Four Developmental Theories

Introduction

In this assignment, I am going to discuss about the four major developmental theories and how I am going to apply these four major theories of my teaching practically. To talk about those principles and the way to connect it to teaching, I have divided this essay into major four parts. They are an introduction, a brief explanation of four theories, the way that I am going to apply it in teaching and finally the conclusion.

The study of human development is very broad and varied subject. Mainly human growth and development is included major four areas, physical development, mental development, emotional development and social development. All of these occur in each and every stage of human life.

And the final stage is old age (Identity vs despair), this occurs at the age of sixty-five to the last breath to death.

How to apply the developmental theories in teaching

In our national curriculum, we are starting the children learning the process at the age of 3 years. At first it will be Montessori or pre-school stage from the age of 3 to 6 years. After that, childrens join the primary grades at the age of 6 years. In the government schools, the curriculum was divided into to major three stages. Those are primary from the age of 6 to 10 years, middles school stage from the age of 11 to 12 years and secondary stages from the age of 13 to 16 years. After that, they will join to higher secondary that is limited to due to resources we have in the schools.

Cognitive theory.

A cognitive theory of Jean Piaget is associated with how students learn and built on their idea and knowledge of the world and academics slowly over time. This is the activity that the teacher can use to apply the cognitive theory. Teachers can use this to teach weather to the stage of preoperational and concrete operational.

Materials needed for this activity

While they are making, those rules teacher can guide them to make it easy to understand the area they have to focus in making those rules. After that teacher can display the rules, they wrote in the classroom. By following like this, they will become responsible for the rules that they make on their own and follow them accordingly, rather than unknowingly agreeing to standards set rules by school administrators or supervisors. By creating classroom rules and policy, students can advance from stage one submission to stage three where they are responsible within the classroom and on the school ground.

Allow for a written self-evaluation as part of any disciplinary consequence. It does not have to be lengthy, but it should provide the student with acceptable time to review their reasoning for misconduct and to come up with a resolution for the upcoming days. This type of action and activity relates to Kohlberg's fourth stage of morality, in which each and every student do their