Educational Development Theories

spirit human surfacement is considered the chance on towards increase the po decenniumtials of every student in the clear uproom. Developments in various fields, much(prenominal)(prenominal) anthropology, psychology, and biology come contributed largely to reinventing education in the pull round century. Research is given a primal role in shaping kidskinrens education and experiences in schools (McDevitt & adenosine monophosphate Ormrod, 2010, p. 4). The advances in related fields and the change magnitude keep from research keep up prompted educators to be ruminative and evaluative ab surface pedagogy and course in an effort to ensure that the high hat attainment environs is provided.In short, instructors direct have comprehensive tools to guarantee that no baby is left behind. Any child that sets foot into the classroom carries with him/her a countless of experiences and background thus, making it essential to beh former(a) the child in congenator to the syste ms and dynamics that beleaguer him/her. All atomic number 18as of ripening reckon on the background of childrens liveschildrens experiences in families, schools, neighborhoods, community organizations, cultural and heathenish hosts, and society at large (McDevitt &type A Ormrod, 2010, p. 5).Learning does non happen in isolation and it is how these various contexts that play out during fracturemental familys that signifi squeeze outtly view his/her experiences in school. To illustrate the impact of context to emergence a brass field of view is presented in this paper of an eight year old child, Tonya, attending first caste. subsequently a discussion of the students classroom carriage, the developmental milestones for her age pull up stakes be presented. These stages of development allow for be contextualized with the socio-cultural background of the student.Having created a picture of the fortune of the student, I will then design an analysis of the situation of the student outline from educational development theories. Ethical considerations for the case study will then be discussed, followed by recommendations to improve the schooling and learnedness outcomes of the student. Tonya literally stood out in her class, not only be pretend she was big for her age, but in any case because she was older than the rest of the class having been well-kept in kindergarten. At eight eld old, she was attending a first level class.Tonya was observed to display disruptive demeanors much(prenominal) as bossing and bullying other(a) children, larceny items from others, or talking them into trading their things (McDevitt & adenosine monophosphate Ormrod, 2010). The teacher received complaints from both students and pargonnts that she was alike stealing food from her classmates lunchboxes. Tonyas way can be described as atypical for other children of her age, and required expert attention. The period from six to ten years old is practically refe rred to as middle childishness.There is proceed differentiation of fine force back skills, although the suppuration in height and weight slows overthrow and only picks up later on during the adolescent stage. Development of fine motor skills is reflected in illustrations that ar organized and expand and include some depth cues (Berk, 2009, p. 7). Moreover, such developments allowed for wider range of activities in play, sports and household chores. Often, parents dough to strain responsibility among their children by naming them chores at home such as cooking, cleaning, and looking after their siblings.Middle childhood is also a period of expeditious neural developments that manifest in increasing integration of cognitive affectes. They are tuition to read and write, as well as arrange radical mathematical computations (i. e. auxiliary and subtraction). In addition, they are beginning to impart themselves creatively. There is also a mark improvement in verbal expre ssions, and are becoming more aware of the impression of rules with peers and parents. Thus, they are learning to grasp the concepts of cause and effect better.The socio-emotional development of children from six to ten years old is marked by development of emotional states in relation to the people around them. This accompanied by an increasing social net influence of peers and friends. At this stage, children become more aware of vanity and guilt, and are more likely to line up to good behavior. Pro-social behaviors are observed when traffic with peers, especially as they learn to build friendships based on rely and assistance.It can be deduced that at this stage, children start to develop their moral compass and respond to others with predisposition and better judgment. In the case of Tonya discussed above, it is discernible that the socio-emotional milestone evaluate for her age group was not been met. Instead of displaying pro-social behavior, she is disruptive in clas s, and clearly is not developing friendships that are based 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 true as expected, and has the capacities and skills to perform manual tasks for her age. In fact, the report from the teacher emphasized the point that Tonya had to take billing of her three-year old brother before liberation to school. Knowing Tonyas family background was the key to helping her curb the problematic behavior in school. Her physical development join with the responsibilities she had at home required flushed food and concomitant, which was not available for her because her dumbfound had lupus, and her step-father was permanently disabled.Childrens experiences within their families are especially beta to their health (McDevitt & Ormrod, 2010, p. 149). Tonya was not provided with essentia l dietary supplement which triggered her conclusiveness to steal food from her classmates. Moreover, although she was authorise to free lunches, she was not aware of this, and on that point was no adult who facilitated the process of availing this service. Tonyas behavior severely disrupted the hatchway of developing friendships. Her reputation made it unvoiced to actualize the trust and respect of her peers.However, the teachers intervention helped Tonya discern what was justly 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 way 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 big(a) judgment and comprehension skills.It is highly slick that retention in Kindergarten may have been caused by socio-emotional problems , rather than cognitive difficulties. mechanical 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 proper grade level for her age. Jean Piaget coined the term cover operational stage for children ages seven to cardinal years old.At this stage, children have developed the concept of conservation. The child can speak out logically about very concrete objects, categories and principles (Coon & Mitterer, 2010, p. 99). Thus, it is essential for the teacher to catch up with special attention to Tonyas development of mathematical skills, and its relation to other subjects, such as science. Once she gains mastery, she will gain impudence as well in performing tasks, and this is essential for her to work towards range her expected levels.Providing Tonya with hands-on experiences will come on 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 ad hoc social nature and a process by which children grow into the intellectual liveliness of those around them (as cited in Slee, 2002, p. 209).One of the coeval proponents of ZPD, Wood (1988) further outlines the instructional options for mothers of children betwixt four and five years old (i) general verbal encouragement (ii) special(prenominal) verbal instruction (iii) assistance in choosing genuines 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 lost(p) 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 appr oaches the development in a more qualitative, rather than quantitative position and is more liberal on the expected abilities of the children. It highlights the role of the adult, and in the case study, Tonyas teacher to provide the guidance that she is not able to acquire in the home. Furthermore, it will require effort in integration Tonya in the class considering her past behavior towards her classmates. Vygotskys (1978) theory emphasizes the role of adults and peers in the learning of the individual.I consider it meaty 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). School becomes more formalized, and children have to adjust to the new environment while meeting the demands in academics. competency is achieved through succes sful attempts, while misadventure breeds feelings of inferiority.An eight year old connexion a first grade class sets the stage for inferiority, and the teacher must be proactive in creating measures to make Tonya feel competent. Encouraging words and positive reenforcement can help her gain assurance 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 always stands out. The teacher becomes the architect who shapes the conditions that will benefit the students more. passage back to the teachers archives in this case study, it may be observed that the intervention highly suggested by the genius violates the ethical standards set by the National Education Association. The principals suggestion of punishment which consisted of a calendar month without recess not only puts the child in dange r, but also becomes an additional cause for further disruptive behavior. The teacher though, may have violated the enrol as well by disclosing the decision of the principal in published material which has the possibility of causing harm to the principals profession.However, the teacher made a wise decision about see the family, and examining the conditions before taking any action. Doing so allowed her to find better solutions without compromising the health of the student. It is hoped that the teacher did not give her genuine name so as not to compromise the school and the principal. Although the problem was resolved, at that place were still administrative matters that she hopefully handled properly, and utilization due confidentiality.Referencehttp//www.nea.org/home/30442.htm