Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
RAPS Activity
Performance Indicators, Essential Knowledge, Critical Dispositions:
1e. The teacher understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners' strengths and needs.
1f. The teacher identifies readiness for learning, and understands how development in one area may affect performance in others.
1h. The teacher respects learners' differing strengths and needs and is committed to using this information to further each learner's development.
Activity 4.1 Developmental and Psychosocial Stages of Students: I read some information on Erik Erikson's eight “psychosocial stages,” focusing mostly on stage 4, “Industry vs. Inferiority,” since this stage includes the ages of the students that I am the most interested in working with. I then gave some thought about how the behaviors that I have observed in these students fit in with Erikson's descriptions.
Artifact:
Developmental and Psychosocial Stages
Stage: 4- Elementary and Middle School Years (ages 5-12)
Specific Age: 6
Characteristics of This Stage/Age: Children are ready and eager to be given some independence and to do tasks and work on their own.
Evidence Observed: Students take turns doing specific simple jobs within the classroom such as “paper helper,” “snack helper,” and “calendar helper.” The children are visibly excited when it is their turn to perform a certain task and are able to assert their independence by completing these jobs with minimal instruction from the teacher. Students also do some academic work in individual work stations where they are expected to work quietly and independently at different activities for a set time period. The children have developed the ability to work at these stations for up to fifteen minutes at a time, with only occasional reminders from the teacher to stay on task.
Characteristics of This Stage/Age: Peer relationships become more important. Children desire to win the approval of their peers and seek to gain this approval by demonstrating their abilities in certain areas.
Evidence Observed: There is frequent discussion among students about who “likes” who, and who their friends are. While working in writing groups, one student who is an especially capable speller is quick to help (or correct) his classmates if they spell a word incorrectly. Other students are also willing to help their peers if they are struggling to write down a certain word, eagerly demonstrating their mastery of letter sounds and spelling.
Stage: 4- Elementary and Middle School Years (ages 5-12)
Specific Age: 9
Characteristics of This Stage/Age: Children move away from a total preoccupation with play and develop the ability to feel pride and a sense of accomplishment in a task that they have worked hard on and seen to completion.
Evidence Observed: Children at this age are capable of completing projects that are more lengthy and involved than they would have been expected to do earlier in their development. The students in the class I observed were working on the final stages of a small research project they had been assigned. For several weeks they had done research, taken notes, written rough drafts, revised their rough drafts, and evaluated their work. Several students proudly showed me the progress they had made and pointed to others that were completed and on display- complete with student-generated cover art.
Characteristics of This Stage/Age: Although they are moving towards more independence, children thrive on the praise of teachers, parents, and peers. They need to feel that their achievements are recognized.
Evidence Observed: The children enthusiastically line up at their teacher's desk when it is time to receive feedback on their work. Many of them have also drawn her pictures and cards in their free time, which she acknowledges positively by displaying them near the entrance to the classroom. One little boy who I had worked with the week before came running up to me upon my entrance into the classroom to show me the completed version of the project I had been helping him with. His face lit up when I gave him a “high five” for a job well done.
*sources for information on Erikson's developmental stages:
1. web.cortland.edu/andersmd/erik/stage4.html
2. www.simplypsychology.org › Developmental Psychology
3. psychology.about.com › ... › Psychosocial Theories
4. en.wikipedia.org/.../Erikson's_stages_of_psychosocial_development...
Reflection:
EXPLANATION OF HOW THIS ACTIVITY MET THE PERFORMANCE INDICATORS, CRITICAL DISPOSITIONS, AND/OR ESSENTIAL KNOWLEDGE OF THIS STANDARD:
1e. Although children in this stage are ready to learn increasingly advanced concepts such as mathematics, writing, and reading, their intellectual development does not follow a pre-set time table. Any classroom will contain children that are many months apart chronologically, and possibly even further apart developmentally. To expect children to master a concept or skill that they are not developmentally ready for would be unfair to them, and improper handling of student differences could result in some students developing a sense of inferiority rather than the self confidence that they need to propel them successfully through each stage.
1f. One thing that I have already learned from experience and that this activity clarified for me is that children learn things when they are ready, and to push them too hard before that is frustrating for everyone involved. It is amazing to see something just click for a child who may not have been at a stage where he or she could understand it just a short time before. Although there is not a specific order of developmental events, there are some skills that build upon previous ones. Sometimes a child may need a little more time to complete a certain developmental process before they are ready to move on to something more advanced. It is important not to give up on a child and to keep revisiting concepts, possibly presenting them in different ways. Eventually through repeated exposure and developmental progress they should be able to reach the goals that they are working toward.
1h. Just because a certain student may be slower developing in one area doesn't mean that he or she may not be advanced in other areas. Developmental milestones and readiness for specific academic activities do not follow a specific time table or order. Students will all have their own strengths and weaknesses. Awareness of this will help a teacher to encourage and praise students for their achievements while guiding them toward improvement in areas where they may not be as strong.
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
RAPS Activity
Performance Indicators, Essential Knowledge, Critical Dispositions:
1e. The teacher understands that each learner's cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners' strengths and needs.
1f. The teacher identifies readiness for learning, and understands how development in one area may affect performance in others.
1h. The teacher respects learners' differing strengths and needs and is committed to using this information to further each learner's development.
Activity 4.1 Developmental and Psychosocial Stages of Students: I read some information on Erik Erikson's eight “psychosocial stages,” focusing mostly on stage 4, “Industry vs. Inferiority,” since this stage includes the ages of the students that I am the most interested in working with. I then gave some thought about how the behaviors that I have observed in these students fit in with Erikson's descriptions.
Artifact:
Developmental and Psychosocial Stages
Stage: 4- Elementary and Middle School Years (ages 5-12)
Specific Age: 6
Characteristics of This Stage/Age: Children are ready and eager to be given some independence and to do tasks and work on their own.
Evidence Observed: Students take turns doing specific simple jobs within the classroom such as “paper helper,” “snack helper,” and “calendar helper.” The children are visibly excited when it is their turn to perform a certain task and are able to assert their independence by completing these jobs with minimal instruction from the teacher. Students also do some academic work in individual work stations where they are expected to work quietly and independently at different activities for a set time period. The children have developed the ability to work at these stations for up to fifteen minutes at a time, with only occasional reminders from the teacher to stay on task.
Characteristics of This Stage/Age: Peer relationships become more important. Children desire to win the approval of their peers and seek to gain this approval by demonstrating their abilities in certain areas.
Evidence Observed: There is frequent discussion among students about who “likes” who, and who their friends are. While working in writing groups, one student who is an especially capable speller is quick to help (or correct) his classmates if they spell a word incorrectly. Other students are also willing to help their peers if they are struggling to write down a certain word, eagerly demonstrating their mastery of letter sounds and spelling.
Stage: 4- Elementary and Middle School Years (ages 5-12)
Specific Age: 9
Characteristics of This Stage/Age: Children move away from a total preoccupation with play and develop the ability to feel pride and a sense of accomplishment in a task that they have worked hard on and seen to completion.
Evidence Observed: Children at this age are capable of completing projects that are more lengthy and involved than they would have been expected to do earlier in their development. The students in the class I observed were working on the final stages of a small research project they had been assigned. For several weeks they had done research, taken notes, written rough drafts, revised their rough drafts, and evaluated their work. Several students proudly showed me the progress they had made and pointed to others that were completed and on display- complete with student-generated cover art.
Characteristics of This Stage/Age: Although they are moving towards more independence, children thrive on the praise of teachers, parents, and peers. They need to feel that their achievements are recognized.
Evidence Observed: The children enthusiastically line up at their teacher's desk when it is time to receive feedback on their work. Many of them have also drawn her pictures and cards in their free time, which she acknowledges positively by displaying them near the entrance to the classroom. One little boy who I had worked with the week before came running up to me upon my entrance into the classroom to show me the completed version of the project I had been helping him with. His face lit up when I gave him a “high five” for a job well done.
*sources for information on Erikson's developmental stages:
1. web.cortland.edu/andersmd/erik/stage4.html
2. www.simplypsychology.org › Developmental Psychology
3. psychology.about.com › ... › Psychosocial Theories
4. en.wikipedia.org/.../Erikson's_stages_of_psychosocial_development...
Reflection:
- What did you learn from this activity? Any surprises? This activity made me think about the importance of building confidence in children. They need to be able to take pride in their accomplishments. Failure for them to feel this pride will negatively impact their journey to independence. According to Erikson's theory, there is a direct link between their receiving recognition for their accomplishments and their development of the qualities of diligence and independence. Possibly the most surprising thing that I read was that talking back and disobedience are ways that they may seek to express their developing independence. This knowledge will help me to stifle the urge to respond to questions with answers such as “because I told you to.” Children in the process of developing a sense of independence need to understand the reasons behind requests that are made of them, and they also need to be allowed the opportunity to discuss their viewpoints within reason.
- Has this activity influenced your decision about teaching at a particular grade level? I began this activity with the intention of working with elementary school students, and I still feel that this is where I would like to end up. I think that this activity has given me a broader perspective in understanding the abilities and motivations of students in this age group. I hope to use this perspective in order to meet each student's needs effectively.
- What more would you like to learn about the students? Although there are other factors at play, parents and teachers play a crucial role in helping children successfully navigate this stage of development. I would like to learn more about how I can encourage their budding sense of independence and contribute positively to their confidence in the future.
- How can the concept of “average” or “typical” become an obstacle? Just because a student's particular development doesn't align with what is considered “average” doesn't necessarily mean that there is a problem. Students could be negatively affected if teachers or parents try to force them into a certain mold or ignore their unique needs in order to pressure them into reaching preset milestones.
- What stage are you? Chronologically I am in stage 6- Early Adulthood (Intimacy vs. Isolation), though I also have begun to enter into stage 7- Middle Adulthood (Generativity vs. Stagnation).
- What does that say about you? Does it ring true? The focus of stage 6 is on establishing meaningful and intimate relationships. I think that in my case this is appropriate. Up to this point in my adult life I have established a secure and close relationship in my marriage and have also formed a couple of meaningful and lasting friendships. The early events in stage 7 that I have experienced are the raising of children and the care of aging parents as well as further maturation of my relationship with my husband. According to Erikson's theory, I will continue to build on the developments of stage 6 (achievement of intimacy) in order to contribute to society and guide future generations. I can see that I am experiencing the beginning of this process.
EXPLANATION OF HOW THIS ACTIVITY MET THE PERFORMANCE INDICATORS, CRITICAL DISPOSITIONS, AND/OR ESSENTIAL KNOWLEDGE OF THIS STANDARD:
1e. Although children in this stage are ready to learn increasingly advanced concepts such as mathematics, writing, and reading, their intellectual development does not follow a pre-set time table. Any classroom will contain children that are many months apart chronologically, and possibly even further apart developmentally. To expect children to master a concept or skill that they are not developmentally ready for would be unfair to them, and improper handling of student differences could result in some students developing a sense of inferiority rather than the self confidence that they need to propel them successfully through each stage.
1f. One thing that I have already learned from experience and that this activity clarified for me is that children learn things when they are ready, and to push them too hard before that is frustrating for everyone involved. It is amazing to see something just click for a child who may not have been at a stage where he or she could understand it just a short time before. Although there is not a specific order of developmental events, there are some skills that build upon previous ones. Sometimes a child may need a little more time to complete a certain developmental process before they are ready to move on to something more advanced. It is important not to give up on a child and to keep revisiting concepts, possibly presenting them in different ways. Eventually through repeated exposure and developmental progress they should be able to reach the goals that they are working toward.
1h. Just because a certain student may be slower developing in one area doesn't mean that he or she may not be advanced in other areas. Developmental milestones and readiness for specific academic activities do not follow a specific time table or order. Students will all have their own strengths and weaknesses. Awareness of this will help a teacher to encourage and praise students for their achievements while guiding them toward improvement in areas where they may not be as strong.