Human development, learning and motivation in classroom
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This document provides an overview of key concepts from a human development course for teacher educators. It discusses the life course perspective, which sees development as influenced by time, context and meaning. It also examines the biological, psychological and societal influences on human development. Finally, it discusses the psychosocial approach to development, which views changes in biological, psychological and social processes as interconnected and influencing each other.
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This document discusses human development across the lifespan from a biological, cognitive, and socio-emotional perspective. It covers several key points:
1. Development is influenced by an interplay of biological, cognitive, and socio-emotional processes from conception through old age. Genes and environment both shape development.
2. Development progresses through distinct stages from infancy to childhood to adulthood, with characteristic physical, cognitive, and social-emotional milestones at each stage.
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Urie Bronfenbrenner was a developmental psychologist known for his ecological systems theory of child development. He saw development as shaped by interactions between individuals and their environments. He created a framework called the PPCT Model to categorize influences on human development. This model includes the microsystem of direct interactions; the mesosystem of relationships between microsystems; the exosystem of broader social institutions; the macrosystem of encompassing culture; and the chronosystem of sociohistorical context over a lifetime. Bronfenbrenner's work helped establish the U.S. Head Start program and conceptualized development as the product of multiple environmental systems.
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Community Influences on Children's Development
Community influences on children's development are wide-ranging. The physical environment, social networks, organizations, agencies, and media/technology shape learning. Characteristics like location, culture, and resources impact influences. Relationships through Bronfenbrenner's ecological model illustrate how communities, schools, and families provide support. Teachers can build awareness of learning opportunities in the community and guide children's media experiences to support classroom learning.
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According to a theory known as dynamic systems perspective, a child.
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Developmental psychology studies changes that occur across the human lifespan from conception to death. Development is lifelong, multidimensional, multidisciplinary, multicultural, and contextual. It involves the interplay of biological, cognitive, and socioemotional processes. Development occurs through distinct periods - prenatal, infancy, early childhood, middle childhood, adolescence, early adulthood, middle adulthood, and late adulthood. Key issues in development include the interplay of nature and nurture, stability and change over time, and the degree of continuity versus discontinuity between periods. Major theories to explain development include psychoanalytic theory which emphasizes unconscious processes and early experiences.
Lifespan chapter-1-online-stud-1202019114528164-4 (1)
This document provides an overview of lifespan development from a psychological perspective. It discusses that lifespan development is lifelong, multidimensional, multidisciplinary process influenced by biology, culture and individual factors. It also summarizes different topical areas studied by developmental psychologists, including physical, cognitive, personality and social development. Finally, it outlines some key theoretical perspectives on development such as psychodynamic, behavioral, social-cognitive and cognitive theories.
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This document provides a literature review on spiritual intelligence, adolescence, and related theories. It discusses how adolescence is an important period for developing skills and identity. Spiritual intelligence training during adolescence can help develop emotional regulation, motivation, empathy and build character to successfully transition to adulthood. Theories like Erikson's psychosocial development theory view adolescence as a time of identity crisis that can be resolved through exploring life's direction. Spiritual intelligence is conceived as a type of intelligence involving spiritual capabilities and resources that predict adaptation and problem solving. It allows people to connect intra- and interpersonally and ask deeper questions about life's meaning to develop one's potential.
Lifespan Chapter 1 Online Stud
This document provides an overview of lifespan development from conception to death. It discusses that development is lifelong, multidimensional, multidisciplinary process influenced by biology, culture and individual factors. It also summarizes Bronfenbrenner's ecological model of development and some of the main topics studied by developmental psychologists, including physical, cognitive, personality and social development. Finally, it notes that people mature at different rates and highlights some key issues and theoretical perspectives in lifespan development.
BALANCED CHILD DEVELOPMENT IN THE LIGHT OF NEW CHALLENGES
REVIEW OF THE BOOK
Published in Polish language by IMPULS, 2009
The increasing social pathologies, manifested with aggressive behavior on the streets and in the schools, as well as the growing number of suicides among children and teenagers, forces the adults to take a closer look at the causes of such process and to start from the beginning – the quality of upbringing and early school education, which influence the behavior, self-image, worldview and the creation of healthy personality in a child/young human being.
Being adults (parents or teachers), we are sometimes not aware of the fact that disorders in balanced child development may be caused by ignorant upbringing and interference in a child’s natural development. This causes gigantic and unpredictable effects, not only individual (health and life), but also social and global – influencing the family, the society and the world. A teacher or a parent deals with a living, very impressionable, organism and interferes in another person’s identity and dignity. Thus, the future of each individual and the entire world depends on their influences. A condition which must be met in order for adult influence to be positive is the awareness of its effect on the future life and health of each child, or young human being, as well as assuring such quality of education/upbringing as soon as possible, so that no therapy is needed in the near future.
We adults, however, are already aware that the current education, including upbringing, requires a reversal of the deteriorated environment (vide ecological damages and their consequences, resulting in the need to repair the world, which is discussed on the international level during the so-called Earth Summit conferences), as well as the regeneration of what was “ingrained” in our minds and children’s minds by ignorance (violent, aggressive models shown in detail on TV). A wide range of surfacing individual pathologies – physical (in the form of psychosomatic and so-called civilization diseases), mental and social (including alcoholism, drug addiction, violence, various other addictions – to cigarettes, medicines, food, shopping, as well as environmental pollution), reveal an individual’s instability, which is a consequence of improper upbringing and education. This situation demands an approach to upbringing which is not only educational, but also therapeutic.
Positive education
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Human Development.pptx
This document discusses human development across the lifespan from a biological, cognitive, and socio-emotional perspective. It covers several key points:
1. Development is influenced by an interplay of biological, cognitive, and socio-emotional processes from conception through old age. Genes and environment both shape development.
2. Development progresses through distinct stages from infancy to childhood to adulthood, with characteristic physical, cognitive, and social-emotional milestones at each stage.
3. A child's immediate environment (family, peers, school) as well as broader social and historical contexts influence their development according to Bronfenbrenner's ecological systems theory.
Philosophy of practice final
This document summarizes the key concepts learned from a certification in Infant and Toddler Mental Health. It discusses how understandings of temperament, attachment, neuroscience and epigenetics evolved. Temperament is now seen as complex and influencing family functioning. Attachment is a dynamic process between caregiver and child. Neuroscience revealed how early experiences shape brain development and behavior. The philosophy is that addressing children, families, and relationships requires a holistic understanding of these biological and environmental factors.
mental health reviewd file
This document discusses supporting students with mental health problems in schools. It begins by defining mental health and well-being, noting that many students struggle with issues like anxiety, depression, and attention difficulties. The document then reviews literature showing schools play an important role in students' mental health and outlines the research background, aims, questions, and structure. It examines the role of government and authorities in implementing programs to develop students' social skills and mental well-being. Overall, the document analyzes how schools currently support students with mental health issues and ways to potentially improve these practices.
Chap.01.Revised
The document discusses several theories and perspectives on child development from the fields of psychology and related disciplines. It covers topics like nature vs nurture, the influence of genes and environment, stages of cognitive and psychosocial development proposed by theorists like Piaget and Erikson, and research methods used to study development like longitudinal and cross-sectional studies.
Ecobiological Theory
Urie Bronfenbrenner was a developmental psychologist known for his ecological systems theory of child development. He saw development as shaped by interactions between individuals and their environments. He created a framework called the PPCT Model to categorize influences on human development. This model includes the microsystem of direct interactions; the mesosystem of relationships between microsystems; the exosystem of broader social institutions; the macrosystem of encompassing culture; and the chronosystem of sociohistorical context over a lifetime. Bronfenbrenner's work helped establish the U.S. Head Start program and conceptualized development as the product of multiple environmental systems.
Human Development
This document outlines a course on educational psychology that covers human development and personality. It discusses key topics like the definition and processes of human development, the five major traits of personality, and Bronfenbrenner's ecological systems theory of the contexts that influence development. The course aims to help students describe, identify, explain, and discuss concepts of human development and personality and apply that understanding to teaching careers.
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Child Development in the Broader Context of Developmental Science.docx
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This document discusses strategies for effective communication. It outlines that 55% of communication is nonverbal, 38% is through voice inflections, and only 7% is the actual words. Effective communication involves being aware of nonverbal cues and voice tone so messages are not mixed. Strategies include controlling voice inflections, avoiding mixed messages, understanding different cultures' communication styles, and using multiple methods like face-to-face, writing, technology to communicate clearly with all stakeholders. The goal is building strong relationships between families, schools, and communities.
Community Influences on Children's Development
Community influences on children's development are wide-ranging. The physical environment, social networks, organizations, agencies, and media/technology shape learning. Characteristics like location, culture, and resources impact influences. Relationships through Bronfenbrenner's ecological model illustrate how communities, schools, and families provide support. Teachers can build awareness of learning opportunities in the community and guide children's media experiences to support classroom learning.
Establishing and Maintaining Collaborative Relationships
This document discusses establishing and maintaining collaborative relationships between teachers, families, and communities. It emphasizes that teachers need strategies to increase involvement in children's learning. The objectives are to recognize characteristics of a welcoming school/classroom, describe practices to communicate with families, devise options for parent involvement, explain strategies for diverse families, discuss effective communication approaches, and identify strategies to facilitate community involvement. Specific strategies are provided, such as making a great first impression, summer communication, open houses, home visits, parent bulletin boards, and inviting community participation. The takeaway is that strong relationships between teachers, parents, and communities benefit schools and children.
Building Partnership with Families and Community Groups
The document discusses building school partnerships with families and community groups. It emphasizes that collaboration is key to successful home-school relationships and that linking with parents and the community significantly impacts student achievement. It identifies different levels of community involvement, examples of partnership programs, and components of successful partnerships, such as integrating services, shared decision-making, and recognizing home and community as learning environments.
Viewing Family Diversity
This document discusses the changing demographics of families in the US and the importance of building partnerships between families, schools, and communities to support child development. It defines different types of family structures like nuclear families, blended families, and single-parent households. It also examines how socio-cultural factors like race, language, religion, and economics can impact families. The document emphasizes that schools and communities must be aware and supportive of diverse family types and create inclusive environments for all children.
Influences of the Home
The document discusses the influences of the home environment on child development. It explains that the home is a child's first learning environment and parents are a child's first teachers. Educators need to understand how families promote development through the physical space in the home, daily routines, cultural practices, technology use, and relationships with extended family like grandparents. The document also examines the history and methods of homeschooling as well as its critics and proponents.
Home, School, and Community Influences
This document discusses the influences of home, school, and community on children's development and success in school. It explains that in the past, home and school were closely linked, but over time community influences have also impacted children. Now, all three social settings (home, school, community) shape children. The document outlines how each setting affects children at different ages and developmental levels. It also discusses challenges facing education today that require collaboration between social settings to address issues like diversity, poverty, and more. Teachers must work to connect home, school, and community to help all children succeed.
Protecting and Safeguarding Children
This document discusses protecting and safeguarding children by building partnerships among families, schools, and communities. It outlines the responsibilities of these groups to promote children's safety, mental health, and physical well-being. Specifically, it describes protecting children from abuse, violence, neglect, and media dangers. The document emphasizes that families, schools, and communities must work cooperatively to ensure children's healthy development and education.
Understanding Roles Expectations Parents
This document discusses understanding the roles and expectations of parents. It explains that educators must understand family dynamics and parenting approaches without judging different family structures. The document outlines several objectives related to explaining how parents nurture children, how family responsibilities have changed, comparing parenting practices across cultures, and understanding influences on parenting like childcare, stress, and mobility. It also discusses theories of parenting styles, family systems, cultural differences in parenting, and challenges families face in meeting expectations.
Early Learning Childcare
This chapter discusses the history and current state of child care in the United States. It notes that the percentage of mothers in the workforce has risen significantly, increasing the need for child care arrangements. These arrangements include in-home care, family child care centers, and before- and after-school programs. The chapter also outlines key factors that define quality child care, such as structural elements like facility quality and ratios of children to teachers, as well as process elements including teacher qualifications and curriculum. It distinguishes between licensing standards set by states and voluntary accreditation programs, and stresses the importance of collaboration among parents, communities, and educators to improve accessibility, affordability, and quality of child care.
Families Children Disabilities
This document discusses working with families of children with disabilities. It notes that over 10% of students receive special education services and teachers need to understand related terminology and issues. The objectives are to explain how children with disabilities differ from other special needs students, describe the Individuals with Disabilities Education Act (IDEA) and its principles, discuss the impact of disabilities on families, and assess the importance of community support. Early identification and intervention help families ensure their children achieve maximum potential. Teachers should establish collaborative relationships with families through open communication and respect.
Cultural studies barker & jane ch14
This chapter discusses cultural politics and cultural policy. It examines the influence of Gramsci's theory of hegemony on cultural studies and how cultural studies can be viewed as a political project. The chapter also addresses the cultural politics of difference, representation, citizenship, and debates around cultural policy. It analyzes concepts such as new languages of cultural politics, multiculturalism, anti-racism, Habermas's public sphere, and critiques of cultural populism.
Cultural studies barker & jane ch13
This chapter examines youth cultures and styles of resistance. It discusses the emergence of youth as a cultural classification and concept of moratorium. Youth subcultures are explored, such as skinheads and their reinvention of class through style. The chapter also analyzes gendered and racialized youth cultures, like Riot Grrrls. Finally, it addresses digital youth cultures, including gaming communities, remix culture, and the role of social media platforms in postmodern youth cultures.
Cultural studies barker & jane ch12
This chapter discusses the relationship between culture, space, and urban places. It covers theories of space and place, the social construction of place, and how cities have been studied politically and economically. Specific topics examined include the symbolic economy of cities, the postmodern city, cyberculture and the information city, and analyzing cities as cultural texts. The chapter seeks to understand how culture and space intersect in urban environments.
Cultural studies barker & jane ch11
This chapter discusses various aspects of digital media culture, including how digital technology has revolutionized society through networks, the internet, and new forms of communication. It covers issues around technological utopias and dystopias, the cultural politics of information in the digital age, and debates around cyber democracy, capitalism, and other economic and social impacts of digital media. The chapter also examines divides caused by unequal access to technology and information.
Cultural studies barker & jane ch10
This chapter discusses television news and ideology. It examines different models of how television news represents reality, including the manipulative, pluralist, and hegemonic models. It also discusses how social media has changed news reporting with examples like Twitter and Iran. The chapter explores other television genres like soap operas, reality television, and their cultural impact. It analyzes the globalization of television and how audiences locally adapt global content.
Cultural studies barker & jane ch9
This chapter discusses the representation of sex, gender, and sexuality from feminist and cultural studies perspectives. It covers the history of feminist waves and theories like liberal, socialist, difference, black, postcolonial, poststructuralist and postfeminism. It also examines the social construction of sex and gender through theorists like Foucault, Irigaray, and Butler. Additional topics include queer theory, masculinity, gender representation in media like films and toys, and issues of gender in cyberculture.
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Cultural studies barker & jane ch6
This chapter discusses the transition from modernism to postmodernism. It explores how postmodernism emerged as a critique of modernity and its "grand narratives" like enlightenment rationalism. Some key aspects of postmodernism covered include the critique of scientific knowledge and epistemology, the end of grand narratives and foundations for knowledge, postmodern aesthetics in media like television incorporating reflexivity and blurred cultural boundaries, and postmodern culture's critique of capitalism through techniques like culture jamming. The chapter concludes by considering possible positions after postmodernism like metamodernism or performatism.
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Human development, learning and motivation in classroom
- 1. Introduction to Human Development for Teacher Educators Week 1 – Fall 2015 HUMAN DEVELOPMENT, LEARNING AND MOTIVATION IN CLASSROOM CONTEXT EDUC - 501
- 2. Life Course Perspective, the life course perspective elaborates the importance of time, context, process, and meaning on human development and family life (Bengtson and Allen 1993). The family is perceived as a micro social group within a macro social context—a "collection of individuals with shared history who interact within ever-changing social contexts across ever increasing time and space" (Bengston and Allen 1993, p. 470). Aging and developmental change, therefore, are continuous processes that are experienced throughout life. As such, the life course reflects the intersection of social and historical factors with personal biography and development within which the study of family life and social change can ensue (Elder 1985; Hareven 1996). For our purposes we ask the question: How does Life Course Perspective influence our classrooms and thus our approach to teaching? THE DEVELOPMENT THROUGH LIFE PERSPECTIVE
- 3. Biological – All aspects of the living organism (human being) that impact functioning i.e. brain and nervous system where all information is processed and transmitted Psychological – Mental processes needed to dissect received information and make meaningful use of the information received Societal – Social, Cultural, Environmental influences and responsibilities that guide choices ELEMENTS OF LIFE COURSE PERSPECTIVE
- 4. Psychosocial Impact of Poverty <<<Applying Theory and Research to Life>>>> Pg. 11 Negative Consequences….(Non-English speaking households, Large Families, Low Parental Education, Transience, Single Parent, Teen Parent, Unemployment) Physical Health….Relationship to Income (cumulative effect) Academic Achievement….Relationship to income, higher education attainment, perceptions of teachers Mental Health….PTSD, Abuse, Depression, Homelessness – cumulative effect PSYCHOSOCIAL APPROACH TO HUMAN DEVELOPMENT
- 5. Psychosocial - of or relating to the interrelation of social factors and individual thought and behavior (Dictionary.com). Psychosocial Approach to Human Development per the text is the interaction among biological, psychological and societal processes (p. 10) and a change in any of the three may influence changes in the others. Question: How is this relevant in your classroom? PSYCHOSOCIAL APPROACH
- 6. What are the Differences in Life Expectancy Group – Who lives longer Gender – Male or Female Racial – White or Black What factors Contribute to Life Expectancy Education Social Integration Diet Exercise LIFE EXPECTANCY
- 7. What are the Differences in Life Expectancy Group – Who lives longer Gender – Male or Female Racial – White or Black What factors Contribute to Life Expectancy Education Social Integration Diet Exercise LIFE EXPECTANCY
Editor's Notes
- Pg 15