Disneyland Syllabus

According to this course as well as what was included within the syllabus, some major influential concepts that can be used to impact the lives of those within our classroom would be (Cognitive Development, Information Processing, Intelligence, Language Development, and Learning Theories). Each of these different concepts holds powerful truths that are independent as well as are inter-connected. I personally understand this idea by thinking of Disneyland and the different lands that are included within the amusement park. When I say independent as well as inter-connected, I like to think of Disneyland as a whole and then consider each different link and how they are unique. For example think of Frontier Land, this particular land has different

There are two major theories that are presented in this course that highlight their own view of the way children cognitively develop, Piaget and Vygotsky (Short, 2015). I like to consider these both as the base for the rest of the theories presented in the class for us to build upon. In terms of the concept map, Piaget (different stages of learning) and Vygotsky (continuous idea of learning) could be understood as Disneyland itself, or if you want to be complex, Piaget could be viewed as Disneyland and Vygotsky as California Adventure. However for the sake of simplicity, I would like to interchange Piaget’s concept and Vygotsky’s concepts for Disneyland as a whole. As I study Vygotsky’s work in comparison to Piaget’s work, I feel like Vygotsky seems more understandable in the way that a community is needed in order to learn and thrive and that learning itself is continuous, rather than in distinct stages. Whether you consider either theory as the base; the rest of the course objectives can be built upon it (Short,

One of the aspects of this land would be “classical conditioning”. Classical conditioning is understood by an individual being training to act or “respond in a certain way”. For example, if I am attempting to teach students the color pink, I might hold up a pink sheet of paper with the word pink written on it and say “pink” in which the student should respond by repeating “pink”. I would then continuous follow that process, until I eventual come to the point in which I remove the pink card and just say the word “pink”, and hopefully the student are able to produce a mental picture of the color pink (Short, 2015). The next aspect would be “operate conditioning” which is where a student learns a new concept based off the “consequence that follows”. For example, I might teacher the color pink to a different set of student by using operate condition in which I show explain to them the color pink. If the students are able to correctly label and identify the color pink, I may reward them with a piece of candy. This concept of “reward” is what pushes the student is learning and understanding a new idea. The last aspect of learning theories that is highly connected to Vygotsky would be “observational learning” in which student observe the educator in order to learn a new concept (Short, 2015). If I were teaching the color pink through this method, I might walk around the classroom, and individually