| A | B |
|---|
| Howard Gardner | Multiple Intelligences; teacher at Harvard University |
| Jean Piaget | Preoperational period-child thinks in terms of their own activities and perceptions |
| Jean Piaget | Make-belive play imitates real life situations |
| Jean Piaget | Object and words can be symbols. |
| Jean Piaget | Egocentric viewpoint of world in terms of own thoughts and feelings. |
| Jean Piaget | Limited focus-make decisions based on own perceptions |
| Lev Vygotsky | Socio-cultural theory. |
| Lev Vygotsky | Parents, teacher, and peers promote learning. |
| Lev Vygotsky | Children play key roles in their own education and should collaborate with each other. |
| Lev Vygotsky | Teachers should collaborate with students rather than lecture; scaffolding. |
| Lev Vygotsky | Classrooms would have tables for teamwork and small group learning. |
| Maria Montessori | Children learn naturally if placed in a prepared environment with appropriate learning games. |
| Maria Montessori | Play games to learn to write and strenthen fine muscles before writing. |
| Maria Montessori | Learning though the senses. language and motor skills. |
| Maria Montessori | Self-directed activities to prepare a child's mind and body for future learning. |
| Maria Montessori | "Learning stations" arranged by subject area. |
| Maria Montessori | Students can learn by themselves; materials are within reach. |
| Maria Montessori | Using the word "work" instead of "play" helps child develop sense of self worth. |
| Interpersonal intelligence | Understand intentions, desires and motivations of others. |
| Intrapersonal intelligence | Understand oneself, including fears, hopes, and motivations. |
