1. Developmentally appropriate practice as defined by NAEYC is a “framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. Children cannot perform tasks that they are not yet developmentally capable of doing and teachers have to be aware of this. One would not expect a one year old child to be able to write their name, not only because they are not cognitively able to understand this task, but also because their fine motor skills have not developed enough to hold a writing instrument. Therefore, most adults would realize this task is not developmentally appropriate. A kindergarten teacher, for example, can able to expect his or her students to know why it is necessary as well as how to clean up their tables after coloring. This task would be developmentally appropriate for most 5 year olds. Making sure that developmentally appropriate tasks are utilized is important because children can easily get discouraged and may feel inadequate if they cannot perform a task this is simply not within their developmental capabilities. 2. The majorities of teachers that I have interacted have tended to display the authoritative parenting style. They appeared to have respect for their students and allowed them to have a voice in classroom decisions. The teachers also exuded warmth and had genuine care and concern for their students. When students required discipline, the teachers did explain the reason to the child in most circumstances. However, one teacher that I worked with encompassed all three of the parenting styles. With certain students, she presented herself with an authoritative style. These students tended to follow directions, were well behaved and did well on ... ... middle of paper ... ... the entire classroom the new skill or information and then have the children make an attempt. The teacher can focus the attention on the children who appear to be struggling. A wonderful form of learning that can utilize Vygotsky’s ideas of scaffolding and the zone of proximal development is cooperative learning. When children are grouped together with their various ZPD’s, together they can help each other learn and the teacher can assist each group as needed. Not only does this help the children who are struggling, but the students who have a firm grasp of the skills further them by teaching their fellow classmates. Bibliography Gartrell, D. (2004). The power of guidance, teaching social-emotional skills in early childhood classrooms. Belmont, CA: Delmar Marion, M. (2012). Guidance of young children. Upper Saddle River, NJ: Pearson Education, Inc
This reading reminded me about how Vygotsky’s theory is mostly based on the interactions and influences help children to learn. I really do believe this theory is very accurate, because students can learn from each other. If a teacher is having trouble explaining a complex topic to a student, another student can explain it in more relatable way. Also, I was fascinated when I read about what cultural tools, were and how they related to Vygotsky’s beliefs. Learning about what cultural tools were, helped me to broaden my understanding of how crucial cultural tools are to student’s learning process. Also, the chapter did a great job of elaborating on how these tools can help to advance and grow in the understanding of student’s thinking process. Another aspect of this reading that interested me was the elaboration on private speech and the Zone of Proximal Development. Each of the definitions displayed help me to advance my own thinking on what it was and how it is used in regards to the education of students. The description of what private speech and how it is basically the inner narration of their thinking process helped me to understand how this aspect can help with students learning. Also, the Zone of Proximal Development helped me to make a connection to both what is and how it relates to private speech as well. The Zone of proximal development plays a crucial role in the
The first style is indulgent. According to Darling (1999) “indulgent parents are more responsive than demanding.” This style of parenting is also called permissive parenting which means parents “rarely discipline their children because they have relatively low expectations of maturity and self-control” (Parenting Styles: The Four Styles of Parenting, 2014). The next style is referred to as authoritarian parenting. “Authoritarian parents are highly demandind and directive, but not responsive like permissive parents” (Darling, 1999). This style expects children to follow the rules which are established by the parents (Parenting Styles: The Four Styles of Parenting, 2014). Authoritative parenting is not to be confused with authoritarian parenting because it parents are both demanding and responsive. In this style, “parents are responsive to their children and willing to
3. The authoritative parenting style. This style is the balance of the other two styles. The parents still set boundaries and consequences yet they still are able to have an open communication with their children and teens.
Morrison, George S. Fundamentals of Early Childhood Education. 7th ed. Texas: University of North Texas, 2008. Print.
Being surrounded always by people and tutors is a great benefit for kids, as it gives a hint and speeds up development, according to the recent researches and the theory of Vygotsky. His theory is actively applied in reciprocal teaching, which is used to improve student 's abilities to learn from text – theater performance is a great example as well. This method includes children in learning and practicing such skills as clarifying, questioning, predicting and summarizing. The role of the teaches is getting weaker and weaker through time. The other method is called scaffolding when a tutor helps to organize a question and make a system out of it, so the kid or a student can work on it easier and get a positive result. Teamwork plays a great role in the theory of Vygotsky, as it was in the pretend games as well. According to the scientist it would be more effective to have students of different abilities in one class, so the more advanced could help those who need help. During the performance rehearsals we experienced the same routine, the only difference was that we were helped by the teacher himself.
The majority of research connected to parenting comes from the Diana Baumrind’s (1967) typology three styles of parenting. Baumrind concluded there are three types of parenting styles; authoritarian, authoritative, and permissive. The two types of parenting discussed in this question are authoritarian and authoritative. While both of these parenting styles create rules and expectation for a child, the delivery of each of the styles is very different.
The type of approach to discipline a child that the parents use have a dramatic impact on their relationship between them and the child’s development to adulthood. Research have found that there are four major types of parenting styles depending on what parents think the child needs from them. These are authoritarian, authoritative, permissive and uninvolved. The purpose is to explain the difference between them and the effect on their child development.
As a parent I would use the Authoritative parenting style. The authoritative style stresses the importance of flexibility and one’s freedom. I feel that this style is the most fair, and shows more respect for a child as a human being. I don’t like the idea of my children fearing me because of harsh punishment. As an authoritative parent, I would encourage my child to understand that there are reasons behind rules and that they are not just obligatory. The Authoritative parenting style builds a foundation for communication, empathy, and mutual respect.
You show that you care about who they are as individuals, and you want them to flourish in your classroom. I can apply both articles to my education class because they show me how to run my own classroom. Concordia College is preparing me to be able to teach a classroom of young students on my own. Articles one and two have taught me that when planning my way of teaching I must be aware of how important social-emotional development can be. Brock L. Eide and Fernette F. Eide (2006) support my belief in saying, “It requires completely assessing the physical, medical, neurological, cognitive, behavioral, emotional, educational, and psychological aspects of the child’s development, to see where breakdowns in the child’s attentional or behavioral control mechanisms are occurring.”(pg.46-59) While there are many activities a consultant can show a teacher to use to help promote awareness of emotions, there are many simple ways to do it on your own, such as having the children work in groups. By having the children work in groups or simply with a partner, they are improving social skills and learning how to control their emotions around others. Although no one can avoid having students who will struggle greatly with social-emotional development, it is our responsibility to know how to handle these students. The success
n the world of Vygotsky, a child was not a product of the environment, instead the child interacts with the environment by making choices, which moderates or influences the effect of the environment on the child. Lev Vygotsky stages of development were not defined by age or biology, the basis behind his theory was unerstanding social and cultural experiences of a child, and how they affect the the child's development. A philosophy of Vygotsky’s theory was the zone of proximal development (ZPD), this is the difference between what a child is able to solve on its own based on the stage of cognitive development, and what a child can learn with the help or experience of another person. Vygotsky believes the skill of knowledge comes from mastering new social situations where learning is shared with others. He also believed that experiences should be shared in social settings, and placed a large emphasis on the quality of group work within the cognitive development process. Within group work, children's language is encouraged to develop, through conversation, questioning and sharing cognitive content with their peers. Vygotsky believed that "social interaction enables the child to develop the intellectual skills needed for logical reasoning and thought." (Grossman, S. 2008) Through language and communication, children learn to evaluate the world and change their actions accordingly.
Another style of parenting that parents often choose to employ is authoritative parenting. Authoritative parenting can be seen as parents who do set expectations for their children, but unlike authoritarian parents, parents who are authoritative provide much more support and also set realistic goals for their kids. In the earliest studies conducted on parenting styles, Baumrind (1966) states that authoritative parents do try to lead their children in the right paths, but in a rational manner instead of complete control and dominance over their children often found with authoritarian parents. Authoritative parents are more willing to engage in verbal give-and-take exchanges with their children, and these parents are more likely to explain why they are making certain rules than simply expecting their kids to mindlessly obey them (Baumrind, 1966). One study shows that authoritative parenting is the best parenting style in terms of academic achievement due to the willingness of authoritative parents to be much more engaged in the lives of their adolescents, and to offer support whenever they need it the most (Dotterer & Wehrspann, 2015).
I believe this as well, that children are constructive but are not experts at most skills and will therefore need some guidance from a caring adult. “The Zone of Proximal Development is the range of abilities that a person can perform with assistance, but cannot yet perform independently. Providing children with the appropriate assistance and tools gives them what they need to accomplish the new task or skill”. This is called scaffolding. “It’s important for people to realize that the zone of proximal development is a moving target”. Which means it is consistently changing as the child grows older. This is why I like to challenge children and present them with tasks that aren’t easily achieved on their own, but with some guidance and slight assistance, it is capable of accomplishment. Vygotsky believed that this would progressively advance the learning process as I too
Early childhood reveals a distinctive opportunity for the foundation of a healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings in self regulation. Emotional self regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, Prevention of future social and behavioral difficulties is more effective than later remediation (U.S Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life on thier social-emotional development. Neg...
There are three major recognized parenting styles: Permissive, Assertive and Neglectful. All carry different characteristics and bring different reactions from the children. Parenting styles such as these can be beneficial to the children. The relationship of each parent and child is totally different, thus there is no one way to parent. The quality of parenting is more important than the quantity of the time spent with the child (Brigid Schulte, March 2015). Parenting styles represents how their parents demand and respond to their children. Parents tend to create their own methodology of teaching as children go through completely different stages in life. People believe that the parents who give their children proper love, nurture, independence and control, have the children who seem to possess higher levels of
The base of Vygotsky's theory rests on the idea of internalization where development proceeds mainly from the absorption of information from a specified social environmental context. An example of a specific social environment is a school where children can learn from observing the interactions of others (e.g. teachers and peers) and through their own interactions within the environment (e.g. a specific problem “math problem”). A key concept is the zone of proximal development (ZPD) which Vygotsky states "is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers." Cognitive growth is accomplished when a child is able to solve problems more independently through continued practice and mentoring. In this fashion, the development of the child is continuous as there is quantitative evidence of the growth being accomplished. The quantitative evidence can be as simple as child’s progression through a math problem where they build upon the ideas of addition and subtraction to multiplication and