Final Project

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Final Project

  1. 1. Child Development of 4 th and 5 th Grade Learners By: Rachel Niemeyer
  2. 2. Major Developmental Theorists <ul><li>Erikson: </li></ul><ul><li>Industry versus Inferiority   </li></ul><ul><li>Identity versus Identity Confusion   </li></ul><ul><li>Culture </li></ul><ul><li>Bandura: </li></ul><ul><li>Modeling </li></ul><ul><li>Social Cognitive   </li></ul><ul><li>Social Learning </li></ul><ul><li>Skinner: </li></ul><ul><li>Operant Conditioning      </li></ul><ul><li>Reinforcers </li></ul><ul><li>Punishment   </li></ul><ul><li>Bronfenbrenner: </li></ul><ul><li>Chronosystem </li></ul><ul><li>Microsystem   </li></ul><ul><li>Mesosystem </li></ul><ul><li>Vygotsky :   </li></ul><ul><li>Sociocultural Theory:. </li></ul><ul><li>Zone of Proximal Development: </li></ul><ul><li>Social Mediated Process (AKA: Scaffolding):. </li></ul><ul><li>Piaget: </li></ul><ul><li>Cognitive- </li></ul><ul><li>Stages of Developmental Thinking </li></ul><ul><li>Concrete Operational </li></ul>
  3. 3. Physical Development  
  4. 4. Ways That Teachers Promote Physical Development and Health <ul><li>incorporate physical activity into daily lessons, activities and mini lessons </li></ul><ul><li>brain gym </li></ul><ul><li>Have the children to do jumping jacks before a lesson </li></ul><ul><li>provide interactive and hands on activities and lessons </li></ul><ul><li>incorporate health issues into mini lessons </li></ul><ul><li>provide extra opportunities for the students to exercise and spend time outside </li></ul><ul><li>give students an extra recess </li></ul><ul><li>incorporate different kinds of games that require the students to move      </li></ul>
  5. 5. Cognitive Development <ul><li>Piaget </li></ul><ul><li>discovery/inquiry learning </li></ul><ul><li>differentiation </li></ul><ul><li>scaffolding </li></ul><ul><li>stages of Cognitive Development </li></ul><ul><li>Vygotsky </li></ul><ul><li>Zone of Proximal Development </li></ul><ul><li>social interactions </li></ul><ul><li>cooperative learning </li></ul><ul><li>peer collaboration </li></ul><ul><li>Information Processing Theorists </li></ul><ul><li>memory expands and grows with age </li></ul><ul><li>Sternberg </li></ul><ul><li>differentiate the instruction </li></ul><ul><li>allow the students to be creative </li></ul><ul><li>relate the content to the real world </li></ul><ul><li>every student is different </li></ul><ul><li>every student learns differently </li></ul><ul><li>Gardner </li></ul><ul><li>eight multiply intelligences </li></ul><ul><li>Carroll </li></ul><ul><li>every student is different </li></ul>
  6. 6. Ways Teachers Can Help Students Develop Cognitively <ul><li>Model </li></ul><ul><li>Scaffold </li></ul><ul><li>Coach </li></ul><ul><li>Assisted Performance </li></ul><ul><li>Challenge Students To Reflect On Their Learning </li></ul>
  7. 7. Top Ten List *Things Teachers Need To Remember About Promoting The Cognitive Development Of 4 th and 5 th Grade Learners* <ul><li>  </li></ul><ul><li>Differentiation </li></ul><ul><li>Multiple Intelligence (Gardner) </li></ul><ul><li>Memory Expands and Grows </li></ul><ul><li>Zone of Proximal Development (Vygotsky) </li></ul><ul><li>Holistic Teaching </li></ul><ul><li>Scaffolding (Vygotsky) </li></ul><ul><li>An array of learning experiences (Carroll) </li></ul><ul><li>Discovery/Inquiry Learning (Piaget) </li></ul><ul><li>Culturally Responsive Teaching </li></ul><ul><li>Cooperative/Collaborative Work Groups (Vygotsky) </li></ul>
  8. 8. Language Development
  9. 9. Influences Families, Peers, Media, and Schools Play On The Physical, Cognitive, and Language Development of 4 th and 5 th Grade Learners Schools Schools greatly impact a child’s development in many ways because children spend most of their day at school. Many children spend 7 hours a day at school. Schools play a key role in children’s physical development. Many schools require children to attend and participate in a physical education class. School also offer extracurricular activities and sports for children to stay participate in. Many of these activities help children say physically active and fit. School influence children’s cognitive development by teaching children to think critically, including inquiry lessons throughout the day, and by requiring students to problem solve often. Teaches create lessons and activities that require students to use their cognitive skills on a daily basis. Schools influence language development in many ways. From the beginning of a child’s first day of school, teachers are reading to their students. They are providing activities and lesson that require children to interact with one another. They provide children with the necessary skills to communicate effectively with other children. Teachers model good language skills and teach their students about the appropriate rules of language. Students observe and mimic their teachers’ language and communication skill. The children learn words from their teachers.   <ul><li>teachers read to their students </li></ul><ul><li>--provide activities and lessons that require children to interact with one another </li></ul><ul><li>provide children with the necessary skills to communicate effectively with other children </li></ul><ul><li>Teachers model good language skills and teach their students about the appropriate rules of language </li></ul><ul><li>-students observe and mimic their teachers’ language and communication skills. </li></ul><ul><li>Children learn words from the teachers and their peers </li></ul>-teach children to think critically, include inquiry lessons throughout the day, and require students to problem solve often -teachers create lessons and activities that require students to use their cognitive skills on a daily basis -schools require children to attend and participate in a physical education class -schools offer extracurricular activities and sport for children School Influences -children spend less time interacting with other children, which can negatively impact a child’s communication and language skills -children who play violent TV shows display verbal aggressions and can pick up vulgar language - many TV shows and video games don’t require children to think critically, problem solve or interact with other people -children who watch excessive amounts of television or pay hours of video games rarely participate in physical activities or extracurricular activities Media Influences - communicating with other children -learn to solve their own problems by communicating effectively with their peers -imitate their peers’ words and conversational skills -observe and spend time listening to other children talk and intern learn different words and language rules -develop their own language “code” -children begin to challenge each other’s ideas -children begin to develop their own thoughts and begin to support their ideas effectively - provide children with opportunities to participate in extracurricular activities such as sports or clubs -children “play” with their peers -playing games and doing physical activities with other children Peer Influences -children observe and imitate their parents and siblings’ language skills -learn the appropriate rules of language from the people in their family -children observe their parents and siblings conversations with each other and intern mimic their conversation skills and actions. <ul><li>Teach children </li></ul><ul><li>Read to children </li></ul><ul><li>Provide children with feedback for their behaviors </li></ul><ul><li>Children observe the people in their family to learn appropriate behaviors and actions </li></ul><ul><li>Learn what behaviors result in positive praise and which actions result in negative praise from their siblings and from their parents </li></ul>-Provide food and shelter -imamate and mimic the people in their family to learn their gross and fine motor skills. - parents teach and work with children to help further develop gross and fine motor skills Family Influences Language Development Cognitive Development Physical Development
  10. 10. Culturally Responsive Roles For Teachers <ul><li>Modeling </li></ul><ul><li>Coaching Students </li></ul><ul><li>Providing Feedback </li></ul><ul><li>Guiding Students Thinking </li></ul><ul><li>Asking Critical Thinking Questions </li></ul><ul><li>Teaching Complex Thinking </li></ul><ul><li>Using students experiences and their funds of knowledge to help them make connections to the curriculum </li></ul><ul><li>Being aware of the diversity in the classroom </li></ul><ul><li>Creating a classroom of open communication </li></ul><ul><li>Asking students to reflect on their own cultures and their learning in the classroom </li></ul><ul><li>Providing meaningful tasks for the students to do </li></ul><ul><li>Managing dialogue between the students that is directed towards specific goals </li></ul><ul><li>Helping student’s own their learning in the classroom </li></ul><ul><li>Helping student’s learn about their own cultures and backgrounds </li></ul><ul><li>Providing student’s with cultural opportunities, interactions, and resources that allow them to learn more about their own culture and other people’s cultures    </li></ul>
  11. 11. Bibliography <ul><li>Berke, L.E. (2009). Child Development . Boston: Allyn and Bacon. </li></ul>

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