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Adolescence: The Transition To Adulthood
Adolescence: The Transition To Adulthood
Adolescence: The Transition To Adulthood
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Robert Kegan states there are two theories of knowledge: developmentalism and constructivism that support his constructive-developmental theory. Developmentalism “proposes that the way in which people make meaning can develop over time and across the lifespan. (Kegan 18-5). Humans are constantly developing and will continue to develop. Kegan says there are six stages of development in which adolescent and adults develop. For adolescence and adulthood stages 2-4 are the most important which includes imperial, interpersonal, and self-authoring orders (Kegan 18-5). I believe I fall under Stage 3, the interpersonal order of mind. Stage 3 is for people who understand the needs of the team are greater than personal needs. I was granted a special …show more content…
He says that constructivism “posits that people actively construct, or make sense of their experience, and create their realities given their current capacities” (Kegan 18-5). He means that humans construct an understanding of the environment they are in and how they are developed by it. When I try to understand my challenge I am able to look at my holding environment. Kegan says that humans are subjects to specific holding environments that provide both adaptive challenges and support for growth (Kegan 18-12). These challenges are provided in certain holding environments so that a person can overcome with a support system. Also, Kegan explains “effective holding environments must match the individual’s stage of development – that there must be a goodness of fit” (Kegan 18-12). I believe my holding environment matches my stage of development. I am able to think interpersonally because of the constant challenges West Point offers. I was out of school for a long time and I did not take any advanced courses in high school. All of a sudden the college level courses and workload was difficult to manage. However, because of these challenges that affect my emotion, time and time again I remind myself of the bigger picture, to not let others down to succeed and become a leader. The environment at West Point expect a lot from the cadets, but all the cadets that were admitted were because the admissions decided that these cadets showed the potential to succeed. My holding environment offers an endless amount of support that is helping me grow as I continue to strive for perfection. I am currently enrolled in RS101, student success course, where I am taught the methods to effective time management and note taking skills. My company academic officer is constantly checking up on my grades and setting me up with peer tutors. Every one of my instructors has been more than available to provide additional instruction when
Furthermore, social constructivism allows students to be presented with the same learning experience while giving them the ability to experience it in a way personal to them. I understand we all have varying life experiences that influences our perception of things in the world around us. I fully intend to help guide students to the knowledge needed to be successful, but I will not influence how they apply their knowledge to life experiences. I strongly feel an educator should not be a dictator in the classroom, but instead only a guide to help assist students in testing the capability of their own learning. A social constructivist class is set up in a manner conducive to such and affords students and teachers the opportunity to nurture such style. I place great value on making sure the environment is fair, safe, and welcoming to all. My management style will allow students to feel secure and comfortable to question learning processes and reflect on the “hows” and “whys” without feeling as if they are questioning authority which can often happen in a teacher centered classroom unfortunately. My student centered
Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
The processes which explain how development transpires can be described as mechanisms of development. Although Piaget and Vygotsky both focused their theories on cognitive development, the mechanisms needed to develop cognition differ for each theorist. Piaget focused on the mechanisms of cognitive organization, adaptation, and equilibration. Vygotsky, on the other hand, focused on a dialectical process, cultural tools, Zone of Proximal Development (ZPD), scaffolding, internalization, and private/inner speech. For Piaget, cognitive organization entails the tendency for thought to have structures in which information and experiences are then labeled into schemas (Miller, 2011). Schemas allow humans to organize categories of information they
After many years of his career in child psychology Jean came up with four stages of mental development called a schema. Jean Piaget categories these stages by age but he has said ...
Erik Erikson was a researcher of the Psychodynamic perspective who lived through the years 1902 to 1994. He developed a theory that dealt with the stages of human development and was referred to as a Neo-Freudian. A Neo-Freudian are those “who have revised Sigmund Freud’s theory” (Massey, 1986). His theory argued that “both society and culture challenge and shape us” (Feldman, 2011). Erik Erikson’s theory of psychological development does not specify specific ages, so the age categories can only be guessed upon. It is my personal thought that this was a smart move due to different age milestones for different cultures. The essay titled Erik Erikson: Ages, stages, and stories argues that the stages “are organized into a system of polarities that tempt us to think about psychological dynamics in a form that is more binary than Erikson intended.” Each stage has a ‘resolution’ or goal. Each stage presents a “crisis or conflict that the individual must resolve” (Feldman, 2011, p.16)
Erik Erikson viewed socioemotional development as the challenges that we faced throughout life and he also created the eight stages of socioemotional development: infancy, toddlerhood preschool, preadolescence, adolescence, young adulthood, middle adulthood, and old age to explain how we go through life (Macionis, 2017). The social theories of development were viewed differently by a sociologist named George Herbert Mead, who viewed that our identities are developed through social interaction and in order to engage in that process, we have to view ourselves through the eyes of the people around us (Theories of Self-Development). How this relates to my social group is that the members of my family experience socioemotional development differently. We are all going the different stages of life and developing in our own way and we all have our own individual social groups of friends and others to help go through
Out of the eight stages, the first four play a key role in developing ego identity (Gordon & Browne, 2014). Stage one is trust versus mistrust which occurs between birth and a year (Gordon & Browne, 2014). Erikson describes two levels of trust; the first is that significant adults will be present to meet their needs and the second is that they will believe in their ability to make changes and cope (Gordon & Browne, 2014). The characteristic for stage one is hope (Gordon & Browne, 2014). Stage two is autonomy versus doubt which occurs between 2 years of age to 3 (Gordon & Browne, 2014). In this stage the child learns to manage and control impulses and use motor and mental skills (Gordon & Browne, 2014). Willpower is the characteristic that best goes with stage two (Gordon & Browne, 2014). Stage three is initiative versus guilt which occurs between ages 3 to 5 or 6 years (Gordon & Browne, 2014). During this stage the child develops a sense of purpose and adult interaction is necessary for a positive outcome during this stage of life (Gordon & Browne, 2014). Purpose is best used to describe this stage in Erikson’s theory of development (Gordon & Browne,
Professor George Hein from the Lesley College in Massachusetts, USA states that the term “constructivism” refers to the idea that learners construct knowledge for themselves as well as meaning as he or she learns. Constructing meaning is learning (Hein 1991).
Erikson developed eight psychosocial stages that humans encounter throughout their life. The first stage, Trust vs. Mistrust, occurs from approximately birth to 18 months. From this stages infants learn that teachers can be trusted to meet their needs and that the world is safe, pleasant place to grow up. The second stage, Autonomy vs. Shame & Doubt, occurs between 18 months to three
Constructivism is a method that says students learn by building their schema by adding to their prior knowledge by the use of scaffolding (Rhinehart Neas). Because the students are basically teaching themselves new information, the teacher is there mainly for support and guidance for the students.
Theorists have expanded our knowledge of psychology, influenced one another to broaden, and built upon each other’s theories to develop their own. One theorist who has built upon previous theorists was Erik Erikson. Erikson developed an eight-stage theory of identity and psychosocial development, which has countless strengths and weaknesses.
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism: Implications from theory for instruction and assessment. Constructivism in the Human Sciences, 9(1), 67-90. Retreived from: http://www.teach.valdosta.edu/whuitt/brilstar/chapters/cogdev.doc
Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not necessarily, the teacher (Ely; Foley; Freeman & Scheel, 1995). When learning occurs, the goals, values, and beliefs of the individuals need to be linked to the new data. Also, in constructivism, the person, who is taking in the knowledge, can somehow filter, amend, and reformat the information that he or she feels is important to the schema (Spigner-Littles & Anderson, 1999). A constructivist learner uses the creative approach to apply their own meaning to a topic using the social and cognitive circumstances around themselves (Bloom; Perlmutter & Burrell, 1999). A short and sweet summary of constructivism is "how one attains, develops, and uses cognitive processes" (Airasian & Walsh, 1997).