Child Development Theories and the Classroom
Child Development Theories and the Classroom
There are multiple influences on early development and learning. Knowing the theories is not enough for teachers; they need to have a deep understanding of how to apply them to the classroom and in the home.
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Imagine you are an early childhood educator, and your director has asked you to give a 12-15 slide digital presentation to your students’ families on child development theories. After giving this presentation, families should have a better understanding of their child’s development and ways to support their learning throughout early childhood. Child Development Theories and the Classroom
Be sure your presentation addresses the following:
- The importance of understanding cognitive, behavioral, and social development theories for the early childhood classroom and their connections to learning. Include at least one theorist to support each theory.
- Discuss at least one strategy per theory type to implement the theory in your classroom environment in order to create a healthy, respectful, supportive, and challenging learning environment for young children. Explain how this directly connects to motivation.
- Provide at least one strategy per theory type for families to consider and implement in the home that reflects the theory.
- Include a title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Child Development Theories and the Classroom
You are required to submit this assignment to LopesWrite.
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Rubric_Print_Format2.xlsxRubic_Print_Format
Course Code Class Code Assignment Title Total Points ECE-510 ECE-510-O500 Child Development Theories and the Classroom 100.0 Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned Criteria 100.0% Child Development Theories and Theorists 30.0% Not addressed. The importance of understanding cognitive, behavioral, and social theories is inadequately described and poorly connected to learning. Theories are incorrectly or not supported by theorists. The importance of understanding cognitive, behavioral, and social theories is marginally described and vaguely connected to learning. Theories are inconsistently supported by theorists. The importance of understanding cognitive, behavioral, and social theories is concisely described and correctly connected to learning. Theories are properly supported by theorists. The importance of understanding cognitive, behavioral, and social theories is thoroughly described and insightfully connected to learning. Theories are expertly supported by theorists. Theory-Based Classroom Strategies 30.0% Not addressed. Classroom strategies inadequately represent each theory for creating a healthy, respectful, supportive, and challenging learning environment for young children. Classroom strategies inexplicitly represent each theory for creating a healthy, respectful, supportive, and challenging learning environment for young children. Classroom strategies clearly represent each theory and are appropriate for creating a healthy, respectful, supportive, and challenging learning environment for young children. Classroom strategies proficiently represent each theory, and demonstrate best practices for creating a healthy, respectful, supportive, and challenging learning environment for young children. Theory-Based Strategies for Families 20.0% Not addressed. Strategies for families inadequately represent each theory and ineffectively continue the learning in the home. Strategies for families inexplicitly represent each theory and weakly continues the learning in the home. Strategies for families clearly represent each theory and are appropriate for the continuation of learning in the home. Strategies for families proficiently represent each theory and demonstrate best practices for the continuation of learning in the home. Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Not addressed. Inappropriate word choice is evident. Language is not reflective of the targeted audience. Some distracting inconsistencies or repetitions in word choice are present. Language is not clearly designed for the targeted audience. Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. Word choice is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation. Presentation 5.0% Not addressed. The work is sloppy or chaotic. Work would not be presentable for public dissemination. The work is somewhat disheveled and includes several organizational flaws. Work would barely be presentable for public dissemination. The overall appearance is generally neat, with a few minor organizational flaws. Work would be desirable for public dissemination. The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. Mechanics of Writing (includes spelling, punctuation, and grammar) 5.0% Not addressed. Presentation and speaker’s notes include surface errors that are pervasive enough that they impede communication of meaning. Inappropriate sentence construction is used. Presentation and speaker’s notes include frequent and repetitive mechanical errors that distract the reader. Sentence structure is lacking. Presentation and speaker’s notes include some mechanical errors, but they do not hinder comprehension. Effective sentence structures are used. Presentation and speaker’s notes are virtually free of mechanical errors. Sentence structures are engaging. Research Citations (in-text citations, reference slide, and type of sources) 5.0% Not addressed. Many citations are missing where needed. References slide includes numerous errors. Sources may not be credible. Some citations may be missing or the citations do not support the submission. References slide may include errors. Sources may not be appropriate for the submission. In-text citations and references slide have few errors. Sources are credible and appropriate for the submission. In-text citations and references slide are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. Total Weightage 100% -
ReportPDF.pdf
Submission Id: 9750155c-3edc-4b6b-b50f-731bed89950a
23% SIMILARITY SCORE 12 CITATION ITEMS 2 GRAMMAR ISSUES 0 FEEDBACK COMMENT Int ernet Source 18% Inst it ut ion 5%
Samantha Bonds
Sbonds_childdevelopmenttheories09142019.pptx
Summary 1302 Words
Child Development
St udent ’s Name: Samant ha Bonds
Inst it ut ion Affiliat ion: Grand Canyon Universit y
Child development t heories
Import ance of Cognit ive development t heories
In t he child development , cognit ive development play cent ral in t he learning process.
Cognit ive Child development t heories t hey deal wit h t hought process and int roduces
t he way children develop t heir abilit y t hink and reason.
The t heory int roduces fact ors t hat affect s development of t he t hinking process and
hence need for bot h educat ors and parent s t o have a grasp of such fact ors, so t hey
can know how t o best cont ribut e t o cognit ive development of children.
These are t he t heories t hat explain how children receive informat ion, ret ent ion
process and ret rieve it .
One of t heorist by t he name Wolfgang Kohler, a gest alt psychologist , suggest ed t hat
learning occurs in form of insight .
Cont …
To explore furt her in cognit ive t heory, Kurt Lewin developed what was known as field
t heory which suggest ed t hat posit ive and negat ive affect ed human behavior hence
affect ed how children develop in t hinking capacit y. In t his respect , parent s and
educat ors need t o provide a space t hat affect children posit ively in order t o
posit ively develop t heir cognit ive abilit ies (Khalid, 2015).
Anot her t heorist , Jean Piaget Int roduces t hree main concept s in relat ion t o cognit ive
development : Schemes, assimilat ion and room.
Schemes simply refers t o fact t hat t he environment t he children are in, shows children
react ive behavior.
Assimilat ion, refers t o procedure t o adopt when gain knowledge and t his emphasis of
need of t he similarit y.
Cont .….
Room, old schemat a are modified t o accommodat e new ones and new act ivit ies
become part of present and ult imat ely lead t o learning.
Development al needs cont ribut es t o cognit ive development .
Anot her import ant t hing about cognit ive t heories is t hat , infant and t oddlers derive
implicit t heories t o explain act ion, object s and behaviors of people which form
foundat ion of causal learning.
“Implicit t heories such t heory of mind cont ribut es t o development of t he concept s
(Nat ional Research Council,2015).”
In nut shell, cognit ive child development t heories t hey deal wit h array of issues such
at t it udes, beliefs and t hought process as well as development of t he concept s which
play crit ical role t o early childhood educat ion.
Import ance Behavioral t heories
Behavioral child development t heories cent er on how children learn t hrough t heir
int eract ions wit h t he environment .
“The behaviorist believe t hat learning and development are t he result of associat ions,
rewards, and punishment s (Zhou& Brown, 2015).”
According t o behaviorist John B. Wat son, any behavior can be learned.
Behaviorist s assert t hat t he only behaviors wort hy of st udy are t hose t hat can be
direct ly observed; t hus, it is act ions, rat her t han t hought s or emot ions, which are t he
legit imat e object of st udy.
A key element of t hese t heories is t hat behaviors can be unlearned and be replaced
by t he new behaviors.
“Theories argues t hat learning is a rewarded process. The desired response must be
rewarded for learning t o t ake place (Zhou& Brown, 2015).”
Cont .…
In educat ion, advocat es of behaviorism have effect ively adopt ed t his syst em of
rewards and punishment s in t heir classrooms by rewarding desired behaviors and
punishing inappropriat e ones.
Behavioral t heories are very import ant because t hey help t eachers t o det ermine kind
of t he reinforcement punishment t o improve behave of t he learners.
Compliment ing st udent for good performance will lead t o behavioral increase.
Assigning zero grade st udent s who fail t o do t he assignment .
Children get many favorable and unfavorable responses by observing t hose around
t hem.
Cont …
Through behavioral t heories, we get t o underst and t he role modeling, shaping and cue
play in early childhood educat ion.
“A child who kicks anot her child aft er seeing t his on t he playground, or a st udent who
is always lat e for class because his friends are lat e is displaying t he result s of
observat ional learning (Zhou & Brown, 2015).”
Using behaviorist t heory in t he classroom can be rewarding for bot h st udent s and
t eachers.
Behavioral change occurs for a reason; st udent s work for t hings t hat bring t hem
posit ive feelings, and for approval from people t hey admire.
“Behaviorist learning t heory is import ant in achieving desired behavior in mainst ream
educat ion (Zhou & Brown, 2015).”
Import ance of underst anding social development t heories
Social t heories of child development t end t o focus on t he role t hat parent s,
caregivers, peers and ot her social influences impact development .
Albert Bandura is major t heorist developed social learning t heory which argues t hat
children learn new behaviors from observing ot her people.
Ot her t han focusing only on ext ernal reinforcement , Bandura argued int rinsic
reinforcement such as sat isfact ion, pride and accomplishment could also lead t o
learning.
Social cognit ive t heory posit s t hat people are not simply shaped by environment ;
t hey are act ive part icipant s in t heir environment .
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Cont .…
Social Cognit ive Theory (SCT) is a learning t heory based on t he idea t hat people learn
by observing ot hers.
“Through SCT, educat ors can get t he learner believe in t heir personal abilit ies t o
correct ly complet e a behavior (Zhou & Brown, 2015).”
SCT provides learner wit h chance t o experience successful learning as a result of
performing t he behavior correct ly.
Through SCT, environment condit ions are made conducive for improved self-efficacy
where appropriat e support and mat erials are provided.
Therefore, SCT is import ant for complet eness of early childhood educat ion.
Child development Cognit ive st rat egy in classroom
In earlier slides, child cognit ive development t heories deals wit h at t it udes, ment al and
t hinking development . It is where children abilit y t o t hink, reason in order t o solve a
problem. Child Development Theories and the Classroom
“Set t ing of t he classroom for explorat ion and discovery needs of t he st udent s is one
of t he st rat egies t hat can be used (Khalid, 2015).” This means, educat ors should first
observe and explore st udent s’ int erest in act ivit ies and t hen arrange a set of
funct ions t o st art learning.
A t eacher my use dominoes t hat t each about even number combinat ions which is t he
game t hat helps t o st imulat e cognit ive development among t he children.
“In exploring all act ivit ies, t eachers must promot e peer int eract ion in classrooms t o
help st udent s learn act ively and at t he highest possible pace (Khalid, 2015).”
SCT st rat egy in classroom
From t he definit ion, Social Cognit ive Theory (SCT) is a learning t heory based on t he
idea t hat people learn by observing ot hers.
One st rat egy t hat be used in relat ion t o SCT is creat ing confidence in abilit ies of t he
learners. This means, if t he st udent s have low self-efficacy t oward t he behavior, t hen
as educat or will get t he learners t o believe in t heir personal abilit ies t o correct ly
complet e a behavior.
Through act of st anding by t he learner and demonst rat ing confidence in his or her
abilit ies, t he st udent will feel mot ivat ed and support ed and as result , what he or she
perceived hard will handle it wit h all confidence and will finally finish t he assigned t ask.
Behavioral t heory st rat egies in classroom
Behavioral cont ract is one of t he st rat egies t hat be used by educat or.
“This means, if t he st udent is misbehaving in t he class, a t eacher and st udent devise
a behavioral cont ract t o minimize t he dist ract ions (Zhou & Brown, 2015).” The
provision of t he cont ract are; st udent will be punct ual, will sit in front of t he t eacher,
will raise hand wit h quest ions/comment s, and will not leave his seat wit hout
permission. Child Development Theories and the Classroom
The above st rat egy will mot ivat e st udent s t o be at t ent ive in t he class and serious in
t he learning act ivit ies which will yield t o improved performance.
Anot her st rat egy t hat can be used is punishment where failure t o do homework
result s in aft er-school det ent ion (privilege of going home is removed).
St rat egies t o be implement ed at homes
St rat egies for cognit ive development at home include: encouraging children
imaginat ions by buying t hem art ifact t ools and playing memory games such as “ What
is missing?” where you display a few it ems, remove one and ask your child t o ident ify
t he missing it em. Child Development Theories and the Classroom
Web Content: https://en.wikipedia.org/wiki/Social_cogn…
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Web Content: https://en.wikipedia.org/wiki/Social_cogn…
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Some st rat egies for behavioral development at home include appreciat ing your
children for t he job well done and t aking int erest on t he in your child’s int erest and
get t ing excit ed about t heir accomplishment s.
For social development , parent s should provide a nurt uring environment by providing
t heir children wit h love, care and affect ion t hat shows t hem t hey are special
individuals.
References
Khalid, M. A. (2015). Educat ional Theories of Cognit ive Development . Journal of
Educat ional and Social Research, 5(1), 313.
Nat ional Research Council. (2015). Transforming t he workforce for children birt h
t hrough age 8: A unifying foundat ion. Nat ional Academies Press.
Zhou, M., & Brown, D. (2015). Educat ional learning t heories.