I can't believe we went through all the stages of development in just eight weeks! I have recommended this class to other students because I really enjoyed the content and the structure. The text for this class was easy to navigate and I feel that I took a lot away from our weekly blogs and feedback. I did not expect to pull such great meaning from this class, and I am pleasantly surprised! Great class, I hope the rest of you agree.
I decided to do my final blog on the Mooney text, Theories of Childhood, to get some ideas for the final project.
John Dewey:
Dewey was a supporter of progressive education, in which education shifted to be more child-centered. He contributed a lot to what we know about educational psychology and theory (Mooney, p. 2). His thoughts about education were:
1. it should be child-centered
2. it must be both active and interactive
3. it must involve the social world of the child and the community
He believed that children learn through doing, and that lessons should include experiments and real-life scenarios to help independent thinking. He also thought that it was an additional task of the teacher to prepare children for how to live in society. Teachers should be confident in their abilities and base their curriculum around student interests and abilities. He got some negative feedback about his thinking. Some people believed that the children had too much freedom with not enough guidance (Mooney, p. 6). There has been a big shift in the classroom I work in that completely relates to Dewey's thoughts on progressive education. Instead of each student having a one-on-one aide as they had previously, now they see a different person for each literacy station. There has been a lot of pull-back from the employees for reasons such as increased responsibility with no compensation, fear of a decline in quality of education, and insufficient time to plan. Like the parents of Dewey's time, we were reluctant to change what had always worked for a method that might foster more independence in the students. He believed that it was up to the teachers to make sense of the world for their students, while planning a curriculum around things that are meaningful to them.
Maria Montessori:
She opened a Children's House in the slums of Rome because she was interested in the development of children and how educators were failing to effectively "reach" them. She would pull in children off the street and turn them into eager students. Schools started following her teaching methods in America. "Her research into young children and what they need to learn has affected the fundamental ways early educators think about children" (Mooney, p. 23). She placed a strong emphasis on the environment that students need, from the furnishings and materials from that space and the people they spend time with. I learned that Montessori was one of the first to introduce sensory play and that is something that I experience all the time. I have witnessed the therapeutic effects of sensory "breaks" for students that are becoming heightened. Montessori's thoughts about early childhood education were:
1. teachers should provide real tools that work
2. teachers should keep the materials easily available to the children and organized so they can find what they need
3. teachers should create beauty and order in the classroom.
When I was reading about Dewey, I had it almost made up in my mind that he is who I would do my final project on, but I really appreciate Montessori's theories as well. I am big on organization and I firmly believe that a neat, colorful, and warm atmosphere contributes to a student's ability to perform. She was also known as an excellent observer, and I think the aspect of observation in education is crucial. Whether or not students are meeting standards is important, but things like their mental health and disposition can be just as important.
Erik Erikson:
What a small world, Erikson married Freud's daughter. I didn't remember that from the other text. He specialized in child psychoanalysis in Germany, but later came to the United States and enrolled in medical school. We discussed his theories a lot throughout this class, so I won't go into as much detail. His "Stages of PsychoSocial Development" span from age 0 to old age and involve an "identity crisis" at each stage. There is a strength associated with each stage that is supposed to have developed in response to the crisis. He talked about the importance of holding and cuddling a baby and how it allowed the child to know that he/she is important. I think that Erikson's theory on letting a child "cry it out" is interesting. I have always thought that it is cruel to let a child cry without a response, but I also think that it would have to decrease with time. It is funny when parents compare their toddlers to terrorists. Erikson believes that children at this stage are struggling between wanting to let go and holding on to parent guidance (Mooney, p. 46). I've also heard parents refer to their toddlers as "Three-nagers" and that they are 3 going on 16. That's something to look forward to! It is so interesting to read the psychology behind these common occurrences in children. Parents and educators can help foster this need for independence by:
* giving kids simple choices
* not giving false choices
* setting clear, consistent, reasonable limits
* accepting the struggle between independence and dependence and assuring the children that it is normal
Another thing that I think is important to point out about Erikson is that he thought it was important to focus on gains and not mistakes (Mooney, p. 55). It is important to let kids know that it is okay to make mistakes so that they are not afraid to.
Jean Piaget:
Before Piaget became a psychologist, his job was to study the nature and beginning of knowledge. Other people were asking what children know or when they know it, and Piaget thought it was more important to discuss how children arrive at what they know. He began his work because he noticed a trend in wrong answers given by children at specific ages. More recently, people have criticized his theories. Some teachers think that he focused too much on thought processes and not enough on feelings and social relationships. Mooney reveals that a lot of Piaget's observations were done on his own three kids (Mooney, p. 60). While his theories do tell a general framework for thinking in young children, his credibility suffered because of that. I don't necessarily disagree with his idea that "construction is superior to instruction." He believed that children construct their own knowledge by giving meaning to things in their worlds. It makes sense that children would respond to instruction that was based around concepts they are familiar with. He was like Montessori in that he thought children thrived on automaticity and should "experience" their learning. He was like Dewey in that he believed that children learn when their curiosity is not satisfied (Mooney, p. 62). His theories asked teachers to be someone that nurtures independent thought. While Piaget is not one that I agree with the most, I enjoyed reading about his attention to the importance of play in education. We have just recently started to act out scenes from our novel study, and the students respond to this method much more than group readings.
Lev Vygotsky:
Many of Vygotsky's theories are based around his discovery "that in a group of children at the same developmental level, some children were able to learn with a little help while other children were not" (Mooney, p. 81). He also did not agree with the idea that children's abilities should be measured by intelligence tests. He thought observation of the student was just as, if not more, important than formal testing. As a person who enjoys taking standardized tests, it has always been hard for me to understand how it is hard for other students. I have always been a supporter of traditional education, though, and the educational field is shifting away from that in many ways. Vygotsky's studies also showed that social and cognitive development work together and build on each other. Teachers had always thought that education centered around the students' personal experiences, and Vygotsky introduced the idea that a student's life is shaped by families, communities, socioeconomic status, education and culture (Mooney, p. 83). Like Piaget, he focused on the importance of play. His attention to language helped lead to the discovery that increased social language contributes to how a child constructs knowledge. One thing I like about Vygotsky is that he thought that teachers should plan challenging curriculum to stretch competence (Mooney, p. 86). When I see that a student is mastering a concept, I am ready to re-assess and plan more difficult curriculum. I think that when I become a teacher, I will need to develop a more realistic idea of what should be covered in a school year. I don't want to cause anxiety for my students, but I do want to challenge them based on their abilities.
Friday, December 9, 2016
Saturday, December 3, 2016
Week 7: Dying and Spirituality - Roberson
How depressing was this week's reading?! I had already thought that the end of this class would be depressing when I read the syllabus, and prepared myself for it. In the last year and a half, I lost my first grandparent. My dad's mom passed away after a short battle with dementia, and rocked our little family. She was a strong matriarch that had endured many things not meant for her, and I was shaken by the empty void she left. I related to this week's readings when the legal definition of death was discussed. The legal definition is unreceptivity and unresponsiveness, no movements or breathing, no reflexes, and a flat EEG reading that remains flat for 24 hours (Fiore, p. 282). When I was in high school, my grandmother had a massive heart attack and essentially "died" on the operating table. The doctors and nurses resuscitated her and she would eventually tell the story of the "purple light" that she saw. I handled my grandmother's death better than I would have expected, I think because I knew her death was inevitable. When dementia kicked in, she steadily declined in cognitive and memory-related abilities. I was pleased that the dementia did not cause her to become mean, as happens in some cases. Her core personality was present until her death, and I have fond memories of her up until the end. "A person's age and corresponding level of cognitive development influence that person's perspective of death and dying" (Fiore, p. 282). As much as I hate the concept of death and would prefer not to think of it, I know that there is a natural progression of things that has to take place.
Another aspect of this week's readings that I felt compelled to discuss was the idea of Death with Dignity. This is a topic that I have extensively researched since I first heard of it. Euthanasia is defined as the act of ending a life in a painless manner to relieve or prevent suffering (Fiore, p. 288). Passive euthanasia would be used to describe something like turning off one's life support because there was no expected further recovery. Active euthanasia refers to intentionally ending a life, either by directly killing the person or by physician-assisted suicide (Fiore, p. 289). I have seen documentaries on this topic and I have somewhat strong opinions on it. If I were diagnosed with a terminal illness and doctor's informed me I had no chance of survival, I would want the option of Death of Dignity. Aside from the religious implications of it, I personally don't think God intended for people to suffer to that degree. If I were terminally ill, I would not want to leave the responsibility of taking care of me to my family. I love the idea of ending your life with dignity if otherwise faced with death, and I would move to an accommodating area if that circumstance happened to me.There are probably members of my family that would not agree with me, but I feel strongly about this.
Another aspect of this week's readings that I felt compelled to discuss was the idea of Death with Dignity. This is a topic that I have extensively researched since I first heard of it. Euthanasia is defined as the act of ending a life in a painless manner to relieve or prevent suffering (Fiore, p. 288). Passive euthanasia would be used to describe something like turning off one's life support because there was no expected further recovery. Active euthanasia refers to intentionally ending a life, either by directly killing the person or by physician-assisted suicide (Fiore, p. 289). I have seen documentaries on this topic and I have somewhat strong opinions on it. If I were diagnosed with a terminal illness and doctor's informed me I had no chance of survival, I would want the option of Death of Dignity. Aside from the religious implications of it, I personally don't think God intended for people to suffer to that degree. If I were terminally ill, I would not want to leave the responsibility of taking care of me to my family. I love the idea of ending your life with dignity if otherwise faced with death, and I would move to an accommodating area if that circumstance happened to me.There are probably members of my family that would not agree with me, but I feel strongly about this.
Saturday, November 26, 2016
Week 6: Early & Middle Adulthood - Roberson
Early adulthood is reached when a person is between 18 and 25 years old. Emerging adulthood is commonly used to identify the transition into adulthood (Fiore, p. 208). This transition can be marked by several different rites of passage: religious, physical, educational, social, and economic. These are different occurrences that prompt a person to prove themselves to be considered a mature member of society. Middle adulthood is characterized by physical and cognitive changes due to aging, but also when people have essentially "hit their stride" (Fiore, p. 232). Both stages of adulthood are marked by the biopsychosocial development theory:
Physical Development
Early Adulthood - During this stage, the physical changes that were occurring in adolescence are starting to slow down. People are considered to be at their physical peak at this age. One thing I found very interesting (and frightening!) is that "the peak performance capacity of each of our organs, muscles, and bones declines approximately 1% per year after age 30" (Fiore, p. 210). I can see how this is true, because as I approach 30 I can definitely see how my body is changing. I have less energy throughout the day and can't do things that I could before. In high school I was on the dance team and was part of a kick line. If I attempt to get my legs in the air now, they barely leave the ground. My equilibrium is not quite the same, either. My motion sickness has gotten exponentially worse as I've gotten older, and theme parks are a thing of the past. It's funny that such a fulfilling time in life is also marked by these sometimes alarming realizations! It is also important to pay closer attention to diet and nutrition during this time, and this is easier to do when you're older and have the time and money.
Middle Adulthood - Things shift during middle adulthood and health concerns become even more pressing. It is during this time that is suggested for adults to get regularly tested for any problems. Preventative measures should be taken to fight against old-age and illness. It is important to measure blood pressure and cholesterol to monitor heart health. My grandmother had a massive heart attack several years ago, and now I annoy my dad constantly about staying vigilant on check-ups. We tend to get into the mindset of "it won't happen to me" and we don't stay on top of those things like we should. I have a genetic kidney disease, and have skated by not really thinking about it until now. I regularly check my blood pressure, as high blood pressure is commonly associated with the disease and can cause my kidneys to fail sooner. Things that were never on my mind as a child are a bigger priority now!
Cognitive Development
Early Adulthood - In the 50's and 60's, William Perry conducted a study of a group of males from Harvard ages 17 to 22. While he received criticism because all of the subjects were male, I can see how the data he recorded could be applicable to females at this age as well. "This sequence consists of nine positions grouped into three broader categories that show progress from belief in the absolute authority of experts to the recognition that one must make commitments and be responsible for one's own beliefs" (Fiore, p. 215).
Dualism
Things are either absolutely right or absolutely wrong.
Relativism
Anything can be right or wrong depending on the situation; all views are equally right.
Commitment
Because of available evidence and my understanding of my own values, I have come to new beliefs.
Perry and Labouvie-Vief stressed the importance of education to help individuals further develop these things, and later research was done to take into account the influence of culture. It is imperative for educators to provide an education that also helps children develop their individuality. If they are given the correct tools, it will only help them to progress through these levels.
Middle Adulthood -
"No aspect of adult functioning has received more research than intelligence" (Fiore, p. 239). While the ability to store and accumulate information (crystallized intelligence) does not decline with age, the ability to think and act quickly and abstractly (fluid intelligence) does. Expertise in a subject is achieved at this stage because of increased experience and acquired knowledge. Creativity is something that does not decline with age, and research shows that it can be strong in middle-aged adults. I can't wait until I can get to the point in my life where I have less responsibilities and can focus on creativity.
Social Development
Early Adulthood - Individuation relates to how we develop our own personalities and thoughts that eventually branch out from our parent's. As we develop these identities, we start to desire to merge identities with others for partnership. These relationships can be close friendships or love. Robert Sternberg came up with a theory of love called the triangular theory, in which love is represented by passion, intimacy, and commitment (Fiore, p. 221). If all three of these are achieved, it is then called consummate love and is the fullest form of love. This then leads to marriage and parenting. The dynamics of marriage have changed over the years in relation to sexual preference. Career development and identity become very important. I think that this stage is the most exciting for social development, but I may be biased ;) Things are gearing more towards family and a sense of unity rather than a focus on self like in adolescence.
Middle Adulthood - Erikson's theory of generativity vs. stagnation compares the ability to to be useful to self and society to a feeling of boredom and indifference. Adults at this stage generally have the aim of guiding the next generation and providing wisdom. During this time, friends become fewer and more precious.
Physical Development
Early Adulthood - During this stage, the physical changes that were occurring in adolescence are starting to slow down. People are considered to be at their physical peak at this age. One thing I found very interesting (and frightening!) is that "the peak performance capacity of each of our organs, muscles, and bones declines approximately 1% per year after age 30" (Fiore, p. 210). I can see how this is true, because as I approach 30 I can definitely see how my body is changing. I have less energy throughout the day and can't do things that I could before. In high school I was on the dance team and was part of a kick line. If I attempt to get my legs in the air now, they barely leave the ground. My equilibrium is not quite the same, either. My motion sickness has gotten exponentially worse as I've gotten older, and theme parks are a thing of the past. It's funny that such a fulfilling time in life is also marked by these sometimes alarming realizations! It is also important to pay closer attention to diet and nutrition during this time, and this is easier to do when you're older and have the time and money.
Middle Adulthood - Things shift during middle adulthood and health concerns become even more pressing. It is during this time that is suggested for adults to get regularly tested for any problems. Preventative measures should be taken to fight against old-age and illness. It is important to measure blood pressure and cholesterol to monitor heart health. My grandmother had a massive heart attack several years ago, and now I annoy my dad constantly about staying vigilant on check-ups. We tend to get into the mindset of "it won't happen to me" and we don't stay on top of those things like we should. I have a genetic kidney disease, and have skated by not really thinking about it until now. I regularly check my blood pressure, as high blood pressure is commonly associated with the disease and can cause my kidneys to fail sooner. Things that were never on my mind as a child are a bigger priority now!
Cognitive Development
Early Adulthood - In the 50's and 60's, William Perry conducted a study of a group of males from Harvard ages 17 to 22. While he received criticism because all of the subjects were male, I can see how the data he recorded could be applicable to females at this age as well. "This sequence consists of nine positions grouped into three broader categories that show progress from belief in the absolute authority of experts to the recognition that one must make commitments and be responsible for one's own beliefs" (Fiore, p. 215).
Dualism
Things are either absolutely right or absolutely wrong.
Relativism
Anything can be right or wrong depending on the situation; all views are equally right.
Commitment
Because of available evidence and my understanding of my own values, I have come to new beliefs.
Perry and Labouvie-Vief stressed the importance of education to help individuals further develop these things, and later research was done to take into account the influence of culture. It is imperative for educators to provide an education that also helps children develop their individuality. If they are given the correct tools, it will only help them to progress through these levels.
Middle Adulthood -
"No aspect of adult functioning has received more research than intelligence" (Fiore, p. 239). While the ability to store and accumulate information (crystallized intelligence) does not decline with age, the ability to think and act quickly and abstractly (fluid intelligence) does. Expertise in a subject is achieved at this stage because of increased experience and acquired knowledge. Creativity is something that does not decline with age, and research shows that it can be strong in middle-aged adults. I can't wait until I can get to the point in my life where I have less responsibilities and can focus on creativity.
Social Development
Early Adulthood - Individuation relates to how we develop our own personalities and thoughts that eventually branch out from our parent's. As we develop these identities, we start to desire to merge identities with others for partnership. These relationships can be close friendships or love. Robert Sternberg came up with a theory of love called the triangular theory, in which love is represented by passion, intimacy, and commitment (Fiore, p. 221). If all three of these are achieved, it is then called consummate love and is the fullest form of love. This then leads to marriage and parenting. The dynamics of marriage have changed over the years in relation to sexual preference. Career development and identity become very important. I think that this stage is the most exciting for social development, but I may be biased ;) Things are gearing more towards family and a sense of unity rather than a focus on self like in adolescence.
Middle Adulthood - Erikson's theory of generativity vs. stagnation compares the ability to to be useful to self and society to a feeling of boredom and indifference. Adults at this stage generally have the aim of guiding the next generation and providing wisdom. During this time, friends become fewer and more precious.
Monday, November 21, 2016
Week 5 - Adolescence - Roberson
If I think about one time in my childhood that I would not be eager to do again, it would definitely be adolescence. If I could do it again without all the emotions and everything else that accompany it, then I might consider it. I had a great childhood and enjoyed most of my school years, but adolescence was a time of marked uncertainty. Everyone was trying to fit in while also fighting vehemently to "stand out." Expectations in school are higher and the impending doom of "what do I want to be when I grow up?" lingers. All of this is happening simultaneously with changes in your body that can be confusing or inconvenient. We all know that kids are mean to each other, but the level of mean can change drastically at this stage.
Physical Changes:
There is a laundry list of milestones in a child's development that can be considered the beginning of adolescence. One common one is the beginning of menstruation or the first ejaculation. While uncomfortable to talk about for most, it is an important sign of puberty and its transition. Girls can get their first period between the ages of 8 and 16 years old. I have read that the age is getting younger and younger, possibly due to added hormones in dairy. I think if this is true, it is alarming and should be curbed. I am a big advocate for children remaining young and innocent for as long as they can. In today's society children are encouraged to grow up faster and deal with situations too mature for them. Becoming a woman is a process that should be experienced when a girl is of the correct age to handle it. I know that body type and other elements also contribute to early menstruation, so I would like to read more on the subject. The book states that "healthy biopsychosocial development depends on accurate communication with adults about this topic" (Fiore, p. 187). I remember going to Robert Crown Center, where they taught the basics of puberty. I never really had any conversation with my parents on that subject, and I don't think that it necessarily harmed me. My mom never made a big deal of the things that were happening to my body, and I am grateful for it. It was natural but not something we discussed at great lengths. The book also talks about body dysmorphia, and I can see how it is a prevalent problem in youth today. Teens are being fed with what a "normal" body looks like in the media, and can struggle to measure up.
Cognitive Development:
I had never thought about the development of the brain, and how it develops at different rates of speed in every person. "Growth spurts in the parietal and frontal lobes of the brain, as well as subcortical regions, make possible tremendous changes in the quality of a teenagers thinking" (Fiore, p. 191). Before we would take big standardized tests, it was always encouraged that we eat a balanced meal and get plenty of rest. I now know that food actually does contribute a lot to thinking and actually can be "brain food." When I sit down to do homework now as an adult, I can't accomplish anything if I haven't gotten enough sleep.
Adolescent egocentrism is an adolescent's tendency to exaggerate the importance or uniqueness of their social and emotional experiences. I had to laugh when I read this, because I can remember this being the case. Any unfair situation was catapulted into the most unjust case in the history of cases and I could not be consoled. I watch my teenage sister go through this exact thing, and I thank my lucky stars to have successfully made it to adulthood. How exhausting!
Social Development:
I loved reading that "although mothers today spend more time in the workplace than in previous decades, they spend as much time interacting with their children as mothers did decades ago - perhaps even more" (Fiore, p.195). Nice! Feminist fist bump. I do think that fathers are taking more active roles in their children's lives than ever before, but I know that I always went to my mom for nurturing and guidance. Eventually, adolescents want to stay out with their friends and spend less time at home with their parents. My dad and stepmom are experiencing "empty nest" syndrome, as my 16 year old sister is the last of us and is never home. They bought a french bulldog that is seeming to fill that void for the time being :)
Physical Changes:
There is a laundry list of milestones in a child's development that can be considered the beginning of adolescence. One common one is the beginning of menstruation or the first ejaculation. While uncomfortable to talk about for most, it is an important sign of puberty and its transition. Girls can get their first period between the ages of 8 and 16 years old. I have read that the age is getting younger and younger, possibly due to added hormones in dairy. I think if this is true, it is alarming and should be curbed. I am a big advocate for children remaining young and innocent for as long as they can. In today's society children are encouraged to grow up faster and deal with situations too mature for them. Becoming a woman is a process that should be experienced when a girl is of the correct age to handle it. I know that body type and other elements also contribute to early menstruation, so I would like to read more on the subject. The book states that "healthy biopsychosocial development depends on accurate communication with adults about this topic" (Fiore, p. 187). I remember going to Robert Crown Center, where they taught the basics of puberty. I never really had any conversation with my parents on that subject, and I don't think that it necessarily harmed me. My mom never made a big deal of the things that were happening to my body, and I am grateful for it. It was natural but not something we discussed at great lengths. The book also talks about body dysmorphia, and I can see how it is a prevalent problem in youth today. Teens are being fed with what a "normal" body looks like in the media, and can struggle to measure up.
Cognitive Development:
I had never thought about the development of the brain, and how it develops at different rates of speed in every person. "Growth spurts in the parietal and frontal lobes of the brain, as well as subcortical regions, make possible tremendous changes in the quality of a teenagers thinking" (Fiore, p. 191). Before we would take big standardized tests, it was always encouraged that we eat a balanced meal and get plenty of rest. I now know that food actually does contribute a lot to thinking and actually can be "brain food." When I sit down to do homework now as an adult, I can't accomplish anything if I haven't gotten enough sleep.
Adolescent egocentrism is an adolescent's tendency to exaggerate the importance or uniqueness of their social and emotional experiences. I had to laugh when I read this, because I can remember this being the case. Any unfair situation was catapulted into the most unjust case in the history of cases and I could not be consoled. I watch my teenage sister go through this exact thing, and I thank my lucky stars to have successfully made it to adulthood. How exhausting!
Social Development:
I loved reading that "although mothers today spend more time in the workplace than in previous decades, they spend as much time interacting with their children as mothers did decades ago - perhaps even more" (Fiore, p.195). Nice! Feminist fist bump. I do think that fathers are taking more active roles in their children's lives than ever before, but I know that I always went to my mom for nurturing and guidance. Eventually, adolescents want to stay out with their friends and spend less time at home with their parents. My dad and stepmom are experiencing "empty nest" syndrome, as my 16 year old sister is the last of us and is never home. They bought a french bulldog that is seeming to fill that void for the time being :)
Monday, November 14, 2016
Week 4: The Development-packed Early Childhood - Roberson
I loved reading about the various stages within Early Childhood that contribute to so much of a child's development. More so than that, it is so fascinating to apply these concepts and theories to things that I have learned in the workplace. I know that I have found the correct direction for my life because I am so intrigued by these different theories and beliefs. I appreciated the section on motor skills because I can see the deficits in the students I work with, and the way they size up to typical students without disabilities (Fiore, p. 132). I currently work half of my day with one student and the other half with another, and their profiles couldn't be more different. My student in the morning has vast motor skill deficiencies that range from the inability to straighten his arms to the inability to write words without a slant board and pre-drawn lines. The student I'm with in the afternoon has excellent motor skills and has more issues that are anxiety-based. This student is 17 and is academically at the 2nd grade level. What is so interesting about these readings is that I can actually determine what developmental level he is at by the characteristics that he shows. I've been with him a little bit longer than the first student, and the progression I have seen in him is amazing. Situations that were harder for him to comprehend, or situations that incited more anxiety, are few and far between because he is progressing through these levels as he matures.
I really took a lot from the section on Constructivist Education because it is most similar to what I have experienced. The book used an example of conducting a cooking lesson, and how it caters to science (measurement) and math (quantities). We often do cooking activities that require the children to pick out the correct measuring utensils and "experience" the quantities in a tangible way. I thought that this was also tied to symbolic play, in that it allows children to have an outlet that allows them to assimilate reality to themselves (Fiore, p. 134). There will be days that we will fill the entire classroom with different color foam to allow the kids to fully experience the concept of "foam" or "wet" or "clean." While it is messy, it allows the students to be a part of the concept they are learning and experience it in several different ways that they can draw meaning from.
Vygotsky took constructivism a bit further and made connections between education and social relationships (Fiore, p. 135). Another important theme that we facilitate at work is the importance of relationships. Actually, our entire model is relationship-based. Students are encouraged to develop relationships with their one-on-one paraprofessionals in order to build confidence in academics. Throughout the day, students are encouraged to interact with each other. In students with autism, it can be hard to maintain engagement and build these relationships. The paraprofessionals encourage peer to peer interactions that encourage the students to acknowledge and eventually rely on each other. It can be easy for these students to slip inside of their minds and shut others out, and I agree with Vygotsky in that it is imperative for them to stay in the "here and now."
I also really enjoyed the section about sibling relationships, as I can totally relate! I am the oldest sibling of 4, and I absolutely paved the way and set guidelines for how the younger ones were expected to act. Did they always follow suit? Absolutely not! Were their rules the same? Absolutely not. "In early childhood, older siblings often act as caregivers for their younger brothers and sisters, which provides opportunities for them to learn about the needs of others" (Fiore, p. 143). I am so grateful for being the oldest sibling, because I think it really developed my love of teaching and nurturing. As it is, I want at least three children when I decide to have them. I used to make my first little brother play school with me (much to his dismay) and I loved developing "lesson plans" for my pupil.
I really took a lot from the section on Constructivist Education because it is most similar to what I have experienced. The book used an example of conducting a cooking lesson, and how it caters to science (measurement) and math (quantities). We often do cooking activities that require the children to pick out the correct measuring utensils and "experience" the quantities in a tangible way. I thought that this was also tied to symbolic play, in that it allows children to have an outlet that allows them to assimilate reality to themselves (Fiore, p. 134). There will be days that we will fill the entire classroom with different color foam to allow the kids to fully experience the concept of "foam" or "wet" or "clean." While it is messy, it allows the students to be a part of the concept they are learning and experience it in several different ways that they can draw meaning from.
Vygotsky took constructivism a bit further and made connections between education and social relationships (Fiore, p. 135). Another important theme that we facilitate at work is the importance of relationships. Actually, our entire model is relationship-based. Students are encouraged to develop relationships with their one-on-one paraprofessionals in order to build confidence in academics. Throughout the day, students are encouraged to interact with each other. In students with autism, it can be hard to maintain engagement and build these relationships. The paraprofessionals encourage peer to peer interactions that encourage the students to acknowledge and eventually rely on each other. It can be easy for these students to slip inside of their minds and shut others out, and I agree with Vygotsky in that it is imperative for them to stay in the "here and now."
I also really enjoyed the section about sibling relationships, as I can totally relate! I am the oldest sibling of 4, and I absolutely paved the way and set guidelines for how the younger ones were expected to act. Did they always follow suit? Absolutely not! Were their rules the same? Absolutely not. "In early childhood, older siblings often act as caregivers for their younger brothers and sisters, which provides opportunities for them to learn about the needs of others" (Fiore, p. 143). I am so grateful for being the oldest sibling, because I think it really developed my love of teaching and nurturing. As it is, I want at least three children when I decide to have them. I used to make my first little brother play school with me (much to his dismay) and I loved developing "lesson plans" for my pupil.
Sunday, November 6, 2016
Week 3: Infancy - Roberson
I decided to focus on Chapter 5 in our LifeSmart text this week, as it is the stage in development I am most intrigued with. So many developmental milestones take place within the womb and when a child is a newborn, but Piaget believed that "the first few years of life are marked by extraordinary mental growth and influence the entire course of development" (Fiore, p. 112). When we were discussing chapter 2, I liked Erikson's theory of development and his breakdown of age groups in relation to their psychosocial crises. I feel that Piaget offers an even more intricate breakdown of a child's first year of development, which lays the framework for how that child will experience life. His theory was that children are active constructors of their own world, and was in direct contrast with Skinner's view that children are sponges waiting for something to absorb (Fiore, p. 102). I really liked the way the chapter laid out each developmental benchmark, and this is what I took from it:
Breastfeeding:
This is such a taboo concept right now, in a time where women are ridiculed or judged for breastfeeding their children in public. All that drama aside, it was nice to read of the benefits of breastfeeding and just how exactly it affects development. Babies that are breastfed experience less illness, have stronger bones, display more advanced cognitive development, make an easier transition to hard food, and are at a lower risk for obesity (Fiore, p. 104-105). I know that some women are unable to breastfeed or are uncomfortable with it, and I think it is ultimately the decision of the mother.
Motor Development:
I especially enjoyed the section about motor development, as motor planning is a concept that is discussed often at work. Many children with autism struggle with motor skills and find it difficult to complete activities such as cutting, catching, grabbing, etc. While a student may be at one developmental level, they may need extra supports (such as a "talker") to help them show it. It was interesting to learn that motor development is thought of on two planes: Cephalocaudal - from head to feet
and
Proximodistal - from the center out to the arms and legs (Fiore, p. 107)
Babies develop motor skills from the minute they are born, and can be displayed in simple ways such as lifting or turning their heads.
Perception:
The way a child perceives something can start as early as the infant years. When a baby learns to walk, their attention shifts from one thing to another and strengthens their perception. Perception is the basis for growth of thought, regulation of emotions, social interactions, and progress in almost all aspects of development (Fiore, p. 110).
Sleep:
Sleep is essential for growth in babies, and can even influence their cognitive development. I found it so interesting that babies are in REM sleep 80% of the night, whereas adults only reach REM 20% of the time (Fiore, p. 110).
Habituation:
If a stimuli is presented to a child often, there will be a decrease in his attention. If the stimuli is altered, it can renew the child's attention and shows awareness of the difference (Fiore, p. 111). I love to see the connection between these chapters and my life at work. Every week, we develop a simple concept for the children to learn about for that week. Every day, the concept (For example: dirty) is explored in a different way, and the word is repeated often to secure comprehension. We do this because it is easy for a child to lose sight of the meaning of a word and attach it to one concept only. Repetition ensures that the children are experiencing the word in several ways that they can use in the future.
Language:
As an english language arts enthusiast, I am so enamored with the inter-workings of language and its significance in development. Language, while different across the continents, is so similar in nature and important for culture and education. The text talks specifically about a method called fast-mapping, when a child doesn't understand a word but acquires information about it from the surrounding context (Fiore, p. 113). This is the best way for children to acquire meaning from language they are not familiar with. One of my favorite sayings is, "Use your context clues!"
All of these categories (among so many more!) contribute to a person's beginnings in their development.
Breastfeeding:
This is such a taboo concept right now, in a time where women are ridiculed or judged for breastfeeding their children in public. All that drama aside, it was nice to read of the benefits of breastfeeding and just how exactly it affects development. Babies that are breastfed experience less illness, have stronger bones, display more advanced cognitive development, make an easier transition to hard food, and are at a lower risk for obesity (Fiore, p. 104-105). I know that some women are unable to breastfeed or are uncomfortable with it, and I think it is ultimately the decision of the mother.
Motor Development:
I especially enjoyed the section about motor development, as motor planning is a concept that is discussed often at work. Many children with autism struggle with motor skills and find it difficult to complete activities such as cutting, catching, grabbing, etc. While a student may be at one developmental level, they may need extra supports (such as a "talker") to help them show it. It was interesting to learn that motor development is thought of on two planes: Cephalocaudal - from head to feet
and
Proximodistal - from the center out to the arms and legs (Fiore, p. 107)
Babies develop motor skills from the minute they are born, and can be displayed in simple ways such as lifting or turning their heads.
Perception:
The way a child perceives something can start as early as the infant years. When a baby learns to walk, their attention shifts from one thing to another and strengthens their perception. Perception is the basis for growth of thought, regulation of emotions, social interactions, and progress in almost all aspects of development (Fiore, p. 110).
Sleep:
Sleep is essential for growth in babies, and can even influence their cognitive development. I found it so interesting that babies are in REM sleep 80% of the night, whereas adults only reach REM 20% of the time (Fiore, p. 110).
Habituation:
If a stimuli is presented to a child often, there will be a decrease in his attention. If the stimuli is altered, it can renew the child's attention and shows awareness of the difference (Fiore, p. 111). I love to see the connection between these chapters and my life at work. Every week, we develop a simple concept for the children to learn about for that week. Every day, the concept (For example: dirty) is explored in a different way, and the word is repeated often to secure comprehension. We do this because it is easy for a child to lose sight of the meaning of a word and attach it to one concept only. Repetition ensures that the children are experiencing the word in several ways that they can use in the future.
Language:
As an english language arts enthusiast, I am so enamored with the inter-workings of language and its significance in development. Language, while different across the continents, is so similar in nature and important for culture and education. The text talks specifically about a method called fast-mapping, when a child doesn't understand a word but acquires information about it from the surrounding context (Fiore, p. 113). This is the best way for children to acquire meaning from language they are not familiar with. One of my favorite sayings is, "Use your context clues!"
All of these categories (among so many more!) contribute to a person's beginnings in their development.
Monday, October 31, 2016
Week 2: Theories of Development - Roberson
This week's reading in LifeSmart was dedicated to the different developmental theories that people have studied and discussed over time. All of the theories are fairly different, and give varying ideas behind development and its stages. I will summarize a few that stood out to me for different reasons:
Freud:
While I don't necessarily agree with the freudian stages of development (a little too sexually-charged and vague), I do agree that the human personality uses defense mechanisms to deal with conflicts that arise within every stage of development (Fiore, p. 30). When you think about cases of child neglect and abuse, those children have learned to adapt and exist within that environment.
Erickson:
I think that I agree most with Erik Erikson's views of development and the intricate stages between birth to 65 and older. The stages, psychosocial crises, and environmental influences are perfectly aligned and I think a person would be hard-pressed to dispute them based on his extensive research. I found it particularly interesting that while you would automatically assume that playing with a child between the ages of 3 to 5 is appropriate, it is actually essential in helping to build the child's identity (Fiore, p. 33).
Piaget:
I liked the shift from psychoanalytic theories into cognitive theories. I can see how the use of symbols and "to think abstractly increases with each stage until we are able to manipulate abstract concepts and consider hypothetical alternatives" (Fiore, p. 34). I work with children of all different developmental levels, and have experienced this first hand. While all of the high school students are learning the same lesson, it is differentiated based upon their individual levels of comprehension. While one student may be making a simple graphic organizer of the basic concepts or sequence of a story, another may be coming up with alternate endings to the story because he can think on a more critical level.
Vgotsky:
Lev Vygotsky believed that the clues to understanding mental development lie in children's social processes. He spoke of two planes on which they occurred: 1) interpsychological - social exchanges with others and 2) intrapsychological - inner dialogue to guide behavior. I definitely agree that the ways in which we interact with people and the environment around us shapes who we are. I work with a girl that grew up in around the same area that I did, and I know that we get along so well because we have similar interests and mannerisms. Vygotsky focused on internalization - "when we observe something (behaviors, customs, rules) and then make it part of our own repertoire over time" (Fiore, p. 36). He also believed that speech is one of the most powerful tools humans use to progress developmentally (Fiore, p. 37). The school that I work at was founded by 3 speech & language pathologists, and we are constantly reminded of the importance of language. At a school for children with autism, it can be easy to overload the students with language that they are incapable to process. Language can be such a barrier for them, and it is important to monitor and take data on it.
Bandura:
Albert Bandura stuck out to me because he stressed the importance of modeling on personality development (Fiore, p. 40). At work I use modeling very often, again as a way to minimize language that can be too overwhelming. Children of all ages can successfully recognize modeling through observation and mimicking.
It was interesting to read of all of the different viewpoints and different things that each person considered most important in development. I agreed with different parts of almost all of them, so I don't believe that any particular one is more correct than the others. I think it's important to analyze ALL of the different angles, because human development is broad and all-inclusive.
Freud:
While I don't necessarily agree with the freudian stages of development (a little too sexually-charged and vague), I do agree that the human personality uses defense mechanisms to deal with conflicts that arise within every stage of development (Fiore, p. 30). When you think about cases of child neglect and abuse, those children have learned to adapt and exist within that environment.
Erickson:
I think that I agree most with Erik Erikson's views of development and the intricate stages between birth to 65 and older. The stages, psychosocial crises, and environmental influences are perfectly aligned and I think a person would be hard-pressed to dispute them based on his extensive research. I found it particularly interesting that while you would automatically assume that playing with a child between the ages of 3 to 5 is appropriate, it is actually essential in helping to build the child's identity (Fiore, p. 33).
Piaget:
I liked the shift from psychoanalytic theories into cognitive theories. I can see how the use of symbols and "to think abstractly increases with each stage until we are able to manipulate abstract concepts and consider hypothetical alternatives" (Fiore, p. 34). I work with children of all different developmental levels, and have experienced this first hand. While all of the high school students are learning the same lesson, it is differentiated based upon their individual levels of comprehension. While one student may be making a simple graphic organizer of the basic concepts or sequence of a story, another may be coming up with alternate endings to the story because he can think on a more critical level.
Vgotsky:
Lev Vygotsky believed that the clues to understanding mental development lie in children's social processes. He spoke of two planes on which they occurred: 1) interpsychological - social exchanges with others and 2) intrapsychological - inner dialogue to guide behavior. I definitely agree that the ways in which we interact with people and the environment around us shapes who we are. I work with a girl that grew up in around the same area that I did, and I know that we get along so well because we have similar interests and mannerisms. Vygotsky focused on internalization - "when we observe something (behaviors, customs, rules) and then make it part of our own repertoire over time" (Fiore, p. 36). He also believed that speech is one of the most powerful tools humans use to progress developmentally (Fiore, p. 37). The school that I work at was founded by 3 speech & language pathologists, and we are constantly reminded of the importance of language. At a school for children with autism, it can be easy to overload the students with language that they are incapable to process. Language can be such a barrier for them, and it is important to monitor and take data on it.
Bandura:
Albert Bandura stuck out to me because he stressed the importance of modeling on personality development (Fiore, p. 40). At work I use modeling very often, again as a way to minimize language that can be too overwhelming. Children of all ages can successfully recognize modeling through observation and mimicking.
It was interesting to read of all of the different viewpoints and different things that each person considered most important in development. I agreed with different parts of almost all of them, so I don't believe that any particular one is more correct than the others. I think it's important to analyze ALL of the different angles, because human development is broad and all-inclusive.
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