters (1983), the educational practice course is a major component of vocational education. Education internship is defined as an ongoing practice of 12 weeks, which constitutes the mandatory course of the school or the university curriculum (depending on the particular teacher training college or university).

This is the third lesson on Friday afternoon and the children are very excited. We planned a game about this game. It is "Guidance for Adults" (Research Topic 13, page 5), and many different materials that children can use for children will be offered. Current unit water related model. I will inquire. We often plan such a course on Friday afternoon and it seems difficult for children to concentrate on weekends. Materials we give them include LEGO and wood blocks, building paper and felt tips. This summary shows that I reflect the English teaching practice of the Faculty of English at Kelania University. Designated schools for internship are Visapka Vidyalaya, Sapugaskanda. Internship period is from September 11th to 26th. October I am teaching English to 5th graders, 6th graders, 7th graders, but teaching internship is complicated. It involves the development of student understanding. Just like planting trees. Because this is my first educational experience, I am used to learning in a particular environment. Internship will improve my English teaching motivation and help to expand my English teaching skills and knowledge. Furthermore, I also studied how to apply some of the Vygotsky theory and classical theory, and how these methods affect the educational process. In addition, this internship helps me to know myself; I have mastered and improved my educational skills. Teaching internship involves the preparation and use of the teacher including all the learning experiences of the school teacher. The purpose of reviewing relevant literature is to explore practical educational ideas. This review discusses three major ideas, an overview of conceptual concepts and educational internships, theoretical framework and related studies. Today, educational internships are almost universally accepted as a culmination of professional preparations for teachers in teacher education programs before inauguration. According to Gower & Walters (1983), the educational practice course is a major component of vocational education. Education internship is defined as an ongoing practice of 12 weeks, which constitutes the mandatory course of the school or the university curriculum (depending on the particular teacher training college or university).

This is the third lesson on Friday afternoon and the children are very excited. We planned a game about this game. It is "Guidance for Adults" (Research Topic 13, page 5), and many different materials that children can use for children will be offered. Current unit water related model. I will inquire. We often plan such a course on Friday afternoon and it seems difficult for children to concentrate on weekends. Materials we give them include LEGO and wood blocks, building paper and felt tips. This summary shows that I reflect the English teaching practice of the Faculty of English at Kelania University. Designated schools for internship are Visapka Vidyalaya, Sapugaskanda. Internship period is from September 11th to 26th. October I am teaching English to 5th graders, 6th graders, 7th graders, but teaching internship is complicated. It involves the development of student understanding. Just like planting trees. Because this is my first educational experience, I am used to learning in a particular environment. Internship will improve my English teaching motivation and help to expand my English teaching skills and knowledge. Furthermore, I also studied how to apply some of the Vygotsky theory and classical theory, and how these methods affect the educational process. In addition, this internship helps me to know myself; I have mastered and improved my educational skills. Teaching internship involves the preparation and use of the teacher including all the learning experiences of the school teacher. The purpose of reviewing relevant literature is to explore practical educational ideas. This review discusses three major ideas, an overview of conceptual concepts and educational internships, theoretical framework and related studies. Today, educational internships are almost universally accepted as a culmination of professional preparations for teachers in teacher education programs before inauguration. According to Gower & Walters (1983), the educational practice course is a major component of vocational education. Education internship is defined as an ongoing practice of 12 weeks, which constitutes the mandatory course of the school or the university curriculum (depending on the particular teacher training college or university).

Social learning theory is a psychological point of view showing how people acquire knowledge by modeling themselves behind observers (Schmalleger, 2011). Albert Bandura's aggressive modeling theory analyzes the progress of aggression through personal observation of others (Osterburg, 2010). Social learning theory believes that people can learn through observation, but learning does not always lead to aggressive behavior. Following the new policy of Jefferson County Department of Employment and Family Services, which is taking away all children from home for one or more statutory guardian crimes. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

Social learning theory is a psychological point of view showing how people acquire knowledge by modeling themselves behind observers (Schmalleger, 2011). Albert Bandura's aggressive modeling theory analyzes the progress of aggression through personal observation of others (Osterburg, 2010). Social learning theory believes that people can learn through observation, but learning does not always lead to aggressive behavior. Following the new policy of Jefferson County Department of Employment and Family Services, which is taking away all children from home for one or more statutory guardian crimes. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

Social learning theory is a psychological point of view showing how people acquire knowledge by modeling themselves behind observers (Schmalleger, 2011). Albert Bandura's aggressive modeling theory analyzes the progress of aggression through personal observation of others (Osterburg, 2010). Social learning theory believes that people can learn through observation, but learning does not always lead to aggressive behavior. Following the new policy of Jefferson County Department of Employment and Family Services, which is taking away all children from home for one or more statutory guardian crimes. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki is based on a child's desire to be an able and confident learner and communicator, a healthy heart, body, spirit, to ensure their sense of belonging and knowledge to society , Founded in New Zealand in 1996. Donation of value "(Ministry of Education The curriculum of New Zealand is flexible and the field of childcare is diverse. Te Whariki is the Education Ministry's preschool education policy statement. Te Whariki regards children as active entities and rights holders. The childhood of New Zealand is seen as a social structure, and the situation varies depending on the situation depending on the situation. Te Whariki is a socio-cultural course based on Rogoff's 1995 theory, Vygotsky of 1978 and Wretsch's 1995 made a major impact on Te Whariki's curriculum. This course recognizes that children learn valuable and valuable things in the community through relationships and activities with other people. Te Whariki is "a cultural place where social reality is built up by the interaction of teachers and students and built in reverse" (Carr, 1996; Melhuish and Petrogiannis, 2006, p. 105). This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki was founded in New Zealand in 1996. This is based on the desire that children want to become supervisors. From this article it is clear that the Te Whariki course is very similar to the infant foundation. They all emphasize the importance of tolerance and cooperation with families. The main focus of this article is to study the main points of each course, and the values ​​and beliefs of both countries. By studying the framework of the two curricula it is clear that each country has different beliefs and values, but the purpose of each framework is to ensure that children can achieve high quality child rearing It is to provide. There is a difference in each course, but there is no evidence that which course is more successful. It is not easy to define which course is most effective because which course has good and bad aspects for each course. One of the main differences is the evaluation process. Both methods highlight the importance of the game and the environment the children learn and develop.

This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki is based on a child's desire to be an able and confident learner and communicator, a healthy heart, body, spirit, to ensure their sense of belonging and knowledge to society , Founded in New Zealand in 1996. Donation of value "(Ministry of Education The curriculum of New Zealand is flexible and the field of childcare is diverse. Te Whariki is the Education Ministry's preschool education policy statement. Te Whariki regards children as active entities and rights holders. The childhood of New Zealand is seen as a social structure, and the situation varies depending on the situation depending on the situation. Te Whariki is a socio-cultural course based on Rogoff's 1995 theory, Vygotsky of 1978 and Wretsch's 1995 made a major impact on Te Whariki's curriculum. This course recognizes that children learn valuable and valuable things in the community through relationships and activities with other people. Te Whariki is "a cultural place where social reality is built up by the interaction of teachers and students and built in reverse" (Carr, 1996; Melhuish and Petrogiannis, 2006, p. 105). This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki was founded in New Zealand in 1996. This is based on the desire that children want to become supervisors. From this article it is clear that the Te Whariki course is very similar to the infant foundation. They all emphasize the importance of tolerance and cooperation with families. The main focus of this article is to study the main points of each course, and the values ​​and beliefs of both countries. By studying the framework of the two curricula it is clear that each country has different beliefs and values, but the purpose of each framework is to ensure that children can achieve high quality child rearing It is to provide. There is a difference in each course, but there is no evidence that which course is more successful. It is not easy to define which course is most effective because which course has good and bad aspects for each course. One of the main differences is the evaluation process. Both methods highlight the importance of the game and the environment the children learn and develop.

This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki is based on a child's desire to be an able and confident learner and communicator, a healthy heart, body, spirit, to ensure their sense of belonging and knowledge to society , Founded in New Zealand in 1996. Donation of value "(Ministry of Education The curriculum of New Zealand is flexible and the field of childcare is diverse. Te Whariki is the Education Ministry's preschool education policy statement. Te Whariki regards children as active entities and rights holders. The childhood of New Zealand is seen as a social structure, and the situation varies depending on the situation depending on the situation. Te Whariki is a socio-cultural course based on Rogoff's 1995 theory, Vygotsky of 1978 and Wretsch's 1995 made a major impact on Te Whariki's curriculum. This course recognizes that children learn valuable and valuable things in the community through relationships and activities with other people. Te Whariki is "a cultural place where social reality is built up by the interaction of teachers and students and built in reverse" (Carr, 1996; Melhuish and Petrogiannis, 2006, p. 105). This is an interesting comparison, as the Early Foundation Stage (EYFS) course in England differs greatly in structure and content from the New Zealand Te Whariki course. EFFS was introduced in the UK in 2008 and DfE was adopted as a framework for "establishing standards for learning, development and nursing care for children from birth to 5 years of age" (DfE, 2012). In addition, Te Whariki was founded in New Zealand in 1996. This is based on the desire that children want to become supervisors. From this article it is clear that the Te Whariki course is very similar to the infant foundation. They all emphasize the importance of tolerance and cooperation with families. The main focus of this article is to study the main points of each course, and the values ​​and beliefs of both countries. By studying the framework of the two curricula it is clear that each country has different beliefs and values, but the purpose of each framework is to ensure that children can achieve high quality child rearing It is to provide. There is a difference in each course, but there is no evidence that which course is more successful. It is not easy to define which course is most effective because which course has good and bad aspects for each course. One of the main differences is the evaluation process. Both methods highlight the importance of the game and the environment the children learn and develop.

As children have progressed to puberty, they have undergone many stages of development. Child development refers to the phases of physical, cognitive, emotional, social, and linguistic development from birth to adulthood. All aspects of child development are influenced by various factors such as poor learning environment, lack of social exchange, cultural differences, abuse, loss of parents. All of the above examples affect child maturity, "process of biological growth that can change behavior in a regular manner, which is relatively unaffected by experience" (Myers 172). The developmental stage of children is a theoretical milestone in child development, some of which have been confirmed by the Nachinist theory. In this article I will explain the most widely accepted developmental stages of children. Variations that are considered "normal" caused by changes in genetic factors, cognitive factors, physical factors, family factors, cultural factors, nutritional factors, educational factors, and environmental factors include Yes. Many children reach some or most of the milestones at different times. Overall development takes the child as a whole - physically, emotionally, intellectually, socially, morally, culturally and spiritually. Understanding the development of children requires research on growth and developmental models to explain guidelines for "normal" development. Development standards are sometimes referred to as milestones - they define a recognized development model that children should obey There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002). Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

As children have progressed to puberty, they have undergone many stages of development. Child development refers to the phases of physical, cognitive, emotional, social, and linguistic development from birth to adulthood. All aspects of child development are influenced by various factors such as poor learning environment, lack of social exchange, cultural differences, abuse, loss of parents. All of the above examples affect child maturity, "process of biological growth that can change behavior in a regular manner, which is relatively unaffected by experience" (Myers 172). The developmental stage of children is a theoretical milestone in child development, some of which have been confirmed by the Nachinist theory. In this article I will explain the most widely accepted developmental stages of children. Variations that are considered "normal" caused by changes in genetic factors, cognitive factors, physical factors, family factors, cultural factors, nutritional factors, educational factors, and environmental factors include Yes. Many children reach some or most of the milestones at different times. Overall development takes the child as a whole - physically, emotionally, intellectually, socially, morally, culturally and spiritually. Understanding the development of children requires research on growth and developmental models to explain guidelines for "normal" development. Development standards are sometimes referred to as milestones - they define a recognized development model that children should obey There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002). Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

As children have progressed to puberty, they have undergone many stages of development. Child development refers to the phases of physical, cognitive, emotional, social, and linguistic development from birth to adulthood. All aspects of child development are influenced by various factors such as poor learning environment, lack of social exchange, cultural differences, abuse, loss of parents. All of the above examples affect child maturity, "process of biological growth that can change behavior in a regular manner, which is relatively unaffected by experience" (Myers 172). The developmental stage of children is a theoretical milestone in child development, some of which have been confirmed by the Nachinist theory. In this article I will explain the most widely accepted developmental stages of children. Variations that are considered "normal" caused by changes in genetic factors, cognitive factors, physical factors, family factors, cultural factors, nutritional factors, educational factors, and environmental factors include Yes. Many children reach some or most of the milestones at different times. Overall development takes the child as a whole - physically, emotionally, intellectually, socially, morally, culturally and spiritually. Understanding the development of children requires research on growth and developmental models to explain guidelines for "normal" development. Development standards are sometimes referred to as milestones - they define a recognized development model that children should obey There are several types of theoretical child development. Stage theory such as Piaget's stage theory focuses on whether children progress at various stages of qualitative development. Socio-cultural theory like Lev Vygotsky's theory highlights how other people and the attitudes of surrounding culture, values ​​and beliefs affect children's development. Information theory like David Klahr's theory examines the psychological processes that generate thinking at all times and the transient processes that bring about the growth of thinking. There are several theories about the development of children focusing on different stages of development from early childhood to adolescence. These theories range from children's physical development to children's language development, cognitive development, social emotional development and moral development. Jean Piaget, John Bowlby, Freud, Erik Erikson, Vygotsky made a big contribution to research and development. They all use different physical and cognitive phases of childhood (Bee and Boyd, 2002). Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

Socialization is a process of becoming a member of society and a way to learn how each person integrates into the community (Jureidini & Poole, 2003, p. 123). Jean Piaget (1896-1980) is a Swiss psychologist explaining the various psychological stages of childhood and development and how these stages affect social and cultural adaptation I will. Other important theorists are George Herbert Mead (1863 - 1931) and Lev Vygotsky (1896 - 1934). The secondary socialization process is particularly important during times of stress and change. The transition from early childhood to childhood, adolescence and adulthood involves socialization of socialization and socialization, and provides all the skills necessary for growth and coexistence to individuals. If the secondary socialization process fails due to internal or external factors, individuals may not have the social or cultural skills necessary to respond logically and reasonably. This situation may lead to changes in their values ​​and social groups. As an adult, we experience a process of socialization through career, family composition, personal relations, and political change. As our lives continue, we enter the retirement age and now the change of careers with the family seems to be different; our priorities change for physical, discomfort or individual circumstances I guess. Infants are the most serious and important socialization, as we learn languages ​​and learn the basics of our culture. As we get older, we are beginning to make major attachments with friends and other adults who are doing through us at the beginning of school. Faith, behavior and other features constitute culture. Culture is learning behavior. Secondary socialization occurs between individuals and people who have secondary relationships with them in their lives. After the age of 5, the second level socialization began. Secondary relationship means that individuals do not have a close intimate relationship or direct relationship with those who are responsible for the socialization process. Secondary socialization represents a way for us to begin to understand the nature of the social world beyond the main contacts. We need to learn how to go out with people. All of these are called principals of secondary socialization. Individuals interact through families, communities, peers, education, and mass media. Kirby et al. According to Giddens (1993) quoted by (2000), there are two types of socialization: primary socialization and secondary socialization. Parents, grandparents, and brothers and sisters are major social exchanges with their children. This includes the basics of communication learning and the language in which the child was born. This is the first phase of a lifelong process that teaches children the basic norms and values. Realization of secondary socialization from primary socialization is provided by many agencies involved in secondary socialization. This is achieved through education, religion, mass media, peer groups, and books. Social children learn to gain independence, personal and social identity, knowing how to behave and interact with people with different backgrounds.

Socialization is a process of becoming a member of society and a way to learn how each person integrates into the community (Jureidini & Poole, 2003, p. 123). Jean Piaget (1896-1980) is a Swiss psychologist explaining the various psychological stages of childhood and development and how these stages affect social and cultural adaptation I will. Other important theorists are George Herbert Mead (1863 - 1931) and Lev Vygotsky (1896 - 1934). The secondary socialization process is particularly important during times of stress and change. The transition from early childhood to childhood, adolescence and adulthood involves socialization of socialization and socialization, and provides all the skills necessary for growth and coexistence to individuals. If the secondary socialization process fails due to internal or external factors, individuals may not have the social or cultural skills necessary to respond logically and reasonably. This situation may lead to changes in their values ​​and social groups. As an adult, we experience a process of socialization through career, family composition, personal relations, and political change. As our lives continue, we enter the retirement age and now the change of careers with the family seems to be different; our priorities change for physical, discomfort or individual circumstances I guess. Infants are the most serious and important socialization, as we learn languages ​​and learn the basics of our culture. As we get older, we are beginning to make major attachments with friends and other adults who are doing through us at the beginning of school. Faith, behavior and other features constitute culture. Culture is learning behavior. Secondary socialization occurs between individuals and people who have secondary relationships with them in their lives. After the age of 5, the second level socialization began. Secondary relationship means that individuals do not have a close intimate relationship or direct relationship with those who are responsible for the socialization process. Secondary socialization represents a way for us to begin to understand the nature of the social world beyond the main contacts. We need to learn how to go out with people. All of these are called principals of secondary socialization. Individuals interact through families, communities, peers, education, and mass media. Kirby et al. According to Giddens (1993) quoted by (2000), there are two types of socialization: primary socialization and secondary socialization. Parents, grandparents, and brothers and sisters are major social exchanges with their children. This includes the basics of communication learning and the language in which the child was born. This is the first phase of a lifelong process that teaches children the basic norms and values. Realization of secondary socialization from primary socialization is provided by many agencies involved in secondary socialization. This is achieved through education, religion, mass media, peer groups, and books. Social children learn to gain independence, personal and social identity, knowing how to behave and interact with people with different backgrounds.

Socialization is a process of becoming a member of society and a way to learn how each person integrates into the community (Jureidini & Poole, 2003, p. 123). Jean Piaget (1896-1980) is a Swiss psychologist explaining the various psychological stages of childhood and development and how these stages affect social and cultural adaptation I will. Other important theorists are George Herbert Mead (1863 - 1931) and Lev Vygotsky (1896 - 1934). The secondary socialization process is particularly important during times of stress and change. The transition from early childhood to childhood, adolescence and adulthood involves socialization of socialization and socialization, and provides all the skills necessary for growth and coexistence to individuals. If the secondary socialization process fails due to internal or external factors, individuals may not have the social or cultural skills necessary to respond logically and reasonably. This situation may lead to changes in their values ​​and social groups. As an adult, we experience a process of socialization through career, family composition, personal relations, and political change. As our lives continue, we enter the retirement age and now the change of careers with the family seems to be different; our priorities change for physical, discomfort or individual circumstances I guess. Infants are the most serious and important socialization, as we learn languages ​​and learn the basics of our culture. As we get older, we are beginning to make major attachments with friends and other adults who are doing through us at the beginning of school. Faith, behavior and other features constitute culture. Culture is learning behavior. Secondary socialization occurs between individuals and people who have secondary relationships with them in their lives. After the age of 5, the second level socialization began. Secondary relationship means that individuals do not have a close intimate relationship or direct relationship with those who are responsible for the socialization process. Secondary socialization represents a way for us to begin to understand the nature of the social world beyond the main contacts. We need to learn how to go out with people. All of these are called principals of secondary socialization. Individuals interact through families, communities, peers, education, and mass media. Kirby et al. According to Giddens (1993) quoted by (2000), there are two types of socialization: primary socialization and secondary socialization. Parents, grandparents, and brothers and sisters are major social exchanges with their children. This includes the basics of communication learning and the language in which the child was born. This is the first phase of a lifelong process that teaches children the basic norms and values. Realization of secondary socialization from primary socialization is provided by many agencies involved in secondary socialization. This is achieved through education, religion, mass media, peer groups, and books. Social children learn to gain independence, personal and social identity, knowing how to behave and interact with people with different backgrounds.

Meanwhile, the Ministry of Health is a government agency responsible for UK health and social welfare. Departments will participate in kindergartens and provide families with the support and assistance needed to improve the lives of their families. For example, the department developed healthy children's programs for all families. Among them is to ensure that children go to school and to keep children safe and healthy. As with traditional methods, early game based courses focus on education and learning. In such a program, the game may be a free game (activity instructed by the child voluntarily), and a guide game (also for children, teachers participate as a common participant). Both are suitable for your child's learning. In order to take advantage of these advantages, the best game-based program offers free game and guided game opportunities. The game is very special. It is very interesting for children's development as well as interesting. Play is one of the most important means for children to learn. Through nature's activities, they create roles that mimic the behavior of adults. Children play a variety of roles in thinking, creating, imagining, communicating, choosing, solving problems, risking, acquiring physical skills, and social interaction. The game essentially motivates and gives the children the freedom to measure tolerance through measurement, test and responsibility adult parameters. Play will support learning, promote language and social development, and enhance creativity for children and adults. Children learning healthy game skills will learn to feel competent, have a sense of success, make friends and interact with others in a non-violent way. Through the game, children can learn more efficiently than people think. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Game-based activities do not replace mainstream education, but complement and promote it. In our game based learning environment, children will get uninterrupted game play over a long period of time. Children have the opportunity to follow their interests. They are motivated to carry out activities and lead themselves with the help of teachers. They learn to master their work. They are shaped gently by independent children due to the initiative and the danger of self-confidence, know that there is no right or wrong way

Meanwhile, the Ministry of Health is a government agency responsible for UK health and social welfare. Departments will participate in kindergartens and provide families with the support and assistance needed to improve the lives of their families. For example, the department developed healthy children's programs for all families. Among them is to ensure that children go to school and to keep children safe and healthy. As with traditional methods, early game based courses focus on education and learning. In such a program, the game may be a free game (activity instructed by the child voluntarily), and a guide game (also for children, teachers participate as a common participant). Both are suitable for your child's learning. In order to take advantage of these advantages, the best game-based program offers free game and guided game opportunities. The game is very special. It is very interesting for children's development as well as interesting. Play is one of the most important means for children to learn. Through nature's activities, they create roles that mimic the behavior of adults. Children play a variety of roles in thinking, creating, imagining, communicating, choosing, solving problems, risking, acquiring physical skills, and social interaction. The game essentially motivates and gives the children the freedom to measure tolerance through measurement, test and responsibility adult parameters. Play will support learning, promote language and social development, and enhance creativity for children and adults. Children learning healthy game skills will learn to feel competent, have a sense of success, make friends and interact with others in a non-violent way. Through the game, children can learn more efficiently than people think. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Game-based activities do not replace mainstream education, but complement and promote it. In our game based learning environment, children will get uninterrupted game play over a long period of time. Children have the opportunity to follow their interests. They are motivated to carry out activities and lead themselves with the help of teachers. They learn to master their work. They are shaped gently by independent children due to the initiative and the danger of self-confidence, know that there is no right or wrong way

Meanwhile, the Ministry of Health is a government agency responsible for UK health and social welfare. Departments will participate in kindergartens and provide families with the support and assistance needed to improve the lives of their families. For example, the department developed healthy children's programs for all families. Among them is to ensure that children go to school and to keep children safe and healthy. As with traditional methods, early game based courses focus on education and learning. In such a program, the game may be a free game (activity instructed by the child voluntarily), and a guide game (also for children, teachers participate as a common participant). Both are suitable for your child's learning. In order to take advantage of these advantages, the best game-based program offers free game and guided game opportunities. The game is very special. It is very interesting for children's development as well as interesting. Play is one of the most important means for children to learn. Through nature's activities, they create roles that mimic the behavior of adults. Children play a variety of roles in thinking, creating, imagining, communicating, choosing, solving problems, risking, acquiring physical skills, and social interaction. The game essentially motivates and gives the children the freedom to measure tolerance through measurement, test and responsibility adult parameters. Play will support learning, promote language and social development, and enhance creativity for children and adults. Children learning healthy game skills will learn to feel competent, have a sense of success, make friends and interact with others in a non-violent way. Through the game, children can learn more efficiently than people think. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Game-based activities do not replace mainstream education, but complement and promote it. In our game based learning environment, children will get uninterrupted game play over a long period of time. Children have the opportunity to follow their interests. They are motivated to carry out activities and lead themselves with the help of teachers. They learn to master their work. They are shaped gently by independent children due to the initiative and the danger of self-confidence, know that there is no right or wrong way

Effective instruction (including lesson planning, implementation, evaluation) benefits from understanding how humans learn. Learning is defined in various ways, but it can be considered simply as an improvement of individual's intellectual ability (Bigge & Shermis). The theory about how this happens is everywhere, but to evaluate the position of existing theory it is necessary for the educator to quantify the "latest trend" of his / her practice in a reasonable way It makes it possible. This knowledge also has its own advantage of "traditional and progressive pendulum" that avoids cycling education. Constructivism is the theory of knowledge building, not education. As Dewey lived, this confusion caused trouble for us. One difference: Children (and all human beings) constantly test, gather and incorporate new knowledge into our "mono" spiritual model, including mathematics. But teachers help build, support and organize this knowledge. I am currently not interested in the discussion of the dead end of "knowing" and "understanding" at all. I understand a bit about unlimited now, I have read a lot. I also understand some things about infinity, but I need to read more about my knowledge of infinity, learn more and learn a lot of this learning. Learning is a difficult task. To better understand how mathematicians now understand infinity, I have to work harder. Constitutionalism is seen as a way forward for mathematics education and it can greatly improve classroom education and mathematics practice. Throughout this article, without definitions of constructivism and its doubt, we will define constructivism, convert the concept of constructivism to classroom, explore the position of various constructists, consider constructivism I will. Advantages and teaching methods and features accompanying this practice There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Effective instruction (including lesson planning, implementation, evaluation) benefits from understanding how humans learn. Learning is defined in various ways, but it can be considered simply as an improvement of individual's intellectual ability (Bigge & Shermis). The theory about how this happens is everywhere, but to evaluate the position of existing theory it is necessary for the educator to quantify the "latest trend" of his / her practice in a reasonable way It makes it possible. This knowledge also has its own advantage of "traditional and progressive pendulum" that avoids cycling education. Constructivism is the theory of knowledge building, not education. As Dewey lived, this confusion caused trouble for us. One difference: Children (and all human beings) constantly test, gather and incorporate new knowledge into our "mono" spiritual model, including mathematics. But teachers help build, support and organize this knowledge. I am currently not interested in the discussion of the dead end of "knowing" and "understanding" at all. I understand a bit about unlimited now, I have read a lot. I also understand some things about infinity, but I need to read more about my knowledge of infinity, learn more and learn a lot of this learning. Learning is a difficult task. To better understand how mathematicians now understand infinity, I have to work harder. Constitutionalism is seen as a way forward for mathematics education and it can greatly improve classroom education and mathematics practice. Throughout this article, without definitions of constructivism and its doubt, we will define constructivism, convert the concept of constructivism to classroom, explore the position of various constructists, consider constructivism I will. Advantages and teaching methods and features accompanying this practice There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Effective instruction (including lesson planning, implementation, evaluation) benefits from understanding how humans learn. Learning is defined in various ways, but it can be considered simply as an improvement of individual's intellectual ability (Bigge & Shermis). The theory about how this happens is everywhere, but to evaluate the position of existing theory it is necessary for the educator to quantify the "latest trend" of his / her practice in a reasonable way It makes it possible. This knowledge also has its own advantage of "traditional and progressive pendulum" that avoids cycling education. Constructivism is the theory of knowledge building, not education. As Dewey lived, this confusion caused trouble for us. One difference: Children (and all human beings) constantly test, gather and incorporate new knowledge into our "mono" spiritual model, including mathematics. But teachers help build, support and organize this knowledge. I am currently not interested in the discussion of the dead end of "knowing" and "understanding" at all. I understand a bit about unlimited now, I have read a lot. I also understand some things about infinity, but I need to read more about my knowledge of infinity, learn more and learn a lot of this learning. Learning is a difficult task. To better understand how mathematicians now understand infinity, I have to work harder. Constitutionalism is seen as a way forward for mathematics education and it can greatly improve classroom education and mathematics practice. Throughout this article, without definitions of constructivism and its doubt, we will define constructivism, convert the concept of constructivism to classroom, explore the position of various constructists, consider constructivism I will. Advantages and teaching methods and features accompanying this practice There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness.

Foundation for Youth Education abroad This aim is to tackle my educational abilities and methods of taking courses. The course I prepared and taught opened my eyes and helped me to understand exactly where I needed to improve. This paper is not a specific assignment you gave me, and although I did not complete my work during the semester, it deals with the essence of learning that you want us to learn. Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (the former teacher is well attached with ID!), The most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Technology comfort: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the tool categories and try to understand how the learning management system works, or to better understand the common features of video capture and editing software. Do something, break something, practice, practice, practice. You will build a portfolio that you can share and reduce natural anxiety when you interview new tools and skills (high quality collaboration with interviews and subject matter experts). CFM 661. Fundamentals of experience education. The experiential education foundation introduces the principles and practices of experiential education in outdoor environments. Students apply the principles of experiential learning, spiritual development and leadership to outdoor activities using team processes, adventure courses, and wilderness adventures. CFM 662. Theology and practice of outdoor adventure leadership. This course is an overview of the foundation's leadership in outdoor adventure at Wheaton Graduate School. It helps students to prepare for leadership and service in the spiritual and community, personally, by helping students develop their personal vision, ministry skills, interpersonal skills and ministry's philosophy personally I aim to do. This course is offered in a modular form of HoneyRock.

Foundation for Youth Education abroad This aim is to tackle my educational abilities and methods of taking courses. The course I prepared and taught opened my eyes and helped me to understand exactly where I needed to improve. This paper is not a specific assignment you gave me, and although I did not complete my work during the semester, it deals with the essence of learning that you want us to learn. Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (the former teacher is well attached with ID!), The most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Technology comfort: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the tool categories and try to understand how the learning management system works, or to better understand the common features of video capture and editing software. Do something, break something, practice, practice, practice. You will build a portfolio that you can share and reduce natural anxiety when you interview new tools and skills (high quality collaboration with interviews and subject matter experts). CFM 661. Fundamentals of experience education. The experiential education foundation introduces the principles and practices of experiential education in outdoor environments. Students apply the principles of experiential learning, spiritual development and leadership to outdoor activities using team processes, adventure courses, and wilderness adventures. CFM 662. Theology and practice of outdoor adventure leadership. This course is an overview of the foundation's leadership in outdoor adventure at Wheaton Graduate School. It helps students to prepare for leadership and service in the spiritual and community, personally, by helping students develop their personal vision, ministry skills, interpersonal skills and ministry's philosophy personally I aim to do. This course is offered in a modular form of HoneyRock.

Foundation for Youth Education abroad This aim is to tackle my educational abilities and methods of taking courses. The course I prepared and taught opened my eyes and helped me to understand exactly where I needed to improve. This paper is not a specific assignment you gave me, and although I did not complete my work during the semester, it deals with the essence of learning that you want us to learn. Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (the former teacher is well attached with ID!), The most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Technology comfort: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the tool categories and try to understand how the learning management system works, or to better understand the common features of video capture and editing software. Do something, break something, practice, practice, practice. You will build a portfolio that you can share and reduce natural anxiety when you interview new tools and skills (high quality collaboration with interviews and subject matter experts). CFM 661. Fundamentals of experience education. The experiential education foundation introduces the principles and practices of experiential education in outdoor environments. Students apply the principles of experiential learning, spiritual development and leadership to outdoor activities using team processes, adventure courses, and wilderness adventures. CFM 662. Theology and practice of outdoor adventure leadership. This course is an overview of the foundation's leadership in outdoor adventure at Wheaton Graduate School. It helps students to prepare for leadership and service in the spiritual and community, personally, by helping students develop their personal vision, ministry skills, interpersonal skills and ministry's philosophy personally I aim to do. This course is offered in a modular form of HoneyRock.

Psychology is a broad research area and there are several thought and thinking schools that can help us understand and understand human behavior. Perception, behavior, personality are just a part of psychologist's research. Some psychologists choose to study abnormal behaviors, but other psychologists try to understand why we think that way Developmental psychology is a field of psychology that attempts to explain humans over time, in a microscopic sense, from an infant to a mature adult, and in the sense of a macro, along with the culture itself for decades . It should be pointed out that it is difficult to widely claim the year development of development. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life cycle from birth to death, but this field of psychology primarily focused primarily on infancy and childhood. The scope of developmental psychology includes psychological factors that change during the lifetime, such as motor skills, problem solving, language acquisition, identity formation. Forensic psychology is one of the fastest growing areas of psychology. It involves criminal investigation and applying psychological principles to law. Forensic psychologists work in criminal courts and civil courts with lawyers, criminals, families and witnesses and are active in environments such as rehabilitation centers, prisons and prisons, and police stations.

Psychology is a broad research area and there are several thought and thinking schools that can help us understand and understand human behavior. Perception, behavior, personality are just a part of psychologist's research. Some psychologists choose to study abnormal behaviors, but other psychologists try to understand why we think that way Developmental psychology is a field of psychology that attempts to explain humans over time, in a microscopic sense, from an infant to a mature adult, and in the sense of a macro, along with the culture itself for decades . It should be pointed out that it is difficult to widely claim the year development of development. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life cycle from birth to death, but this field of psychology primarily focused primarily on infancy and childhood. The scope of developmental psychology includes psychological factors that change during the lifetime, such as motor skills, problem solving, language acquisition, identity formation. Forensic psychology is one of the fastest growing areas of psychology. It involves criminal investigation and applying psychological principles to law. Forensic psychologists work in criminal courts and civil courts with lawyers, criminals, families and witnesses and are active in environments such as rehabilitation centers, prisons and prisons, and police stations.

Psychology is a broad research area and there are several thought and thinking schools that can help us understand and understand human behavior. Perception, behavior, personality are just a part of psychologist's research. Some psychologists choose to study abnormal behaviors, but other psychologists try to understand why we think that way Developmental psychology is a field of psychology that attempts to explain humans over time, in a microscopic sense, from an infant to a mature adult, and in the sense of a macro, along with the culture itself for decades . It should be pointed out that it is difficult to widely claim the year development of development. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life cycle from birth to death, but this field of psychology primarily focused primarily on infancy and childhood. The scope of developmental psychology includes psychological factors that change during the lifetime, such as motor skills, problem solving, language acquisition, identity formation. Forensic psychology is one of the fastest growing areas of psychology. It involves criminal investigation and applying psychological principles to law. Forensic psychologists work in criminal courts and civil courts with lawyers, criminals, families and witnesses and are active in environments such as rehabilitation centers, prisons and prisons, and police stations.

This book was written in the 1980s, but it is an important foundation for people in the field of children's living. It clearly and concisely covers the history of occupation, related theories (stress and coping, attachment, game etc.), child's development (Piaget, Ericsson, Vygotsky etc), and how they apply to children and families It is. Healthcare books also explain the important aspects of a child's life plan and programs and the management of volunteers. The only downside is that it was written a little while ago and some problems were slightly changed (eg no more objections that allow parents to be next to their children during hospitalization) . But this book is still a valuable outline of the lives of children, including the theory and rationale for all courses, the specific content of these courses and the day-to-day work of the children's life specialists . It must be read for all students and interns of childhood, and it is a great help to study certification exams of children's lives. I also recommend psychosocial and family-oriented views to everyone in the pediatric medical field. We also recommend a solid introduction about your child's life service. The theory and practice of children's life support the application of knowledge on child development, the education, preparation and support of children and their families through family related dynamics related to hospitalization and disease. Children's life theory and practice is taught by accredited children's life specialists and meets the requirements of the child's life council as a certified child's life specialist. After completing this course, you do not need to get certified for your child's life, but we recommend that you do so. A discussion on management programs for children who are referring to the occupational life of classic children, children's hospitals sensitive to the needs of hospitalized children for treatment, skillfully interwoven living, and actually living reality children. Through carefully selected case studies, related bibliographic resources, and personal experience, the author not only provides practical AIDS wealth to readers, but also a deep understanding of the plan for these programs for children It is necessary to establish a mechanism as well as a life. Page 271. Paperback ISBN: 0-398-04456-2. Children will learn the recommended reference for life professional certification exam Going to a doctor or being hospitalized may be a strange and stressful experience for children. The role of children 's life program is to normalize children' s hospitalization and health management experience, enrich their lives by experiencing health care. Most of the children are discharged from the hospital, learned full excitement, talk about relatives and friends about their experiences. Several children also cried when it was said that the time to leave the hospital's game room came. The children continue playing and handling at the hospital even after coming home. Having hospital toys (doctor's kit, toys for patients, pretend to be Teddy's bandages or straws, etc.) helps the infant keep learning his home experience. Please listen to the game carefully. If you have questions about children's games, you can get advice on how to help your child to convey your story through languages ​​and games by calling your child's life plan.

This book was written in the 1980s, but it is an important foundation for people in the field of children's living. It clearly and concisely covers the history of occupation, related theories (stress and coping, attachment, game etc.), child's development (Piaget, Ericsson, Vygotsky etc), and how they apply to children and families It is. Healthcare books also explain the important aspects of a child's life plan and programs and the management of volunteers. The only downside is that it was written a little while ago and some problems were slightly changed (eg no more objections that allow parents to be next to their children during hospitalization) . But this book is still a valuable outline of the lives of children, including the theory and rationale for all courses, the specific content of these courses and the day-to-day work of the children's life specialists . It must be read for all students and interns of childhood, and it is a great help to study certification exams of children's lives. I also recommend psychosocial and family-oriented views to everyone in the pediatric medical field. We also recommend a solid introduction about your child's life service. The theory and practice of children's life support the application of knowledge on child development, the education, preparation and support of children and their families through family related dynamics related to hospitalization and disease. Children's life theory and practice is taught by accredited children's life specialists and meets the requirements of the child's life council as a certified child's life specialist. After completing this course, you do not need to get certified for your child's life, but we recommend that you do so. A discussion on management programs for children who are referring to the occupational life of classic children, children's hospitals sensitive to the needs of hospitalized children for treatment, skillfully interwoven living, and actually living reality children. Through carefully selected case studies, related bibliographic resources, and personal experience, the author not only provides practical AIDS wealth to readers, but also a deep understanding of the plan for these programs for children It is necessary to establish a mechanism as well as a life. Page 271. Paperback ISBN: 0-398-04456-2. Children will learn the recommended reference for life professional certification exam Going to a doctor or being hospitalized may be a strange and stressful experience for children. The role of children 's life program is to normalize children' s hospitalization and health management experience, enrich their lives by experiencing health care. Most of the children are discharged from the hospital, learned full excitement, talk about relatives and friends about their experiences. Several children also cried when it was said that the time to leave the hospital's game room came. The children continue playing and handling at the hospital even after coming home. Having hospital toys (doctor's kit, toys for patients, pretend to be Teddy's bandages or straws, etc.) helps the infant keep learning his home experience. Please listen to the game carefully. If you have questions about children's games, you can get advice on how to help your child to convey your story through languages ​​and games by calling your child's life plan.

This book was written in the 1980s, but it is an important foundation for people in the field of children's living. It clearly and concisely covers the history of occupation, related theories (stress and coping, attachment, game etc.), child's development (Piaget, Ericsson, Vygotsky etc), and how they apply to children and families It is. Healthcare books also explain the important aspects of a child's life plan and programs and the management of volunteers. The only downside is that it was written a little while ago and some problems were slightly changed (eg no more objections that allow parents to be next to their children during hospitalization) . But this book is still a valuable outline of the lives of children, including the theory and rationale for all courses, the specific content of these courses and the day-to-day work of the children's life specialists . It must be read for all students and interns of childhood, and it is a great help to study certification exams of children's lives. I also recommend psychosocial and family-oriented views to everyone in the pediatric medical field. We also recommend a solid introduction about your child's life service. The theory and practice of children's life support the application of knowledge on child development, the education, preparation and support of children and their families through family related dynamics related to hospitalization and disease. Children's life theory and practice is taught by accredited children's life specialists and meets the requirements of the child's life council as a certified child's life specialist. After completing this course, you do not need to get certified for your child's life, but we recommend that you do so. A discussion on management programs for children who are referring to the occupational life of classic children, children's hospitals sensitive to the needs of hospitalized children for treatment, skillfully interwoven living, and actually living reality children. Through carefully selected case studies, related bibliographic resources, and personal experience, the author not only provides practical AIDS wealth to readers, but also a deep understanding of the plan for these programs for children It is necessary to establish a mechanism as well as a life. Page 271. Paperback ISBN: 0-398-04456-2. Children will learn the recommended reference for life professional certification exam Going to a doctor or being hospitalized may be a strange and stressful experience for children. The role of children 's life program is to normalize children' s hospitalization and health management experience, enrich their lives by experiencing health care. Most of the children are discharged from the hospital, learned full excitement, talk about relatives and friends about their experiences. Several children also cried when it was said that the time to leave the hospital's game room came. The children continue playing and handling at the hospital even after coming home. Having hospital toys (doctor's kit, toys for patients, pretend to be Teddy's bandages or straws, etc.) helps the infant keep learning his home experience. Please listen to the game carefully. If you have questions about children's games, you can get advice on how to help your child to convey your story through languages ​​and games by calling your child's life plan.

The process of acquiring and acquiring knowledge is a very interesting and complicated task. Constructivistic learning methods were first represented by Dewey (1936) in the early 20th century. Dewey identified a progressive model based on Rousseau 's writing and psychology philosophy. Piaget, J. (1973) By studying the psychological development found at the beginning of adolescence or discovered by rediscovering reconstruction, Brunner (1973) studied various interactions with knowledge and many researchers We will study learning as a theory of social processes involving. (Montessori (1946); Kolb & Fry (1975); etc. saw the original compositionalism of Dewey and found it to be one of the best teachers Constructivist theory thinks that the purpose of school education is not only to acquire specific knowledge and expertise but also to deepen their understanding. I will learn how to learn to become a goal. From a constructivist perspective, the learning environment is a laboratory that provides tools to support learners' understanding. In this approach, the teacher promotes learning by providing appropriate activities (such as modeling and questioning techniques) in well-designed, well-organized, well-controlled classroom environments, allowing students to understand concepts You can deepen. Constructivistic instruction is based on constructivistic learning theory. The basis of constructivistic guidance is that learning is done passively in the process of actively participating in the process of building meaning and knowledge, rather than receiving information passively. Learners are the creator of meaning and knowledge. Constructivist's educational approach is based on constructive learning theory. Jean Piaget and John Dewey will learn about child development and education. Dewey and Piaget have a great influence on the development of informal education. Dewey's view on influential education suggests that education must engage and expand experience, and explore thoughts and introspection related to the role of educators. The role of Piaget in constructivistic guidance suggests that knowledge is expanded by learning from infancy to adulthood necessary for learning. Based on the work of educators such as John Dewey, Maria Montessori, Jean Piaget, Jerome Bruner, Lev Vygotsky, the term "constructive meaning" (ie constructive meaning) is most commonly seen in constructive education methods . In constructivist view, the meaning is built from knowledge. John Dirkx sees transformational learning as a process meaning creation in adult education aimed at promoting democratic social vision and personal self-realization. Learning is life, not preparation for it. Consequently, transformational learning requires current and present commitments, and reliability focusing on understanding emotions and emotions in the learning environment. The relationship between individuals and the wider world is discussed from the perspective of its important role in learning.

The process of acquiring and acquiring knowledge is a very interesting and complicated task. Constructivistic learning methods were first represented by Dewey (1936) in the early 20th century. Dewey identified a progressive model based on Rousseau 's writing and psychology philosophy. Piaget, J. (1973) By studying the psychological development found at the beginning of adolescence or discovered by rediscovering reconstruction, Brunner (1973) studied various interactions with knowledge and many researchers We will study learning as a theory of social processes involving. (Montessori (1946); Kolb & Fry (1975); etc. saw the original compositionalism of Dewey and found it to be one of the best teachers Constructivist theory thinks that the purpose of school education is not only to acquire specific knowledge and expertise but also to deepen their understanding. I will learn how to learn to become a goal. From a constructivist perspective, the learning environment is a laboratory that provides tools to support learners' understanding. In this approach, the teacher promotes learning by providing appropriate activities (such as modeling and questioning techniques) in well-designed, well-organized, well-controlled classroom environments, allowing students to understand concepts You can deepen. Constructivistic instruction is based on constructivistic learning theory. The basis of constructivistic guidance is that learning is done passively in the process of actively participating in the process of building meaning and knowledge, rather than receiving information passively. Learners are the creator of meaning and knowledge. Constructivist's educational approach is based on constructive learning theory. Jean Piaget and John Dewey will learn about child development and education. Dewey and Piaget have a great influence on the development of informal education. Dewey's view on influential education suggests that education must engage and expand experience, and explore thoughts and introspection related to the role of educators. The role of Piaget in constructivistic guidance suggests that knowledge is expanded by learning from infancy to adulthood necessary for learning. Based on the work of educators such as John Dewey, Maria Montessori, Jean Piaget, Jerome Bruner, Lev Vygotsky, the term "constructive meaning" (ie constructive meaning) is most commonly seen in constructive education methods . In constructivist view, the meaning is built from knowledge. John Dirkx sees transformational learning as a process meaning creation in adult education aimed at promoting democratic social vision and personal self-realization. Learning is life, not preparation for it. Consequently, transformational learning requires current and present commitments, and reliability focusing on understanding emotions and emotions in the learning environment. The relationship between individuals and the wider world is discussed from the perspective of its important role in learning.

The process of acquiring and acquiring knowledge is a very interesting and complicated task. Constructivistic learning methods were first represented by Dewey (1936) in the early 20th century. Dewey identified a progressive model based on Rousseau 's writing and psychology philosophy. Piaget, J. (1973) By studying the psychological development found at the beginning of adolescence or discovered by rediscovering reconstruction, Brunner (1973) studied various interactions with knowledge and many researchers We will study learning as a theory of social processes involving. (Montessori (1946); Kolb & Fry (1975); etc. saw the original compositionalism of Dewey and found it to be one of the best teachers Constructivist theory thinks that the purpose of school education is not only to acquire specific knowledge and expertise but also to deepen their understanding. I will learn how to learn to become a goal. From a constructivist perspective, the learning environment is a laboratory that provides tools to support learners' understanding. In this approach, the teacher promotes learning by providing appropriate activities (such as modeling and questioning techniques) in well-designed, well-organized, well-controlled classroom environments, allowing students to understand concepts You can deepen. Constructivistic instruction is based on constructivistic learning theory. The basis of constructivistic guidance is that learning is done passively in the process of actively participating in the process of building meaning and knowledge, rather than receiving information passively. Learners are the creator of meaning and knowledge. Constructivist's educational approach is based on constructive learning theory. Jean Piaget and John Dewey will learn about child development and education. Dewey and Piaget have a great influence on the development of informal education. Dewey's view on influential education suggests that education must engage and expand experience, and explore thoughts and introspection related to the role of educators. The role of Piaget in constructivistic guidance suggests that knowledge is expanded by learning from infancy to adulthood necessary for learning. Based on the work of educators such as John Dewey, Maria Montessori, Jean Piaget, Jerome Bruner, Lev Vygotsky, the term "constructive meaning" (ie constructive meaning) is most commonly seen in constructive education methods . In constructivist view, the meaning is built from knowledge. John Dirkx sees transformational learning as a process meaning creation in adult education aimed at promoting democratic social vision and personal self-realization. Learning is life, not preparation for it. Consequently, transformational learning requires current and present commitments, and reliability focusing on understanding emotions and emotions in the learning environment. The relationship between individuals and the wider world is discussed from the perspective of its important role in learning.

Introduction: In a classroom environment, it is easy to see that a teacher or teacher is the leader of the role model. In addition, it is their dress code that students should pay attention first. Whether their clothes are suitable for shaping young or old minds. In more specialized areas, university teachers should wear formal or conservative clothes. According to aspects of social learning theory, teacher's clothing affects how students learn and achieve targets in the classroom. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

Introduction: In a classroom environment, it is easy to see that a teacher or teacher is the leader of the role model. In addition, it is their dress code that students should pay attention first. Whether their clothes are suitable for shaping young or old minds. In more specialized areas, university teachers should wear formal or conservative clothes. According to aspects of social learning theory, teacher's clothing affects how students learn and achieve targets in the classroom. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

Introduction: In a classroom environment, it is easy to see that a teacher or teacher is the leader of the role model. In addition, it is their dress code that students should pay attention first. Whether their clothes are suitable for shaping young or old minds. In more specialized areas, university teachers should wear formal or conservative clothes. According to aspects of social learning theory, teacher's clothing affects how students learn and achieve targets in the classroom. For this task, I will study social learning theory. Social learning theory was originally proposed by Albert Bandura. This is the theory that "emphasize the importance of observing and shaping behaviors, attitudes, emotional reactions of others" ("Social learning theory", nd). Social learning theory has three main assumptions. First, the theory assumes that people can learn by observing others (Cherry, n.d.). Second, social learning theory is based on behaviorism. Social learning theory (also called social cognitive theory) is a concept that people learn by observing the behavior of others, and the process of human thought is essential for understanding personality. The theory of social learning arises from the work of N.E. Miller and J. Dollard were proposed in 1941. Their argument is that if they are motivated to learn a certain behavior, they can learn certain actions through clear observations. By mimicking these behaviors observed, individual observers will integrate learning behavior and gain positive reinforcement (Miller & Dollar, 1941). Since 1962, Albert Bandura has extended and theorized the concept of social learning. Because it includes attention, memory and motivation, social learning theory covers the framework of cognition and behavior. Bandura's theory improves the exact behavioral interpretation of modeling provided by Miller & Dollard (1941). Bandura's work is related to Vygotsky and Ralph's theory. It also highlights the central role of social learning. Social learning theory has been widely used in the understanding of aggression (Bandura, 1973) and psychological barriers, especially in the context of behavioral correction (Bandura, 1969). It is also the theoretical foundation of behavioral modeling technology and widely used in training programs. In recent years, Bandura has focused his research on the concept of self-efficacy in various contexts (eg Bandura, 1997).

There are many terms that are considered to be very powerful, but they are also very subjective. Authorization is one of them, defined as a function to enable or to allow (Dictionary.com, 2014). Subjective terms such as love and hatred, morality and immorality have different views around the world. Therefore, when discussing the term empowerment it is difficult to find a single idea or idea that includes the real meaning of authorization. But at its basic level, empowerment is considered an authoritative part of individual growth and success. Do not underestimate the idea of ​​learning through teaching. Empowerment is the best natural growth pattern in the group. A recent development area Lev Vygotsky's theory further conveys to us that people can better understand their views and learn the best from their colleagues. Vygotsky discovered that there is a certain area between the work the children already have and the skills they still want to achieve. The sweet spot is between the two states and it is assumed that the children develop best when they learn with their colleagues. So even if you are not a problem or skill expert, it may be more effective to explain those people you are already experiencing already knowing than trying to endure more knowledge. Teaching to give power to all learners is my personal bilingual instructional philosophy. But can teachers give authority to different groups of learners so that they can make their own voice? I found that teaching diversity and understanding is important for giving power to all learners. In order to learn about new languages, cultures and connected worlds and acquire knowledge, we have to learn and accept each other's differences so that students can communicate, communicate and collaborate with one another. My ideology is supported by the theory of social change constitutionism. It highlights the need for teachers to implement more culturally comprehensive and socially relevant educational techniques in the classroom. Sex and understanding Umar Hakim is the community builder of the Los Angeles community and is the Executive Director of the HR system of the 501 c 3 organization based in Los Angeles. Their mission is "to provide life skills to economically disadvantaged young people and adults to replace social diseases with opportunities for intellectual and economic empowerment." . For the past three and a half, he has been a community organizer of Greater Boston Interfaith Organization (GBIO). At GBIO, at his most fortunate moment, the $ 50 million renovation with parents and teachers of Roxbury Dearborn School and the first public meeting between the Islamic centers in collaboration with the Greater Boston Muslim community were held . Governor of Massachusetts in May 2010 and 1,200 Muslims

There are many terms that are considered to be very powerful, but they are also very subjective. Authorization is one of them, defined as a function to enable or to allow (Dictionary.com, 2014). Subjective terms such as love and hatred, morality and immorality have different views around the world. Therefore, when discussing the term empowerment it is difficult to find a single idea or idea that includes the real meaning of authorization. But at its basic level, empowerment is considered an authoritative part of individual growth and success. Do not underestimate the idea of ​​learning through teaching. Empowerment is the best natural growth pattern in the group. A recent development area Lev Vygotsky's theory further conveys to us that people can better understand their views and learn the best from their colleagues. Vygotsky discovered that there is a certain area between the work the children already have and the skills they still want to achieve. The sweet spot is between the two states and it is assumed that the children develop best when they learn with their colleagues. So even if you are not a problem or skill expert, it may be more effective to explain those people you are already experiencing already knowing than trying to endure more knowledge. Teaching to give power to all learners is my personal bilingual instructional philosophy. But can teachers give authority to different groups of learners so that they can make their own voice? I found that teaching diversity and understanding is important for giving power to all learners. In order to learn about new languages, cultures and connected worlds and acquire knowledge, we have to learn and accept each other's differences so that students can communicate, communicate and collaborate with one another. My ideology is supported by the theory of social change constitutionism. It highlights the need for teachers to implement more culturally comprehensive and socially relevant educational techniques in the classroom. Sex and understanding Umar Hakim is the community builder of the Los Angeles community and is the Executive Director of the HR system of the 501 c 3 organization based in Los Angeles. Their mission is "to provide life skills to economically disadvantaged young people and adults to replace social diseases with opportunities for intellectual and economic empowerment." . For the past three and a half, he has been a community organizer of Greater Boston Interfaith Organization (GBIO). At GBIO, at his most fortunate moment, the $ 50 million renovation with parents and teachers of Roxbury Dearborn School and the first public meeting between the Islamic centers in collaboration with the Greater Boston Muslim community were held . Governor of Massachusetts in May 2010 and 1,200 Muslims

There are many terms that are considered to be very powerful, but they are also very subjective. Authorization is one of them, defined as a function to enable or to allow (Dictionary.com, 2014). Subjective terms such as love and hatred, morality and immorality have different views around the world. Therefore, when discussing the term empowerment it is difficult to find a single idea or idea that includes the real meaning of authorization. But at its basic level, empowerment is considered an authoritative part of individual growth and success. Do not underestimate the idea of ​​learning through teaching. Empowerment is the best natural growth pattern in the group. A recent development area Lev Vygotsky's theory further conveys to us that people can better understand their views and learn the best from their colleagues. Vygotsky discovered that there is a certain area between the work the children already have and the skills they still want to achieve. The sweet spot is between the two states and it is assumed that the children develop best when they learn with their colleagues. So even if you are not a problem or skill expert, it may be more effective to explain those people you are already experiencing already knowing than trying to endure more knowledge. Teaching to give power to all learners is my personal bilingual instructional philosophy. But can teachers give authority to different groups of learners so that they can make their own voice? I found that teaching diversity and understanding is important for giving power to all learners. In order to learn about new languages, cultures and connected worlds and acquire knowledge, we have to learn and accept each other's differences so that students can communicate, communicate and collaborate with one another. My ideology is supported by the theory of social change constitutionism. It highlights the need for teachers to implement more culturally comprehensive and socially relevant educational techniques in the classroom. Sex and understanding Umar Hakim is the community builder of the Los Angeles community and is the Executive Director of the HR system of the 501 c 3 organization based in Los Angeles. Their mission is "to provide life skills to economically disadvantaged young people and adults to replace social diseases with opportunities for intellectual and economic empowerment." . For the past three and a half, he has been a community organizer of Greater Boston Interfaith Organization (GBIO). At GBIO, at his most fortunate moment, the $ 50 million renovation with parents and teachers of Roxbury Dearborn School and the first public meeting between the Islamic centers in collaboration with the Greater Boston Muslim community were held . Governor of Massachusetts in May 2010 and 1,200 Muslims

Parents are the first teachers in their lives. Both mothers and fathers can have a very unique impact on children. Mothers and fathers have different parents, but the number of mothers and fathers is essential for healthy development. Both parents teach the children a lot of things such as how to eat, how to walk, how to talk, and the potential feelings such as love, trust, and happiness. On the contrary, parents can also teach the children often without knowing influence, distrust, anger, contempt. This article will explain the various forms of caregivers, parenting style, and early childhood education. The topics covered are as follows. • Evaluate different types of child rearing practices and their impact on infancy and early childhood development. • Compare and contrast positive and / or negative with at least two different types of caregivers. Role of gender Stereotypes and bias of gender are penetrating into daily life. Children can understand the role of gender early in life, perhaps before enrolling 18 months before enrolling. (Howe, 1). The formation of these sexual roles tends to be overlooked, but its effect is immeasurable. Adjective used to explain baby (boy: handsome, big, strong, girls: sweet, beautiful, precious), baby's coloring (blue and pink), children's toys, Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. Emotional development in early childhood occurs in dynamic interactions between parentage relationships and the environment they are developing. One aspect of this environment is the way of parenting, in which relatively stable parent behavior and attitude towards the child determine the mood of the family. The dimensional approach to parenting style usually focuses on the role of three child rearing dimensions in child development: 1) affection, ie positive emotion, responsiveness, support of parent-child relationship, 2) behavior management, That is, firmly and consistently disciplined, for example, setting for regulating child's behavior, maturity requirement, supervision limitation, 3) psychological control, ie parents are psychological means (eg, withdrawal of love, guilt feeling ) To control the emotions and behavior of the child. Emotional development of parents' child rearing patterns and first stage of children: regulatory role of child temperament

Parents are the first teachers in their lives. Both mothers and fathers can have a very unique impact on children. Mothers and fathers have different parents, but the number of mothers and fathers is essential for healthy development. Both parents teach the children a lot of things such as how to eat, how to walk, how to talk, and the potential feelings such as love, trust, and happiness. On the contrary, parents can also teach the children often without knowing influence, distrust, anger, contempt. This article will explain the various forms of caregivers, parenting style, and early childhood education. The topics covered are as follows. • Evaluate different types of child rearing practices and their impact on infancy and early childhood development. • Compare and contrast positive and / or negative with at least two different types of caregivers. Role of gender Stereotypes and bias of gender are penetrating into daily life. Children can understand the role of gender early in life, perhaps before enrolling 18 months before enrolling. (Howe, 1). The formation of these sexual roles tends to be overlooked, but its effect is immeasurable. Adjective used to explain baby (boy: handsome, big, strong, girls: sweet, beautiful, precious), baby's coloring (blue and pink), children's toys, Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. Emotional development in early childhood occurs in dynamic interactions between parentage relationships and the environment they are developing. One aspect of this environment is the way of parenting, in which relatively stable parent behavior and attitude towards the child determine the mood of the family. The dimensional approach to parenting style usually focuses on the role of three child rearing dimensions in child development: 1) affection, ie positive emotion, responsiveness, support of parent-child relationship, 2) behavior management, That is, firmly and consistently disciplined, for example, setting for regulating child's behavior, maturity requirement, supervision limitation, 3) psychological control, ie parents are psychological means (eg, withdrawal of love, guilt feeling ) To control the emotions and behavior of the child. Emotional development of parents' child rearing patterns and first stage of children: regulatory role of child temperament

Parents are the first teachers in their lives. Both mothers and fathers can have a very unique impact on children. Mothers and fathers have different parents, but the number of mothers and fathers is essential for healthy development. Both parents teach the children a lot of things such as how to eat, how to walk, how to talk, and the potential feelings such as love, trust, and happiness. On the contrary, parents can also teach the children often without knowing influence, distrust, anger, contempt. This article will explain the various forms of caregivers, parenting style, and early childhood education. The topics covered are as follows. • Evaluate different types of child rearing practices and their impact on infancy and early childhood development. • Compare and contrast positive and / or negative with at least two different types of caregivers. Role of gender Stereotypes and bias of gender are penetrating into daily life. Children can understand the role of gender early in life, perhaps before enrolling 18 months before enrolling. (Howe, 1). The formation of these sexual roles tends to be overlooked, but its effect is immeasurable. Adjective used to explain baby (boy: handsome, big, strong, girls: sweet, beautiful, precious), baby's coloring (blue and pink), children's toys, Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. Emotional development in early childhood occurs in dynamic interactions between parentage relationships and the environment they are developing. One aspect of this environment is the way of parenting, in which relatively stable parent behavior and attitude towards the child determine the mood of the family. The dimensional approach to parenting style usually focuses on the role of three child rearing dimensions in child development: 1) affection, ie positive emotion, responsiveness, support of parent-child relationship, 2) behavior management, That is, firmly and consistently disciplined, for example, setting for regulating child's behavior, maturity requirement, supervision limitation, 3) psychological control, ie parents are psychological means (eg, withdrawal of love, guilt feeling ) To control the emotions and behavior of the child. Emotional development of parents' child rearing patterns and first stage of children: regulatory role of child temperament

Jean Piaget was born on 9 August 1896 at Neuchâtel, Switzerland. Many psychologists think he is the most influential developmental psychologist of the 20th century. He studied the activities of the children in detail, talked to the children, listened to them talking to each other, and designed and announced many tests on the children's ideas. Piaget established the genetic epistemology to study the development of knowledge. From the observation of his child, he first made a conclusion that the intelligence of a young child is different from that of older children in intelligence and quantity. Reasoning and enthusiasm for the world's knowledge to gain the limits of Piaget - Based on a small number of children, Piaget underestimated children's abilities. * Protection theory has not been carefully tested Information processing theory review - cognitive development includes ways people gradually improve Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors. Piaget is one of the few psychologists who actually observe the children at various levels of development to understand how children manage information. Piaget did not notice the behavior of the child. Piaget considers clues as to how to understand and manage information as children's behavior grows and develops. As Piaget's observations show us how to manage information by children, we are using his research until today. There are several criticisms on the stage of Piaget. In particular, researchers from the 1960s and 1970s thought that Piaget could possibly underestimate children's ability by using confusing terms and particularly challenging tasks. In other studies, children have successfully presented their knowledge when presenting specific concepts and skills in an easier way. Piaget's theory also predicts that children in particular stages are mainly at this stage and shows them all the challenges. Other researchers have discovered that there is a range of abilities with cognitive tasks. In other words, some children may be superior to other children in one area. According to the cognitive development stage of Piaget, children can not perform specific tasks or understand specific concepts before reaching a specific stage of cognitive development. After being extensively exposed to the relevant stimulus and experience, the child moves from one count to the next. Physical and cognitive maturity is defined as preparation for mastering new skills and is a necessary condition to facilitate the entry of children into the subsequent Piaget stage. Without these experiences, Piaget believes that children will not be able to achieve their best cognitive growth level.

Jean Piaget was born on 9 August 1896 at Neuchâtel, Switzerland. Many psychologists think he is the most influential developmental psychologist of the 20th century. He studied the activities of the children in detail, talked to the children, listened to them talking to each other, and designed and announced many tests on the children's ideas. Piaget established the genetic epistemology to study the development of knowledge. From the observation of his child, he first made a conclusion that the intelligence of a young child is different from that of older children in intelligence and quantity. Reasoning and enthusiasm for the world's knowledge to gain the limits of Piaget - Based on a small number of children, Piaget underestimated children's abilities. * Protection theory has not been carefully tested Information processing theory review - cognitive development includes ways people gradually improve Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors. Piaget is one of the few psychologists who actually observe the children at various levels of development to understand how children manage information. Piaget did not notice the behavior of the child. Piaget considers clues as to how to understand and manage information as children's behavior grows and develops. As Piaget's observations show us how to manage information by children, we are using his research until today. There are several criticisms on the stage of Piaget. In particular, researchers from the 1960s and 1970s thought that Piaget could possibly underestimate children's ability by using confusing terms and particularly challenging tasks. In other studies, children have successfully presented their knowledge when presenting specific concepts and skills in an easier way. Piaget's theory also predicts that children in particular stages are mainly at this stage and shows them all the challenges. Other researchers have discovered that there is a range of abilities with cognitive tasks. In other words, some children may be superior to other children in one area. According to the cognitive development stage of Piaget, children can not perform specific tasks or understand specific concepts before reaching a specific stage of cognitive development. After being extensively exposed to the relevant stimulus and experience, the child moves from one count to the next. Physical and cognitive maturity is defined as preparation for mastering new skills and is a necessary condition to facilitate the entry of children into the subsequent Piaget stage. Without these experiences, Piaget believes that children will not be able to achieve their best cognitive growth level.

Jean Piaget was born on 9 August 1896 at Neuchâtel, Switzerland. Many psychologists think he is the most influential developmental psychologist of the 20th century. He studied the activities of the children in detail, talked to the children, listened to them talking to each other, and designed and announced many tests on the children's ideas. Piaget established the genetic epistemology to study the development of knowledge. From the observation of his child, he first made a conclusion that the intelligence of a young child is different from that of older children in intelligence and quantity. Reasoning and enthusiasm for the world's knowledge to gain the limits of Piaget - Based on a small number of children, Piaget underestimated children's abilities. * Protection theory has not been carefully tested Information processing theory review - cognitive development includes ways people gradually improve Jean Piaget is a psychologist in Switzerland and focuses on the cognitive development of children. He believes that the children have undergone a series of four stages to understand the surrounding world. Unlike Vygotsky, Piaget believes that child development is strongly influenced by interaction and exploration over social or external factors. Piaget is one of the few psychologists who actually observe the children at various levels of development to understand how children manage information. Piaget did not notice the behavior of the child. Piaget considers clues as to how to understand and manage information as children's behavior grows and develops. As Piaget's observations show us how to manage information by children, we are using his research until today. There are several criticisms on the stage of Piaget. In particular, researchers from the 1960s and 1970s thought that Piaget could possibly underestimate children's ability by using confusing terms and particularly challenging tasks. In other studies, children have successfully presented their knowledge when presenting specific concepts and skills in an easier way. Piaget's theory also predicts that children in particular stages are mainly at this stage and shows them all the challenges. Other researchers have discovered that there is a range of abilities with cognitive tasks. In other words, some children may be superior to other children in one area. According to the cognitive development stage of Piaget, children can not perform specific tasks or understand specific concepts before reaching a specific stage of cognitive development. After being extensively exposed to the relevant stimulus and experience, the child moves from one count to the next. Physical and cognitive maturity is defined as preparation for mastering new skills and is a necessary condition to facilitate the entry of children into the subsequent Piaget stage. Without these experiences, Piaget believes that children will not be able to achieve their best cognitive growth level.

Many researchers have written about children's development, the most famous are Jean Piaget and Lauren Skoolberg. Piaget 's cognitive development theory and Kohlberg' s moral developmental theory are essential to help researchers understand the physiological and psychological changes that occur from birth to adolescence. There are some similarities to these theories, but there are also many differences, such as the application of various cultures of Kohlberg. It is important to compare these models to understand the child's development. Laurent Scott Berger extended the early work of cognitive theorist Jean Piaget to explain the moral development of the child. Coleburg believes that moral development follows the same stages as cognitive development. He uses the concept of ethical dilemma - these stories present contradictory views on two moral values ​​- teach ethics and values ​​to boys aged 10 to 16. The most famous moral dilemma created by Coleburg is the Heinz dilemma, which argues the idea of ​​defending laws and saving lives. Coleberg emphasized that this is a way to solve the dilemma that individuals decide positive moral development. A comprehensive stage theory based on the moral development of Lauren Scottberg's ethical development stage, moral judgment theory of Piaget's child (1932) was developed by Lauren Scott Berg in 1958. Kohlberg's theory is essentially focusing on my thinking process. Determine if the behavior is correct. Therefore, the theoretical focus is to decide how people deal with ethical dilemmas, not people's decision and doing. In the former tradition, morality is controlled from the outside. The regulations established by the authorities are in compliance with regulations to avoid penalties and remuneration. The point of view of this opinion is that what is right is that people can escape, or what personal satisfaction is. There are two levels 1 Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. If children are expelled from society or prohibited from interacting with children, they can not learn and grow. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

Many researchers have written about children's development, the most famous are Jean Piaget and Lauren Skoolberg. Piaget 's cognitive development theory and Kohlberg' s moral developmental theory are essential to help researchers understand the physiological and psychological changes that occur from birth to adolescence. There are some similarities to these theories, but there are also many differences, such as the application of various cultures of Kohlberg. It is important to compare these models to understand the child's development. Laurent Scott Berger extended the early work of cognitive theorist Jean Piaget to explain the moral development of the child. Coleburg believes that moral development follows the same stages as cognitive development. He uses the concept of ethical dilemma - these stories present contradictory views on two moral values ​​- teach ethics and values ​​to boys aged 10 to 16. The most famous moral dilemma created by Coleburg is the Heinz dilemma, which argues the idea of ​​defending laws and saving lives. Coleberg emphasized that this is a way to solve the dilemma that individuals decide positive moral development. A comprehensive stage theory based on the moral development of Lauren Scottberg's ethical development stage, moral judgment theory of Piaget's child (1932) was developed by Lauren Scott Berg in 1958. Kohlberg's theory is essentially focusing on my thinking process. Determine if the behavior is correct. Therefore, the theoretical focus is to decide how people deal with ethical dilemmas, not people's decision and doing. In the former tradition, morality is controlled from the outside. The regulations established by the authorities are in compliance with regulations to avoid penalties and remuneration. The point of view of this opinion is that what is right is that people can escape, or what personal satisfaction is. There are two levels 1 Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. If children are expelled from society or prohibited from interacting with children, they can not learn and grow. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

Many researchers have written about children's development, the most famous are Jean Piaget and Lauren Skoolberg. Piaget 's cognitive development theory and Kohlberg' s moral developmental theory are essential to help researchers understand the physiological and psychological changes that occur from birth to adolescence. There are some similarities to these theories, but there are also many differences, such as the application of various cultures of Kohlberg. It is important to compare these models to understand the child's development. Laurent Scott Berger extended the early work of cognitive theorist Jean Piaget to explain the moral development of the child. Coleburg believes that moral development follows the same stages as cognitive development. He uses the concept of ethical dilemma - these stories present contradictory views on two moral values ​​- teach ethics and values ​​to boys aged 10 to 16. The most famous moral dilemma created by Coleburg is the Heinz dilemma, which argues the idea of ​​defending laws and saving lives. Coleberg emphasized that this is a way to solve the dilemma that individuals decide positive moral development. A comprehensive stage theory based on the moral development of Lauren Scottberg's ethical development stage, moral judgment theory of Piaget's child (1932) was developed by Lauren Scott Berg in 1958. Kohlberg's theory is essentially focusing on my thinking process. Determine if the behavior is correct. Therefore, the theoretical focus is to decide how people deal with ethical dilemmas, not people's decision and doing. In the former tradition, morality is controlled from the outside. The regulations established by the authorities are in compliance with regulations to avoid penalties and remuneration. The point of view of this opinion is that what is right is that people can escape, or what personal satisfaction is. There are two levels 1 Vygotsky believes that cognition and human development are the result of "dynamic" interactions between individuals and society. This dynamic relationship represents the relationship between them. As society affects individuals, individuals also affect society. If children are expelled from society or prohibited from interacting with children, they can not learn and grow. Look at the typical development of the child: his first teacher was his parents, he taught him the first sentence, and when he took the first step or when he was "toilet" I led him when I was. On the day of competition, he learned how to play with other children of his age and slowly established contact with one or two children, and eventually he is the closest.

Child psychology I. Purpose of the article: Child psychology, child behavior study - Includes social and emotional features from body, cognition, movement, language, perception, birth to adolescence. Child psychologists explain similarities and differences between children and try to explain normal behavior and abnormal behavior and development. They have also developed ways to treat social, emotional and learning problems and personally provide treatment at schools, hospitals and other facilities. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

Child psychology I. Purpose of the article: Child psychology, child behavior study - Includes social and emotional features from body, cognition, movement, language, perception, birth to adolescence. Child psychologists explain similarities and differences between children and try to explain normal behavior and abnormal behavior and development. They have also developed ways to treat social, emotional and learning problems and personally provide treatment at schools, hospitals and other facilities. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

Child psychology I. Purpose of the article: Child psychology, child behavior study - Includes social and emotional features from body, cognition, movement, language, perception, birth to adolescence. Child psychologists explain similarities and differences between children and try to explain normal behavior and abnormal behavior and development. They have also developed ways to treat social, emotional and learning problems and personally provide treatment at schools, hospitals and other facilities. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

In contemporary Western society, we find that we are managing ourselves more and more. Wherever you go, all that we do seems to be to record, monitor and analyze the daily activities of these everyday people. "Consistent" surveillance fears our culture and media uses it by creating lifestyles and specific attitudes and attributes that a particular group can use. When other groups use it, they are either punished or orphaned. Social constructivism believes that truth is built by social processes, has historical and cultural characteristics, and is formed partly through power struggle within the community. Constructivism does not reflect the external "transcendence" reality (so that a purely corresponding theory holds), so we believe that all our knowledge is "composed". On the contrary, the recognition of truth is seen as a matter of customs, human perception and social experience. Constructivists believe that expressions of physics and biological reality, including race, sex, and gender, are being built socially. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

In contemporary Western society, we find that we are managing ourselves more and more. Wherever you go, all that we do seems to be to record, monitor and analyze the daily activities of these everyday people. "Consistent" surveillance fears our culture and media uses it by creating lifestyles and specific attitudes and attributes that a particular group can use. When other groups use it, they are either punished or orphaned. Social constructivism believes that truth is built by social processes, has historical and cultural characteristics, and is formed partly through power struggle within the community. Constructivism does not reflect the external "transcendence" reality (so that a purely corresponding theory holds), so we believe that all our knowledge is "composed". On the contrary, the recognition of truth is seen as a matter of customs, human perception and social experience. Constructivists believe that expressions of physics and biological reality, including race, sex, and gender, are being built socially. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

In contemporary Western society, we find that we are managing ourselves more and more. Wherever you go, all that we do seems to be to record, monitor and analyze the daily activities of these everyday people. "Consistent" surveillance fears our culture and media uses it by creating lifestyles and specific attitudes and attributes that a particular group can use. When other groups use it, they are either punished or orphaned. Social constructivism believes that truth is built by social processes, has historical and cultural characteristics, and is formed partly through power struggle within the community. Constructivism does not reflect the external "transcendence" reality (so that a purely corresponding theory holds), so we believe that all our knowledge is "composed". On the contrary, the recognition of truth is seen as a matter of customs, human perception and social experience. Constructivists believe that expressions of physics and biological reality, including race, sex, and gender, are being built socially. There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

The word "CRIOLO" refers to being born in Latin America, "white man." However, the term "mestizos" refers to those who have contaminated European and indigenous people's ancestors. However, it has been explained to those who meet "Murato" and has become stricter than those of Caucasian and African (Fox, 2010) due to social and cultural status. These terms are generally used to identify general populations and they do not participate in supervisory activities to control the population by allowing them to participate in activities. Conceptual concept: concept definition __________________ program element ___________ plan terrorist element 9 13 15 ____________ concept of plan element definition and terror formation ___________________ concept of terrorism negative electrode 21 formed in __________________ 18, concept formation and social science Study_22 Combination size a____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concept experiment, comparative study of spontaneous concept and scientific concept: As a tool for internal technology of Vygotsky, a fine formation of culture embezzle contains concepts. The results of this study are published in his book "Thought and Language". The core of this research is to gain a system of scientific concepts, which is the most important acquisition among school-age children. Vygotsky's concept is that science is a cultural tool system is another profound career of information, the assimilation of children leads to profound change in their way of thinking Concept formation: To form concepts or categories, it is a function to organize experiences by constructing categories that are functionally related to classification consciousness. In order to deal with a kind of stimulus (that is, a cat), it is decided by the knowledge associated with that category by classifying it into (Medin & Ross, 1992) and classifying it, not by a specific example It will be. Demonstrates and learns the ability to learn and rely on concept-based relationship (Ashby, 2000), access and characterize the complexity of representative space of categories, as well as dimensional changes between paradigm concepts I will. Although some concepts mainly reflect structural similarity, other concepts can reflect the function, or use the theory of theory (Medin, 1989). The computational model is based on, for example, a similar general structure and recognition model set and theoretical concept development (Barsalou, 2003) represented

The word "CRIOLO" refers to being born in Latin America, "white man." However, the term "mestizos" refers to those who have contaminated European and indigenous people's ancestors. However, it has been explained to those who meet "Murato" and has become stricter than those of Caucasian and African (Fox, 2010) due to social and cultural status. These terms are generally used to identify general populations and they do not participate in supervisory activities to control the population by allowing them to participate in activities. Conceptual concept: concept definition __________________ program element ___________ plan terrorist element 9 13 15 ____________ concept of plan element definition and terror formation ___________________ concept of terrorism negative electrode 21 formed in __________________ 18, concept formation and social science Study_22 Combination size a____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concept experiment, comparative study of spontaneous concept and scientific concept: As a tool for internal technology of Vygotsky, a fine formation of culture embezzle contains concepts. The results of this study are published in his book "Thought and Language". The core of this research is to gain a system of scientific concepts, which is the most important acquisition among school-age children. Vygotsky's concept is that science is a cultural tool system is another profound career of information, the assimilation of children leads to profound change in their way of thinking Concept formation: To form concepts or categories, it is a function to organize experiences by constructing categories that are functionally related to classification consciousness. In order to deal with a kind of stimulus (that is, a cat), it is decided by the knowledge associated with that category by classifying it into (Medin & Ross, 1992) and classifying it, not by a specific example It will be. Demonstrates and learns the ability to learn and rely on concept-based relationship (Ashby, 2000), access and characterize the complexity of representative space of categories, as well as dimensional changes between paradigm concepts I will. Although some concepts mainly reflect structural similarity, other concepts can reflect the function, or use the theory of theory (Medin, 1989). The computational model is based on, for example, a similar general structure and recognition model set and theoretical concept development (Barsalou, 2003) represented

The word "CRIOLO" refers to being born in Latin America, "white man." However, the term "mestizos" refers to those who have contaminated European and indigenous people's ancestors. However, it has been explained to those who meet "Murato" and has become stricter than those of Caucasian and African (Fox, 2010) due to social and cultural status. These terms are generally used to identify general populations and they do not participate in supervisory activities to control the population by allowing them to participate in activities. Conceptual concept: concept definition __________________ program element ___________ plan terrorist element 9 13 15 ____________ concept of plan element definition and terror formation ___________________ concept of terrorism negative electrode 21 formed in __________________ 18, concept formation and social science Study_22 Combination size a____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Concept experiment, comparative study of spontaneous concept and scientific concept: As a tool for internal technology of Vygotsky, a fine formation of culture embezzle contains concepts. The results of this study are published in his book "Thought and Language". The core of this research is to gain a system of scientific concepts, which is the most important acquisition among school-age children. Vygotsky's concept is that science is a cultural tool system is another profound career of information, the assimilation of children leads to profound change in their way of thinking Concept formation: To form concepts or categories, it is a function to organize experiences by constructing categories that are functionally related to classification consciousness. In order to deal with a kind of stimulus (that is, a cat), it is decided by the knowledge associated with that category by classifying it into (Medin & Ross, 1992) and classifying it, not by a specific example It will be. Demonstrates and learns the ability to learn and rely on concept-based relationship (Ashby, 2000), access and characterize the complexity of representative space of categories, as well as dimensional changes between paradigm concepts I will. Although some concepts mainly reflect structural similarity, other concepts can reflect the function, or use the theory of theory (Medin, 1989). The computational model is based on, for example, a similar general structure and recognition model set and theoretical concept development (Barsalou, 2003) represented

Video Reflection Playback v Importance v Indoor Playback v Level Playback v Social Skills v Intellectual Games q Importance: Growing my mother encourages her four children to play hard. did. We were allowed to play with space and steam in the mud. Or I could jump into the mountain of leaves. Her basic motivation and comments are always the same; clothes can be washed, we can take a shower, but I am enjoying the children. In the "play" of video, it is argued as a way to make it possible for children to suppress their emotions. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

Video Reflection Playback v Importance v Indoor Playback v Level Playback v Social Skills v Intellectual Games q Importance: Growing my mother encourages her four children to play hard. did. We were allowed to play with space and steam in the mud. Or I could jump into the mountain of leaves. Her basic motivation and comments are always the same; clothes can be washed, we can take a shower, but I am enjoying the children. In the "play" of video, it is argued as a way to make it possible for children to suppress their emotions. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

Video Reflection Playback v Importance v Indoor Playback v Level Playback v Social Skills v Intellectual Games q Importance: Growing my mother encourages her four children to play hard. did. We were allowed to play with space and steam in the mud. Or I could jump into the mountain of leaves. Her basic motivation and comments are always the same; clothes can be washed, we can take a shower, but I am enjoying the children. In the "play" of video, it is argued as a way to make it possible for children to suppress their emotions. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

When learning foreign languages, adults can not use a single method to achieve fluency; they understand individual learning needs and are able to communicate widely to specific languages ​​in the wording of long- It is necessary to expose it. Organization prototype and past experience. It is widely believed that the "key era" of fluency is achieved. Teaching literature and culture in the context of foreign languages ​​depends on the language and culture situation in a particular society (eg in the public education system). Various status related to foreign languages. It affects the formal education of literature from less frequently used educational languages ​​(LWULT) to more traditional educational languages ​​such as French, German and Spanish. . The field of literature and culture is particularly suitable for using innovative teaching methods, but in most courses traditional methods are still prevailing The purpose of this literature review is to study the best age to introduce contemporary foreign languages ​​into the classroom. First, the review covers general contemporary foreign literature, then introduces a brief history of contemporary foreign language education in Scotland. Next, by discussing the theory of several educational psychologists, including psychology learning languages ​​like Chomsky and Vygotsky, then comparing the times to teach contemporary foreign languages. After studying research and literature, draw conclusions Literature review is a collection of sources that provide the foundation for further research. It is often found as a subdivision of published research. Literature review refers to activities related to the search of topic information and comprehensive understanding of the state of knowledge of topics. Infantile malnutrition causes unrecoverable damage to the development of children and leads to waste of human resources. As a result, the declining mortality rate and morbidity due to malnutrition has become an important issue for policy makers. According to a survey of rural social development planners in India, about 90% of children have levels of malnutrition wrong. 15% of them are very malnourished

When learning foreign languages, adults can not use a single method to achieve fluency; they understand individual learning needs and are able to communicate widely to specific languages ​​in the wording of long- It is necessary to expose it. Organization prototype and past experience. It is widely believed that the "key era" of fluency is achieved. Teaching literature and culture in the context of foreign languages ​​depends on the language and culture situation in a particular society (eg in the public education system). Various status related to foreign languages. It affects the formal education of literature from less frequently used educational languages ​​(LWULT) to more traditional educational languages ​​such as French, German and Spanish. . The field of literature and culture is particularly suitable for using innovative teaching methods, but in most courses traditional methods are still prevailing The purpose of this literature review is to study the best age to introduce contemporary foreign languages ​​into the classroom. First, the review covers general contemporary foreign literature, then introduces a brief history of contemporary foreign language education in Scotland. Next, by discussing the theory of several educational psychologists, including psychology learning languages ​​like Chomsky and Vygotsky, then comparing the times to teach contemporary foreign languages. After studying research and literature, draw conclusions Literature review is a collection of sources that provide the foundation for further research. It is often found as a subdivision of published research. Literature review refers to activities related to the search of topic information and comprehensive understanding of the state of knowledge of topics. Infantile malnutrition causes unrecoverable damage to the development of children and leads to waste of human resources. As a result, the declining mortality rate and morbidity due to malnutrition has become an important issue for policy makers. According to a survey of rural social development planners in India, about 90% of children have levels of malnutrition wrong. 15% of them are very malnourished

When learning foreign languages, adults can not use a single method to achieve fluency; they understand individual learning needs and are able to communicate widely to specific languages ​​in the wording of long- It is necessary to expose it. Organization prototype and past experience. It is widely believed that the "key era" of fluency is achieved. Teaching literature and culture in the context of foreign languages ​​depends on the language and culture situation in a particular society (eg in the public education system). Various status related to foreign languages. It affects the formal education of literature from less frequently used educational languages ​​(LWULT) to more traditional educational languages ​​such as French, German and Spanish. . The field of literature and culture is particularly suitable for using innovative teaching methods, but in most courses traditional methods are still prevailing The purpose of this literature review is to study the best age to introduce contemporary foreign languages ​​into the classroom. First, the review covers general contemporary foreign literature, then introduces a brief history of contemporary foreign language education in Scotland. Next, by discussing the theory of several educational psychologists, including psychology learning languages ​​like Chomsky and Vygotsky, then comparing the times to teach contemporary foreign languages. After studying research and literature, draw conclusions Literature review is a collection of sources that provide the foundation for further research. It is often found as a subdivision of published research. Literature review refers to activities related to the search of topic information and comprehensive understanding of the state of knowledge of topics. Infantile malnutrition causes unrecoverable damage to the development of children and leads to waste of human resources. As a result, the declining mortality rate and morbidity due to malnutrition has become an important issue for policy makers. According to a survey of rural social development planners in India, about 90% of children have levels of malnutrition wrong. 15% of them are very malnourished

What you play is a game. The game is not defined as a serious practical purpose, but is defined as participating in the recreation of entertainment and entertainment. Play is spontaneous voluntary activity that is not organized, such as things, body, symbolic use, and human relations. Games are flexible, personalized, grouped, motivated, voluntary, open, or voluntary. (Smith, 2013) (Saskatchewan Provincial Department of Education, 2010) At the time of play, children have gained creative creativity in creative development to improve creativity, learning skills, academic performance. For example, childhood games offer the first impulse to live a healthy life. Conversely, playing a video game will activate various areas of the brain that are happily related (such as the left ventral striatal loop). This is the area related to reward expectations. More gray matter is discovered in this area for those who play video games more than 9 hours each day. When we play video games, it was further discovered that dopamine is a chemical produced by the brain. This version appeared in many of the above circuits - in particular the nucleus accumbens, the structure of the brain known to play a role in the sense of pleasure, and addiction There are many things written about the cognitive, social, emotional and linguistic advantages of the game, and the types and stages of games occurring in the infant's classroom. The International Children's Education Association (ACEI) and the National Early Childhood Education Association (NAEYC) recognize and insist on making games an important part of early childhood education (Bredekamp & Copple, 2009). Piaget (cognitive and physical development) and Vygotsky (socio-cultural experience) theory describe children's games as the best learning time (Elkind, 2004). Brain research also supports the importance of functioning at an important time of pre-school brain development (Healy, 2004). Languages ​​support symbolic thinking in gaming environments and are seen as a means for self-regulation, cognitive and social development (Bredecamp & Copple, 2009)

What you play is a game. The game is not defined as a serious practical purpose, but is defined as participating in the recreation of entertainment and entertainment. Play is spontaneous voluntary activity that is not organized, such as things, body, symbolic use, and human relations. Games are flexible, personalized, grouped, motivated, voluntary, open, or voluntary. (Smith, 2013) (Saskatchewan Provincial Department of Education, 2010) At the time of play, children have gained creative creativity in creative development to improve creativity, learning skills, academic performance. For example, childhood games offer the first impulse to live a healthy life. Conversely, playing a video game will activate various areas of the brain that are happily related (such as the left ventral striatal loop). This is the area related to reward expectations. More gray matter is discovered in this area for those who play video games more than 9 hours each day. When we play video games, it was further discovered that dopamine is a chemical produced by the brain. This version appeared in many of the above circuits - in particular the nucleus accumbens, the structure of the brain known to play a role in the sense of pleasure, and addiction There are many things written about the cognitive, social, emotional and linguistic advantages of the game, and the types and stages of games occurring in the infant's classroom. The International Children's Education Association (ACEI) and the National Early Childhood Education Association (NAEYC) recognize and insist on making games an important part of early childhood education (Bredekamp & Copple, 2009). Piaget (cognitive and physical development) and Vygotsky (socio-cultural experience) theory describe children's games as the best learning time (Elkind, 2004). Brain research also supports the importance of functioning at an important time of pre-school brain development (Healy, 2004). Languages ​​support symbolic thinking in gaming environments and are seen as a means for self-regulation, cognitive and social development (Bredecamp & Copple, 2009)

What you play is a game. The game is not defined as a serious practical purpose, but is defined as participating in the recreation of entertainment and entertainment. Play is spontaneous voluntary activity that is not organized, such as things, body, symbolic use, and human relations. Games are flexible, personalized, grouped, motivated, voluntary, open, or voluntary. (Smith, 2013) (Saskatchewan Provincial Department of Education, 2010) At the time of play, children have gained creative creativity in creative development to improve creativity, learning skills, academic performance. For example, childhood games offer the first impulse to live a healthy life. Conversely, playing a video game will activate various areas of the brain that are happily related (such as the left ventral striatal loop). This is the area related to reward expectations. More gray matter is discovered in this area for those who play video games more than 9 hours each day. When we play video games, it was further discovered that dopamine is a chemical produced by the brain. This version appeared in many of the above circuits - in particular the nucleus accumbens, the structure of the brain known to play a role in the sense of pleasure, and addiction There are many things written about the cognitive, social, emotional and linguistic advantages of the game, and the types and stages of games occurring in the infant's classroom. The International Children's Education Association (ACEI) and the National Early Childhood Education Association (NAEYC) recognize and insist on making games an important part of early childhood education (Bredekamp & Copple, 2009). Piaget (cognitive and physical development) and Vygotsky (socio-cultural experience) theory describe children's games as the best learning time (Elkind, 2004). Brain research also supports the importance of functioning at an important time of pre-school brain development (Healy, 2004). Languages ​​support symbolic thinking in gaming environments and are seen as a means for self-regulation, cognitive and social development (Bredecamp & Copple, 2009)

Developmental psychology focuses on the various stages that individuals have to experience during their lifetime. At these stages of life, individuals are forced to face problems, make decisions and do psychosocial development. Thomas and Laura are two people at different stages of life and face important issues. They used their fluid intelligence, experienced transitions, and were forced to respond to gender patterns. As these people progress at these different stages they get matured and gain experience of real life that they will help to spend their lives. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964)

Developmental psychology focuses on the various stages that individuals have to experience during their lifetime. At these stages of life, individuals are forced to face problems, make decisions and do psychosocial development. Thomas and Laura are two people at different stages of life and face important issues. They used their fluid intelligence, experienced transitions, and were forced to respond to gender patterns. As these people progress at these different stages they get matured and gain experience of real life that they will help to spend their lives. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964)

Developmental psychology focuses on the various stages that individuals have to experience during their lifetime. At these stages of life, individuals are forced to face problems, make decisions and do psychosocial development. Thomas and Laura are two people at different stages of life and face important issues. They used their fluid intelligence, experienced transitions, and were forced to respond to gender patterns. As these people progress at these different stages they get matured and gain experience of real life that they will help to spend their lives. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964)

Effective communication creates a learning environment in which students can learn according to their needs in a safe and adaptive environment. Think about whether your early childhood education (or your child's infant education) is sufficiently flexible for personal learning experience or whether the child is required to follow the teaching method of the teacher. If you answer the latter, do you think the former will improve the quality of education? Teachers in all education departments should have different levels of communication skills both in elementary and junior high school students in order to solve problems of all ages. Excellent communication skills are an important element of early childhood education. There are two main styles of communication: language and non - verbal. These forms of communication form the basis for effective education and learning in early childhood forums. Superior infant educators promote learning and development by widely understanding the elements of oral and non-verbal communication. Early childhood educators will understand what good communication is In this article we will explore some useful elements to become an effective infant educator. Effective early childhood education has proved to be an evolving complex process, and it is influenced by various factors. These factors include many pioneering and contemporary educational theories and deep understanding of philosophy of Piaget, Montessori and Vygotsky, as well as research by Reggio Emilia, Italy. Researchers found that curriculums are developed based on the choice of these educational programs unless the educators work in a particular theoretical environment such as the Montessori school or schools practicing Piaget practice. Through the history of early childhood education, you can see the diversity of early childhood education curriculum. For example, Montessori, Reggio Emilia, Head Start, High / Scope can be done with a well-known early childhood curriculum model. Today, the principles of these models are highly valued in many early childhood educational environments (Clough, Nutbrown & Selbie, 2008). In many parts of the world, there are principles of applying these models to Montessori, Reggio Emilia, head start, and high school.

Effective communication creates a learning environment in which students can learn according to their needs in a safe and adaptive environment. Think about whether your early childhood education (or your child's infant education) is sufficiently flexible for personal learning experience or whether the child is required to follow the teaching method of the teacher. If you answer the latter, do you think the former will improve the quality of education? Teachers in all education departments should have different levels of communication skills both in elementary and junior high school students in order to solve problems of all ages. Excellent communication skills are an important element of early childhood education. There are two main styles of communication: language and non - verbal. These forms of communication form the basis for effective education and learning in early childhood forums. Superior infant educators promote learning and development by widely understanding the elements of oral and non-verbal communication. Early childhood educators will understand what good communication is In this article we will explore some useful elements to become an effective infant educator. Effective early childhood education has proved to be an evolving complex process, and it is influenced by various factors. These factors include many pioneering and contemporary educational theories and deep understanding of philosophy of Piaget, Montessori and Vygotsky, as well as research by Reggio Emilia, Italy. Researchers found that curriculums are developed based on the choice of these educational programs unless the educators work in a particular theoretical environment such as the Montessori school or schools practicing Piaget practice. Through the history of early childhood education, you can see the diversity of early childhood education curriculum. For example, Montessori, Reggio Emilia, Head Start, High / Scope can be done with a well-known early childhood curriculum model. Today, the principles of these models are highly valued in many early childhood educational environments (Clough, Nutbrown & Selbie, 2008). In many parts of the world, there are principles of applying these models to Montessori, Reggio Emilia, head start, and high school.

Effective communication creates a learning environment in which students can learn according to their needs in a safe and adaptive environment. Think about whether your early childhood education (or your child's infant education) is sufficiently flexible for personal learning experience or whether the child is required to follow the teaching method of the teacher. If you answer the latter, do you think the former will improve the quality of education? Teachers in all education departments should have different levels of communication skills both in elementary and junior high school students in order to solve problems of all ages. Excellent communication skills are an important element of early childhood education. There are two main styles of communication: language and non - verbal. These forms of communication form the basis for effective education and learning in early childhood forums. Superior infant educators promote learning and development by widely understanding the elements of oral and non-verbal communication. Early childhood educators will understand what good communication is In this article we will explore some useful elements to become an effective infant educator. Effective early childhood education has proved to be an evolving complex process, and it is influenced by various factors. These factors include many pioneering and contemporary educational theories and deep understanding of philosophy of Piaget, Montessori and Vygotsky, as well as research by Reggio Emilia, Italy. Researchers found that curriculums are developed based on the choice of these educational programs unless the educators work in a particular theoretical environment such as the Montessori school or schools practicing Piaget practice. Through the history of early childhood education, you can see the diversity of early childhood education curriculum. For example, Montessori, Reggio Emilia, Head Start, High / Scope can be done with a well-known early childhood curriculum model. Today, the principles of these models are highly valued in many early childhood educational environments (Clough, Nutbrown & Selbie, 2008). In many parts of the world, there are principles of applying these models to Montessori, Reggio Emilia, head start, and high school.

Advantage based approach can be applied to various content domains. When applied to such domains, the advantage-based approach often produces positive results (often desirable outcomes due to missing). One area of ​​research by the author (Maton, et al. 2004) is capacity based prevention. A deficit-based approach performs capacity-based prevention by addressing the identified issues (2004) and a benefits-based approach builds these functions to prevent the occurrence of these problems ( 2004). Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Advantage based approach can be applied to various content domains. When applied to such domains, the advantage-based approach often produces positive results (often desirable outcomes due to missing). One area of ​​research by the author (Maton, et al. 2004) is capacity based prevention. A deficit-based approach performs capacity-based prevention by addressing the identified issues (2004) and a benefits-based approach builds these functions to prevent the occurrence of these problems ( 2004). Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Advantage based approach can be applied to various content domains. When applied to such domains, the advantage-based approach often produces positive results (often desirable outcomes due to missing). One area of ​​research by the author (Maton, et al. 2004) is capacity based prevention. A deficit-based approach performs capacity-based prevention by addressing the identified issues (2004) and a benefits-based approach builds these functions to prevent the occurrence of these problems ( 2004). Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time.

Text Discourse: Spelling and constructivism in the work of Deridos said "Society has no meaning at all". You can find many stories about the role of participants as poets. But Foucault used to mean wastefully the word "constructivism", but some people say the dialectic fails. The theme was conceptualized as post-capitalist text theory including culture as a paradox. However, the analysis of Sartre's constructivism means that the class is very important. The philosophy of Gilles Deleuze and Whitehead has a common way of thinking, I call it super ectonism. I chose this term because constitutiveism tends to relate to social constructivism and common discourse. As its name suggests, superconfiguration is more extreme than social constructivism. Social constructivism is simply a discussion that certain entities (such as gender role) are coincidental and fictitious in social construction. Super constituentism will go one step further and say that everything is constructed regardless of whether it is social or not There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

Text Discourse: Spelling and constructivism in the work of Deridos said "Society has no meaning at all". You can find many stories about the role of participants as poets. But Foucault used to mean wastefully the word "constructivism", but some people say the dialectic fails. The theme was conceptualized as post-capitalist text theory including culture as a paradox. However, the analysis of Sartre's constructivism means that the class is very important. The philosophy of Gilles Deleuze and Whitehead has a common way of thinking, I call it super ectonism. I chose this term because constitutiveism tends to relate to social constructivism and common discourse. As its name suggests, superconfiguration is more extreme than social constructivism. Social constructivism is simply a discussion that certain entities (such as gender role) are coincidental and fictitious in social construction. Super constituentism will go one step further and say that everything is constructed regardless of whether it is social or not There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

Text Discourse: Spelling and constructivism in the work of Deridos said "Society has no meaning at all". You can find many stories about the role of participants as poets. But Foucault used to mean wastefully the word "constructivism", but some people say the dialectic fails. The theme was conceptualized as post-capitalist text theory including culture as a paradox. However, the analysis of Sartre's constructivism means that the class is very important. The philosophy of Gilles Deleuze and Whitehead has a common way of thinking, I call it super ectonism. I chose this term because constitutiveism tends to relate to social constructivism and common discourse. As its name suggests, superconfiguration is more extreme than social constructivism. Social constructivism is simply a discussion that certain entities (such as gender role) are coincidental and fictitious in social construction. Super constituentism will go one step further and say that everything is constructed regardless of whether it is social or not There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. Personal and social constructivistic constructivism is often defined as an individual or society. In personal constitutionalism, a person builds knowledge by using a cognitive process to gain knowledge from experience, not by remembering the facts provided by others. In social constructivism, individuals build knowledge through the interactions between the knowledge they possess and the social / cultural exchanges in their context. For example, you can build knowledge through social work with children who are interested in how wheel and axle work can participate in personal knowledge building by playing bicycles, or bicycles repairing adults.

How to prepare for your child's birth First, do not do anything that makes you pregnant, considering all options such as birth, abortion, adoption, make a decision. If you decide to take a child, please follow the steps below and make sure you have the option to pay the amount you choose. You need a very wealthy husband or need medical insurance. Until pregnancy, vitamins are very important every morning. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

How to prepare for your child's birth First, do not do anything that makes you pregnant, considering all options such as birth, abortion, adoption, make a decision. If you decide to take a child, please follow the steps below and make sure you have the option to pay the amount you choose. You need a very wealthy husband or need medical insurance. Until pregnancy, vitamins are very important every morning. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

How to prepare for your child's birth First, do not do anything that makes you pregnant, considering all options such as birth, abortion, adoption, make a decision. If you decide to take a child, please follow the steps below and make sure you have the option to pay the amount you choose. You need a very wealthy husband or need medical insurance. Until pregnancy, vitamins are very important every morning. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

Child's Growth Day: September 25 Time: 1-3 o'clock Location: Bar / Restaurant (Jack's Party) People gather: I, Jack and his family and friends aim and plan: for visit 2 I Join Fo's Party Birthday Anyway, I was invited and I did not organize any problems. Jack is 4 years old on September 22, but his birthday is Saturday. Jack will play for a while with a ball pit, eat dinner, and blow his candle off. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

Child's Growth Day: September 25 Time: 1-3 o'clock Location: Bar / Restaurant (Jack's Party) People gather: I, Jack and his family and friends aim and plan: for visit 2 I Join Fo's Party Birthday Anyway, I was invited and I did not organize any problems. Jack is 4 years old on September 22, but his birthday is Saturday. Jack will play for a while with a ball pit, eat dinner, and blow his candle off. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

Child's Growth Day: September 25 Time: 1-3 o'clock Location: Bar / Restaurant (Jack's Party) People gather: I, Jack and his family and friends aim and plan: for visit 2 I Join Fo's Party Birthday Anyway, I was invited and I did not organize any problems. Jack is 4 years old on September 22, but his birthday is Saturday. Jack will play for a while with a ball pit, eat dinner, and blow his candle off. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

Many teachers ask me which theory or practitioners most agree. When I asked this question, I sat on my desk and thought about all the people we passed, or who I studied more to better understand their theory It was. From Maria Montessori to Lev Vygotsky, and many others are covered. I agree with most of the theorists and practitioners we met in the class, but one thing I have to say is that I agree with Howard Gardner. Dr. Howard Howard Gardner, a psychologist and professor at Howard Howard University, developed a theory of multiple intelligence in 1983. Both types of intelligence are measured, but intelligence has various forms. Dr. Howard Gardner, a well-known name for most educators, developed a theory of multiple intelligence in 1983. People have nine kinds of intelligence and more than one type of intelligence. They are linguistics, logical mathematics, music rhythm, body movement, space, naturalism, interpersonal relationship, interpersonal relationship and existential wisdom. Everyone has something they are good at and what they are acquiring, and can be defined by one of them. Some people also have social and emotional intelligence According to Dr. Howard Gardner of Gardner, we have nine kinds of information that reflects various ways everyone interacts with the world. Everyone combines these intelligence independently. Two people can not have exactly the same smart setting. He defined intelligence from various angles; the ability to create products that were evaluated as a set of pleasant skills in culture ... Howard Gardner is known for multiple theories of intelligence. In his article entitled "Circular Version: Multiple Intelligences Theory", Gardner explains seven intelligence and reasons for "smart" individuals in these areas. One of the definitions of his intelligence is "It is necessary to be able to solve certain cultural contexts and problems affecting local communities and fashion products" (Gardner 509). School education and education are very important

Many teachers ask me which theory or practitioners most agree. When I asked this question, I sat on my desk and thought about all the people we passed, or who I studied more to better understand their theory It was. From Maria Montessori to Lev Vygotsky, and many others are covered. I agree with most of the theorists and practitioners we met in the class, but one thing I have to say is that I agree with Howard Gardner. Dr. Howard Howard Gardner, a psychologist and professor at Howard Howard University, developed a theory of multiple intelligence in 1983. Both types of intelligence are measured, but intelligence has various forms. Dr. Howard Gardner, a well-known name for most educators, developed a theory of multiple intelligence in 1983. People have nine kinds of intelligence and more than one type of intelligence. They are linguistics, logical mathematics, music rhythm, body movement, space, naturalism, interpersonal relationship, interpersonal relationship and existential wisdom. Everyone has something they are good at and what they are acquiring, and can be defined by one of them. Some people also have social and emotional intelligence According to Dr. Howard Gardner of Gardner, we have nine kinds of information that reflects various ways everyone interacts with the world. Everyone combines these intelligence independently. Two people can not have exactly the same smart setting. He defined intelligence from various angles; the ability to create products that were evaluated as a set of pleasant skills in culture ... Howard Gardner is known for multiple theories of intelligence. In his article entitled "Circular Version: Multiple Intelligences Theory", Gardner explains seven intelligence and reasons for "smart" individuals in these areas. One of the definitions of his intelligence is "It is necessary to be able to solve certain cultural contexts and problems affecting local communities and fashion products" (Gardner 509). School education and education are very important

Many teachers ask me which theory or practitioners most agree. When I asked this question, I sat on my desk and thought about all the people we passed, or who I studied more to better understand their theory It was. From Maria Montessori to Lev Vygotsky, and many others are covered. I agree with most of the theorists and practitioners we met in the class, but one thing I have to say is that I agree with Howard Gardner. Dr. Howard Howard Gardner, a psychologist and professor at Howard Howard University, developed a theory of multiple intelligence in 1983. Both types of intelligence are measured, but intelligence has various forms. Dr. Howard Gardner, a well-known name for most educators, developed a theory of multiple intelligence in 1983. People have nine kinds of intelligence and more than one type of intelligence. They are linguistics, logical mathematics, music rhythm, body movement, space, naturalism, interpersonal relationship, interpersonal relationship and existential wisdom. Everyone has something they are good at and what they are acquiring, and can be defined by one of them. Some people also have social and emotional intelligence According to Dr. Howard Gardner of Gardner, we have nine kinds of information that reflects various ways everyone interacts with the world. Everyone combines these intelligence independently. Two people can not have exactly the same smart setting. He defined intelligence from various angles; the ability to create products that were evaluated as a set of pleasant skills in culture ... Howard Gardner is known for multiple theories of intelligence. In his article entitled "Circular Version: Multiple Intelligences Theory", Gardner explains seven intelligence and reasons for "smart" individuals in these areas. One of the definitions of his intelligence is "It is necessary to be able to solve certain cultural contexts and problems affecting local communities and fashion products" (Gardner 509). School education and education are very important

Introduction Many children have experienced a common phenomenon known as an imaginative partner. This is usually reflected in creating an invisible person who maintains a positive relationship with them. Many parents are confused about how to approach and contact the imaginary partner of their children and children, but you should be confident that the process is normal. An imaginary partner is not a sign of mental illness but a normal healthy part of child development (Taylor, 1999). "This research supports the idea that experiencing imaginary partners is part of the child's mainstream development and is more common in children than previously thought-provoking, Not limited to preschool children (p.21) Instead, that tradition focuses on normative development and external reality. There is a difference between common imaginative partners made by many children and imaginative partners of psychopathology. Usually, if there is a psychological obstacle and there is a fictitious partner, the creator thinks that the partner is real and does not distinguish between reality and imagination. Fictitious friends and companions can offer a variety of functions. By playing with imaginary partners, children can develop actions and events that have never been experienced. Fictional games allow children to use their imagination to build world knowledge. In addition, fictitious partners can also satisfy the natural desire to connect with children and colleagues. According to psychologist Lev Vygotsky, the interaction between cultural tools and people can coordinate mental function and cognitive development.

Introduction Many children have experienced a common phenomenon known as an imaginative partner. This is usually reflected in creating an invisible person who maintains a positive relationship with them. Many parents are confused about how to approach and contact the imaginary partner of their children and children, but you should be confident that the process is normal. An imaginary partner is not a sign of mental illness but a normal healthy part of child development (Taylor, 1999). "This research supports the idea that experiencing imaginary partners is part of the child's mainstream development and is more common in children than previously thought-provoking, Not limited to preschool children (p.21) Instead, that tradition focuses on normative development and external reality. There is a difference between common imaginative partners made by many children and imaginative partners of psychopathology. Usually, if there is a psychological obstacle and there is a fictitious partner, the creator thinks that the partner is real and does not distinguish between reality and imagination. Fictitious friends and companions can offer a variety of functions. By playing with imaginary partners, children can develop actions and events that have never been experienced. Fictional games allow children to use their imagination to build world knowledge. In addition, fictitious partners can also satisfy the natural desire to connect with children and colleagues. According to psychologist Lev Vygotsky, the interaction between cultural tools and people can coordinate mental function and cognitive development.

Introduction Many children have experienced a common phenomenon known as an imaginative partner. This is usually reflected in creating an invisible person who maintains a positive relationship with them. Many parents are confused about how to approach and contact the imaginary partner of their children and children, but you should be confident that the process is normal. An imaginary partner is not a sign of mental illness but a normal healthy part of child development (Taylor, 1999). "This research supports the idea that experiencing imaginary partners is part of the child's mainstream development and is more common in children than previously thought-provoking, Not limited to preschool children (p.21) Instead, that tradition focuses on normative development and external reality. There is a difference between common imaginative partners made by many children and imaginative partners of psychopathology. Usually, if there is a psychological obstacle and there is a fictitious partner, the creator thinks that the partner is real and does not distinguish between reality and imagination. Fictitious friends and companions can offer a variety of functions. By playing with imaginary partners, children can develop actions and events that have never been experienced. Fictional games allow children to use their imagination to build world knowledge. In addition, fictitious partners can also satisfy the natural desire to connect with children and colleagues. According to psychologist Lev Vygotsky, the interaction between cultural tools and people can coordinate mental function and cognitive development.

From Freud and Spencer to Piaget and Vygotsky, there are countless game theories and countless theorists. This article will outline the definition and value of the game, and how it can help children learn the importance of learning by these theorists. It discusses how the environment in which educators are built affects games, and likewise the learning theory related to the mention of "games and learning are closely ...". McMillan and Isaacs were early pioneers who recognized the importance and value of child development. In particular, Isaacs is very convinced of the value of the drama and claims that "theater is indeed a child's work, how he or she develops." (Isaacs, 1929) We will build social, emotional resilience, extend social skills, deepen friendship and help children learn how to cope with risks. (All Children's Problems, Children's Program, 30 pages, 146 pages) Children's Games and Children's Playground Rules In their own game, children do not rely on powerful authority figures to do them for them, but they create their own activities and solve their own problems. This is one of great value away from adults. In such a drama, they must be like adults just because there are no adults. The game is an exercise space for adults. Adults may weaken this huge game if they intervene and try to help them. The fundamental difference between adult games and children's games is that adults generally follow a fixed, pre-established rule and children are generally considered to be able to modify rules. As adults play baseball, rub them, do almost anything, they will obey or follow the "official" rules of the game. By contrast, when children play, they usually obey the rules (Youniss, 1994). Even if they play games like baseball and scrabble, unless there are adults in the official rules,

From Freud and Spencer to Piaget and Vygotsky, there are countless game theories and countless theorists. This article will outline the definition and value of the game, and how it can help children learn the importance of learning by these theorists. It discusses how the environment in which educators are built affects games, and likewise the learning theory related to the mention of "games and learning are closely ...". McMillan and Isaacs were early pioneers who recognized the importance and value of child development. In particular, Isaacs is very convinced of the value of the drama and claims that "theater is indeed a child's work, how he or she develops." (Isaacs, 1929) We will build social, emotional resilience, extend social skills, deepen friendship and help children learn how to cope with risks. (All Children's Problems, Children's Program, 30 pages, 146 pages) Children's Games and Children's Playground Rules In their own game, children do not rely on powerful authority figures to do them for them, but they create their own activities and solve their own problems. This is one of great value away from adults. In such a drama, they must be like adults just because there are no adults. The game is an exercise space for adults. Adults may weaken this huge game if they intervene and try to help them. The fundamental difference between adult games and children's games is that adults generally follow a fixed, pre-established rule and children are generally considered to be able to modify rules. As adults play baseball, rub them, do almost anything, they will obey or follow the "official" rules of the game. By contrast, when children play, they usually obey the rules (Youniss, 1994). Even if they play games like baseball and scrabble, unless there are adults in the official rules,

From Freud and Spencer to Piaget and Vygotsky, there are countless game theories and countless theorists. This article will outline the definition and value of the game, and how it can help children learn the importance of learning by these theorists. It discusses how the environment in which educators are built affects games, and likewise the learning theory related to the mention of "games and learning are closely ...". McMillan and Isaacs were early pioneers who recognized the importance and value of child development. In particular, Isaacs is very convinced of the value of the drama and claims that "theater is indeed a child's work, how he or she develops." (Isaacs, 1929) We will build social, emotional resilience, extend social skills, deepen friendship and help children learn how to cope with risks. (All Children's Problems, Children's Program, 30 pages, 146 pages) Children's Games and Children's Playground Rules In their own game, children do not rely on powerful authority figures to do them for them, but they create their own activities and solve their own problems. This is one of great value away from adults. In such a drama, they must be like adults just because there are no adults. The game is an exercise space for adults. Adults may weaken this huge game if they intervene and try to help them. The fundamental difference between adult games and children's games is that adults generally follow a fixed, pre-established rule and children are generally considered to be able to modify rules. As adults play baseball, rub them, do almost anything, they will obey or follow the "official" rules of the game. By contrast, when children play, they usually obey the rules (Youniss, 1994). Even if they play games like baseball and scrabble, unless there are adults in the official rules,

Psychology development psychology is defined as a scientific study of behavior and mind. This definition means three things. First, psychology is science, a field that can be studied through objective observation and experimental methods. Secondly, we can observe and measure the behavior of animals. The state of conscious and unconscious mind is invisible, but inferred through observation. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964) Human development refers to human physiological and psychological development throughout the life cycle. It includes development from infancy, childhood, adolescence to adulthood. Scientific research in the development of human psychology is sometimes called developmental psychology.

Psychology development psychology is defined as a scientific study of behavior and mind. This definition means three things. First, psychology is science, a field that can be studied through objective observation and experimental methods. Secondly, we can observe and measure the behavior of animals. The state of conscious and unconscious mind is invisible, but inferred through observation. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964) Human development refers to human physiological and psychological development throughout the life cycle. It includes development from infancy, childhood, adolescence to adulthood. Scientific research in the development of human psychology is sometimes called developmental psychology.

Psychology development psychology is defined as a scientific study of behavior and mind. This definition means three things. First, psychology is science, a field that can be studied through objective observation and experimental methods. Secondly, we can observe and measure the behavior of animals. The state of conscious and unconscious mind is invisible, but inferred through observation. Developmental psychology Developmental psychology is usually a scientific study of systematic psychological changes that occur during the whole human growth from birth to old age. It involved children and babies at first, but it expanded to cover the entire human life including adolescence and adulthood. - Developmental psychology is learning through psychological structure research and experience. Piaget and Vygotsky have many similarities in their views and are concerned about cognitive development of their knowledge. Think of the theoretical understanding of transcending children, but their ideas about these ideas are different. Humanism psychology is a school of psychology that appeared in the 1950s, a reactionism to behaviorism and psychoanalysis. It clearly focuses on the humanitarian aspect of psychology and the humanitarian context of the development of psychological theory. These questions are usually summarized by the five human psychology hypotheses advocated by Bugental in the 1960s. (4) Man has choice and responsibility. (5) Humans are intentional, seeking value and creativity of meaning (Bugental, 1964) Human development refers to human physiological and psychological development throughout the life cycle. It includes development from infancy, childhood, adolescence to adulthood. Scientific research in the development of human psychology is sometimes called developmental psychology.

This course focuses on a variety of physical, intellectual and social emotional issues such as human growth and development throughout the life cycle, as well as doctors, nurses, nutritionists, drug abuse counselors, clergy, teachers, career counselors Focus on occupations that will help you to tackle. , Psychologist, psychiatrist This course is very important as it provides students with a background of human growth and development from prenatal to childhood, adulthood, death and sorrow. It provides prospects for students and emphasizes the people who need the most attention. Students taking this course will broadly understand all careers that will support people from birth to death. Learn how to support exchanges with experts and learn how the continued growth of the department can provide them with flexibility, high salary, high job satisfaction. Examine roles and responsibilities of parents, teachers, and medical professionals to produce good results for children Understand the various developmental challenges that humans have at every stage of their life, and we will never stop learning or growth Students must conduct research in areas such as submission and integration, schools of gender and sex, psychologists Erik Erikson, Jean Piaget, Sigmund Freud, Lev Vygotsky, Lawrence Kohlberg and other fields such as career assessment . Some of the tasks in this chapter of the project require answers within the course and others require internet survey. Students should be able to use computers with sufficient practical knowledge of the Internet and how to find information online. Sample URLs are usually provided as a starting point, but students should have basic knowledge of using search engines to find specific information. State: California, Florida State, Georgia State, New York State, North Carolina State, Oklahoma State, Texas State, Utah State, Washington State Courses included: Basic teaching of Christian counseling; Fundamentals of Bible counseling; Introduction to pastoral counseling; Introduction of crisis interventions; Introduction of marriage and family counseling; Human growth and development; intercultural Consultation; senior marriage and family counseling; management of domestic violence and anger Legal and ethical issues in addiction and substance abuse, group counseling, psychopathology, counseling. Shasta Bible College and Graduate School have a master's degree in theology. I focus on Bible counseling and Christian family (96 credits) and Master of Bible counseling art (39 credits). Courses include: pastoral counseling introduction, pre-marital and marriage counseling, ethics and legal issues in counseling, human growth and development, multicultural counseling, counseling theory, group counseling, career Development and counseling. . Grace College and Theological College have a masters degree in clinical mental health counseling. This is a 60 credit CACREP certification program that can be completed online in 6 - 8 terms (7 - 10 days a year). The program emphasizes the commitment to psychology and social science and the integration of the Bible. Graduates of the program are ready to acquire specialized licenses when supervised clinical time and domestic license exams are completed The course includes a spiritual topic of clinical counseling, an introduction to clinical mental health counseling, social and cultural problems of human growth and development, counseling, professional ethics and responsibility, character evaluation, crisis counseling, the core of spiritual formation It is included. Christian ethics, guidance of God's people, worship and community of God, service, and pastor's counseling and care. Midwestern Baptist Theological Seminary offers counseling and specialization. It is a 96 credit course (Missouri State) that includes a core course (60 credits) and a professional course (36 credits) designed to prepare licenses for graduates. Through lessons and internship expe

This course focuses on a variety of physical, intellectual and social emotional issues such as human growth and development throughout the life cycle, as well as doctors, nurses, nutritionists, drug abuse counselors, clergy, teachers, career counselors Focus on occupations that will help you to tackle. , Psychologist, psychiatrist This course is very important as it provides students with a background of human growth and development from prenatal to childhood, adulthood, death and sorrow. It provides prospects for students and emphasizes the people who need the most attention. Students taking this course will broadly understand all careers that will support people from birth to death. Learn how to support exchanges with experts and learn how the continued growth of the department can provide them with flexibility, high salary, high job satisfaction. Examine roles and responsibilities of parents, teachers, and medical professionals to produce good results for children Understand the various developmental challenges that humans have at every stage of their life, and we will never stop learning or growth Students must conduct research in areas such as submission and integration, schools of gender and sex, psychologists Erik Erikson, Jean Piaget, Sigmund Freud, Lev Vygotsky, Lawrence Kohlberg and other fields such as career assessment . Some of the tasks in this chapter of the project require answers within the course and others require internet survey. Students should be able to use computers with sufficient practical knowledge of the Internet and how to find information online. Sample URLs are usually provided as a starting point, but students should have basic knowledge of using search engines to find specific information. State: California, Florida State, Georgia State, New York State, North Carolina State, Oklahoma State, Texas State, Utah State, Washington State Courses included: Basic teaching of Christian counseling; Fundamentals of Bible counseling; Introduction to pastoral counseling; Introduction of crisis interventions; Introduction of marriage and family counseling; Human growth and development; intercultural Consultation; senior marriage and family counseling; management of domestic violence and anger Legal and ethical issues in addiction and substance abuse, group counseling, psychopathology, counseling. Shasta Bible College and Graduate School have a master's degree in theology. I focus on Bible counseling and Christian family (96 credits) and Master of Bible counseling art (39 credits). Courses include: pastoral counseling introduction, pre-marital and marriage counseling, ethics and legal issues in counseling, human growth and development, multicultural counseling, counseling theory, group counseling, career Development and counseling. . Grace College and Theological College have a masters degree in clinical mental health counseling. This is a 60 credit CACREP certification program that can be completed online in 6 - 8 terms (7 - 10 days a year). The program emphasizes the commitment to psychology and social science and the integration of the Bible. Graduates of the program are ready to acquire specialized licenses when supervised clinical time and domestic license exams are completed The course includes a spiritual topic of clinical counseling, an introduction to clinical mental health counseling, social and cultural problems of human growth and development, counseling, professional ethics and responsibility, character evaluation, crisis counseling, the core of spiritual formation It is included. Christian ethics, guidance of God's people, worship and community of God, service, and pastor's counseling and care. Midwestern Baptist Theological Seminary offers counseling and specialization. It is a 96 credit course (Missouri State) that includes a core course (60 credits) and a professional course (36 credits) designed to prepare licenses for graduates. Through lessons and internship expe

This course focuses on a variety of physical, intellectual and social emotional issues such as human growth and development throughout the life cycle, as well as doctors, nurses, nutritionists, drug abuse counselors, clergy, teachers, career counselors Focus on occupations that will help you to tackle. , Psychologist, psychiatrist This course is very important as it provides students with a background of human growth and development from prenatal to childhood, adulthood, death and sorrow. It provides prospects for students and emphasizes the people who need the most attention. Students taking this course will broadly understand all careers that will support people from birth to death. Learn how to support exchanges with experts and learn how the continued growth of the department can provide them with flexibility, high salary, high job satisfaction. Examine roles and responsibilities of parents, teachers, and medical professionals to produce good results for children Understand the various developmental challenges that humans have at every stage of their life, and we will never stop learning or growth Students must conduct research in areas such as submission and integration, schools of gender and sex, psychologists Erik Erikson, Jean Piaget, Sigmund Freud, Lev Vygotsky, Lawrence Kohlberg and other fields such as career assessment . Some of the tasks in this chapter of the project require answers within the course and others require internet survey. Students should be able to use computers with sufficient practical knowledge of the Internet and how to find information online. Sample URLs are usually provided as a starting point, but students should have basic knowledge of using search engines to find specific information. State: California, Florida State, Georgia State, New York State, North Carolina State, Oklahoma State, Texas State, Utah State, Washington State Courses included: Basic teaching of Christian counseling; Fundamentals of Bible counseling; Introduction to pastoral counseling; Introduction of crisis interventions; Introduction of marriage and family counseling; Human growth and development; intercultural Consultation; senior marriage and family counseling; management of domestic violence and anger Legal and ethical issues in addiction and substance abuse, group counseling, psychopathology, counseling. Shasta Bible College and Graduate School have a master's degree in theology. I focus on Bible counseling and Christian family (96 credits) and Master of Bible counseling art (39 credits). Courses include: pastoral counseling introduction, pre-marital and marriage counseling, ethics and legal issues in counseling, human growth and development, multicultural counseling, counseling theory, group counseling, career Development and counseling. . Grace College and Theological College have a masters degree in clinical mental health counseling. This is a 60 credit CACREP certification program that can be completed online in 6 - 8 terms (7 - 10 days a year). The program emphasizes the commitment to psychology and social science and the integration of the Bible. Graduates of the program are ready to acquire specialized licenses when supervised clinical time and domestic license exams are completed The course includes a spiritual topic of clinical counseling, an introduction to clinical mental health counseling, social and cultural problems of human growth and development, counseling, professional ethics and responsibility, character evaluation, crisis counseling, the core of spiritual formation It is included. Christian ethics, guidance of God's people, worship and community of God, service, and pastor's counseling and care. Midwestern Baptist Theological Seminary offers counseling and specialization. It is a 96 credit course (Missouri State) that includes a core course (60 credits) and a professional course (36 credits) designed to prepare licenses for graduates. Through lessons and internship expe

In most cases, because teacher experts play an important role in early childhood and are playing a positive role, the first few years of life from birth to the age of 4 years of age make him / her overall It is important for development. Development is a teacher expert with passion and sincerity that they want to help them learn, grow, and succeed in education. These are just a few of the role of early childhood educators working with children in the field of early childhood education, and in most cases formal education and teacher education are necessary. - Certification score Tom is a 4 year old boy and is the first person to go to kindergarten. He is cerebral paralysis. According to Alvarez, (2014), cerebral palsy (CP) is the ability to control motor function abnormality, movement and movement, and is acquired at an early time (usually under 1 year old). Tom and his parents represent Rastafarian culture. His parents had been afraid for a long time, but his long hair seems to be in the early stages of growth. In this article we will explore elements useful for becoming an effective infant educator. Effective infant education has evolved and proved to be a complex process, and it is affected by many factors. These factors include deep understanding of many pioneering and contemporary educational theories and philosophies such as Piaget, Montessori, Vygotsky, Reggio Emilia of Italy. Researchers believe that unless the educators work in a particular theoretical environment like Montessori school or a school that practices Piaget practice, modern pedagogy will develop a curriculum based on the choice of these educational programs Discovered. In the field of early childhood education, we need knowledgeable, well-trained, competent and sensitive multilingual / multicultural infant educators. Early childhood educators speak multiple languages, have cultural knowledge and are valuable sources of information in early childhood environments. In some cases, educators can speak multiple languages, or communicate using dialects spoken by different linguistic regionalism or children and families. Educators are aware of the relevant socio-cultural and economic problems in the community of local language and cultural diversity and help families use children and their mother tongue development and access to English You can help. Bilingual educators can also be powerful promoters of family members and community members. Responding to recommendations on language and cultural diversity for effective early childhood education The purpose of this article is to reflect my philosophy as an infant educator. Early childhood educators are teachers working with young children in the class. Early childhood educators need to focus not only on the academic, social, emotional and physical aspects of children but also on the protection and care of their children. Early childhood education focuses on the age group under the age of 6 based on the importance of early childhood education and is a specialized field of education focusing on parents and related organizations (kindergarten, kindergarten, kindergarten, etc.) (2007) Early childhood education degree will help you prepare for a good career in preschool education. Early childhood educators are responsible for the care and education of young children. This research field focuses on cognition and social development and includes activities that allow students to grow. In Gwynedds Mercy you can earn degrees in early childhood education and gain practical experience through practical learning approaches. This on-demand degree program gives students real world experiences that can change the lives of children in the Philadelphia community.

In most cases, because teacher experts play an important role in early childhood and are playing a positive role, the first few years of life from birth to the age of 4 years of age make him / her overall It is important for development. Development is a teacher expert with passion and sincerity that they want to help them learn, grow, and succeed in education. These are just a few of the role of early childhood educators working with children in the field of early childhood education, and in most cases formal education and teacher education are necessary. - Certification score Tom is a 4 year old boy and is the first person to go to kindergarten. He is cerebral paralysis. According to Alvarez, (2014), cerebral palsy (CP) is the ability to control motor function abnormality, movement and movement, and is acquired at an early time (usually under 1 year old). Tom and his parents represent Rastafarian culture. His parents had been afraid for a long time, but his long hair seems to be in the early stages of growth. In this article we will explore elements useful for becoming an effective infant educator. Effective infant education has evolved and proved to be a complex process, and it is affected by many factors. These factors include deep understanding of many pioneering and contemporary educational theories and philosophies such as Piaget, Montessori, Vygotsky, Reggio Emilia of Italy. Researchers believe that unless the educators work in a particular theoretical environment like Montessori school or a school that practices Piaget practice, modern pedagogy will develop a curriculum based on the choice of these educational programs Discovered. In the field of early childhood education, we need knowledgeable, well-trained, competent and sensitive multilingual / multicultural infant educators. Early childhood educators speak multiple languages, have cultural knowledge and are valuable sources of information in early childhood environments. In some cases, educators can speak multiple languages, or communicate using dialects spoken by different linguistic regionalism or children and families. Educators are aware of the relevant socio-cultural and economic problems in the community of local language and cultural diversity and help families use children and their mother tongue development and access to English You can help. Bilingual educators can also be powerful promoters of family members and community members. Responding to recommendations on language and cultural diversity for effective early childhood education The purpose of this article is to reflect my philosophy as an infant educator. Early childhood educators are teachers working with young children in the class. Early childhood educators need to focus not only on the academic, social, emotional and physical aspects of children but also on the protection and care of their children. Early childhood education focuses on the age group under the age of 6 based on the importance of early childhood education and is a specialized field of education focusing on parents and related organizations (kindergarten, kindergarten, kindergarten, etc.) (2007) Early childhood education degree will help you prepare for a good career in preschool education. Early childhood educators are responsible for the care and education of young children. This research field focuses on cognition and social development and includes activities that allow students to grow. In Gwynedds Mercy you can earn degrees in early childhood education and gain practical experience through practical learning approaches. This on-demand degree program gives students real world experiences that can change the lives of children in the Philadelphia community.

In most cases, because teacher experts play an important role in early childhood and are playing a positive role, the first few years of life from birth to the age of 4 years of age make him / her overall It is important for development. Development is a teacher expert with passion and sincerity that they want to help them learn, grow, and succeed in education. These are just a few of the role of early childhood educators working with children in the field of early childhood education, and in most cases formal education and teacher education are necessary. - Certification score Tom is a 4 year old boy and is the first person to go to kindergarten. He is cerebral paralysis. According to Alvarez, (2014), cerebral palsy (CP) is the ability to control motor function abnormality, movement and movement, and is acquired at an early time (usually under 1 year old). Tom and his parents represent Rastafarian culture. His parents had been afraid for a long time, but his long hair seems to be in the early stages of growth. In this article we will explore elements useful for becoming an effective infant educator. Effective infant education has evolved and proved to be a complex process, and it is affected by many factors. These factors include deep understanding of many pioneering and contemporary educational theories and philosophies such as Piaget, Montessori, Vygotsky, Reggio Emilia of Italy. Researchers believe that unless the educators work in a particular theoretical environment like Montessori school or a school that practices Piaget practice, modern pedagogy will develop a curriculum based on the choice of these educational programs Discovered. In the field of early childhood education, we need knowledgeable, well-trained, competent and sensitive multilingual / multicultural infant educators. Early childhood educators speak multiple languages, have cultural knowledge and are valuable sources of information in early childhood environments. In some cases, educators can speak multiple languages, or communicate using dialects spoken by different linguistic regionalism or children and families. Educators are aware of the relevant socio-cultural and economic problems in the community of local language and cultural diversity and help families use children and their mother tongue development and access to English You can help. Bilingual educators can also be powerful promoters of family members and community members. Responding to recommendations on language and cultural diversity for effective early childhood education The purpose of this article is to reflect my philosophy as an infant educator. Early childhood educators are teachers working with young children in the class. Early childhood educators need to focus not only on the academic, social, emotional and physical aspects of children but also on the protection and care of their children. Early childhood education focuses on the age group under the age of 6 based on the importance of early childhood education and is a specialized field of education focusing on parents and related organizations (kindergarten, kindergarten, kindergarten, etc.) (2007) Early childhood education degree will help you prepare for a good career in preschool education. Early childhood educators are responsible for the care and education of young children. This research field focuses on cognition and social development and includes activities that allow students to grow. In Gwynedds Mercy you can earn degrees in early childhood education and gain practical experience through practical learning approaches. This on-demand degree program gives students real world experiences that can change the lives of children in the Philadelphia community.

Learning is the cornerstone of American society. It brought society an era of economic darkness, religious resurgence and social instability. Learning has been controversial in the context of learning how to start with human development. As rationalists like Plato and Descartes argue, the results of learning nature are moving towards nature. (Bee & Boyd, 2007), it is deeply rooted in the concept of rational educational perspective ("knowledge is born"). On the other hand, you have an experientist who believes that learning is something that someone has to teach to children, like John Rock. It is natural for most people that children are born to become self-centered. Every teacher learned Piaget 's cognitive development theory. The children are learning, they can not be blamed or judged. But sitting there and listening to the reaction of some children, I felt the pain of my mother's daily struggle. We often feel unevaluated and much of what we are doing may be overlooked. We may think that our children exist only to satisfy our needs, they may not be expressed directly, but their actions are clearly illustrated Two well-known cognitive psychologists, Jean Piaget and Lev Vygotsky, developed a theory to tackle cognitive development and childhood and adolescent learning. Although there are similarities between the two theories, there are important differences to understand and apply the theory in the educational environment. In this lesson we will focus on these major differences. Well, we seem to have different opinions here. Although there may be no right or wrong cognitive development theory, there should be a difference between Piaget's cognitive development theory and Lewy's cultural history theory. In this lesson, we identify these similarities and differences. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Learning is the cornerstone of American society. It brought society an era of economic darkness, religious resurgence and social instability. Learning has been controversial in the context of learning how to start with human development. As rationalists like Plato and Descartes argue, the results of learning nature are moving towards nature. (Bee & Boyd, 2007), it is deeply rooted in the concept of rational educational perspective ("knowledge is born"). On the other hand, you have an experientist who believes that learning is something that someone has to teach to children, like John Rock. It is natural for most people that children are born to become self-centered. Every teacher learned Piaget 's cognitive development theory. The children are learning, they can not be blamed or judged. But sitting there and listening to the reaction of some children, I felt the pain of my mother's daily struggle. We often feel unevaluated and much of what we are doing may be overlooked. We may think that our children exist only to satisfy our needs, they may not be expressed directly, but their actions are clearly illustrated Two well-known cognitive psychologists, Jean Piaget and Lev Vygotsky, developed a theory to tackle cognitive development and childhood and adolescent learning. Although there are similarities between the two theories, there are important differences to understand and apply the theory in the educational environment. In this lesson we will focus on these major differences. Well, we seem to have different opinions here. Although there may be no right or wrong cognitive development theory, there should be a difference between Piaget's cognitive development theory and Lewy's cultural history theory. In this lesson, we identify these similarities and differences. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Learning is the cornerstone of American society. It brought society an era of economic darkness, religious resurgence and social instability. Learning has been controversial in the context of learning how to start with human development. As rationalists like Plato and Descartes argue, the results of learning nature are moving towards nature. (Bee & Boyd, 2007), it is deeply rooted in the concept of rational educational perspective ("knowledge is born"). On the other hand, you have an experientist who believes that learning is something that someone has to teach to children, like John Rock. It is natural for most people that children are born to become self-centered. Every teacher learned Piaget 's cognitive development theory. The children are learning, they can not be blamed or judged. But sitting there and listening to the reaction of some children, I felt the pain of my mother's daily struggle. We often feel unevaluated and much of what we are doing may be overlooked. We may think that our children exist only to satisfy our needs, they may not be expressed directly, but their actions are clearly illustrated Two well-known cognitive psychologists, Jean Piaget and Lev Vygotsky, developed a theory to tackle cognitive development and childhood and adolescent learning. Although there are similarities between the two theories, there are important differences to understand and apply the theory in the educational environment. In this lesson we will focus on these major differences. Well, we seem to have different opinions here. Although there may be no right or wrong cognitive development theory, there should be a difference between Piaget's cognitive development theory and Lewy's cultural history theory. In this lesson, we identify these similarities and differences. One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and development in childhood has two stages. The preoperative phase (2-7 years old) is characterized by the fact that children can not yet use logical reasoning (perform logical operations) other forms that infer a false conclusion; this stage Are also characterized by children tending to show selfishness and they can not see the world from their own perspective.

Before children learn to use their words to inform them of their needs and desires, they must learn to read first, to understand adult behavior, to respond to actions (Bishop and Baird, 2007). Worthwhile actions contribute to the social and emotional development of children by expressing responses to children's emotions and certain experiences whether or not they are controlled (Berk, 2006 ). Pre-school teachers are struggling to deal with and help children with challenging behavior, and the teachers themselves are looking for answers and solutions. Child development is a process that all children experience. This process includes learning and acquiring skills such as sitting, walking, talking, jumping and wearing shoes. Most children learn these skills in a predictable period called development milestone. Milestones evolve sequentially. This means that your child needs to develop some skills before developing other skills. For example, children must first learn to crawl and pull them to the standing position before they can walk. All milestones children receive are based on the last milestone Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" There are many theories related to the development of children; behaviorism and nativist are two of them. Behaviorism focuses on language acquisition process, which shows that children learn through observation and strengthening. For example, if a parent encourages a child to say "mother" or "dad" and the child answers, the parent is excited to urge the child to repeat it and the child may try to repeat it It becomes high. Activists such as Watson (1924) and B. F. Skinner assert that children's development is "a continuous process of change determined by the environment, which may vary from individual to individual." (Doherty and Hughes, 2009: 37) Reinforcement and imitation are useful for early language development, but since this viewpoint focuses on visible behavior, important children such as "thought, feeling, emotion" Actions can not be dealt with or ignored. (Berk, 2006: 355)

Before children learn to use their words to inform them of their needs and desires, they must learn to read first, to understand adult behavior, to respond to actions (Bishop and Baird, 2007). Worthwhile actions contribute to the social and emotional development of children by expressing responses to children's emotions and certain experiences whether or not they are controlled (Berk, 2006 ). Pre-school teachers are struggling to deal with and help children with challenging behavior, and the teachers themselves are looking for answers and solutions. Child development is a process that all children experience. This process includes learning and acquiring skills such as sitting, walking, talking, jumping and wearing shoes. Most children learn these skills in a predictable period called development milestone. Milestones evolve sequentially. This means that your child needs to develop some skills before developing other skills. For example, children must first learn to crawl and pull them to the standing position before they can walk. All milestones children receive are based on the last milestone Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" There are many theories related to the development of children; behaviorism and nativist are two of them. Behaviorism focuses on language acquisition process, which shows that children learn through observation and strengthening. For example, if a parent encourages a child to say "mother" or "dad" and the child answers, the parent is excited to urge the child to repeat it and the child may try to repeat it It becomes high. Activists such as Watson (1924) and B. F. Skinner assert that children's development is "a continuous process of change determined by the environment, which may vary from individual to individual." (Doherty and Hughes, 2009: 37) Reinforcement and imitation are useful for early language development, but since this viewpoint focuses on visible behavior, important children such as "thought, feeling, emotion" Actions can not be dealt with or ignored. (Berk, 2006: 355)

Before children learn to use their words to inform them of their needs and desires, they must learn to read first, to understand adult behavior, to respond to actions (Bishop and Baird, 2007). Worthwhile actions contribute to the social and emotional development of children by expressing responses to children's emotions and certain experiences whether or not they are controlled (Berk, 2006 ). Pre-school teachers are struggling to deal with and help children with challenging behavior, and the teachers themselves are looking for answers and solutions. Child development is a process that all children experience. This process includes learning and acquiring skills such as sitting, walking, talking, jumping and wearing shoes. Most children learn these skills in a predictable period called development milestone. Milestones evolve sequentially. This means that your child needs to develop some skills before developing other skills. For example, children must first learn to crawl and pull them to the standing position before they can walk. All milestones children receive are based on the last milestone Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" There are many theories related to the development of children; behaviorism and nativist are two of them. Behaviorism focuses on language acquisition process, which shows that children learn through observation and strengthening. For example, if a parent encourages a child to say "mother" or "dad" and the child answers, the parent is excited to urge the child to repeat it and the child may try to repeat it It becomes high. Activists such as Watson (1924) and B. F. Skinner assert that children's development is "a continuous process of change determined by the environment, which may vary from individual to individual." (Doherty and Hughes, 2009: 37) Reinforcement and imitation are useful for early language development, but since this viewpoint focuses on visible behavior, important children such as "thought, feeling, emotion" Actions can not be dealt with or ignored. (Berk, 2006: 355)

One of the most successful and influential early childhood education strategies used to promote the social and cognitive development of children is the scaffolding. A scaffold usually refers to a way that adults can promote children's learning through this process and at that point reach the level beyond their child's abilities (Scarlett, 2005). In this article we discuss how the scaffolding promotes and supports the formation of meanings in children's games. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Children will play. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Then, in this paper we will explore a variety of early childhood education theories that support or recognize the importance of teachers in the role of the platform, the child's perspective as a constructor that can build meaning, and the game-based course. This article examines the scaffolding through the successful foundation course of the child and may be at risk. 5. Reasons for emphasizing family participation in school Explain it in the context of childhood. As mentioned earlier, the importance of family participation in the classroom should not be underestimated. When families are involved, consistency is maintained for both children and the whole class. Children, they feel the importance of their schooling education When your child enters school, the game is important. The game can help children adapt to the school environment. It enhances children's learning preparation and cognitive development by allowing the child to move from the subject and region without fear of failure. You can learn and practice basic social skills at school time such as break time. Children develop self-awareness, learn how to interact with other children, how to make friends, and the importance of role play. The school exploration game gives the children time to discover and operate the surrounding environment. Children can learn by working with others. You provide an environment for your child to play with others. As your child grows you can offer toys, materials and exercise equipment so that they can play with others. It is important for children to know that games are important throughout their lives.

One of the most successful and influential early childhood education strategies used to promote the social and cognitive development of children is the scaffolding. A scaffold usually refers to a way that adults can promote children's learning through this process and at that point reach the level beyond their child's abilities (Scarlett, 2005). In this article we discuss how the scaffolding promotes and supports the formation of meanings in children's games. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Children will play. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Then, in this paper we will explore a variety of early childhood education theories that support or recognize the importance of teachers in the role of the platform, the child's perspective as a constructor that can build meaning, and the game-based course. This article examines the scaffolding through the successful foundation course of the child and may be at risk. 5. Reasons for emphasizing family participation in school Explain it in the context of childhood. As mentioned earlier, the importance of family participation in the classroom should not be underestimated. When families are involved, consistency is maintained for both children and the whole class. Children, they feel the importance of their schooling education When your child enters school, the game is important. The game can help children adapt to the school environment. It enhances children's learning preparation and cognitive development by allowing the child to move from the subject and region without fear of failure. You can learn and practice basic social skills at school time such as break time. Children develop self-awareness, learn how to interact with other children, how to make friends, and the importance of role play. The school exploration game gives the children time to discover and operate the surrounding environment. Children can learn by working with others. You provide an environment for your child to play with others. As your child grows you can offer toys, materials and exercise equipment so that they can play with others. It is important for children to know that games are important throughout their lives.

One of the most successful and influential early childhood education strategies used to promote the social and cognitive development of children is the scaffolding. A scaffold usually refers to a way that adults can promote children's learning through this process and at that point reach the level beyond their child's abilities (Scarlett, 2005). In this article we discuss how the scaffolding promotes and supports the formation of meanings in children's games. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Play will develop children's content knowledge and provide opportunities for children to develop social skills, ability and learning abilities. Game-based learning is based on Vygotsky-based scaffolding model. In this model, the teacher focuses on specific elements of the game's activities and provides encouragement and feedback about the children's learning. When children tackle real life and imaginary activities, children's thinking is sometimes difficult. In order to extend the learning process, you can provide prudent intervention to provide adult support during game-based learning as needed. Children will play. First of all, this article briefly introduces the concept of scaffolding and its importance in child development. Then, in this paper we will explore a variety of early childhood education theories that support or recognize the importance of teachers in the role of the platform, the child's perspective as a constructor that can build meaning, and the game-based course. This article examines the scaffolding through the successful foundation course of the child and may be at risk. 5. Reasons for emphasizing family participation in school Explain it in the context of childhood. As mentioned earlier, the importance of family participation in the classroom should not be underestimated. When families are involved, consistency is maintained for both children and the whole class. Children, they feel the importance of their schooling education When your child enters school, the game is important. The game can help children adapt to the school environment. It enhances children's learning preparation and cognitive development by allowing the child to move from the subject and region without fear of failure. You can learn and practice basic social skills at school time such as break time. Children develop self-awareness, learn how to interact with other children, how to make friends, and the importance of role play. The school exploration game gives the children time to discover and operate the surrounding environment. Children can learn by working with others. You provide an environment for your child to play with others. As your child grows you can offer toys, materials and exercise equipment so that they can play with others. It is important for children to know that games are important throughout their lives.

Introductory psychology of child psychology involves studying the psychological function and general behavior of humans and animals. Explain the social behaviors and psychological functions of individuals by exploring nerve and physiological processes. These include emotion, recognition, perception, motivation, attention, brain function, and personality. Children's psychology has also been shown to apply to psychology children. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

Introductory psychology of child psychology involves studying the psychological function and general behavior of humans and animals. Explain the social behaviors and psychological functions of individuals by exploring nerve and physiological processes. These include emotion, recognition, perception, motivation, attention, brain function, and personality. Children's psychology has also been shown to apply to psychology children. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

Introductory psychology of child psychology involves studying the psychological function and general behavior of humans and animals. Explain the social behaviors and psychological functions of individuals by exploring nerve and physiological processes. These include emotion, recognition, perception, motivation, attention, brain function, and personality. Children's psychology has also been shown to apply to psychology children. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

There are various courses in the classroom for children. The two courses used are Hyscope and Reggio Emilia. Both courses have unique aspects that make up the course. In addition, High Scope and Reggio Emilia have similarities and differences. In Ypsilanti, Dr. David P. Weikard of Michigan State established High Scope in 1970. Extensive research in several fields. However, they are known for research in preschool and preschool curriculum. There are many course methods to choose from. The three big ones are the Montessori method, the high range method and the Reggio Emilia method. Though they are different, there is nothing higher than the others. It depends on the director's expectation of the supervisor's center and how parents expect their children's expectations. The Montessori method Montessori method was created by Maria Montessori. Maria was born in Italy in 1870 and Maria grew very well (American Montessori Association) as families were passionate about education. Reggio Emilia law was developed at City Preschool Kindergarten and Child / Child Care Center in Emilia City, Italy. With support from the local parents, Loris Maraguzzi started planning during the Second World War. The Reggio Emilia method does not specify a course or model. It is the child "the citizen with the possibility and the right" that forms the core. (Bredekamp, ​​127) The school incorporates many opinions of Vygotsky and Piaget. Reggio Emilia's approach can be embodied as its core values: children's image, child relationships and interactions, the role of parents, the role of space: adorable school as a partner of learning, teachers, children Invite and sustain the power of learning, multilingual correspondence of children, learning through projects, and documentation Loris Maraguzzi launched this educational method system in Reggio Emilia in 1945. Therefore, the name of Reggio Emilia's educational system is the city of Reggio Emilia in Italy. The main focus of this system is to create learning conditions that increase child's creativity and curiosity. The name of the Reggio Emilia method comes from the city called Reggio Emilia in Emilia Romagna in northern Italy. Shortly after World War II, parents in this area cooperated with lifelong educators, innovators, and creative philosopher Loris Malaguzzi to find their own public system for childcare education. In Reggio Emilia's method, there is a creative expression "children have one hundred languages". This method combines innovation, nature, construction, fantasy, art, music, dance, architecture, all languages. Writing, speaking, signing, science, body and soul. Multiple languages ​​are used to help children build knowledge and understand the surrounding world

There are various courses in the classroom for children. The two courses used are Hyscope and Reggio Emilia. Both courses have unique aspects that make up the course. In addition, High Scope and Reggio Emilia have similarities and differences. In Ypsilanti, Dr. David P. Weikard of Michigan State established High Scope in 1970. Extensive research in several fields. However, they are known for research in preschool and preschool curriculum. There are many course methods to choose from. The three big ones are the Montessori method, the high range method and the Reggio Emilia method. Though they are different, there is nothing higher than the others. It depends on the director's expectation of the supervisor's center and how parents expect their children's expectations. The Montessori method Montessori method was created by Maria Montessori. Maria was born in Italy in 1870 and Maria grew very well (American Montessori Association) as families were passionate about education. Reggio Emilia law was developed at City Preschool Kindergarten and Child / Child Care Center in Emilia City, Italy. With support from the local parents, Loris Maraguzzi started planning during the Second World War. The Reggio Emilia method does not specify a course or model. It is the child "the citizen with the possibility and the right" that forms the core. (Bredekamp, ​​127) The school incorporates many opinions of Vygotsky and Piaget. Reggio Emilia's approach can be embodied as its core values: children's image, child relationships and interactions, the role of parents, the role of space: adorable school as a partner of learning, teachers, children Invite and sustain the power of learning, multilingual correspondence of children, learning through projects, and documentation Loris Maraguzzi launched this educational method system in Reggio Emilia in 1945. Therefore, the name of Reggio Emilia's educational system is the city of Reggio Emilia in Italy. The main focus of this system is to create learning conditions that increase child's creativity and curiosity. The name of the Reggio Emilia method comes from the city called Reggio Emilia in Emilia Romagna in northern Italy. Shortly after World War II, parents in this area cooperated with lifelong educators, innovators, and creative philosopher Loris Malaguzzi to find their own public system for childcare education. In Reggio Emilia's method, there is a creative expression "children have one hundred languages". This method combines innovation, nature, construction, fantasy, art, music, dance, architecture, all languages. Writing, speaking, signing, science, body and soul. Multiple languages ​​are used to help children build knowledge and understand the surrounding world

There are various courses in the classroom for children. The two courses used are Hyscope and Reggio Emilia. Both courses have unique aspects that make up the course. In addition, High Scope and Reggio Emilia have similarities and differences. In Ypsilanti, Dr. David P. Weikard of Michigan State established High Scope in 1970. Extensive research in several fields. However, they are known for research in preschool and preschool curriculum. There are many course methods to choose from. The three big ones are the Montessori method, the high range method and the Reggio Emilia method. Though they are different, there is nothing higher than the others. It depends on the director's expectation of the supervisor's center and how parents expect their children's expectations. The Montessori method Montessori method was created by Maria Montessori. Maria was born in Italy in 1870 and Maria grew very well (American Montessori Association) as families were passionate about education. Reggio Emilia law was developed at City Preschool Kindergarten and Child / Child Care Center in Emilia City, Italy. With support from the local parents, Loris Maraguzzi started planning during the Second World War. The Reggio Emilia method does not specify a course or model. It is the child "the citizen with the possibility and the right" that forms the core. (Bredekamp, ​​127) The school incorporates many opinions of Vygotsky and Piaget. Reggio Emilia's approach can be embodied as its core values: children's image, child relationships and interactions, the role of parents, the role of space: adorable school as a partner of learning, teachers, children Invite and sustain the power of learning, multilingual correspondence of children, learning through projects, and documentation Loris Maraguzzi launched this educational method system in Reggio Emilia in 1945. Therefore, the name of Reggio Emilia's educational system is the city of Reggio Emilia in Italy. The main focus of this system is to create learning conditions that increase child's creativity and curiosity. The name of the Reggio Emilia method comes from the city called Reggio Emilia in Emilia Romagna in northern Italy. Shortly after World War II, parents in this area cooperated with lifelong educators, innovators, and creative philosopher Loris Malaguzzi to find their own public system for childcare education. In Reggio Emilia's method, there is a creative expression "children have one hundred languages". This method combines innovation, nature, construction, fantasy, art, music, dance, architecture, all languages. Writing, speaking, signing, science, body and soul. Multiple languages ​​are used to help children build knowledge and understand the surrounding world

Criticism of Infant 's Decision The early experience can only decide future development. In his book, Chapter 2, The Three Temptations (1998), Kagan questioned the fact that Kagan unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. His argument is reasonable, as infant determinism overestimates the importance of the past two years throughout human life. The next article analyzes and reviews three learning and development theories and their applications for educating children in Aotearoa infants and young children. The three theories I chose were the social and cultural theory of Russian psychologist Lev Vygotsky, the cognitive development theory of Swish's development psychologist Jean Piaget, and the attachment theory of American development psychologist Mary Ainsworth. - The intent of the introduction is to suggest a modified intervention for the "sports element" of the Pathways intervention plan, the basis of the revision is a socio-ecological model. This article describes the course of self-efficacy of physical activity, participation in physical activity, and the course of this part of the Pathways intervention program. Criticism of Infant 's Decision The early experience can only decide future development. In the second chapter of his book, The Three Temptations (1998), Kagan raised doubts that it unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. Mary Ainsworth (Ainsworth and Bell, 1970) designed a test to judge the quality of attachment to a mother of a 1 year old baby. In this test called "unfamiliar situation", a stranger observes the reaction of the baby when the baby enters the room playing with the mother. Then my mother leaves, letting a child alone with a stranger, and my mother in a short time. Based on this experiment, children can be classified as "safely attached" or "not securely attached". When the mother leaves, children safely attached show some pain, but they are ready to talk to strangers. When their mothers return, they greet eagerly to her and if they feel uneasy, she can comfort them. Children who are not safe will respond in various ways, such as not reacting to the mother, refusing when returning home, feeling a terrible pain to leaving. Therefore, we refuse to contact with strangers.

Criticism of Infant 's Decision The early experience can only decide future development. In his book, Chapter 2, The Three Temptations (1998), Kagan questioned the fact that Kagan unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. His argument is reasonable, as infant determinism overestimates the importance of the past two years throughout human life. The next article analyzes and reviews three learning and development theories and their applications for educating children in Aotearoa infants and young children. The three theories I chose were the social and cultural theory of Russian psychologist Lev Vygotsky, the cognitive development theory of Swish's development psychologist Jean Piaget, and the attachment theory of American development psychologist Mary Ainsworth. - The intent of the introduction is to suggest a modified intervention for the "sports element" of the Pathways intervention plan, the basis of the revision is a socio-ecological model. This article describes the course of self-efficacy of physical activity, participation in physical activity, and the course of this part of the Pathways intervention program. Criticism of Infant 's Decision The early experience can only decide future development. In the second chapter of his book, The Three Temptations (1998), Kagan raised doubts that it unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. Mary Ainsworth (Ainsworth and Bell, 1970) designed a test to judge the quality of attachment to a mother of a 1 year old baby. In this test called "unfamiliar situation", a stranger observes the reaction of the baby when the baby enters the room playing with the mother. Then my mother leaves, letting a child alone with a stranger, and my mother in a short time. Based on this experiment, children can be classified as "safely attached" or "not securely attached". When the mother leaves, children safely attached show some pain, but they are ready to talk to strangers. When their mothers return, they greet eagerly to her and if they feel uneasy, she can comfort them. Children who are not safe will respond in various ways, such as not reacting to the mother, refusing when returning home, feeling a terrible pain to leaving. Therefore, we refuse to contact with strangers.

Criticism of Infant 's Decision The early experience can only decide future development. In his book, Chapter 2, The Three Temptations (1998), Kagan questioned the fact that Kagan unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. His argument is reasonable, as infant determinism overestimates the importance of the past two years throughout human life. The next article analyzes and reviews three learning and development theories and their applications for educating children in Aotearoa infants and young children. The three theories I chose were the social and cultural theory of Russian psychologist Lev Vygotsky, the cognitive development theory of Swish's development psychologist Jean Piaget, and the attachment theory of American development psychologist Mary Ainsworth. - The intent of the introduction is to suggest a modified intervention for the "sports element" of the Pathways intervention plan, the basis of the revision is a socio-ecological model. This article describes the course of self-efficacy of physical activity, participation in physical activity, and the course of this part of the Pathways intervention program. Criticism of Infant 's Decision The early experience can only decide future development. In the second chapter of his book, The Three Temptations (1998), Kagan raised doubts that it unduly highlights the private life of the first two years. There is no doubt about its importance, but we believe that it is more important for human development to build experience and perception and to compare myself with others in the fifth or sixth year of life. Mary Ainsworth (Ainsworth and Bell, 1970) designed a test to judge the quality of attachment to a mother of a 1 year old baby. In this test called "unfamiliar situation", a stranger observes the reaction of the baby when the baby enters the room playing with the mother. Then my mother leaves, letting a child alone with a stranger, and my mother in a short time. Based on this experiment, children can be classified as "safely attached" or "not securely attached". When the mother leaves, children safely attached show some pain, but they are ready to talk to strangers. When their mothers return, they greet eagerly to her and if they feel uneasy, she can comfort them. Children who are not safe will respond in various ways, such as not reacting to the mother, refusing when returning home, feeling a terrible pain to leaving. Therefore, we refuse to contact with strangers.

Being a volunteer at YMCA is a wonderful experience. I took a two hour course with about 17 children from 5 to 7 years old. Two Y counselors helped me with the children. The project I chose was a collage of magazines based on nutrition and health. The children enthusiastically participated. I brought a large laminated version of the food pyramid. We will first talk about food groups and help to assemble the pyramids. Then I discussed the importance of breakfast after breakfast, snacks and junk food. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

Being a volunteer at YMCA is a wonderful experience. I took a two hour course with about 17 children from 5 to 7 years old. Two Y counselors helped me with the children. The project I chose was a collage of magazines based on nutrition and health. The children enthusiastically participated. I brought a large laminated version of the food pyramid. We will first talk about food groups and help to assemble the pyramids. Then I discussed the importance of breakfast after breakfast, snacks and junk food. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

Being a volunteer at YMCA is a wonderful experience. I took a two hour course with about 17 children from 5 to 7 years old. Two Y counselors helped me with the children. The project I chose was a collage of magazines based on nutrition and health. The children enthusiastically participated. I brought a large laminated version of the food pyramid. We will first talk about food groups and help to assemble the pyramids. Then I discussed the importance of breakfast after breakfast, snacks and junk food. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages. Freud proposed one of the most famous children's development theories. According to Freud's theory of sex psychology children's development takes place in a series of stages, focusing on the various pleasure areas of the body. At each stage, children encounter a conflict that plays an important role in the development process. So, what happens when a child completes each step? If the child does not work well at a specific moment of development, what happens to the result? By completing each stage successfully, you can nurture healthy adults. Failure to resolve conflicts at specific stages may result in preventive measures that affect adult behavior.

The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. Toys designed by me include participation by parents and fellows, and encourage the development of language skills through operational conditioning and imitation (Berk, 2010, p. 21). I experienced a wonderful design when I was a child. My mother runs a toy store selling quality educational toys. As the former artist, I am thinking about every detail of the customer experience, from product exhibition to display, and how employees interact with shoppers. Customers want to take their children to shopping and thank her again for providing them with a replacement for a big box toy store. This tells me that design is a gift to others and the key to business success. Our research report on interaction design and children's conference is an early pilot and we began exploring these problems. The pilot project included game tests in the lifetime kindergarten space of MIT Media Lab. Twenty-seven children between the ages of four and ten are interacting with various smart devices and toys. We see them play with smart toys and ask the children about trust, intelligence, social entity, personality, and participation. The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. - In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of 6 letters traditional dolls; Mom, Dad, Daughter, Son and grandparents

The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. Toys designed by me include participation by parents and fellows, and encourage the development of language skills through operational conditioning and imitation (Berk, 2010, p. 21). I experienced a wonderful design when I was a child. My mother runs a toy store selling quality educational toys. As the former artist, I am thinking about every detail of the customer experience, from product exhibition to display, and how employees interact with shoppers. Customers want to take their children to shopping and thank her again for providing them with a replacement for a big box toy store. This tells me that design is a gift to others and the key to business success. Our research report on interaction design and children's conference is an early pilot and we began exploring these problems. The pilot project included game tests in the lifetime kindergarten space of MIT Media Lab. Twenty-seven children between the ages of four and ten are interacting with various smart devices and toys. We see them play with smart toys and ask the children about trust, intelligence, social entity, personality, and participation. The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. - In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of 6 letters traditional dolls; Mom, Dad, Daughter, Son and grandparents

The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. Toys designed by me include participation by parents and fellows, and encourage the development of language skills through operational conditioning and imitation (Berk, 2010, p. 21). I experienced a wonderful design when I was a child. My mother runs a toy store selling quality educational toys. As the former artist, I am thinking about every detail of the customer experience, from product exhibition to display, and how employees interact with shoppers. Customers want to take their children to shopping and thank her again for providing them with a replacement for a big box toy store. This tells me that design is a gift to others and the key to business success. Our research report on interaction design and children's conference is an early pilot and we began exploring these problems. The pilot project included game tests in the lifetime kindergarten space of MIT Media Lab. Twenty-seven children between the ages of four and ten are interacting with various smart devices and toys. We see them play with smart toys and ask the children about trust, intelligence, social entity, personality, and participation. The purpose of this article is to explain the toys I designed for preschoolers. In this article we also discuss how my toy promotes the physical, cognitive, emotional and social development of infants. This game is very important for the development of young children. Because information processing is stable and continuous in several streamlining fields. - In this article, we will evaluate how children's toys can be helpful in building relationships with concrete theories. The theory of the drama to be mentioned is the theory of Piaget, Lev Vygotsky and George Herbert Mead. The toy to be evaluated is PlushPups, a family big mouth doll. The recommended age range for the puppetset is over 3 years old. This is a collection of 6 letters traditional dolls; Mom, Dad, Daughter, Son and grandparents

Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. Families should provide different love and support; the way they do this will affect their growth. The dimension of parentage relationship is related to psychological development of children, especially the ability of parents to respond and their demands. Responsive parents are enthusiastic, accepting children, having fun, and seeing problems from their point of view. On the contrary, nonresponsive parents are indifferent, rejected or criticized. They are not interested in children and are often not sensitive to their emotional needs. While others are too forgiving, some parents demand it. When parents are sensitive and harsh, the healthy psychological development of children is promoted. Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. In this article, I will explain how parents affect children's development. In addition to the impact of these styles on children, it also reveals persuasive relationships between parenting styles. It tells the reader about the four ways of parenting and the influence they have on children and why they can be nurtured differently. Kendra Cherry holds a bachelor's degree in psychology and a masters degree in science from education. Cherry is a writer specializing in psychology, child development and education. This article explains the influence of parenting style and explains the reason for the difference in parenting style, so I think it is very useful.

Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. Families should provide different love and support; the way they do this will affect their growth. The dimension of parentage relationship is related to psychological development of children, especially the ability of parents to respond and their demands. Responsive parents are enthusiastic, accepting children, having fun, and seeing problems from their point of view. On the contrary, nonresponsive parents are indifferent, rejected or criticized. They are not interested in children and are often not sensitive to their emotional needs. While others are too forgiving, some parents demand it. When parents are sensitive and harsh, the healthy psychological development of children is promoted. Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. In this article, I will explain how parents affect children's development. In addition to the impact of these styles on children, it also reveals persuasive relationships between parenting styles. It tells the reader about the four ways of parenting and the influence they have on children and why they can be nurtured differently. Kendra Cherry holds a bachelor's degree in psychology and a masters degree in science from education. Cherry is a writer specializing in psychology, child development and education. This article explains the influence of parenting style and explains the reason for the difference in parenting style, so I think it is very useful.

Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. Families should provide different love and support; the way they do this will affect their growth. The dimension of parentage relationship is related to psychological development of children, especially the ability of parents to respond and their demands. Responsive parents are enthusiastic, accepting children, having fun, and seeing problems from their point of view. On the contrary, nonresponsive parents are indifferent, rejected or criticized. They are not interested in children and are often not sensitive to their emotional needs. While others are too forgiving, some parents demand it. When parents are sensitive and harsh, the healthy psychological development of children is promoted. Whether the children's parents are directly related to their development. In the early years, parents played an important role in the development of children. Their development depends on their parents' attitudes, ambitions, parenting style and behavior. The children learned a lot from their parents. Family life, family structure, and discipline also have a great influence on child's development. - Socio-cultural theorists stress that most of their development can be done through direct dialogue between children and other people. Lev Vygotsky (1934) such as parents, teacher, brothers and sisters argue that this interaction helps children master skills and knowledge that is value for their culture. Children are aggressive learners, not only acquire knowledge, skills, attitudes, but also not only reflect the surrounding world. In this article, I will explain how parents affect children's development. In addition to the impact of these styles on children, it also reveals persuasive relationships between parenting styles. It tells the reader about the four ways of parenting and the influence they have on children and why they can be nurtured differently. Kendra Cherry holds a bachelor's degree in psychology and a masters degree in science from education. Cherry is a writer specializing in psychology, child development and education. This article explains the influence of parenting style and explains the reason for the difference in parenting style, so I think it is very useful.

English is evaluated as one of the most important international languages ​​of today. It was discovered at major levels around the world. Teaching English as a foreign language is not easy, especially for young learners a lot of effort is required. But getting started early is not a solution for better English speakers. Young learner EFL teachers must follow some strategies and techniques to better understand and teach young learners. Students aged 5 to 12 can not listen to the teacher for 2 to 3 hours as if they were sitting in a chair. As mentioned earlier, ESL teachers need to adopt various approaches to educate young learners. Several factors must be considered when teaching young learners, Piaget (1970) points out that children are active learners and thinkers. At this stage of development, they can learn and understand the knowledge gained through continuous interaction with the physical environment. In addition, young learners learn by social interaction with colleagues to solve a given task (Vygotsky, 1962). In many cases, young learners do not pay attention to accepting, guiding, and completing activities of new knowledge. Therefore, in the early learning process of young learners it is important to instruct correctly so that ESL teachers can learn effectively. Age plays an important role in the content and teaching method that we teach. The young learner class differs from adult or youth class in terms of learner's needs, emphasis on language ability, and developed cognitive ability. Let's focus on what we usually call "dead young learners" of 10 to 12 years old. First, you give the student a piece of paper containing two sentences about the young couple they met several years ago. Depending on the age of the child, the number of sentences in each column should vary between 8 and 10. Next, ask them to match the sentences in the first column with those in the second column. There are no errors or correct answers Finally, the biggest difference between adult education and teens' education is that students are taken to the classroom. Young learners bring enthusiasm, curiosity, and energy, and adults bring life experience. Young learners are still learning about the world around them, but adults have already had a lifetime experience and have their own ideas and opinions. There may be many differences in teaching English to adults or adolescent learners as foreign languages, but the basic method does not change. Encourage communication and use of real language, use student's prior knowledge, and most importantly, maintain a comfortable atmosphere in the classroom what you will succeed no matter the age of the students

English is evaluated as one of the most important international languages ​​of today. It was discovered at major levels around the world. Teaching English as a foreign language is not easy, especially for young learners a lot of effort is required. But getting started early is not a solution for better English speakers. Young learner EFL teachers must follow some strategies and techniques to better understand and teach young learners. Students aged 5 to 12 can not listen to the teacher for 2 to 3 hours as if they were sitting in a chair. As mentioned earlier, ESL teachers need to adopt various approaches to educate young learners. Several factors must be considered when teaching young learners, Piaget (1970) points out that children are active learners and thinkers. At this stage of development, they can learn and understand the knowledge gained through continuous interaction with the physical environment. In addition, young learners learn by social interaction with colleagues to solve a given task (Vygotsky, 1962). In many cases, young learners do not pay attention to accepting, guiding, and completing activities of new knowledge. Therefore, in the early learning process of young learners it is important to instruct correctly so that ESL teachers can learn effectively. Age plays an important role in the content and teaching method that we teach. The young learner class differs from adult or youth class in terms of learner's needs, emphasis on language ability, and developed cognitive ability. Let's focus on what we usually call "dead young learners" of 10 to 12 years old. First, you give the student a piece of paper containing two sentences about the young couple they met several years ago. Depending on the age of the child, the number of sentences in each column should vary between 8 and 10. Next, ask them to match the sentences in the first column with those in the second column. There are no errors or correct answers Finally, the biggest difference between adult education and teens' education is that students are taken to the classroom. Young learners bring enthusiasm, curiosity, and energy, and adults bring life experience. Young learners are still learning about the world around them, but adults have already had a lifetime experience and have their own ideas and opinions. There may be many differences in teaching English to adults or adolescent learners as foreign languages, but the basic method does not change. Encourage communication and use of real language, use student's prior knowledge, and most importantly, maintain a comfortable atmosphere in the classroom what you will succeed no matter the age of the students

English is evaluated as one of the most important international languages ​​of today. It was discovered at major levels around the world. Teaching English as a foreign language is not easy, especially for young learners a lot of effort is required. But getting started early is not a solution for better English speakers. Young learner EFL teachers must follow some strategies and techniques to better understand and teach young learners. Students aged 5 to 12 can not listen to the teacher for 2 to 3 hours as if they were sitting in a chair. As mentioned earlier, ESL teachers need to adopt various approaches to educate young learners. Several factors must be considered when teaching young learners, Piaget (1970) points out that children are active learners and thinkers. At this stage of development, they can learn and understand the knowledge gained through continuous interaction with the physical environment. In addition, young learners learn by social interaction with colleagues to solve a given task (Vygotsky, 1962). In many cases, young learners do not pay attention to accepting, guiding, and completing activities of new knowledge. Therefore, in the early learning process of young learners it is important to instruct correctly so that ESL teachers can learn effectively. Age plays an important role in the content and teaching method that we teach. The young learner class differs from adult or youth class in terms of learner's needs, emphasis on language ability, and developed cognitive ability. Let's focus on what we usually call "dead young learners" of 10 to 12 years old. First, you give the student a piece of paper containing two sentences about the young couple they met several years ago. Depending on the age of the child, the number of sentences in each column should vary between 8 and 10. Next, ask them to match the sentences in the first column with those in the second column. There are no errors or correct answers Finally, the biggest difference between adult education and teens' education is that students are taken to the classroom. Young learners bring enthusiasm, curiosity, and energy, and adults bring life experience. Young learners are still learning about the world around them, but adults have already had a lifetime experience and have their own ideas and opinions. There may be many differences in teaching English to adults or adolescent learners as foreign languages, but the basic method does not change. Encourage communication and use of real language, use student's prior knowledge, and most importantly, maintain a comfortable atmosphere in the classroom what you will succeed no matter the age of the students

The theoretical framework deals with the work of Dewey (1916/1997), Pappert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustine and Huang (2002). The use of social constitutionalism (SC) plays an important role in building a joint relationship between teachers and students. In addition, this framework uses the teacher's technical attitude scale (TAS) of Swan and Dixon (2006) to determine the needs of the K-12 teacher's wireless laptop training. As social constructivism theory expects, the technology entering the classroom creates a network of social learning agents. In this article, two qualitative studies to examine the teaching method for the English teacher to support the student's learning, the framework to understand the use of the technology in the ELA classroom, and the use of the teaching method I will explain the technique. Discussed the topic of research on the role of ELA teachers, the use of teaching methods of ELA, and the tasks and advantages of technical use in the classroom of ELA. The technology-rich ELA classroom supports student-centered constructive learning environments. This brings benefits to the students of the junior high school English class. Technology has the ability to support students' participation in advanced thought skills, motivation and constructive use Teachers can choose how to implement technology in the classroom. Teachers can incorporate technology into guidance provided throughout the class or between groups. This educational use includes display of video clips, use of visual effects by document camera, display of website, modeling by digital recorder or e-reader, guidance of Skype sessions, and playback of podcasts. As the recommendation for the purpose to teach in this book is quite easy to carry out, only Chapter 4, "How to use techniques" discusses the potential ways to use technology with teaching. Before applying technology to education, English teachers need to consider various factors to measure the pros and cons of students' learning. First, learning technology is an advantage, but access is not directly related to effective use (Cuban, Kirkpatrick, & Peck, 2001; Sternberg et al., 2007). The use of any technology should strengthen the guidance of students and teachers and improve student learning through complementary guidance (Young & Bush, 2004). Therefore, the use of technology in English classrooms should not replace strong education, it should have an adverse effect on the quality of education, reduce student creation opportunities, or should replace important teaching materials It is not.

The theoretical framework deals with the work of Dewey (1916/1997), Pappert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustine and Huang (2002). The use of social constitutionalism (SC) plays an important role in building a joint relationship between teachers and students. In addition, this framework uses the teacher's technical attitude scale (TAS) of Swan and Dixon (2006) to determine the needs of the K-12 teacher's wireless laptop training. As social constructivism theory expects, the technology entering the classroom creates a network of social learning agents. In this article, two qualitative studies to examine the teaching method for the English teacher to support the student's learning, the framework to understand the use of the technology in the ELA classroom, and the use of the teaching method I will explain the technique. Discussed the topic of research on the role of ELA teachers, the use of teaching methods of ELA, and the tasks and advantages of technical use in the classroom of ELA. The technology-rich ELA classroom supports student-centered constructive learning environments. This brings benefits to the students of the junior high school English class. Technology has the ability to support students' participation in advanced thought skills, motivation and constructive use Teachers can choose how to implement technology in the classroom. Teachers can incorporate technology into guidance provided throughout the class or between groups. This educational use includes display of video clips, use of visual effects by document camera, display of website, modeling by digital recorder or e-reader, guidance of Skype sessions, and playback of podcasts. As the recommendation for the purpose to teach in this book is quite easy to carry out, only Chapter 4, "How to use techniques" discusses the potential ways to use technology with teaching. Before applying technology to education, English teachers need to consider various factors to measure the pros and cons of students' learning. First, learning technology is an advantage, but access is not directly related to effective use (Cuban, Kirkpatrick, & Peck, 2001; Sternberg et al., 2007). The use of any technology should strengthen the guidance of students and teachers and improve student learning through complementary guidance (Young & Bush, 2004). Therefore, the use of technology in English classrooms should not replace strong education, it should have an adverse effect on the quality of education, reduce student creation opportunities, or should replace important teaching materials It is not.

The theoretical framework deals with the work of Dewey (1916/1997), Pappert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustine and Huang (2002). The use of social constitutionalism (SC) plays an important role in building a joint relationship between teachers and students. In addition, this framework uses the teacher's technical attitude scale (TAS) of Swan and Dixon (2006) to determine the needs of the K-12 teacher's wireless laptop training. As social constructivism theory expects, the technology entering the classroom creates a network of social learning agents. In this article, two qualitative studies to examine the teaching method for the English teacher to support the student's learning, the framework to understand the use of the technology in the ELA classroom, and the use of the teaching method I will explain the technique. Discussed the topic of research on the role of ELA teachers, the use of teaching methods of ELA, and the tasks and advantages of technical use in the classroom of ELA. The technology-rich ELA classroom supports student-centered constructive learning environments. This brings benefits to the students of the junior high school English class. Technology has the ability to support students' participation in advanced thought skills, motivation and constructive use Teachers can choose how to implement technology in the classroom. Teachers can incorporate technology into guidance provided throughout the class or between groups. This educational use includes display of video clips, use of visual effects by document camera, display of website, modeling by digital recorder or e-reader, guidance of Skype sessions, and playback of podcasts. As the recommendation for the purpose to teach in this book is quite easy to carry out, only Chapter 4, "How to use techniques" discusses the potential ways to use technology with teaching. Before applying technology to education, English teachers need to consider various factors to measure the pros and cons of students' learning. First, learning technology is an advantage, but access is not directly related to effective use (Cuban, Kirkpatrick, & Peck, 2001; Sternberg et al., 2007). The use of any technology should strengthen the guidance of students and teachers and improve student learning through complementary guidance (Young & Bush, 2004). Therefore, the use of technology in English classrooms should not replace strong education, it should have an adverse effect on the quality of education, reduce student creation opportunities, or should replace important teaching materials It is not.

"Fact: Middle-aged children are difficult" Bello, Fausat Child Development 1 Hammond, Online Education Name: Lindsay Age: 15th Grade: 11 Family Number: 5 Brothers and Sisters: 3 Others: Mature age your favorite nickname. Do you have pets in Fritz? Yes, two rabbits. What color do you like? What is your favorite scent of black and pink? What's your favorite drink of vanilla and strawberry? Red wine, what kind of food do you dislike? Liver (not liver metastasis) Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

"Fact: Middle-aged children are difficult" Bello, Fausat Child Development 1 Hammond, Online Education Name: Lindsay Age: 15th Grade: 11 Family Number: 5 Brothers and Sisters: 3 Others: Mature age your favorite nickname. Do you have pets in Fritz? Yes, two rabbits. What color do you like? What is your favorite scent of black and pink? What's your favorite drink of vanilla and strawberry? Red wine, what kind of food do you dislike? Liver (not liver metastasis) Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

"Fact: Middle-aged children are difficult" Bello, Fausat Child Development 1 Hammond, Online Education Name: Lindsay Age: 15th Grade: 11 Family Number: 5 Brothers and Sisters: 3 Others: Mature age your favorite nickname. Do you have pets in Fritz? Yes, two rabbits. What color do you like? What is your favorite scent of black and pink? What's your favorite drink of vanilla and strawberry? Red wine, what kind of food do you dislike? Liver (not liver metastasis) Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5) Briefly discuss the theory of child development and evaluate three different ESL teaching methods to make them fit theoretical applicability. Especially in the past 100 years, various theories about the development of children have been published. In most cases, the theory is consistent with the fact that child development occurs in stages.

(Harter, 1990; Lord et al., 1994). As teenagers get older, they will be more confident about their abilities, social position, their goals and values, and the power of these relationships will decline. Due to the importance of social acceptance in adolescence, the network of friendship at this time is often summarized into relatively rigid groups with different social status in schools and communities (Brown, 1990). The presence of these groups may reflect the need for adolescent young people to build a sense of identity; belonging to the group is the way to answer this question: Who am I? Some theorists believe that peer groups are a powerful place for identity formation and integration (Eccles and Barber, 1999; Mead, 1935; Sullivan, 1953; Youniss, 1980; Youniss et al., 1997 ). Vygotsky (1978) argues that peer interaction is particularly important for the various advances in cognitive reasoning associated with puberty. This is exactly because these interactions are equal to adults and children's interactions. In addition, some of the reasons are the importance of social acceptance, the consistency with children and their colleagues, and the sensitivity of negative peer influences in early adolescence (Brown, 1990; Ruben et al., 1998). It describes how this integration of peers brought problems to young people and how frequently "good" children are eroded by peer adverse effects, especially young gangs (Harris, 1995; Steinberg, 1997; Steinberg and Morris, 2001). Indeed, many of the prevention programs described in Chapter 6 are designed with particular consideration of negative peers. However, although the pressure of fraud from fellows during puberty increases (Brown, 1990; see Ruben et al., 1998), most researchers believe that the simplicity that fellows are mainly during adolescence We do not accept viewpoints. Types of adverse effects Adolescent young people agree with their parents' opinions over key groups such as morals, education, politics, religion, etc. than colleague groups (Ruben et al., 1998; Smetana, 1995; Smetana et al .). Al. , 1991). Fellows have a great influence on the selection of clothing and clothing style, music, and events. In addition, young people tend to go out with colleagues who share similar views with the parents on the above main problems. Finally, teenagers usually look for similar friends; this means that those who participate in sports have other players as friends; those who receive school seriously will have such friends I will search for it. These changes in the nature of fellow relationships provide a good reason for the availability of high quality community programs. The Board of Education provides youth service programs as part of the community education program for young people development programs, encourages youth to participate in the community, builds personal capabilities, builds a career network, supports support networks and services Request and have the right to respond to youth service. Community Needs The Council can grant up to one credit to students who meet the local youth service requirements. This report will focus on community-based youth programs and explore their understanding of design, implementation and evaluation. These are plans for the community with young people. In the context of this report, communities may include communities, neighborhood groups, towns and cities, communities that are not geographically defined based on family relationships or shared interests and values. As with community development, youth development volunteers have many opportunities and can be found in most countries with overseas volunteer programs. Common programs include youth centers, working at children's homes, or participating in community programs or after school programs for children of different ages. Depending on the length of the country or volunteer program, you need to obtain a visa. In many countries, American / Canadian citizens allow you to stay on a

(Harter, 1990; Lord et al., 1994). As teenagers get older, they will be more confident about their abilities, social position, their goals and values, and the power of these relationships will decline. Due to the importance of social acceptance in adolescence, the network of friendship at this time is often summarized into relatively rigid groups with different social status in schools and communities (Brown, 1990). The presence of these groups may reflect the need for adolescent young people to build a sense of identity; belonging to the group is the way to answer this question: Who am I? Some theorists believe that peer groups are a powerful place for identity formation and integration (Eccles and Barber, 1999; Mead, 1935; Sullivan, 1953; Youniss, 1980; Youniss et al., 1997 ). Vygotsky (1978) argues that peer interaction is particularly important for the various advances in cognitive reasoning associated with puberty. This is exactly because these interactions are equal to adults and children's interactions. In addition, some of the reasons are the importance of social acceptance, the consistency with children and their colleagues, and the sensitivity of negative peer influences in early adolescence (Brown, 1990; Ruben et al., 1998). It describes how this integration of peers brought problems to young people and how frequently "good" children are eroded by peer adverse effects, especially young gangs (Harris, 1995; Steinberg, 1997; Steinberg and Morris, 2001). Indeed, many of the prevention programs described in Chapter 6 are designed with particular consideration of negative peers. However, although the pressure of fraud from fellows during puberty increases (Brown, 1990; see Ruben et al., 1998), most researchers believe that the simplicity that fellows are mainly during adolescence We do not accept viewpoints. Types of adverse effects Adolescent young people agree with their parents' opinions over key groups such as morals, education, politics, religion, etc. than colleague groups (Ruben et al., 1998; Smetana, 1995; Smetana et al .). Al. , 1991). Fellows have a great influence on the selection of clothing and clothing style, music, and events. In addition, young people tend to go out with colleagues who share similar views with the parents on the above main problems. Finally, teenagers usually look for similar friends; this means that those who participate in sports have other players as friends; those who receive school seriously will have such friends I will search for it. These changes in the nature of fellow relationships provide a good reason for the availability of high quality community programs. The Board of Education provides youth service programs as part of the community education program for young people development programs, encourages youth to participate in the community, builds personal capabilities, builds a career network, supports support networks and services Request and have the right to respond to youth service. Community Needs The Council can grant up to one credit to students who meet the local youth service requirements. This report will focus on community-based youth programs and explore their understanding of design, implementation and evaluation. These are plans for the community with young people. In the context of this report, communities may include communities, neighborhood groups, towns and cities, communities that are not geographically defined based on family relationships or shared interests and values. As with community development, youth development volunteers have many opportunities and can be found in most countries with overseas volunteer programs. Common programs include youth centers, working at children's homes, or participating in community programs or after school programs for children of different ages. Depending on the length of the country or volunteer program, you need to obtain a visa. In many countries, American / Canadian citizens allow you to stay on a

(Harter, 1990; Lord et al., 1994). As teenagers get older, they will be more confident about their abilities, social position, their goals and values, and the power of these relationships will decline. Due to the importance of social acceptance in adolescence, the network of friendship at this time is often summarized into relatively rigid groups with different social status in schools and communities (Brown, 1990). The presence of these groups may reflect the need for adolescent young people to build a sense of identity; belonging to the group is the way to answer this question: Who am I? Some theorists believe that peer groups are a powerful place for identity formation and integration (Eccles and Barber, 1999; Mead, 1935; Sullivan, 1953; Youniss, 1980; Youniss et al., 1997 ). Vygotsky (1978) argues that peer interaction is particularly important for the various advances in cognitive reasoning associated with puberty. This is exactly because these interactions are equal to adults and children's interactions. In addition, some of the reasons are the importance of social acceptance, the consistency with children and their colleagues, and the sensitivity of negative peer influences in early adolescence (Brown, 1990; Ruben et al., 1998). It describes how this integration of peers brought problems to young people and how frequently "good" children are eroded by peer adverse effects, especially young gangs (Harris, 1995; Steinberg, 1997; Steinberg and Morris, 2001). Indeed, many of the prevention programs described in Chapter 6 are designed with particular consideration of negative peers. However, although the pressure of fraud from fellows during puberty increases (Brown, 1990; see Ruben et al., 1998), most researchers believe that the simplicity that fellows are mainly during adolescence We do not accept viewpoints. Types of adverse effects Adolescent young people agree with their parents' opinions over key groups such as morals, education, politics, religion, etc. than colleague groups (Ruben et al., 1998; Smetana, 1995; Smetana et al .). Al. , 1991). Fellows have a great influence on the selection of clothing and clothing style, music, and events. In addition, young people tend to go out with colleagues who share similar views with the parents on the above main problems. Finally, teenagers usually look for similar friends; this means that those who participate in sports have other players as friends; those who receive school seriously will have such friends I will search for it. These changes in the nature of fellow relationships provide a good reason for the availability of high quality community programs. The Board of Education provides youth service programs as part of the community education program for young people development programs, encourages youth to participate in the community, builds personal capabilities, builds a career network, supports support networks and services Request and have the right to respond to youth service. Community Needs The Council can grant up to one credit to students who meet the local youth service requirements. This report will focus on community-based youth programs and explore their understanding of design, implementation and evaluation. These are plans for the community with young people. In the context of this report, communities may include communities, neighborhood groups, towns and cities, communities that are not geographically defined based on family relationships or shared interests and values. As with community development, youth development volunteers have many opportunities and can be found in most countries with overseas volunteer programs. Common programs include youth centers, working at children's homes, or participating in community programs or after school programs for children of different ages. Depending on the length of the country or volunteer program, you need to obtain a visa. In many countries, American / Canadian citizens allow you to stay on a

Jean Piaget is the founder of cognitive development. He is a Swissman and has no psychology background, but has a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established a theory of information processing, social recognition and socio-cultural point of view based on his research. According to Arringtion (2008), the term cognitive development represents a way for individuals to learn and perceive themselves and their environment, and because educators develop high level thinking with adults and young learners. Arrington ... Show more content Operation is an extension of the schema and structure that occurs during the equalization process (ibid, 2008). For example, an individual learned the concept of numbers, so he / she uses the concept of numbers to understand the quantity when he / she calculates something in everyday life. According to Kagechmar (2008), according to Piaget, as children mature, they can understand the world around them and can not take on specific tasks until they mature psychologically. Piaget identified a certain age group due to a change in thought. He determined his age and named them a different phase. According to Piaget, the first stage is the sensory exercise stage from birth to 18 months. The second phase is the pre-operation phase from 2 to 7 years. The third phase is the concrete operation phase of 7 to 11 years, the last phase is the official operation phase of 11 years or more. Piaget confirmed the specific function found in these development stages (ibid, 2008). According to Piaget, Slater and Muir (1999) points out that baby's behavior can be called intelligence even before their language develops. At the stage of sensory exercise, two important behaviors are explained. They are different. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Jean Piaget is the founder of cognitive development. He is a Swissman and has no psychology background, but has a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established a theory of information processing, social recognition and socio-cultural point of view based on his research. According to Arringtion (2008), the term cognitive development represents a way for individuals to learn and perceive themselves and their environment, and because educators develop high level thinking with adults and young learners. Arrington ... Show more content Operation is an extension of the schema and structure that occurs during the equalization process (ibid, 2008). For example, an individual learned the concept of numbers, so he / she uses the concept of numbers to understand the quantity when he / she calculates something in everyday life. According to Kagechmar (2008), according to Piaget, as children mature, they can understand the world around them and can not take on specific tasks until they mature psychologically. Piaget identified a certain age group due to a change in thought. He determined his age and named them a different phase. According to Piaget, the first stage is the sensory exercise stage from birth to 18 months. The second phase is the pre-operation phase from 2 to 7 years. The third phase is the concrete operation phase of 7 to 11 years, the last phase is the official operation phase of 11 years or more. Piaget confirmed the specific function found in these development stages (ibid, 2008). According to Piaget, Slater and Muir (1999) points out that baby's behavior can be called intelligence even before their language develops. At the stage of sensory exercise, two important behaviors are explained. They are different. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

Jean Piaget is the founder of cognitive development. He is a Swissman and has no psychology background, but has a great impact on this field, especially in the areas of cognition, development and educational psychology. Other theorists established a theory of information processing, social recognition and socio-cultural point of view based on his research. According to Arringtion (2008), the term cognitive development represents a way for individuals to learn and perceive themselves and their environment, and because educators develop high level thinking with adults and young learners. Arrington ... Show more content Operation is an extension of the schema and structure that occurs during the equalization process (ibid, 2008). For example, an individual learned the concept of numbers, so he / she uses the concept of numbers to understand the quantity when he / she calculates something in everyday life. According to Kagechmar (2008), according to Piaget, as children mature, they can understand the world around them and can not take on specific tasks until they mature psychologically. Piaget identified a certain age group due to a change in thought. He determined his age and named them a different phase. According to Piaget, the first stage is the sensory exercise stage from birth to 18 months. The second phase is the pre-operation phase from 2 to 7 years. The third phase is the concrete operation phase of 7 to 11 years, the last phase is the official operation phase of 11 years or more. Piaget confirmed the specific function found in these development stages (ibid, 2008). According to Piaget, Slater and Muir (1999) points out that baby's behavior can be called intelligence even before their language develops. At the stage of sensory exercise, two important behaviors are explained. They are different. Piaget's cognitive development theory In this article we will explore Piaget's cognitive development theory. Swiss psychologist Jean Piaget believes that progress has been made at four key stages of cognitive development that children have changed their understanding of the world. - Jean Piaget is a Swiss psychologist at four stages of cognitive development specializing in the development of children's intelligence. His research had a great impact on the field of psychology and education. Piaget likes to call himself a genetic perceptionist (a person who studies the origin of human knowledge), and his theory leads to a more sophisticated study in children's psychology. Piaget involves experiments and observations One of the main theories of cognitive development is psychologist Jean Piaget. This theory is often used for psychology and child development. The main premise of Piaget's theory is that children experience cognitive development in various stages. All of them are different from each other and are affected by nature and culture. These stages are based on age, and two are suitable for early childhood development 1: Preoperative stage (2-7 years old), children can not use logical reasoning yet (logical Other inference forms leading to false conclusions; at this stage children tend to be self-centered and can not see the world from their own perspective. The main cognitive psychologist you should be familiar with includes Piaget's cognitive development theory and the cognitive development stage Piaget. Lev Vygotsky, known for his theory of socio-cultural development, Noam Chomsky, known as the father of modern linguistics, and Jerome Bruner, created the term "scaffolding". The next viewpoint is the development prospect. Developmental psychology studies how students have changed over time. The concept of development includes continuous and discontinuous theory. Discontinuity theory is gradual. The process of learning and development includes various stages characterized by differences in behavioral quality. Theorists who assume a discontinuity theory propose a specific start and end period for each stage.

At the moment, the most common is that experts have specific skills and knowledge in specific areas but only some others. Therefore, these people are unusual in some way. Anders Ericsson is probably the most famous expert among knowledge researchers who define expertise as a relatively stable excellent result. Experts are usually labeled. People call it "superior, superior, talented, talented, experts, experts," and they often belong to the expert group. There is no doubt that the quality of the performance of various people in various tasks and various fields is greatly different. This difference can be thought of as a kind of expertise. People whose beginners are underperforming, we ... show more After Vygotsky, people learn to perceive and thinking to talk directly with them at the scene. Because they are the foundation of many other skills, some skills are very common. These are the first things a child has to learn. From beginners to advanced sports: Walking, talking, reading sentences in English, writing, cycling, driving, going to school, talking with friends, learning specific courses, taking notes, watching mathematics, understanding official debate Make multiple choices, test, join the paper test. Hiring skills in these areas also changes the performance structure. As people develop their expertise their skills and performance are structurally different from what they were before they were developed. Expert performance is essentially different from beginner performance. When a person learns a new job, he automatically enters the initial stage of development. Depends on how long the component skills were developed Some examples - (What is a domain name?) Do chess, watch blood, listen to music, watch x-rays, watch 3D pictures, ride a bike, ski Or. Dancing, gymnastics, solving physical problems, walking, reading, cycling, driving, dancing, typing, computer programming, taxi driving, radiation, The main difference between experts and beginners is that experts can see things abstractly. For example, differences in responses between judges and juries: The jury sees all the specific aspects of the trial - attorney's attire, attitudes, and specific procedures in the classroom; the judges will see legal precedents and I will see it all about the lessons of the past. Beginners call specific details as specific details and experts treat specific details as symbols of patterns. Specificity can also be achieved through clear objectives. Experts also need to be clear. Let's consider software startup aimed at building 'next wonderful search engine'. In the startup there are two programmers with almost the same skill set. "Next great search engine" means completeness and ensures that search engines return everything that might be related to the network. On the other hand, it means speed and guarantees very fast results. Users need to find suitable experts to receive service. To do this, the user enters a search box, such as a city or any other keyword, that will help select a professional of his profession or ability. The user must select the profiles of interested experts from the list of suggestions. There are three types of spokespeople: experts, celebrities, and non-experts (Tellis 180). An expert is an individual or organization that thinks the target group has expertise in a particular field (for example, Bill Gates is Microsoft, American Medical Association). Celebrities are individuals known for their propaganda related to their lives. Examples of celebrity spokespeople include entertainers, athletes (sports), businessmen and business women, politicians, journalists, consumer advocates and religious leaders. A general spokesperson is an unknown or fictitious character or character. It is worth noting that approvers may belong to more than one category. For example, Michael Jordan is an expert on basketball shoes, celebrities in Haynes' underwear appearance. Brand ambassadors and spokespersons are the

At the moment, the most common is that experts have specific skills and knowledge in specific areas but only some others. Therefore, these people are unusual in some way. Anders Ericsson is probably the most famous expert among knowledge researchers who define expertise as a relatively stable excellent result. Experts are usually labeled. People call it "superior, superior, talented, talented, experts, experts," and they often belong to the expert group. There is no doubt that the quality of the performance of various people in various tasks and various fields is greatly different. This difference can be thought of as a kind of expertise. People whose beginners are underperforming, we ... show more After Vygotsky, people learn to perceive and thinking to talk directly with them at the scene. Because they are the foundation of many other skills, some skills are very common. These are the first things a child has to learn. From beginners to advanced sports: Walking, talking, reading sentences in English, writing, cycling, driving, going to school, talking with friends, learning specific courses, taking notes, watching mathematics, understanding official debate Make multiple choices, test, join the paper test. Hiring skills in these areas also changes the performance structure. As people develop their expertise their skills and performance are structurally different from what they were before they were developed. Expert performance is essentially different from beginner performance. When a person learns a new job, he automatically enters the initial stage of development. Depends on how long the component skills were developed Some examples - (What is a domain name?) Do chess, watch blood, listen to music, watch x-rays, watch 3D pictures, ride a bike, ski Or. Dancing, gymnastics, solving physical problems, walking, reading, cycling, driving, dancing, typing, computer programming, taxi driving, radiation, The main difference between experts and beginners is that experts can see things abstractly. For example, differences in responses between judges and juries: The jury sees all the specific aspects of the trial - attorney's attire, attitudes, and specific procedures in the classroom; the judges will see legal precedents and I will see it all about the lessons of the past. Beginners call specific details as specific details and experts treat specific details as symbols of patterns. Specificity can also be achieved through clear objectives. Experts also need to be clear. Let's consider software startup aimed at building 'next wonderful search engine'. In the startup there are two programmers with almost the same skill set. "Next great search engine" means completeness and ensures that search engines return everything that might be related to the network. On the other hand, it means speed and guarantees very fast results. Users need to find suitable experts to receive service. To do this, the user enters a search box, such as a city or any other keyword, that will help select a professional of his profession or ability. The user must select the profiles of interested experts from the list of suggestions. There are three types of spokespeople: experts, celebrities, and non-experts (Tellis 180). An expert is an individual or organization that thinks the target group has expertise in a particular field (for example, Bill Gates is Microsoft, American Medical Association). Celebrities are individuals known for their propaganda related to their lives. Examples of celebrity spokespeople include entertainers, athletes (sports), businessmen and business women, politicians, journalists, consumer advocates and religious leaders. A general spokesperson is an unknown or fictitious character or character. It is worth noting that approvers may belong to more than one category. For example, Michael Jordan is an expert on basketball shoes, celebrities in Haynes' underwear appearance. Brand ambassadors and spokespersons are the

At the moment, the most common is that experts have specific skills and knowledge in specific areas but only some others. Therefore, these people are unusual in some way. Anders Ericsson is probably the most famous expert among knowledge researchers who define expertise as a relatively stable excellent result. Experts are usually labeled. People call it "superior, superior, talented, talented, experts, experts," and they often belong to the expert group. There is no doubt that the quality of the performance of various people in various tasks and various fields is greatly different. This difference can be thought of as a kind of expertise. People whose beginners are underperforming, we ... show more After Vygotsky, people learn to perceive and thinking to talk directly with them at the scene. Because they are the foundation of many other skills, some skills are very common. These are the first things a child has to learn. From beginners to advanced sports: Walking, talking, reading sentences in English, writing, cycling, driving, going to school, talking with friends, learning specific courses, taking notes, watching mathematics, understanding official debate Make multiple choices, test, join the paper test. Hiring skills in these areas also changes the performance structure. As people develop their expertise their skills and performance are structurally different from what they were before they were developed. Expert performance is essentially different from beginner performance. When a person learns a new job, he automatically enters the initial stage of development. Depends on how long the component skills were developed Some examples - (What is a domain name?) Do chess, watch blood, listen to music, watch x-rays, watch 3D pictures, ride a bike, ski Or. Dancing, gymnastics, solving physical problems, walking, reading, cycling, driving, dancing, typing, computer programming, taxi driving, radiation, The main difference between experts and beginners is that experts can see things abstractly. For example, differences in responses between judges and juries: The jury sees all the specific aspects of the trial - attorney's attire, attitudes, and specific procedures in the classroom; the judges will see legal precedents and I will see it all about the lessons of the past. Beginners call specific details as specific details and experts treat specific details as symbols of patterns. Specificity can also be achieved through clear objectives. Experts also need to be clear. Let's consider software startup aimed at building 'next wonderful search engine'. In the startup there are two programmers with almost the same skill set. "Next great search engine" means completeness and ensures that search engines return everything that might be related to the network. On the other hand, it means speed and guarantees very fast results. Users need to find suitable experts to receive service. To do this, the user enters a search box, such as a city or any other keyword, that will help select a professional of his profession or ability. The user must select the profiles of interested experts from the list of suggestions. There are three types of spokespeople: experts, celebrities, and non-experts (Tellis 180). An expert is an individual or organization that thinks the target group has expertise in a particular field (for example, Bill Gates is Microsoft, American Medical Association). Celebrities are individuals known for their propaganda related to their lives. Examples of celebrity spokespeople include entertainers, athletes (sports), businessmen and business women, politicians, journalists, consumer advocates and religious leaders. A general spokesperson is an unknown or fictitious character or character. It is worth noting that approvers may belong to more than one category. For example, Michael Jordan is an expert on basketball shoes, celebrities in Haynes' underwear appearance. Brand ambassadors and spokespersons are the

Constructivism: interpretation problem The theory of constitutionalism is based on the concept that there is a natural human motivation to understand the world. Instead of absorbing or passively accepting objective knowledge of "being there", the learner aggressively pursues knowledge by integrating new information and experiences into understanding, modification and reinterpretation of previous knowledge Building on. New knowledge has been adjusted (Billett 1996). Cognitive structures constructed by learners include procedural knowledge (methods, techniques, skills, abilities) and knowledge about propositions (ie facts, concepts, propositions). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. The premise of constructivism is that we all build our own worldview based on personal experience and internal knowledge. Learning is based on how individuals explain and create their experiences. Knowledge is built by learners. Because everyone has different experiences and perceptions. Therefore, each learning is unique. Constructivist theorists believe that learning is the process by which individuals build new ideas and concepts based on previous knowledge and experience. Each one of us creates our own spiritual model and we use them to understand our experience. We solve the contradiction between ideas and reflect the theoretical explanation. Therefore learning is just a process of adapting our mental model to our new experience. In constructivism, learning is the process of building your own subjective reality. Learning is a positive and constructive process. Learners create their own reality interpretation. Learning is considered an active process and new information is associated with old information rather than being learned. Knowledge develops through the process of contextualization Constructivistic learning theory is defined as a way for learners or individuals to build knowledge from past experiences. Constructivism is often related to teaching methods and often promotes learning through learning and practice. Since constructivism focuses on individual learning thoughts, construction is called learning meaning. Constructivist theory thinks that individuals can generate knowledge through interactions between experiences and thoughts. Constitutionalism attempts to understand the interactions between individuals from infancy to adulthood and to understand how to learn from experience and behavior patterns. Constitutionalism theory was attributed to Jean Piaget and Jean Piaget revealed these mechanisms stating that knowledge was internalized by learners. Piaget said that by adapting to the process of accommodation and assimilation, individuals can build new knowledge from past experiences.

Constructivism: interpretation problem The theory of constitutionalism is based on the concept that there is a natural human motivation to understand the world. Instead of absorbing or passively accepting objective knowledge of "being there", the learner aggressively pursues knowledge by integrating new information and experiences into understanding, modification and reinterpretation of previous knowledge Building on. New knowledge has been adjusted (Billett 1996). Cognitive structures constructed by learners include procedural knowledge (methods, techniques, skills, abilities) and knowledge about propositions (ie facts, concepts, propositions). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. The premise of constructivism is that we all build our own worldview based on personal experience and internal knowledge. Learning is based on how individuals explain and create their experiences. Knowledge is built by learners. Because everyone has different experiences and perceptions. Therefore, each learning is unique. Constructivist theorists believe that learning is the process by which individuals build new ideas and concepts based on previous knowledge and experience. Each one of us creates our own spiritual model and we use them to understand our experience. We solve the contradiction between ideas and reflect the theoretical explanation. Therefore learning is just a process of adapting our mental model to our new experience. In constructivism, learning is the process of building your own subjective reality. Learning is a positive and constructive process. Learners create their own reality interpretation. Learning is considered an active process and new information is associated with old information rather than being learned. Knowledge develops through the process of contextualization Constructivistic learning theory is defined as a way for learners or individuals to build knowledge from past experiences. Constructivism is often related to teaching methods and often promotes learning through learning and practice. Since constructivism focuses on individual learning thoughts, construction is called learning meaning. Constructivist theory thinks that individuals can generate knowledge through interactions between experiences and thoughts. Constitutionalism attempts to understand the interactions between individuals from infancy to adulthood and to understand how to learn from experience and behavior patterns. Constitutionalism theory was attributed to Jean Piaget and Jean Piaget revealed these mechanisms stating that knowledge was internalized by learners. Piaget said that by adapting to the process of accommodation and assimilation, individuals can build new knowledge from past experiences.

Constructivism: interpretation problem The theory of constitutionalism is based on the concept that there is a natural human motivation to understand the world. Instead of absorbing or passively accepting objective knowledge of "being there", the learner aggressively pursues knowledge by integrating new information and experiences into understanding, modification and reinterpretation of previous knowledge Building on. New knowledge has been adjusted (Billett 1996). Cognitive structures constructed by learners include procedural knowledge (methods, techniques, skills, abilities) and knowledge about propositions (ie facts, concepts, propositions). There are two types of constructivism. They are cognitive constructivism and socio-cultural constitutiveism. Cognitive constructivism was developed by Piaget. He conceptualized learning as a result based on personal experience and previous knowledge. Social and cultural constructivism was developed by Vygotsky. He assumes building an understanding by interacting with others in a social context in which knowledge is applied. There are different assumptions among them, but similarity lies in the relationship between experience and the creation of meaning of the learner by his own consciousness. The premise of constructivism is that we all build our own worldview based on personal experience and internal knowledge. Learning is based on how individuals explain and create their experiences. Knowledge is built by learners. Because everyone has different experiences and perceptions. Therefore, each learning is unique. Constructivist theorists believe that learning is the process by which individuals build new ideas and concepts based on previous knowledge and experience. Each one of us creates our own spiritual model and we use them to understand our experience. We solve the contradiction between ideas and reflect the theoretical explanation. Therefore learning is just a process of adapting our mental model to our new experience. In constructivism, learning is the process of building your own subjective reality. Learning is a positive and constructive process. Learners create their own reality interpretation. Learning is considered an active process and new information is associated with old information rather than being learned. Knowledge develops through the process of contextualization Constructivistic learning theory is defined as a way for learners or individuals to build knowledge from past experiences. Constructivism is often related to teaching methods and often promotes learning through learning and practice. Since constructivism focuses on individual learning thoughts, construction is called learning meaning. Constructivist theory thinks that individuals can generate knowledge through interactions between experiences and thoughts. Constitutionalism attempts to understand the interactions between individuals from infancy to adulthood and to understand how to learn from experience and behavior patterns. Constitutionalism theory was attributed to Jean Piaget and Jean Piaget revealed these mechanisms stating that knowledge was internalized by learners. Piaget said that by adapting to the process of accommodation and assimilation, individuals can build new knowledge from past experiences.

This section is dedicated to presenting applied theories on new theories, experiments, methods, and human thought and behavior development. Developmental psychology is unique in its broad range - it bridges application and basic research - and clinical, cognitive, perceptual, sensory, social, moral, practical, educational, We will study biological, genetic and neurological aspects. The most breakthrough research in developmental psychology has increasingly established links between these content areas and has created new areas such as the development of cognitive neuroscience and the development of social cognition. This collaboration brings significant theoretical and methodological advances and provides important insight into the mechanisms that cause change. Therefore, this section actively encourages important work and cross-content work. Contributions to developmental psychology can take advantage of available scientific methods, including laboratory experiments, nature observations, clinical interviews, case studies, modeling, brain imaging, and electrophysiology. In developmental psychology, we regularly publish research topics that focus on new or rapidly developing research topics or disciplines. This article is chosen based on its scientific quality and theoretical and / or empirical innovation level. Developmental psychology welcomes the submission of the following article types: book reviews, simple research reports, case reports, clinical trials, conceptual analysis, corrections, data reporting, editing, general reviews, hypotheses and theories, methods, Mini review, opinion, original research, outlook, contract, review, professional task, systematic review, technical report All manuscripts must be submitted directly to the Department of Developmental Psychology and reviewed by associate editors and peer review editors of the special department. Articles posted in the Psychology section will benefit from the frontier impact and layered system after online release. Most influential publications judged by readers As authors of their own research, he will be invited by the editors to write articles on cutting-edge comments. We call this "democratic stratification". The authors chose the impact analysis of articles based on original research published in all Frontiers' specialized journals and sections. The main comments focus on the first discovery and place them in a wider context to address the broader community problem in all psychology Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life

This section is dedicated to presenting applied theories on new theories, experiments, methods, and human thought and behavior development. Developmental psychology is unique in its broad range - it bridges application and basic research - and clinical, cognitive, perceptual, sensory, social, moral, practical, educational, We will study biological, genetic and neurological aspects. The most breakthrough research in developmental psychology has increasingly established links between these content areas and has created new areas such as the development of cognitive neuroscience and the development of social cognition. This collaboration brings significant theoretical and methodological advances and provides important insight into the mechanisms that cause change. Therefore, this section actively encourages important work and cross-content work. Contributions to developmental psychology can take advantage of available scientific methods, including laboratory experiments, nature observations, clinical interviews, case studies, modeling, brain imaging, and electrophysiology. In developmental psychology, we regularly publish research topics that focus on new or rapidly developing research topics or disciplines. This article is chosen based on its scientific quality and theoretical and / or empirical innovation level. Developmental psychology welcomes the submission of the following article types: book reviews, simple research reports, case reports, clinical trials, conceptual analysis, corrections, data reporting, editing, general reviews, hypotheses and theories, methods, Mini review, opinion, original research, outlook, contract, review, professional task, systematic review, technical report All manuscripts must be submitted directly to the Department of Developmental Psychology and reviewed by associate editors and peer review editors of the special department. Articles posted in the Psychology section will benefit from the frontier impact and layered system after online release. Most influential publications judged by readers As authors of their own research, he will be invited by the editors to write articles on cutting-edge comments. We call this "democratic stratification". The authors chose the impact analysis of articles based on original research published in all Frontiers' specialized journals and sections. The main comments focus on the first discovery and place them in a wider context to address the broader community problem in all psychology Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life

This section is dedicated to presenting applied theories on new theories, experiments, methods, and human thought and behavior development. Developmental psychology is unique in its broad range - it bridges application and basic research - and clinical, cognitive, perceptual, sensory, social, moral, practical, educational, We will study biological, genetic and neurological aspects. The most breakthrough research in developmental psychology has increasingly established links between these content areas and has created new areas such as the development of cognitive neuroscience and the development of social cognition. This collaboration brings significant theoretical and methodological advances and provides important insight into the mechanisms that cause change. Therefore, this section actively encourages important work and cross-content work. Contributions to developmental psychology can take advantage of available scientific methods, including laboratory experiments, nature observations, clinical interviews, case studies, modeling, brain imaging, and electrophysiology. In developmental psychology, we regularly publish research topics that focus on new or rapidly developing research topics or disciplines. This article is chosen based on its scientific quality and theoretical and / or empirical innovation level. Developmental psychology welcomes the submission of the following article types: book reviews, simple research reports, case reports, clinical trials, conceptual analysis, corrections, data reporting, editing, general reviews, hypotheses and theories, methods, Mini review, opinion, original research, outlook, contract, review, professional task, systematic review, technical report All manuscripts must be submitted directly to the Department of Developmental Psychology and reviewed by associate editors and peer review editors of the special department. Articles posted in the Psychology section will benefit from the frontier impact and layered system after online release. Most influential publications judged by readers As authors of their own research, he will be invited by the editors to write articles on cutting-edge comments. We call this "democratic stratification". The authors chose the impact analysis of articles based on original research published in all Frontiers' specialized journals and sections. The main comments focus on the first discovery and place them in a wider context to address the broader community problem in all psychology Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau depicted three developmental stages: Emile's baby (early childhood), puer (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Pediatric psychology is a subset of developmental psychology focusing on the life stage from birth to adolescence (about 12 to 13 years old). Adolescent psychology is also a subset of developmental psychology and focuses on the early adolescent development to adolescent youth in our later years (13-19). The theory of developmental psychology is an important field of research because it is the product of all adults experienced when they were children and when they were children. Therefore, developing psychological theory by studying infants, children, and adolescents will help to better understand adult thoughts. Developmental psychology involves psychological changes that occur throughout the life

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

Language is the main cause of human communication, it is a very complex ability requiring many different aspects, one of which is the meaning of words we use to express ourselves. The meaning depends on many factors, the department of the language studying it is semantics and word theory. Through research in these areas, we have discovered that synonyms and ambiguous terms represent different phenomena that may be related to the meaning of the words used to execute the language. The Oxford English dictionary defines synonyms as "... two or more words that have the same spelling or pronunciation but different meanings and sources." The core of this article is to evaluate the role of the game in the development of language and communication. Developmental psychology is the main source of information to explore and interpret this unique interrelationship to provide important information on human behavior. For this reason, several developmental theories appeared, like other contemporary scientists trying to reveal aspects of child development from various perspectives such as Jean Piaget, Lev Vygotsky, Sigmunt Freud, Albert Bandura . Indeed, sports is the primary means of communication for modern humans, and is the earliest, most primitive and most advanced means of communication. Even speaking is based on movement and gesture. In other words, in order to speak, it is necessary to express and express words by not only the lip, throat, lung, tongue but also the synergistic effect of complicated programming occurring in the cerebellum, basal ganglia, cerebellum. Brain motor neocortex As in this globalized world, interaction is a major source of connections between groups, society, and nations. All communication is done in a specific language. Language allows individuals to express ideas, ideas, problems. But learning other languages ​​is a skill and it is based on your confidence. My goal is to speak English in public. Perhaps this is a self-evident goal for others, but for me, it is an important goal to communicate with polite and confident official languages. I am afraid to speak in English with a speech or public speech. Language plays a very important role in human life. This is a social phenomenon. One of the main purposes of the language is to communicate and understand people. When someone speaks, he will have a specific purpose. He wants to convey information in this language. For example, some people use their own language for a variety of purposes, express their feelings, ask for help, and apologize. Indeed, we use this language in various ways, some of which are information, expression, instruction, chatting, aesthetics and so on. We use words that are part of society. In fact, every language changes according to the nature of society, what people, and their attitude. People use languages ​​according to their circumstances. Some social background can play an important role in the language that person has.

It is Mary Montessori to become the first woman to receive education. Given Maria Montessori and her educational efforts, all women can be inspired to achieve education in all areas they desire. Montessori is very important because her philosophy should respect children's education and treatment. "Perhaps this is due to her school experience." 4 When Montessori was a child she began to think that adults should respect their children after she heard the teacher talk about her . Maria Montessori is a doctor and an educator in Italy and widely admired in her education based on the child's natural learning style. The great potential for their future "Harper Lee's novel" Killing a Robin ", an innocent theme, especially an innocent theme of a child is an important theme - many theorists or practitioners are most Ask me if I can agree When I asked this question, I sat on my desk and asked about all the people we passed or who I am trying to understand their theory better We covered more about researching from Maria Montessori to Lev Vygotsky, and many others.I agree with most of the theorists and practitioners we met in class, There is one thing I have to say, and I agree with Howard Gardner. * Montessori education features Italian doctor and educator Maria Montessori emphasizing independence and freedom developed based on her extensive research on children in early childhood or special needs It is an educational method. Within the limits and respect for children's natural psychology, physical and social development. There are many customs in the name "Montessori", but the Montessori International Association (AMI) and the American Montessori Association (AMS) believe that these elements are indispensable. Dr. Maria Montessori proposed the Montessori method over 100 years ago. Maria is an educator and a doctor in Italy. She finally organized the Montessori style of child education and was the first woman who got a medical degree in 1894. Montessori's teaching method is a child-centered approach for education based on scientific observation from birth to adult. Maria treats children according to her natural learning taste. - Public school system works very hard to meet the needs of all students. Today, traditional public schools include everyone in the same classroom, including both typical students and atypical students. The principal and the parents are hoping that the teacher teaches one to one to everyone. In fact, this will not happen. Some students are not so smart and need special attention.

It is Mary Montessori to become the first woman to receive education. Given Maria Montessori and her educational efforts, all women can be inspired to achieve education in all areas they desire. Montessori is very important because her philosophy should respect children's education and treatment. "Perhaps this is due to her school experience." 4 When Montessori was a child she began to think that adults should respect their children after she heard the teacher talk about her . Maria Montessori is a doctor and an educator in Italy and widely admired in her education based on the child's natural learning style. The great potential for their future "Harper Lee's novel" Killing a Robin ", an innocent theme, especially an innocent theme of a child is an important theme - many theorists or practitioners are most Ask me if I can agree When I asked this question, I sat on my desk and asked about all the people we passed or who I am trying to understand their theory better We covered more about researching from Maria Montessori to Lev Vygotsky, and many others.I agree with most of the theorists and practitioners we met in class, There is one thing I have to say, and I agree with Howard Gardner. * Montessori education features Italian doctor and educator Maria Montessori emphasizing independence and freedom developed based on her extensive research on children in early childhood or special needs It is an educational method. Within the limits and respect for children's natural psychology, physical and social development. There are many customs in the name "Montessori", but the Montessori International Association (AMI) and the American Montessori Association (AMS) believe that these elements are indispensable. Dr. Maria Montessori proposed the Montessori method over 100 years ago. Maria is an educator and a doctor in Italy. She finally organized the Montessori style of child education and was the first woman who got a medical degree in 1894. Montessori's teaching method is a child-centered approach for education based on scientific observation from birth to adult. Maria treats children according to her natural learning taste. - Public school system works very hard to meet the needs of all students. Today, traditional public schools include everyone in the same classroom, including both typical students and atypical students. The principal and the parents are hoping that the teacher teaches one to one to everyone. In fact, this will not happen. Some students are not so smart and need special attention.

It is Mary Montessori to become the first woman to receive education. Given Maria Montessori and her educational efforts, all women can be inspired to achieve education in all areas they desire. Montessori is very important because her philosophy should respect children's education and treatment. "Perhaps this is due to her school experience." 4 When Montessori was a child she began to think that adults should respect their children after she heard the teacher talk about her . Maria Montessori is a doctor and an educator in Italy and widely admired in her education based on the child's natural learning style. The great potential for their future "Harper Lee's novel" Killing a Robin ", an innocent theme, especially an innocent theme of a child is an important theme - many theorists or practitioners are most Ask me if I can agree When I asked this question, I sat on my desk and asked about all the people we passed or who I am trying to understand their theory better We covered more about researching from Maria Montessori to Lev Vygotsky, and many others.I agree with most of the theorists and practitioners we met in class, There is one thing I have to say, and I agree with Howard Gardner. * Montessori education features Italian doctor and educator Maria Montessori emphasizing independence and freedom developed based on her extensive research on children in early childhood or special needs It is an educational method. Within the limits and respect for children's natural psychology, physical and social development. There are many customs in the name "Montessori", but the Montessori International Association (AMI) and the American Montessori Association (AMS) believe that these elements are indispensable. Dr. Maria Montessori proposed the Montessori method over 100 years ago. Maria is an educator and a doctor in Italy. She finally organized the Montessori style of child education and was the first woman who got a medical degree in 1894. Montessori's teaching method is a child-centered approach for education based on scientific observation from birth to adult. Maria treats children according to her natural learning taste. - Public school system works very hard to meet the needs of all students. Today, traditional public schools include everyone in the same classroom, including both typical students and atypical students. The principal and the parents are hoping that the teacher teaches one to one to everyone. In fact, this will not happen. Some students are not so smart and need special attention.

Introduction The Das-Naglieri Cognitive Evaluation System (CAS), developed by Naglieri and Das in 1997, It conceptualizes the study of Luria PASS model theory and represents analytical measurements based on neuropsychological structure. PASS theory, plan, attention, simultaneous and ongoing acronyms focus on cognitive psychological basis and neuropsychological basis based on functional brain and output of input, processing and mental activity (Das , 1999). Cognitive - intelligence - performing functions: Sebastian 's intellectual potential and cognitive processing capacity are measured by the Weschler' s Adult Intelligence Scale, Third Edition, and Das and Naglieri 's Cognitive Evaluation System. WAIS III is a general intelligence test for adults over 16 years of age. It consists of 14 subtests and is divided into two levels: verbal scale and performance scale. IQ is a combination of all subtests. In addition, there are linguistic understanding, organizational perception, working memory, and measures of processing speed. CAS is a series of subtests designed to measure the plan of children aged 5 to 17, paying attention to the cognitive processes of simultaneous and continuous cognitive processes. This test is based on the theory that human perception is based on the four basic elements that individuals use to change their knowledge base. Cognitive assessment techniques, reminder systems, and cognitive stimulation techniques focus on mental health and the well-being of the elderly. Some computer-based cognitive stimulation techniques have entertainment value, others provide physical stimulation and sensory and cognitive stimulation. We will conduct business impact analysis for various disaster scenarios such as power outage and Internet connection. Identify all systems and applications and determine the business impact when they fail. Medical institutions need to judge the impact on patients and medical services Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences.

Introduction The Das-Naglieri Cognitive Evaluation System (CAS), developed by Naglieri and Das in 1997, It conceptualizes the study of Luria PASS model theory and represents analytical measurements based on neuropsychological structure. PASS theory, plan, attention, simultaneous and ongoing acronyms focus on cognitive psychological basis and neuropsychological basis based on functional brain and output of input, processing and mental activity (Das , 1999). Cognitive - intelligence - performing functions: Sebastian 's intellectual potential and cognitive processing capacity are measured by the Weschler' s Adult Intelligence Scale, Third Edition, and Das and Naglieri 's Cognitive Evaluation System. WAIS III is a general intelligence test for adults over 16 years of age. It consists of 14 subtests and is divided into two levels: verbal scale and performance scale. IQ is a combination of all subtests. In addition, there are linguistic understanding, organizational perception, working memory, and measures of processing speed. CAS is a series of subtests designed to measure the plan of children aged 5 to 17, paying attention to the cognitive processes of simultaneous and continuous cognitive processes. This test is based on the theory that human perception is based on the four basic elements that individuals use to change their knowledge base. Cognitive assessment techniques, reminder systems, and cognitive stimulation techniques focus on mental health and the well-being of the elderly. Some computer-based cognitive stimulation techniques have entertainment value, others provide physical stimulation and sensory and cognitive stimulation. We will conduct business impact analysis for various disaster scenarios such as power outage and Internet connection. Identify all systems and applications and determine the business impact when they fail. Medical institutions need to judge the impact on patients and medical services Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences.

Introduction The Das-Naglieri Cognitive Evaluation System (CAS), developed by Naglieri and Das in 1997, It conceptualizes the study of Luria PASS model theory and represents analytical measurements based on neuropsychological structure. PASS theory, plan, attention, simultaneous and ongoing acronyms focus on cognitive psychological basis and neuropsychological basis based on functional brain and output of input, processing and mental activity (Das , 1999). Cognitive - intelligence - performing functions: Sebastian 's intellectual potential and cognitive processing capacity are measured by the Weschler' s Adult Intelligence Scale, Third Edition, and Das and Naglieri 's Cognitive Evaluation System. WAIS III is a general intelligence test for adults over 16 years of age. It consists of 14 subtests and is divided into two levels: verbal scale and performance scale. IQ is a combination of all subtests. In addition, there are linguistic understanding, organizational perception, working memory, and measures of processing speed. CAS is a series of subtests designed to measure the plan of children aged 5 to 17, paying attention to the cognitive processes of simultaneous and continuous cognitive processes. This test is based on the theory that human perception is based on the four basic elements that individuals use to change their knowledge base. Cognitive assessment techniques, reminder systems, and cognitive stimulation techniques focus on mental health and the well-being of the elderly. Some computer-based cognitive stimulation techniques have entertainment value, others provide physical stimulation and sensory and cognitive stimulation. We will conduct business impact analysis for various disaster scenarios such as power outage and Internet connection. Identify all systems and applications and determine the business impact when they fail. Medical institutions need to judge the impact on patients and medical services Vigotsky's cognitive development social culture theory has a great influence on education and cognitive testing. Vygotsky strongly supports nonstandard evaluation procedures for evaluating the content and quantity of children's learning and developing ways to enhance children's learning. His idea changed the educational system by improving the active role of the students in their own learning process and promoting cooperation between teachers and students in mutual learning experiences.

From early childhood to adolescence, school-age children are growing at a fast pace. In the meantime, children's skills, limitations of learning, and elements of development develop. This growth belongs to a class called five areas of child development. They are divided into five parts - cognitive, social, emotional, moral, and physical. These fields evolved and changed over time using psychologists and educators' work such as Jean Piaget, Erik Erikson, Vygotsky. There are three development fields of physical development, cognitive development, psychosocial development. Physical development affects cognitive development, cognitive development affects psychosocial development. Each of these domains interacts with each other. Physical development of children may affect their cognitive development due to their brain development, large exercise development, and fine motor development. The brain develops mainly before birth, and continues to grow rapidly during the first year after birth. Physical development also determines the timing of language development. Physical changes occur mainly in early childhood, and the cognitive and language development of children rapidly changes. Cognitive development also begins with the movement of the body and the adjustment of incoming sensory data. Language is a powerful tool to promote cognitive development. Cognitive development affects self-concept and independence Early childhood is an important period of development because the body's rapid growth, cognition and social emotions constitute the "cornerstone" of growth after childhood. Several fields of child development are also interrelated (Elder & Shanahan, 2006; Lerner, Lewin-Bizan, & Warren, 2011). For example, early good nutrition is important for healthy physical development and can promote cognitive and social emotional growth (Leavitt, Tonniges, & Rogers, 2003). Reactions in parent-child relationships promote the development of healthy social emotions and lead to improvements in physical and cognitive outcomes (Zaff et al., 2003). In the words of Magnusson and Stattin (1998, p. 727), 'individuals develop rather than variables'. In addition, the developmental medium plays a central role in the process and outcome of individual development. The holistic approach captures this important point. Cognitive development is a major field of childhood development. The term cognition refers to how mind works, and the study of cognitive development focuses on how mind thinks and learns in the early stages of life. An example of cognitive development in childhood is learning to distinguish behaviors being rewarded and behaviors punished by parents and then making decisions based on such reasoning (eg, following instructions). The following article covers important knowledge fields concerning cognitive development in early childhood as follows. Main theories of cognitive development and major aspects of cognitive development in early childhood.

From early childhood to adolescence, school-age children are growing at a fast pace. In the meantime, children's skills, limitations of learning, and elements of development develop. This growth belongs to a class called five areas of child development. They are divided into five parts - cognitive, social, emotional, moral, and physical. These fields evolved and changed over time using psychologists and educators' work such as Jean Piaget, Erik Erikson, Vygotsky. There are three development fields of physical development, cognitive development, psychosocial development. Physical development affects cognitive development, cognitive development affects psychosocial development. Each of these domains interacts with each other. Physical development of children may affect their cognitive development due to their brain development, large exercise development, and fine motor development. The brain develops mainly before birth, and continues to grow rapidly during the first year after birth. Physical development also determines the timing of language development. Physical changes occur mainly in early childhood, and the cognitive and language development of children rapidly changes. Cognitive development also begins with the movement of the body and the adjustment of incoming sensory data. Language is a powerful tool to promote cognitive development. Cognitive development affects self-concept and independence Early childhood is an important period of development because the body's rapid growth, cognition and social emotions constitute the "cornerstone" of growth after childhood. Several fields of child development are also interrelated (Elder & Shanahan, 2006; Lerner, Lewin-Bizan, & Warren, 2011). For example, early good nutrition is important for healthy physical development and can promote cognitive and social emotional growth (Leavitt, Tonniges, & Rogers, 2003). Reactions in parent-child relationships promote the development of healthy social emotions and lead to improvements in physical and cognitive outcomes (Zaff et al., 2003). In the words of Magnusson and Stattin (1998, p. 727), 'individuals develop rather than variables'. In addition, the developmental medium plays a central role in the process and outcome of individual development. The holistic approach captures this important point. Cognitive development is a major field of childhood development. The term cognition refers to how mind works, and the study of cognitive development focuses on how mind thinks and learns in the early stages of life. An example of cognitive development in childhood is learning to distinguish behaviors being rewarded and behaviors punished by parents and then making decisions based on such reasoning (eg, following instructions). The following article covers important knowledge fields concerning cognitive development in early childhood as follows. Main theories of cognitive development and major aspects of cognitive development in early childhood.

From early childhood to adolescence, school-age children are growing at a fast pace. In the meantime, children's skills, limitations of learning, and elements of development develop. This growth belongs to a class called five areas of child development. They are divided into five parts - cognitive, social, emotional, moral, and physical. These fields evolved and changed over time using psychologists and educators' work such as Jean Piaget, Erik Erikson, Vygotsky. There are three development fields of physical development, cognitive development, psychosocial development. Physical development affects cognitive development, cognitive development affects psychosocial development. Each of these domains interacts with each other. Physical development of children may affect their cognitive development due to their brain development, large exercise development, and fine motor development. The brain develops mainly before birth, and continues to grow rapidly during the first year after birth. Physical development also determines the timing of language development. Physical changes occur mainly in early childhood, and the cognitive and language development of children rapidly changes. Cognitive development also begins with the movement of the body and the adjustment of incoming sensory data. Language is a powerful tool to promote cognitive development. Cognitive development affects self-concept and independence Early childhood is an important period of development because the body's rapid growth, cognition and social emotions constitute the "cornerstone" of growth after childhood. Several fields of child development are also interrelated (Elder & Shanahan, 2006; Lerner, Lewin-Bizan, & Warren, 2011). For example, early good nutrition is important for healthy physical development and can promote cognitive and social emotional growth (Leavitt, Tonniges, & Rogers, 2003). Reactions in parent-child relationships promote the development of healthy social emotions and lead to improvements in physical and cognitive outcomes (Zaff et al., 2003). In the words of Magnusson and Stattin (1998, p. 727), 'individuals develop rather than variables'. In addition, the developmental medium plays a central role in the process and outcome of individual development. The holistic approach captures this important point. Cognitive development is a major field of childhood development. The term cognition refers to how mind works, and the study of cognitive development focuses on how mind thinks and learns in the early stages of life. An example of cognitive development in childhood is learning to distinguish behaviors being rewarded and behaviors punished by parents and then making decisions based on such reasoning (eg, following instructions). The following article covers important knowledge fields concerning cognitive development in early childhood as follows. Main theories of cognitive development and major aspects of cognitive development in early childhood.

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. There are some duplications, but all the major perspectives in psychology are unique. As a result, each has its own strengths and weaknesses and interprets psychology in different ways. As its name suggests, theory, socio-cultural point of view. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we will focus on the boundary of flow between self and others and provide a richer perspective. It draws the dynamics of learner's access to knowledge and skills from society, and in turn shapes their environment (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and cross-cultures. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development routes to specific development endpoints " (Miller, 2011, p.198). Vigotsky's socio-cultural theory is accepted globally as a way to support the concept of socio-cultural development. In 1962 when his work was finally translated into English, it started to exert influences, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism.

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. There are some duplications, but all the major perspectives in psychology are unique. As a result, each has its own strengths and weaknesses and interprets psychology in different ways. As its name suggests, theory, socio-cultural point of view. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we will focus on the boundary of flow between self and others and provide a richer perspective. It draws the dynamics of learner's access to knowledge and skills from society, and in turn shapes their environment (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and cross-cultures. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development routes to specific development endpoints " (Miller, 2011, p.198). Vigotsky's socio-cultural theory is accepted globally as a way to support the concept of socio-cultural development. In 1962 when his work was finally translated into English, it started to exert influences, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism.

Psychology is one of the latest science. Since it is the science of thinking and behavior, it is not as specific as any other science. Over the years social scientists have developed theories or perspectives based on their observations, research, and views of other scientists. There are some duplications, but all the major perspectives in psychology are unique. As a result, each has its own strengths and weaknesses and interprets psychology in different ways. As its name suggests, theory, socio-cultural point of view. Socio-cultural theory has several widely recognized advantages. First, it highlights the broader social, cultural and historical background of all human activities. Instead of treating individuals as isolated rights, we will focus on the boundary of flow between self and others and provide a richer perspective. It draws the dynamics of learner's access to knowledge and skills from society, and in turn shapes their environment (Miller, 2011). Secondly, social and cultural theory is sensitive to diversity between individuals and cross-cultures. Contrary to many other universalism theories, social and cultural theory recognizes individual differences in culture and individual differences in different cultures. It recognizes, "Depending on the specific social or physical environment and tools," different historical and cultural environments may encourage different development routes to specific development endpoints " (Miller, 2011, p.198). Vigotsky's socio-cultural theory is accepted globally as a way to support the concept of socio-cultural development. In 1962 when his work was finally translated into English, it started to exert influences, began to recognize the importance of socio-cultural development and intercultural research. The main point of Vygotsky is that the children are deeply rooted in various social and cultural contexts and their cognitive development is advanced through social interaction with more skilled people. Vygotsky's cognitive development theory focuses on more complex cognitive activities of children influenced and controlled by several principles. Believing that children actively build knowledge, Vygotsky's social and cultural theory is also one of the people who built the foundation of constitutionism.

Cognitive development and development of language skills Cognitive development forms the basis of all other aspects of development as children begin to explore and understand the surrounding world. When children interact with the surrounding people, it is associated with language and communication skills. Development is closely related. "There are many theories about cognitive development, linguistic and communication subject matter There are a number of theories in these theories differ in a number of ways, but they all fall within too many topics It seems to be related. Cognitive and linguistic development: Language development from the first cries to the development of language communication skills, true speech and understanding. From development of the ability of children to think and learn through interaction between senses and experiences (Frankel, Hobart, 2004) Appendix 2 shows that Child A is more developed in the field of communication. I said "Dada" many times. This is family encouragement. Child B's language specification is not as fast as sister. Child A can talk and sing, now he is responding, while he cries and smiles and expresses his feelings. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development includes how children develop their language skills as they grow up. Nachinist (Chomsky) believes that words are unique to human beings. Cognitive theorists (Piaget) believe that languages ​​are not born, but products of cognitive development. Finally, social interactions (Vygotsky) believe that language acquisition is the result of biological and environmental factors. McKinnon (2009) is a process that enables children to respond rather than intervene by observing and listening carefully in an information-based way to encourage attention and deepen understanding I pointed out. It includes learning how to monitor emotions and responses, and how to provide information. The observation process gives me the opportunity to focus on child's vulnerability, resilience and relative inefficiency in kindergarten environment.

Cognitive development and development of language skills Cognitive development forms the basis of all other aspects of development as children begin to explore and understand the surrounding world. When children interact with the surrounding people, it is associated with language and communication skills. Development is closely related. "There are many theories about cognitive development, linguistic and communication subject matter There are a number of theories in these theories differ in a number of ways, but they all fall within too many topics It seems to be related. Cognitive and linguistic development: Language development from the first cries to the development of language communication skills, true speech and understanding. From development of the ability of children to think and learn through interaction between senses and experiences (Frankel, Hobart, 2004) Appendix 2 shows that Child A is more developed in the field of communication. I said "Dada" many times. This is family encouragement. Child B's language specification is not as fast as sister. Child A can talk and sing, now he is responding, while he cries and smiles and expresses his feelings. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development includes how children develop their language skills as they grow up. Nachinist (Chomsky) believes that words are unique to human beings. Cognitive theorists (Piaget) believe that languages ​​are not born, but products of cognitive development. Finally, social interactions (Vygotsky) believe that language acquisition is the result of biological and environmental factors. McKinnon (2009) is a process that enables children to respond rather than intervene by observing and listening carefully in an information-based way to encourage attention and deepen understanding I pointed out. It includes learning how to monitor emotions and responses, and how to provide information. The observation process gives me the opportunity to focus on child's vulnerability, resilience and relative inefficiency in kindergarten environment.

Cognitive development and development of language skills Cognitive development forms the basis of all other aspects of development as children begin to explore and understand the surrounding world. When children interact with the surrounding people, it is associated with language and communication skills. Development is closely related. "There are many theories about cognitive development, linguistic and communication subject matter There are a number of theories in these theories differ in a number of ways, but they all fall within too many topics It seems to be related. Cognitive and linguistic development: Language development from the first cries to the development of language communication skills, true speech and understanding. From development of the ability of children to think and learn through interaction between senses and experiences (Frankel, Hobart, 2004) Appendix 2 shows that Child A is more developed in the field of communication. I said "Dada" many times. This is family encouragement. Child B's language specification is not as fast as sister. Child A can talk and sing, now he is responding, while he cries and smiles and expresses his feelings. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development includes how children develop their language skills as they grow up. Nachinist (Chomsky) believes that words are unique to human beings. Cognitive theorists (Piaget) believe that languages ​​are not born, but products of cognitive development. Finally, social interactions (Vygotsky) believe that language acquisition is the result of biological and environmental factors. McKinnon (2009) is a process that enables children to respond rather than intervene by observing and listening carefully in an information-based way to encourage attention and deepen understanding I pointed out. It includes learning how to monitor emotions and responses, and how to provide information. The observation process gives me the opportunity to focus on child's vulnerability, resilience and relative inefficiency in kindergarten environment.

Connections Academy combines the best online and offline resources of key educational publishers and course experts to provide comprehensive and quality K-12 online education. Using the best resources at your fingertips, Connection Academy students will explore and master all core subjects required: Language Arts, Mathematics, Science and Social Studies Our online course is an efficient course to replace the traditional public or family oriented course. It is designed to help students learn the knowledge and thinking skills they need in life, work and higher education. At each grade level, structured courses are combined with self-paced learning so that each student can demonstrate their full potential. These courses also cultivate important "four C" learning skills in the 21st century. Education should help students prepare for work, college and life. Based on good education, you will find a strong course Top quality materials only: Course experts review and select the best texts and materials from major publishers, create modules, courses and events. The Connections Academy Multimedia team works closely with these experts to create interactive tools and resources for students to participate. Look at our list of resources to enrich your home education curriculum Exciting elective subjects: Elective courses are an important part of Connections Academy's comprehensive online school curriculum. These exciting K - 12 online courses cover a wide range of subjects such as world languages, game design, family life, sign language etc. Consistent Improvement: In the Connections Academy, courses are regularly reviewed, the most effective content is delivered and modified to meet state and national standards. As part of this ongoing review, students and guardians need to rate each lesson by five stars. After about 4 million evaluations, Connections Academy averaged 2 out of 5 stars. Course for success: Over the past 12 years, we have developed and tested the Connections Academy program and improved it to meet the standards set by state and state standards and major educational institutions. Most importantly, our online course is designed to meet the diverse needs of students. Online Course Development Specialist: I have an expert team dedicated to designing, evaluating and improving free online school courses. With advanced degrees in classroom education experience, specialized field expertise, instruction design, curriculum development and technical education, the team is working on developing high quality online courses to provide real results. Students of Connections Academy learn this subject rather than just learning subjects. Lessons in life: Our curriculum development team collaborates with talented in-house video graphers, graphic designers, and computer programmers to make the curriculum a reality in a multifaceted way. The resulting curriculum allows students to participate in individual learning and collaboration with classmates. Therefore, students independently think and learn to work. Elective courses (world languages, music, game design, digital art, sign language etc). A talented, honorable and pre-college course * * course Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (previous teachers are making IDs well), the most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Comfort in the use of technology: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the categories of tools and try to understand how the learning management system works, or to better understand the similarities between video capture and editing software. Do something, break something, practice, practice, practice. Build a portfolio that you can share and alleviate natural anxiety

Connections Academy combines the best online and offline resources of key educational publishers and course experts to provide comprehensive and quality K-12 online education. Using the best resources at your fingertips, Connection Academy students will explore and master all core subjects required: Language Arts, Mathematics, Science and Social Studies Our online course is an efficient course to replace the traditional public or family oriented course. It is designed to help students learn the knowledge and thinking skills they need in life, work and higher education. At each grade level, structured courses are combined with self-paced learning so that each student can demonstrate their full potential. These courses also cultivate important "four C" learning skills in the 21st century. Education should help students prepare for work, college and life. Based on good education, you will find a strong course Top quality materials only: Course experts review and select the best texts and materials from major publishers, create modules, courses and events. The Connections Academy Multimedia team works closely with these experts to create interactive tools and resources for students to participate. Look at our list of resources to enrich your home education curriculum Exciting elective subjects: Elective courses are an important part of Connections Academy's comprehensive online school curriculum. These exciting K - 12 online courses cover a wide range of subjects such as world languages, game design, family life, sign language etc. Consistent Improvement: In the Connections Academy, courses are regularly reviewed, the most effective content is delivered and modified to meet state and national standards. As part of this ongoing review, students and guardians need to rate each lesson by five stars. After about 4 million evaluations, Connections Academy averaged 2 out of 5 stars. Course for success: Over the past 12 years, we have developed and tested the Connections Academy program and improved it to meet the standards set by state and state standards and major educational institutions. Most importantly, our online course is designed to meet the diverse needs of students. Online Course Development Specialist: I have an expert team dedicated to designing, evaluating and improving free online school courses. With advanced degrees in classroom education experience, specialized field expertise, instruction design, curriculum development and technical education, the team is working on developing high quality online courses to provide real results. Students of Connections Academy learn this subject rather than just learning subjects. Lessons in life: Our curriculum development team collaborates with talented in-house video graphers, graphic designers, and computer programmers to make the curriculum a reality in a multifaceted way. The resulting curriculum allows students to participate in individual learning and collaboration with classmates. Therefore, students independently think and learn to work. Elective courses (world languages, music, game design, digital art, sign language etc). A talented, honorable and pre-college course * * course Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (previous teachers are making IDs well), the most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Comfort in the use of technology: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the categories of tools and try to understand how the learning management system works, or to better understand the similarities between video capture and editing software. Do something, break something, practice, practice, practice. Build a portfolio that you can share and alleviate natural anxiety

Connections Academy combines the best online and offline resources of key educational publishers and course experts to provide comprehensive and quality K-12 online education. Using the best resources at your fingertips, Connection Academy students will explore and master all core subjects required: Language Arts, Mathematics, Science and Social Studies Our online course is an efficient course to replace the traditional public or family oriented course. It is designed to help students learn the knowledge and thinking skills they need in life, work and higher education. At each grade level, structured courses are combined with self-paced learning so that each student can demonstrate their full potential. These courses also cultivate important "four C" learning skills in the 21st century. Education should help students prepare for work, college and life. Based on good education, you will find a strong course Top quality materials only: Course experts review and select the best texts and materials from major publishers, create modules, courses and events. The Connections Academy Multimedia team works closely with these experts to create interactive tools and resources for students to participate. Look at our list of resources to enrich your home education curriculum Exciting elective subjects: Elective courses are an important part of Connections Academy's comprehensive online school curriculum. These exciting K - 12 online courses cover a wide range of subjects such as world languages, game design, family life, sign language etc. Consistent Improvement: In the Connections Academy, courses are regularly reviewed, the most effective content is delivered and modified to meet state and national standards. As part of this ongoing review, students and guardians need to rate each lesson by five stars. After about 4 million evaluations, Connections Academy averaged 2 out of 5 stars. Course for success: Over the past 12 years, we have developed and tested the Connections Academy program and improved it to meet the standards set by state and state standards and major educational institutions. Most importantly, our online course is designed to meet the diverse needs of students. Online Course Development Specialist: I have an expert team dedicated to designing, evaluating and improving free online school courses. With advanced degrees in classroom education experience, specialized field expertise, instruction design, curriculum development and technical education, the team is working on developing high quality online courses to provide real results. Students of Connections Academy learn this subject rather than just learning subjects. Lessons in life: Our curriculum development team collaborates with talented in-house video graphers, graphic designers, and computer programmers to make the curriculum a reality in a multifaceted way. The resulting curriculum allows students to participate in individual learning and collaboration with classmates. Therefore, students independently think and learn to work. Elective courses (world languages, music, game design, digital art, sign language etc). A talented, honorable and pre-college course * * course Basic knowledge of education: Although it is useful to know from experience what role and function does not work in the classroom or classroom (previous teachers are making IDs well), the most important basis is educational theory . I know the basic theory of Vygotsky, Gagne, Wiggins, McTighe and how to apply the learning principle. Comfort in the use of technology: Familiarity with specific software is more important than learning the program quickly and efficiently. Examine the categories of tools and try to understand how the learning management system works, or to better understand the similarities between video capture and editing software. Do something, break something, practice, practice, practice. Build a portfolio that you can share and alleviate natural anxiety

Schaffer (2004) and Keenan and Evans (2009) describe four areas of linguistics, phonology, semantics, grammar and pragmatics. The first phase of phonology, including the pronunciation of words and its generation process, is the embarrassment of the baby and then the formation of words. Physical factors also influence pronunciation, as speech boxes require maturation and muscle coordination (Buckley, 2003). Semantics is the meaning of words and they need to be conscious of the meaning of the words before they can effectively use the words. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" Native language, L1, or primary language refers to the language the children learn first during development. It is a language for children to communicate with children before learning to speak. In terms of child development, language acquisition is usually extended from 0 to 3 years old. Languages ​​learned after 12 years of age are considered the second language specified as L2. Empirical studies on the outcome of bilingual rhythm produced different results. In particular, previous studies have shown primarily bad effects on bilingualism. So far, several studies have shown: "We are one language, learning and speaking will infringe our nature" - seems to be affected by ideology

Schaffer (2004) and Keenan and Evans (2009) describe four areas of linguistics, phonology, semantics, grammar and pragmatics. The first phase of phonology, including the pronunciation of words and its generation process, is the embarrassment of the baby and then the formation of words. Physical factors also influence pronunciation, as speech boxes require maturation and muscle coordination (Buckley, 2003). Semantics is the meaning of words and they need to be conscious of the meaning of the words before they can effectively use the words. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" Native language, L1, or primary language refers to the language the children learn first during development. It is a language for children to communicate with children before learning to speak. In terms of child development, language acquisition is usually extended from 0 to 3 years old. Languages ​​learned after 12 years of age are considered the second language specified as L2. Empirical studies on the outcome of bilingual rhythm produced different results. In particular, previous studies have shown primarily bad effects on bilingualism. So far, several studies have shown: "We are one language, learning and speaking will infringe our nature" - seems to be affected by ideology

Schaffer (2004) and Keenan and Evans (2009) describe four areas of linguistics, phonology, semantics, grammar and pragmatics. The first phase of phonology, including the pronunciation of words and its generation process, is the embarrassment of the baby and then the formation of words. Physical factors also influence pronunciation, as speech boxes require maturation and muscle coordination (Buckley, 2003). Semantics is the meaning of words and they need to be conscious of the meaning of the words before they can effectively use the words. Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories can be explored. Cognitive development is a research field of neuroscience and psychology focusing on child development in aspects of information processing, conceptual resources, perception ability, language learning, other developed adult brain and cognitive psychology . The difference in quality between how children handle their own waking experiences and how adults handle their own waking experiences is recognized. In adult terms, cognitive development is defined as the emergence of ability to consciously recognize, understand consciously and express understanding. From an adult's point of view, cognitive development is also called intellectual development. Language development is the process of learning languages ​​in the early stages of human development. This process involves learning languages ​​through learning or imitation. As children grow, language development changes from simple to complicated (Barrett, p. 13). For example, a baby does not use a language for communication after birth. However, in 4 months old, the baby can use the voice and can read the lips. This language is called "chaos" Native language, L1, or primary language refers to the language the children learn first during development. It is a language for children to communicate with children before learning to speak. In terms of child development, language acquisition is usually extended from 0 to 3 years old. Languages ​​learned after 12 years of age are considered the second language specified as L2. Empirical studies on the outcome of bilingual rhythm produced different results. In particular, previous studies have shown primarily bad effects on bilingualism. So far, several studies have shown: "We are one language, learning and speaking will infringe our nature" - seems to be affected by ideology

Introduction In developing countries, many children are facing various risk factors in their childhood. These include malnutrition, poor physical condition, decreased family stimulus levels, and so on. Risk factors include poverty, low-level mothers' education, child malnutrition, child-rearing in teenagers, increased maternal stress and depression, low birth weight, community anxiety, decreased familial stimulation, and Risk of developing risk factors for children exposed to children is high. Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. ● It does not include the development of children's enthusiasm for the work of a 4 year old child like water ripple ... it spreads out. ~ Anonymous ~ Studies on child development will help you understand the changes seen as children grow and develop. Child development is divided into five fields of physical, emotional, cognitive, social, moral development (Mitchell and David 1992). Although each field will be discussed separately, it is important to remember that all of these fields overlap Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. The scholars incorporate all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5)

Introduction In developing countries, many children are facing various risk factors in their childhood. These include malnutrition, poor physical condition, decreased family stimulus levels, and so on. Risk factors include poverty, low-level mothers' education, child malnutrition, child-rearing in teenagers, increased maternal stress and depression, low birth weight, community anxiety, decreased familial stimulation, and Risk of developing risk factors for children exposed to children is high. Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. ● It does not include the development of children's enthusiasm for the work of a 4 year old child like water ripple ... it spreads out. ~ Anonymous ~ Studies on child development will help you understand the changes seen as children grow and develop. Child development is divided into five fields of physical, emotional, cognitive, social, moral development (Mitchell and David 1992). Although each field will be discussed separately, it is important to remember that all of these fields overlap Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. The scholars incorporate all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5)

Introduction In developing countries, many children are facing various risk factors in their childhood. These include malnutrition, poor physical condition, decreased family stimulus levels, and so on. Risk factors include poverty, low-level mothers' education, child malnutrition, child-rearing in teenagers, increased maternal stress and depression, low birth weight, community anxiety, decreased familial stimulation, and Risk of developing risk factors for children exposed to children is high. Development in early childhood has many important factors that can play a role in early childhood development. Many hormones exist in the body during the reproductive process of the body, and these hormones play an important role in enabling humans to grow normally. Spermatogenesis Spermatogenesis is a 65-75 day process in which human male anatomy produces sperm cells. ● It does not include the development of children's enthusiasm for the work of a 4 year old child like water ripple ... it spreads out. ~ Anonymous ~ Studies on child development will help you understand the changes seen as children grow and develop. Child development is divided into five fields of physical, emotional, cognitive, social, moral development (Mitchell and David 1992). Although each field will be discussed separately, it is important to remember that all of these fields overlap Child development is not a part of human development. There are several features that explain the situation of child development. Among them are models of speed and development, mechanisms of development and change, population differences, individual differences, sports development, cognitive development, emotional development, social development, and language development. The scholars incorporate all these aspects of child development into "developmental psychology", "development of mankind throughout its lifecycle". Child development generally constitutes the overall development of the child Child development and learning focusing on linguistic development This article focuses on language development, about children's development and learning. It will explain the development of the language skills of children as well as the main stages of the development of "milestones" and will discuss key concepts related to language acquisition and social learning theory. In this article I will also explore the major theorists involved in language development, mainly Vygotsky and Chomsky, and how these theories are explored Why do we need to understand children's development? Sufficient knowledge of child development and the theory to understand this knowledge are essential to understand the concept of child development and therefore to understand the theory of child development. Likewise, understanding language development theory can help to determine how children like Sarah develop their language and communication skills. Therefore, social workers must understand the growth process of humans and how children like Sarah acquire language acquisition. (Doherty and Hughes, 2009: 5)

The child's heart is waiting for the realization of knowledge, it is very delicate and fragile space. Every time touch, taste, sight, and sound, a small part of the brain is growing up. What is important for children's intelligence over the next few years is these early stimuli. Babies are born with knowledge genetically linked to these parents, but in the coming years it is essential to his development. Scientists are increasingly learning what to tell them when and how to talk to babies and deal with it. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

The child's heart is waiting for the realization of knowledge, it is very delicate and fragile space. Every time touch, taste, sight, and sound, a small part of the brain is growing up. What is important for children's intelligence over the next few years is these early stimuli. Babies are born with knowledge genetically linked to these parents, but in the coming years it is essential to his development. Scientists are increasingly learning what to tell them when and how to talk to babies and deal with it. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

The child's heart is waiting for the realization of knowledge, it is very delicate and fragile space. Every time touch, taste, sight, and sound, a small part of the brain is growing up. What is important for children's intelligence over the next few years is these early stimuli. Babies are born with knowledge genetically linked to these parents, but in the coming years it is essential to his development. Scientists are increasingly learning what to tell them when and how to talk to babies and deal with it. Child psychology is one of many areas of psychology, one of the most well-studied areas of expertise. This particular department focuses on the ideas and behavior of children from prenatal to adolescent development. Child psychology includes not only the growth of the child's body but also their psychological, emotional and social development. Today, psychologists are aware that children 's psychology is unique and complicated, but many people take different views when approaching development. The experts asked some of the larger questions in child psychology, such as whether initial experience is more important than later experience or whether nature and cultivation play a greater role in some aspects of development We will make a different response to. Developmental psychology covers a wide range of fields such as psychology of education, psychopathology of children, forensic developmental psychology, child development, cognitive psychology, ecological psychology, cultural psychology and so on. Development psychologists influencing the 20th century include Urie Bronfenbrenner, Erik Erikson, Sigmund Freud, Jean Piaget, Barbara Rogoff, Esther Thelen, Lev Vygotsky. John B. Watson and Jean-Jacques Rousseau are often considered to provide the foundation of modern developmental psychology. In the mid-eighteenth century, Jean Jacques Rousseau described three developmental stages: Emile's baby (early childhood), pool (childhood) and adolescence: or education. Rousseau's idea was strongly influenced by educators at the time. Freud's daughter, Anna Floyd is also an excellent psychologist, especially in the field of children and developmental psychology. Siegmund is a painter Lucian Freud and comedian, politician, grandfather of writer Clement Floyd, and a great grandfather of journalist Emma Freud, fashion designer Bella Freud and media giant, Matthew Floyd and Ryan Williams. One of the less-known interests of Freud is neurology. He was an early researcher on the theme of cerebral palsy, later called "cerebral palsy". He published several medical papers on this subject. He also showed that this disease had existed long before other researchers began paying attention and research. He also suggested that male cerebral palsy, first discovering that William Little was born with hypoxia was wrong. Instead, he thinks the complications of birth are only symptoms of the problem. It was not until the 1980s that his speculation was confirmed by more modern research institutions.

Collaborative learning is when two or more people try to learn together. Direnbourg, P. (1999). Lev Semenovich Vygotsky (born 1986) introduced his theory that human development - child development and all human development - is the result of interaction between humans and the social environment. This indicates that the development of "higher education" is the result of comparing and contrasting others' ideas, which ultimately leads to the resolution of global or collective problems. The advantage of collaborative learning in the English language education (ELT) environment is that it promotes shared control and accountability, independence, social skills and belonging awareness. Collaboration creates opportunities for social interaction and communication, enabling students to learn from each other. This is where ZPD and footholds are important. It clarifies the process of thinking and learning and externalizes it through social conversation to accomplish the above mediation and inner language. Collaboration promotes co-supervision and self-regulation among students. These are important aspects of the learning process Social and cultural psychology helps to cognitively motivate students to participate in collaborative learning activities, motivate them, and clarify social benefits. In this paper, we use social and cultural theory to explain how cooperative learning can promote learners' growth and can benefit from the learning process. Quoting ZPD, footing, mediation and society - private - the theory of internal speech that benefits from collaboration proves that collaborative approaches lead to better learning. By deepening their understanding of languages ​​in social and cultural forms, students will be more ambitious and independent in their learning activities. Collaboration learning is a social activity and must be cooperative. Classmates, teachers, colleagues, families, and communities - Learning is closely related to other people. The educational process is an abundant opportunity to teach the meaning of 'everyday life' which is the fourth pillar of learning. The educational process must be interactive and promote teamwork. Inquiries are mainly to the company. In this course, learners have the opportunity to see concepts, problems, and information from various viewpoints from various viewpoints. It gives them the opportunity to develop creative and critical thoughts, knowledgeable decisions, and virtual skills to build and solve problems. By encouraging learners to become active researchers by specifying

Collaborative learning is when two or more people try to learn together. Direnbourg, P. (1999). Lev Semenovich Vygotsky (born 1986) introduced his theory that human development - child development and all human development - is the result of interaction between humans and the social environment. This indicates that the development of "higher education" is the result of comparing and contrasting others' ideas, which ultimately leads to the resolution of global or collective problems. The advantage of collaborative learning in the English language education (ELT) environment is that it promotes shared control and accountability, independence, social skills and belonging awareness. Collaboration creates opportunities for social interaction and communication, enabling students to learn from each other. This is where ZPD and footholds are important. It clarifies the process of thinking and learning and externalizes it through social conversation to accomplish the above mediation and inner language. Collaboration promotes co-supervision and self-regulation among students. These are important aspects of the learning process Social and cultural psychology helps to cognitively motivate students to participate in collaborative learning activities, motivate them, and clarify social benefits. In this paper, we use social and cultural theory to explain how cooperative learning can promote learners' growth and can benefit from the learning process. Quoting ZPD, footing, mediation and society - private - the theory of internal speech that benefits from collaboration proves that collaborative approaches lead to better learning. By deepening their understanding of languages ​​in social and cultural forms, students will be more ambitious and independent in their learning activities. Collaboration learning is a social activity and must be cooperative. Classmates, teachers, colleagues, families, and communities - Learning is closely related to other people. The educational process is an abundant opportunity to teach the meaning of 'everyday life' which is the fourth pillar of learning. The educational process must be interactive and promote teamwork. Inquiries are mainly to the company. In this course, learners have the opportunity to see concepts, problems, and information from various viewpoints from various viewpoints. It gives them the opportunity to develop creative and critical thoughts, knowledgeable decisions, and virtual skills to build and solve problems. By encouraging learners to become active researchers by specifying

Collaborative learning is when two or more people try to learn together. Direnbourg, P. (1999). Lev Semenovich Vygotsky (born 1986) introduced his theory that human development - child development and all human development - is the result of interaction between humans and the social environment. This indicates that the development of "higher education" is the result of comparing and contrasting others' ideas, which ultimately leads to the resolution of global or collective problems. The advantage of collaborative learning in the English language education (ELT) environment is that it promotes shared control and accountability, independence, social skills and belonging awareness. Collaboration creates opportunities for social interaction and communication, enabling students to learn from each other. This is where ZPD and footholds are important. It clarifies the process of thinking and learning and externalizes it through social conversation to accomplish the above mediation and inner language. Collaboration promotes co-supervision and self-regulation among students. These are important aspects of the learning process Social and cultural psychology helps to cognitively motivate students to participate in collaborative learning activities, motivate them, and clarify social benefits. In this paper, we use social and cultural theory to explain how cooperative learning can promote learners' growth and can benefit from the learning process. Quoting ZPD, footing, mediation and society - private - the theory of internal speech that benefits from collaboration proves that collaborative approaches lead to better learning. By deepening their understanding of languages ​​in social and cultural forms, students will be more ambitious and independent in their learning activities. Collaboration learning is a social activity and must be cooperative. Classmates, teachers, colleagues, families, and communities - Learning is closely related to other people. The educational process is an abundant opportunity to teach the meaning of 'everyday life' which is the fourth pillar of learning. The educational process must be interactive and promote teamwork. Inquiries are mainly to the company. In this course, learners have the opportunity to see concepts, problems, and information from various viewpoints from various viewpoints. It gives them the opportunity to develop creative and critical thoughts, knowledgeable decisions, and virtual skills to build and solve problems. By encouraging learners to become active researchers by specifying