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Home / Humanities / Learning Theories Proposed by Montessori Piag e t and V ygot s ky Search by keyword C H EA P C U S TOM W R I TI N G S ER V IC E L I TER A TU R E H I S TO R Y H U M A N I TI ES S O CI A L S CI EN C ES B I O G R A P H I ES A R T A N D M U S IC S O CI A L I SS U ES P O L I TI C S L E A R N I N G T H E O R I E S P R O P O S E D B Y M O N T E SS O R I P I AG E T A N D VY G O T S K Y Essay add: 29-09-2015, 19:42 / V iews: 4 320 USE THIS CALCUL A T OR T O CHECK THE PRICE OF YOUR TYPE OF SE R VICE: --please select-- ACADEMIC LEVEL: PLEASE SELECT TYPE OF SE R VICE FIRST DEADLINE: PLEASE SELECT ACADEMIC LEVEL FIRST PRICE PER P AGE: 0 USD NUMBER OF P AGES: PLEASE SELECT DEADLINE FIRST PRELIMINA R Y COS T : 0 USD O TH ER TO P IC S EN G L I S H A DMI SS I O N S INQUI R Y ORDER NOW S CI EN C E A M ER IC A N C O M P A N Y P R O F I L ES M A R K ETI N G C R EATI V E W R I TI N G B U S I N ES S This essay discusses the theories of education proposed by Maria Montessori, Jean Piaget and Lev V ygotsky; compares them, and suggests what classrooms might be like when the theories are followed. I Introduction Over the years, psychologists and educators have developed various theories about the way in which children learn. Understanding the way in which children receive and process A N CI EN T TEC H N O L O G Y L A W B I O L O G Y H EA L TH S O CI A L C A R E P H I L O S O P H Y information is of great value to parents, teachers; in fact, to everyone who understands that a society cannot develop if its children do not learn how to learn. This paper examines the learning theories of Maria Montessori, Jean Piaget and Lev V ygotsk y , then compares and contrasts them, and finally suggests the ways in which these theories might be used in the classroom. II Montessori, Piaget and V ygotsky D r . Maria Montessori ' s system is based on the idea that "a child learns best within a social environment which supports each individual ' s unique development." (What is Montessori?, 2002, PG). The principles on which the Montessori method rests are simple, but revolutionary in the history of education: that children are individuals, di f ferent from adults and from each other and are to be respected as such; that "children create themselves through purposeful activity"; that the most important years for learning are those from birth to age six; and that children learn from their environment, which includes other people. (What is Montessori?, 2002, PG). In Montessori schools, children are placed in groups according to age (3-6, 6-18). They stay with the same children, and with the same teache r , for three to six years. In addition, they choose the projects and subjects they are interested in working on, and proceed to study in a non-directed method. There are no grades given, but the Montessori teacher observes the class closely and makes notes, keeping a "profile" on each student. The only requirements are those set by the state, or by college entrance examinations. The class thus becomes less formal and structured that "conventional" schools, particularly as the older children often help the younger ones with the material. There tends to be