Webster’s dictionary defines teaching as: “one that teaches; especially: one whose occupation is to instruct.” However, teaching is so much more than that, it is the ability to instruct future generations yes, but also to aid in the development of the student in all aspects. Some students have a harder time developing the whole person, meaning that they have a harder time developing the physical, cognitive, and emotional-social parts of themselves all at the same time and pace. A student observation of a typical 2nd grade classroom was completed and one child stood out among the rest in his setting in both of their characteristics and stages of development. In order to protect the rights of the student, for the length of this paper, the student observed shall be referred to as James.
When discussing physical development the first thing that is thought of is height, weight, etc. However, it is also about movement and coordination and the little quirks kids sometimes do throughout the day to keep themselves occupied or to stay on task. When observing James, it became clear very quickly that he was highly agitated for most of the day and in order to remain some-what calm he had to constantly be moving. It could be a movement as simple as him chewing on the eraser of his pencil or tapping his fingers against the desk in a way that distracted all of the other students, but he constantly had to be doing something. Without knowing a thing about James, from a distance, he looked like a normal 8 year old boy in comparison to all of the other boys. Once you got up close and really started to watch him you could pick out different physical characteristics that only he performed, making him stand out among the other students.
The freque...
... middle of paper ...
...in his class if he gets the proper attention to do so.
The final stage on the development of a child that will be discussed is the emotional-social development. Once removed from the classroom and put onto the playground, James played so well with his peers that no one would ever guess that he is withdrawn in the classroom setting. During recess he ran with the other boys, enjoyed what appeared to be a very fun game of tag and then sat with some of his female classmates on the swings and just seemed like a “normal” little boy. Even at lunch he sat and conversed with his peers, enjoyed a very nice lunch and then returned with his class to the classroom to work on math and science for the day. The minute he stepped foot into that classroom, it was like a switch was turned back on and he went back to acting secluded and would only talk to the teacher and myself.
Chapter three focuses on explaining how family, culture and community shapes child development. There are many factors that play a role in a child’s development as this book has already highlighted. The chapter uses the bioecological model and other developmental theories to identify the effects of family, culture and community. Chapter three was divided into four sections to better describe the importance of each: cradles of development, family structure, family processes and children in diverse society. At the end of each section, readers were provided tips on how educators can apply the information given to working with children.
Immediately, Joshua returns to his seat, but with a toy in his hand, which was removed causing a mini tantrum. Joshua is a sweet yet reserved child who appears to be quiet in nature. He would avoid peers that are aggressive and requires encouragement and verbal support and praise to actively participate in large group activities such as gym and music/ movements. During gym, he refused to participate in the activity called “Helping Hero’s.” The students would have to run to the opposite end and save a stuff animal and run back.
How human children’s intelligence develops as they go through their adolescent stages in their early life has been a wonder to many researches and theorists. Jean Piaget is a stage theorists which means that he believes that there are a series of four main qualitatively different periods (or stages) that children go through in a certain and stable order and that any information or experiences that they gain in one stage is going to stay with them and prepare them for their next one. Piaget believes that children are active participants in their own development from stage to stage and that they construct their own mental structures through their interactions with their environments that begin just
A development that is very important to a middle age child is the ability to use social comparison and compare people to them. During this time, children look towards their peers to compare themselves and start friendships with children that are similar to them. It is also important for the child and their parents, during this time to have a good parent-child relationship. These are all developments that a child should be able to obtain when they reach middle school age and shows that they are on the right track to be able to exceed at their education and function in society. Although it is ideal for every child to be able to grasp these goals, children like Ryan, struggle to be able to master theses skills and start falling behind.
Piaget believed that language development is associated with cognitive development or one’s own thought processes. Children ages 2-7 years old classify in Piaget’s preoperational cognitive stage. In this stage children use their well-developed ability to symbolize events or objects that are absent. Although children can represent the absent objects, they do not permit the child to think about the reversible cost of actions. According to Piaget, comprehending at this stage is based on appearances rather than main beliefs (Gray, 1991). For instance, one child playing with a ball of play dough may say they have less than the child playing with a flat piece of play dough simply because it is shaped differently. Also during the preoperational stage children are able to expand their vocabulary from 3,000 words to 8,000 words. Their sentences grow in length and complexity. They commonly use grammatically correct sentences and learn the basics of writing and reading (Cooter & Reutzel, 2008).
Children are complex, and the way a child develops differs from individual to individual. The study of children is a field that researchers, scientists, theorists and educators have been exploring for decades. CHYS 1F90 studies the foundations of childhood development and allows the students to look at the way children develop through multiple lenses. Many conclusions have been drawn, observing how, when and why children develop the way they do. Jerry and Samantha are both grade one students who are unrelated. Although these two students are both the same age, they are different on a variety of accounts. Jerry is a shy and introverted boy who quickly becomes uncomfortable while talking to adults, teachers and peers, contrariwise Samantha is immensely confident and demonstrates extroversion around others. After analyzing both Jerry and Samantha through a biological, learning theorist and psychoanalytical lens, the reasons for the first-graders differences are clear. Depending on the lens in which an individual looks through when analyzing the development of children, interesting and intriguing conclusions can be drawn regarding the broad topic of understanding how children develop.
Beaty, J. J. (2014). Observing development of the young child. Upper Saddle River, NJ: Prentice Hall.
has to stand behind a piece of tape and try to throw the hoops over
While completing my practicum this last semester I observed an seven year old boy named J. J is a second grader in a mixed first and second grade Montessori classroom at Sandhills Primary School. He is smart and excels at science. J is also on the autism spectrum. He is the first born to his twin brother. They are not in the same class due to different academic levels, but they have a very good relationship. In comparison to his twin J seems to be more advanced academically and physically. While Kidwatching J I was able to learn a lot about the way that he thinks and learns. Throughout this paper I will discuss J’s physical, affective, and cognitive development.
The first type of development that can be observed is physical development. Physical development refers to a child's gross and fine motor skills. Gross motor skills are the use of large groups of muscles that can develop naturally through outdoor and indoor play. During play, a child may use their gross motor skills by standing, jumping, climbing, running or riding a bike. "If children are encouraged to be physically active, these skills can develop into advanced patterns of motor coordination that can last a lifetime" (brightfutures.org). Fine motor skills are the use of the muscles in the hands. These muscles can develop by using fingers to cut with scissors, write, paint and many other activities. Underdeveloped muscles, weight gain, and high blood pressure are all signs o...
Wertlieb, Donald. "Child." World Book Advanced. World Book, 2011. Web. 16 Aug. 2011.Retrieved from http://www.worldbookonline.com/advanced/article?id=ar110700&st=middle+childhood+development&sc=1#h4
Human development has been a subject of interest since ancient Greece and Rome. Different approaches derive from two basic directions: the nativists` and empiricists` ones. The latter method is to regard human development as a gradual change which has been influenced by the individual`s experience .On the other hand, the former approach has found its roots in the biological structure of the human organism which considers our development as a series of stages. However, referring to human development only as continuous or gradual would produce inconsistent and insufficient understanding of the developmental process .As a result, combining ideas of both viewpoints(continuity and phases) will provide a more explicit of understanding of the developmental processes and their final aim which is to create individual`s integrity within the social norms.
According to Erikson, human development occurs in eight stages though-out life. At each stage, individuals work through transitional conflicts a necessary mean of development by undertaking certain developmental tasks (Nugent, 2005, p. 99). The theories of Erik Erkson were used to analyze and interpret the responses.
Teaching and learning is the backbone of history. It is how we pass down ideas from generation to generation. There is no progress without teaching or learning, which means no one is being spiritually formed. That is why the basic foundation for spiritual formation begins with Teaching and learning. Therefore, the teacher must know how students learn, what the proper roles of the teacher and student are, and lastly how does this all tie into the spiritual formation of the student.
“Teaching is often a difficult process, but the end result is very rewarding. Watching a child develop confidence and seeing a student progress in their studies is a very exciting process. Teaching young children is especially great because it is setting a foundation for life-long learning.”(Chronicle guidance publications). What is teaching? A teacher is a person who provides education for pupils (children), or students (adults) using lectures, audiovisual aids, demonstrations, and computers to present academic, social, and motor skills. Teachers can also teach foreign languages, art, kids with special needs, and P.E. Teaching has changed a lot compared to the traditional methods of just lectures and textbooks. Students now are encouraged to actively learn through groups or individual projects. They have learning games, debates, and experiments to help them through the learning process. Being a teacher would be a great career for anyone who wants to further themselves, to help people, and to have great benefits (chronicle guidance publications).