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 .

1. 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
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.

2. 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).

3. 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).”

4. 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

5. 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 ...

6. 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 .

7. 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 .
itted to Grand Canyon University 2…

8. 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.

9. “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

10. 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.
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

11. 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.
gspot.com/20…
Some st rat egies for behavioral development at home include

12. 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.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECE-510ECE-510-O500Child Development
Theories and the Classroom100.0CriteriaPercentageNo
Submission (0.00%)Insufficient (69.00%)Approaching
(74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints

13. EarnedCriteria100.0%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 Families20.0%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,

14. 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.Presentation5.0%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

15. complete and error-free. Sources are credible and appropriate
for the submission. The sources strongly support the
submission.Total Weightage100%