Educational Development Theories

sagacity human growth is considered the strike towards maximizing the potentials of every assimilator in the anatomyroom. Developments in various fields, such anthropology, psychology, and biology have contri furthered largely to reinventing information in the last century. Research is given a central manipulation in shaping childrens education and experiences in schools (McDevitt & Ormrod, 2010, p. 4). The advances in related fields and the increasing support from research have prompted educators to be pondering and evaluative about pedagogy and curriculum in an effort to check out that the best learning environment is provided.In short, instructors now have cosmopolitan tools to guarantee that no child is left behind. Any child that sets behind into the classroom carries with him/her a myriad of experiences and background thus, making it ingrained to discern the child in relation to the systems and dynamics that surround him/her. All beas of outgrowth depend on the setting of childrens liveschildrens experiences in families, schools, neighborhoods, participation organizations, cultural and ethnic groups, and society at large (McDevitt & Ormrod, 2010, p. 5).Learning does non happen in isolation and it is how these various contexts that play out during growthal years that significantly affect his/her experiences in school. To illustrate the impact of context to go upment a event study is presented in this paper of an octet year experienced child, Tonya, attending first grade. After a word of the students classroom behavior, the maturemental milestones for her age testament be presented. These stand fors of evolution entrust be contextualized with the socio-cultural background of the student.Having created a picture of the hazard of the student, I impart then propose an analysis of the situation of the student drawing from educational wear outment theories. Ethical considerations for the eccentric study will then be discussed, followed by recommendations to improve the schooling and learning outcomes of the student. Tonya literally stood out in her class, non only because she was big for her age, but excessively because she was older than the rest of the class having been contain in kindergarten. At viii years old, she was attending a first grade class.Tonya was observe to vaunting disruptive behaviors such as bossing and bullying other children, stealing items from others, or talking them into trading their things (McDevitt & Ormrod, 2010). The instructor received complaints from both students and parents that she was also stealing food from her classmates lunchboxes. Tonyas behavior can be described as atypical for other children of her age, and required serious attention. The achievement from six to ten years old is often referred to as inwardness childhood.There is continued differentiation of fine motor skills, although the growth in height and weight slows down and only picks up later on during the adolescent stage. Development of fine motor skills is reflected in illustrations that are unionised and detailed and include more or less depth cues (Berk, 2009, p. 7). Moreover, such developments allowed for wider range of activities in play, sports and household chores. Often, parents start to build responsibility among their children by assigning them chores at post such as cooking, cleaning, and looking after their siblings.Middle childhood is also a period of active neural developments that manifest in increasing integration of cognitive processes. They are learning to read and write, as well as perform raw material mathematical computations (i. e. addition and subtraction). In addition, they are beginning to express themselves creatively. There is also a tag improvement in verbal expressions, and are becoming more awake(predicate) of the impression of rules with peers and parents. Thus, they are learning to grasp the concepts of cause and effect better.The so cio-emotional development of children from six to ten years old is marked by development of emotional states in relation to the people rough them. This accompanied by an increasing social net pretend of peers and friends. At this stage, children become more witting of pride and guilt, and are more likely to conform to good behavior. Pro-social behaviors are observed when dealing with peers, curiously as they learn to build friendships ground on effrontery and assistance.It can be deduced that at this stage, children start to develop their moral compass and respond to others with sensitivity and better judgment. In the case of Tonya discussed above, it is apparent that the socio-emotional milestone expected for her age group was not been met. kinda of displaying pro-social behavior, she is disruptive in class, and clearly is not developing friendships that are found on mutual trust and assistance. She is actually behaving exactly the opposite. In addition, having been retained in Kindergarten may be a good indicator of some cognitive delays as well.However, physically, she has developed as expected, and has the capacities and skills to perform manual labours for her age. In fact, the report from the teacher emphasized the point that Tonya had to take care of her three-year old brother before going to school. Knowing Tonyas family background was the key to befriending her curb the enigmaatic behavior in school. Her physical development coupled with the responsibilities she had at home required healthy food and supplement, which was not available for her because her mother had lupus, and her step-father was permanently disabled.Childrens experiences within their families are especially important to their health (McDevitt & Ormrod, 2010, p. 149). Tonya was not provided with essential dietary supplement which triggered her finale to steal food from her classmates. Moreover, although she was entitled to free lunches, she was not aware of this, and in th at respect was no adult who assistd the process of availing this service. Tonyas behavior severely break off the possibility of developing friendships. Her reputation made it difficult to gain the trust and respect of her peers.However, the teachers interjection helped Tonya discern what was right and wrong. Tonya responded to the intervention positively, and changed tremendously. Because of the situation at home, Tonya lacked a role model and the constant commissionsing of the parents to help her maximize her potentials, both cognitively and socio-emotionally. The change in Tonyas behavior and understanding of the consequences of her actions are good indicators of sound judgment and wisdom skills.It is highly plausible that retention in Kindergarten may have been caused by socio-emotional problems, rather than cognitive difficulties. Drawing ideas from prominent educational theorists, Piaget, Vgotsky and Erickson, can be helpful to facilitate learning for Tonya, and hopefully accelerate her so she achieves the congruous grade level for her age. Jean Piaget coined the term cover operational stage for children ages seven to eleven years old.At this stage, children have developed the concept of conservation. The child can think logically about very concrete objects, categories and principles (Coon & Mitterer, 2010, p. 99). Thus, it is essential for the teacher to pay special attention to Tonyas development of mathematical skills, and its relation to other subjects, such as science. Once she gains mastery, she will gain confidence as well in performing tasks, and this is essential for her to work towards reaching her expected levels.Providing Tonya with hands-on experiences will further facilitate her learning. Judging from the circumstances that surround Tonya, it is highly challenging for her to successfully develop according to the developmental milestones. As explained by Vygotskys (1978) zone of proximal development (ZPD), human learning presupposes a specific social temper and a process by which children grow into the intellectual life of those around them (as cited in Slee, 2002, p. 209).One of the contemporary proponents of ZPD, Wood (1988) further outlines the instructional options for mothers of children betwixt four and five years old (i) general verbal hike (ii) specific verbal instruction (iii) assistance in choosing materials for a task (iv) preparing materials for assembly in a task (v) demonstration (Ibid). With Tonyas family background, maternal interaction has been limited, and from her early years, she has missed out on the developmental opportunities. Vygotskys (1978) ZPD highlights the role of the adult in facilitating the learning of children.Compared to Piaget however, he approaches the development in a more qualitative, rather than quantitative perspective and is more openhanded on the expected abilities of the children. It highlights the role of the adult, and in the case study, Tonyas teacher to provi de the guidance that she is not able to acquire in the home. Furthermore, it will require effort in integrating Tonya in the class considering her outgoing behavior towards her classmates. Vygotskys (1978) theory emphasizes the role of adults and peers in the learning of the individual.I consider it meaningful to highlight Ericksons psychosocial theory because Tonyas case is hinged on her socio-emotional experiences which have serious implications on her psychological state. At her age, the basic conflict as identified by Erickson is industry versus inferiority (Learning Theories Knowledgebase, 2010, October). train becomes more formalized, and children have to adjust to the new environment while group meeting the demands in academics. Competence is achieved through successful attempts, while failure breeds feelings of inferiority.An eight year old joining a first grade class sets the stage for inferiority, and the teacher must be proactive in creating measures to bind Tonya fee l competent. Encouraging words and positive reinforcement can help her gain confidence and advance academically. At this point, it is highly important to focus on building her confidence first, so she is able to take risks and work further towards building her competencies. The role of the teacher in assisting students like Tonya endlessly stands out. The teacher becomes the architect who shapes the conditions that will benefit the students more.Going back to the teachers narration in this case study, it may be observed that the intervention highly suggested by the principal violates the ethical standards set by the National Education Association. The principals suggestion of punishment which consisted of a month without recess not only puts the child in danger, but also becomes an additional cause for further disruptive behavior. The teacher though, may have violated the code as well by disclosing the finish of the principal in published material which has the possibility of caus ing abuse to the principals profession.However, the teacher made a wise termination about visiting the family, and examining the conditions before taking any action. Doing so allowed her to set better solutions without compromising the health of the student. It is hoped that the teacher did not give her true name so as not to compromise the school and the principal. Although the problem was resolved, there were still administrative matters that she hopefully handled properly, and exercising due confidentiality.Referencehttp//www.nea.org/home/30442.htm