Do You Support Learners Need To Support Maslow's Hierarchy Of Needs?

If both practitioners and parents offer their children effective support their holistic development will be significantly benefited.

Abraham Maslow was an American philosopher who was born in the early 1990 's in Brooklyn, New York. He was one of the leading theorists that promoted humanistic psychology during his era. Maslow sought to understand what motivates and inspires individuals. He theorized that individuals possess and hold a group of motivation and incentive systems not related to plunder or insensible desires. Maslow declared that people are motivated and provoked to attain certain needs. When one need is fulfilled a person seeks to fulfill the next one, and so on. The earliest version of Maslow 's hierarchy of needs includes five motivational needs, often viewed as hierarchical levels inside a pyramid. The five stage representation can be separated into basic needs and growth needs. The deficiency or basic needs are said to motivate and stimulate individuals when they are unmet and not fully attained. Also, the desire to fulfill and accomplish such wants and needs will become stronger the longer the duration they are denied. Once these needs have been relatively satisfied, an individual may be capable of reaching the highest level of the pyramid called self-actualization. Maslow though that self actualization is a state that exists when an individual is acting in harmony with his or her full capabilities. In Cormac McCarthy 's novel, The Road, we will examine the character 's physical journey towards self-actualization on Maslow

Walk through any school and one fact becomes strikingly clear, every student is different. Living conditions, health, and confidence are a few of the factors that vary dramatically from student to student. However, one commonality can be detected among all learners, they all have needs. Although many individuals might disagree on the importance of these needs, the needs themselves are apparent. One psychological theory, developed by Abraham Maslow, is that our needs can be arranged in “a hierarchy ascending from such basic physiological needs as hunger and thirst through safety and love needs to needs for esteem, and ultimately, self-actualization” (Mischel 211). Commonly known as Maslow’s

Scottish policies understand that children and young people may need additional support within the classroom throughout their school career, thus the introduction of the Additional Support for Learning Act in 2004 (ASL) (The Scottish Executive, 2005; Riddell, 2014). This Act recognises that anybody may require assistance in the classroom at any time whether the child is learning English as a second language, if there are family difficulties such as parental divorce or bereavement, or if the child has special educational needs (Riddell, 2014; Riddell and Weedon, 2009). It is placed under a much wider group of children and not just those who have ‘special educational need’ (Riddell et al., 2009; Barrett et al., 2015). The purpose of this act was to eliminate the preconceptions others can have when they know if someone has ‘special educational needs’ (Riddell, 2014; Cline and Frederickson

So if we place our students in an environment that supports their efforts to learn we can conclude that our students will learn and actualize their potential. Studies in the health field have shown that when a person is in a socially supportive environment they are known to use positive methods to overcome undesirable situations. So, we can conclude that if a student is in a socially supportive environment and have a good teacher-student relationship then they too will use positive methods for succeeding in the classroom. It is believed by Abraham Maslow that everyone comes to a point of self-actualization, meaning that there is a need to develop all of one’s potential talents and capabilities (Snowman, J. (2015). But this can only be achieved in an environment where one can develop all of the lower “Hierarchy of Needs,” such as safety, belongingness and love, and esteem. Without the lower tiers being developed, one can not come to self-actualization. Only in a supportive classroom can this be

Significant learning can only occur in a setting based upon mutual trust and understanding within a culture of inclusiveness or to put it simply “Seek first to understand, then to be understood (Rita Pierson: Every kid needs a champion | TED Talk | TED.com, 2013) The Australian Curriculum has been designed with the specific goal of addressing the needs of all students and their individual learning needs (ACARA, 2010) while the Early Years Learning Framework lays out ‘cultural competence’ however the specifics are left to the classroom teacher and their school to decide. Australia claims that it is a multicultural society, tolerant of differing views and cultures, however the reality is quite different with the Index of Social Cohesion report by Scanlon Monash finding that attitudes toward different cultures has worsened in the last four years( Ewing, R p 75) . With forty four percent of citizens either immigrants or the first generation of immigrants without consideration and integration of different cultural norms into the classroom room learning experience these children may be left behind (Lawrence, Brooker & Goodnow, 2012 p 75), . Children of low socio-economic backgrounds fare worst of all in all measurable outcomes including lower literacy and numeracy skills, reduced higher education enrolment and graduation rates (Gorski, 2013 p). The Australian Curriculum has been designed with the specific goal of addressing the needs of all students and their individual learning

Teachers that use multicultural materials in the lessons have a closer connection with the students because the lessons allow the class to learn mobility, socialization, and chances to build community partnerships. in strict classroom settings where “silence is golden” the class is unable to deeply understand each other. This in turn, impedes on the classes ability to grow together, which impedes the ability for the student to grow personally and emotionally. I was able to compare my work with ideas in the article by noticing how in my job, as a child care provider at a beach club, children and I spend a few hours a week simply hanging out. With the only obligation being playing and talking, the children feel comfortable to discuss many topics. I have gained the respect of hundreds of young friends by being a positive, active listener who attempts to help the child find the answers they seek rather than instill my own

Pausing to reflect on my life, I see that it was the seemingly insignificant moments that nudged me forward, creating the person I would become. I was first introduced to Maslow’s Hierarchy of Needs during freshman year of my undergraduate Developmental Psychology class. This idea helped me think critically about my background and the steps I would need to reach my full potential. I realized that all of my life experiences leading up to that moment influenced the decisions I had made and would continue to make. This sparked my interest in the developmental stages of children and how quickly their early life experiences begin to shape them as well.

Therefore, this may suggests that practitioners need to be able to recognise and understand the needs of the children in their own classroom to provide them with support and the correct environment in order to facilitate

There are many factors in one’s life that motivate them to strive for higher goals. Psychologist Abraham Maslow proposed a theory called the Maslow’s Hierarchy of Needs. In his writing, he states, “that people are motivated to achieve certain needs and that some needs take precedence over others. According to the theory, human motivation is based on people seeking fulfillment and change through personal growth,” (Maslow). One can see in life that there are various driving forces, both negative and positive, for example, love/lust, knowledge, greed, revenge, and much more, that motivate humans to achieve their goals. Usually, one or more factors become the essential driving force to seek those fulfillments/dreams helping

It is essential for Educators to recognise their own socio cultural and linguistic background so they are able to work alongside children. Educators need to be open to critiquing their own values and beliefs regarding equality, equity and justice so they can provide learning opportunities for children. Diverse activities teach young children to respect, and celebrate the differences in all people. Learning about different cultural aspects offers new experiences for children. It is crucial for Educators to recognise their own social beliefs, attitudes and values so they are able to create learning experiences for all children by respecting and valuing the cultural insights and that we gain and establish connections within the community. By having

For this essay there will be a critical evaluation of the counselling approaches and skills that are used which can guide the practice of education professionals and benefit relationships with children/ young people in supporting their social and emotional well-being. The approaches that will be looked at and compared are the Person-centred approach and the Psychodynamic approach. The approaches will be discussed and linked to the use in an educational context by teachers with children and young people. The strengths and weaknesses of these approaches will also be examined. It is important for teacher to support children and young people’s social and emotional development right for the start of their educational experiences in the early years. The statutory frame work for the early years published by the department for education in 2014 makes sure that every practitioner follows by law the learning and development requirements of every child. The DFE 2014 suggests educational programs have to include activities and experiences involving the children as suggested: personal social and emotional development entails assisting children to develop an encouraging view of themselves, and others; to make positive relationships and develop respect for others, progress on their social skills and acquire the skill how to deal and control their feelings, to know how to behaviour correctly in groups and to have self confidence in what they can do. From this practitioners can pick up on

This observation can be compared to three theories. These theories being discussed will be Maslow’s hierarchy of needs, Vygotsky’s zone of proximal development and scaffolding, and Fitts & Posner’s theory of motor learning. Maslow’s Hierarchy of needs has five stages and is organized into three categories. The categories are basic, psychological, and self-fulfillment needs. Basic need category consists of physiological and safety needs. Physiological needs are food, water, rest, and warmth and safety is feeling of security in the environment. Maslow believed to progress in life humans need to obtain basic needs before acquiring your psychological or self-fulfillment needs. In this observation, when Max told his mother “I am hungry,” and

We are probably all familiar with Abraham Maslow 's Theory of Hierarchical Needs; Psychological Needs, Safety Needs, Belongingness and Love Needs, Esteem Needs, Need to Know and Understand, Aesthetic Needs, and Self-Actualization Needs. And we probably all remember that according to Maslow 's theory, needs that are in the lower hierarchy must be at least partially met before a person will try to satisfy higher-level needs. Although ultimately our goal is to aid students in self-actualizing or becoming "all that one can be," they must first achieve the level of Need to Know and Understand.

This article will discuss the integration of Maslow 's Hierarchy of Needs, Gardner Multiple Intelligence Theory, and Bandura 's Social Learning Theory and Self-Efficacy in an online learning environment. As facilitators, we must create an online course structure that addresses the needs, intelligences, and motivations of every participant. Adults returning to school after many years do so for a multitude of reasons, with different experiences, diverse educational and cultural backgrounds as well as varying motivational factors. In an online environment, there is no in-person one-on-one time or opportunity to get to know the students personally so it can be difficult for facilitators to understand fully every participant 's learning preference, what motivates them or their strengths and weaknesses. Students may become more engaged and embrace the new learning experience if they are given freedom or choices in the learning mode that best matches their personal strengths. Although it would be impossible to include all parts of each of the learning theories we have studied, I believe we need to be mindful of including, at least, parts of these theories when creating our course content to ensure all participants have an equal opportunity to be successful in reaching their personal goals.