How understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various learning abilities.
Stages of Child and Adolescent Development
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K-2nd Grade |
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6th-8th Grade |
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3) | |
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Cognitive
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Kindergarteners to 2nd graders have difficulty seeing others point of views. Their attention spans grow from 5 – 7yrs. They inquire more to retrieve information. | Children can solve concrete problems in a logical fashion. Still challenged with thinking hypothetically and considering the entire problem. | Children will voice concerns over social issues and reason hypothetically. Will solve abstract problems systematically and logically. | |
| Linguistic | Children are strongly developing their linguistic skills. Their communication is clearer and by 2nd grade they can verbalize and recognize words. | Children’s vocabulary continues to increase. They can compose sentences and hold conversations for longer times with a greater understanding. | Children have learned the language as well their home language if it defers. Vocabulary has heightened, and they are able to communicate their thoughts clearly. | |
| Social | This stage children are learning to communicate with each other and develop friendships with each other. | Children are establishing relationships with others and developing language skills to hold conversations and have healthy exchanges with their peers. | By this stage children have learned how to make friendships and communicate with others clearly. Children at this stage can fall under peer pressure. | |
| Emotional | In this stage children are sensitive to other words. As they get older they can empathize with friends and they show a greater emotional range very quickly. | Children are learning how to express their emotions and reactions to everyday scenarios. | “Change in hormones and changes in thinking contribute to the mood swings” (S. Query, 2006) Approaching teen years and adapting to hormonal changes and feelings. | |
| Physical | Children have more stability in their movements. They are still working on their coordination and understanding they can undo something. | They continue to improve their coordination. Motor skills have improved. And some may experience a growth spurt at this time. | Have mastered their gross motor skills. Children are approaching puberty and will experience various changes in their bodies such as new hair growth and potentially acne. |
Reflection:
Individual interest that a student brings to the classroom and the interest that an educator creates utilizing the materials and lessons presented. “It falls on the teacher, to some extent, to emphasize the relevance of the material for that student and for students in the rest of the class as well, how that material is relevant to their lives, relevant to their goals, and how it can be used in the real world.” (www.fod.infobase.com) Taking time and learning about your students’ interests can guide a teacher on how to approach the lessons and get the students engaged in the lessons. Setting milestones for my students will guide me in whether my students can work independently or with more assistance. Milestones can guide me in keeping track of my students progress as well as letting me know the needs my students may have in regard to their development. In understanding the unique aspects of development as a teacher one can create a personal learning experience for students to learn and grow in. Creating activities that relate to students personally will guide them in embracing the lessons and engaging the curriculum. In learning the various ways of engaging students, I will try and relate the lessons to a real-world scenario for students. “A main component of learning is being able to engage the student, to get the student interested in the curricula so he or she will pay attention.” (www.fod.infobase.com). In doing so students will engage more because the connection to their lives will be there and this is what will catch their interest. As a teacher one should believe that every one of our students can learn and we should set and have expectations realistically in place that will support our student’s success. (www.lc.gcumedia.com).
References
Professional Dispositions. Retrieved November 14, 2018, from https://lc.gcumedia.com/eed480na/coe-learners-goals/v1.1/high-expectations.html
Educational psychology in the classroom [Video file]. (2010). Retrieved November 14, 2018, from https://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=115832
Psychology of Learning for Instruction, Third Edition, by Marcy P. Driscoll. Published by Pearson. Copyright © 2005 by Pearson Education, Inc.
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