# Understanding and using educational theories #### 2018 - Karl Aubrey **Link**: **DOI**: **Links**: **Tags**: **zotLink**: [zot](zotero://select/items/@aubreyUnderstandingUsingEducational2018) ###Abstract ``` ``` ### Notes-Highlights CITE: [[Understanding and Using Educational Theories]] There are three main psychological schools of thought which are of relevance to education and learning theory: behaviourism, constructivism, and humanism. ([Location 128](https://readwise.io/to_kindle?action=open&asin=B07C5S5XCW&location=128)) [[Spiralling as revisiting learning with vigor]] Learning in play and learning in school should be perceived as equally important and they should both generate a zone of proximal development (ZPD). In each of these contexts children build upon cultural and social proficiencies and information that develops through internalisation and interaction with more knowledgeable others (Vygotsky, 1978). ([Location 1386](https://readwise.io/to_kindle?action=open&asin=B07C5S5XCW&location=1386)) - Scaffolding, therefore, is the nature of the assistance the child has from, and with, the adult or more ‘capable peer’ to undertake a task or solve problems (Scott, 2008). ([Location 1411](https://readwise.io/to_kindle?action=open&asin=B07C5S5XCW&location=1411)) - For such notions to be productive, both scaffolding and spiralling require teachers who know when to help, when to let go, how to motivate and, possibly more importantly, know the individual needs of the children. ([Location 2820](https://readwise.io/to_kindle?action=open&asin=B07C5S5XCW&location=2820)) [[Kolbs Cycle Theory for Learning]] (Kolb, 1984: 38), and in this respect he saw learning as proceeding through concrete experiences which were then transformed into abstract conceptualisation through the processes of reflective observation and active experimentation (Dennick, 2008). ([Location 4436](https://readwise.io/to_kindle?action=open&asin=B07C5S5XCW&location=4436))