Through this knowledge, the teacher can presume how children of a particular age group will act, what they are capable of doing and what they are not likely able to do. Consequently, the teacher can devise activities rather confidently by taking all these aspects into consideration. At this stage, the teacher can take advantage of the windows of opportunity for the child’s growth. In other words, the teacher benefits from the sensitive period of a child’s development to provide him with enriching activities; the best period for the child to learn and develop further. In addition, what the children learn should be relevant to their environment and life experiences.
A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of
Vygotsky focuses on active, goal-setting children in the socio-cultural context. His theory emphasizes on how a child social interaction with adults can help in his learning process. But he is best known for his concept of Zone of proximal development in which he states that for children in the zone of proximal development cannot perform a task on his own but with the right kind of teaching; they can be able to perform it effectively. Thus a good teacher identifies a child’s zone of proximal development and helps him stretch it so that he can be able to perform tasks by himself.
Lev Vygotsky provided many contributions to development that impacted what we know about how children learn and the kinds of environment that should be provided for optimal development of language. Vygotsky believed that the environment provides children with information that supports language development. Similarly, he theorized that language begins with communication between children and individuals in their environment. He developed the Zone of Proximal Development (ZPD) which is the distance between what a child can do independently and what a child can do with support from an adult. Therefore, the main role of an adult is to help children bridge the distance between what they can do independently and what they can do with some support.
A student needs to be able to seek out a person to deliver a message and not just announce to the world their need. This article brings social reinforcement, eye contact, and interaction into the world of the student. Autistic students do not always make this connect and the article helps teach society one way to introduce this skill. The earlier this skill is introduced, the more progress a student can make during their developmental
He believes that different child has different personalities, temperament, attitudes and with different development stages. For Locke, the best way to educate our children is to subdue their natural desire for dominion. Locke understands that natural inclinations are not optimistic. Locke proposes habits to break children’s laziness and keep them from being spoiled when the child hasn’t start school yet. Locke understands that children have the natural desire to be treated
The Socio-behaviorist theory (behaviorism) Socio-behaviorists often study how children 's experiences model their behaviors (Nolan & Raban, 2015). Behaviorism believes that what matters is not the development itself, but the external factors that shape children 's behaviors (Nolan & Raban, 2015). This theory demonstrates that teachers and mentors dominate and instruct child-related activities, and they decide what children should learn and how to learn (Nolan & Raban, 2015). Reinforcement, which is an essential factor that helps children to learn particular behaviors, generally refers to rewards and punishments (Nolan & Raban, 2015). Children are more likely to repeat actions that result in receiving praise; in contrast, they may ignore or abandon behaviors that make them get punishment.
You provide the guidance that helps your children to change, grow, and mature. Responsible behavior, in line with your children’s maturity levels, is taught and expected. It is in the structure role that you expect change in behavior and increased growth, maturity, and ability.” (The Center for Parenting Education). As stated above, children need good structure in their life to know they need to act right and treat others
I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve
For each stage, Erikson 's theory explains what types of stimulation children need to master that stage and become productive and well-adjusted members of society and explains the types of problems and developmental delays that can result when this stimulation does not