Loading
Loading

Home > Reflective Teaching in Early Education, 2nd Ed > 1. Becoming a reflective professional > 1. Identity > Reflective Activities > To re-consider Maslow’s hierarchy of needs


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Enquiry [supplementary chapter]
  5.    Techniques of enquiry
       [supplementary chapter]

  6. 2. Creating conditions for learning
  7.    5. Contexts
  8.    6. Relationships
  9.    7. Engagement
  10.    8. Spaces

  11. 3. Teaching for learning
  12.    9. Curriculum
  13.    10. Planning
  14.    11. Pedagogy
  15.    12. Communication
  16.    13. Assessment

  17. 4. Reflecting on consequences
  18.    14. Outcomes
  19.    15. Inclusion

  20. 5. Deepening understanding
  21.    16. Expertise
  22.    17. Professionalism

To re-consider Maslow’s hierarchy of needs

Aim

To re-consider Maslow’s hierarchy of needs

Evidence and reflection

Consider the materials below:

‘Human needs arrange themselves in hierarchies of pre-potency. That is to say, the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal. Also no need or drive can be treated as if it were isolated or discrete; every drive is related to the state of satisfaction or dissatisfaction of other drives.’ From ‘A Theory of Human Motivation’ A. H. Maslow (1943) Originally Published in Psychological Review, 50, 370-396. And now at Internet resource ‘Classics in the History of Psychology’

However, Maslow says physiological needs can be all consuming: ‘A person who is lacking food, safety, love, and esteem would most probably hunger for food more strongly than for anything else.’

See also Figure 1.1 in the Diagrams and Figures section.

Consider, or discuss with a partner:

• How might this theory about human motivation impact upon children’s cognitive development?

• How might/should understanding this theory impact upon early childhood education and care?

Extension

Recommended further reading:

May, P. (2013) ‘The Thinking Child: laying the foundations of understanding and competence’, London: Routledge.

Stipek, D. (2002) Good instruction is motivating. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp.309-332). San Diego: Academic Press.

‘A Theory of Human Motivation’ A. H. Maslow (1943) Originally Published in Psychological Review, 50, 370-396. And now at Internet resource ‘Classics in the History of Psychology’ available at: http://psychclassics.yorku.ca/Maslow/motivation.htm


More in this chapter