This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
Childhood spans from birth to adolescence and is divided into developmental stages. On average, girls begin puberty around ages 10-11 and boys around 11-12. Blind man's bluff is a game played outdoors or in a large room where one blindfolded player tries to touch the other players while they avoid being touched.
This case involved Rachel Holland, a child with moderate mental retardation who was denied full-time placement in general education by the Sacramento City School District. The court ruled that Rachel's appropriate placement under IDEA was in general education with supplemental supports. The district did not prove that the additional costs of educating Rachel in general education were too burdensome. The court ordered Rachel be placed in a general education second grade class. This established that academic benefit is not required for inclusion and that districts must incur additional costs to provide placement in the least restrictive environment.
The project I have chosen to radically revise my second paper about Autism and Education. I plan on making an informative power point based on the researched information from my paper. In the power point, I will discuss the different options available to the parents of children with autism. The different options I will discuss include enrolling a child in a private school, the process of enrolling a child in public school, and enrolling a child in an alternative school. For each option, I will discuss the pros and cons, advantages and disadvantages of each choice. The objectives of my power point include informing parents of autism more about the disorder, outlining the step by step process of enrolling a child into a special education program in a public school, outlining the different laws associated with how the public school systems and special education, discuss the advantages and disadvantages of each option, and give references for more information on Autism and how to help out the cause. The goal of the power point overall is to inform parents of children with autism of their different options, and hopefully it will become an aid in their decision when it comes time to decide how they want to educate their child. I also plan on providing more information on Autism, so they will be able to learn more about the disorder and have some references to find more information about it.
As for the interface, I will be using Microsoft Powerpoint. In the program there is an option to ‘Publish as a Webpage”, which is how I am going to publish my work. I will be posting the link to the webpage I created with the power point to a blog I created so it will be accessible to a wide audience. By using a blog as well I give the audience a chance to provide feedback on my website, or a forum to post more information. Parents can post their opinions, choices, or provide advice for each other.
History of special education april wells_wk1Aprilmoe82
This document provides an overview of the major events that have shaped special education in the United States. It discusses eight pivotal events beginning with Brown vs. Board of Education in 1954 and ending with No Child Left Behind in 2001. Each event led to changes in terminology, views of society, students' placement in the least restrictive environment, and significantly shaped the future of special education. The timeline highlights the progression of special education from segregation to inclusion and equal access to education for all students with disabilities.
Managing And Challenging The Gifted Childtarashank
The document discusses managing and challenging gifted children. It provides characteristics of giftedness that may be recognized early, such as advanced attention span and passion for learning. Families play an essential role in developing gifts and talents. School readiness depends on brain development milestones like hemispheric dominance and self-control. Differentiating instruction and respecting individual differences are important for gifted education.
Assistive technology and instructional practices for teaching students with disabilities (specifically ADHD, learning disabilities, and auditory disabilities)
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
Childhood spans from birth to adolescence and is divided into developmental stages. On average, girls begin puberty around ages 10-11 and boys around 11-12. Blind man's bluff is a game played outdoors or in a large room where one blindfolded player tries to touch the other players while they avoid being touched.
This case involved Rachel Holland, a child with moderate mental retardation who was denied full-time placement in general education by the Sacramento City School District. The court ruled that Rachel's appropriate placement under IDEA was in general education with supplemental supports. The district did not prove that the additional costs of educating Rachel in general education were too burdensome. The court ordered Rachel be placed in a general education second grade class. This established that academic benefit is not required for inclusion and that districts must incur additional costs to provide placement in the least restrictive environment.
The project I have chosen to radically revise my second paper about Autism and Education. I plan on making an informative power point based on the researched information from my paper. In the power point, I will discuss the different options available to the parents of children with autism. The different options I will discuss include enrolling a child in a private school, the process of enrolling a child in public school, and enrolling a child in an alternative school. For each option, I will discuss the pros and cons, advantages and disadvantages of each choice. The objectives of my power point include informing parents of autism more about the disorder, outlining the step by step process of enrolling a child into a special education program in a public school, outlining the different laws associated with how the public school systems and special education, discuss the advantages and disadvantages of each option, and give references for more information on Autism and how to help out the cause. The goal of the power point overall is to inform parents of children with autism of their different options, and hopefully it will become an aid in their decision when it comes time to decide how they want to educate their child. I also plan on providing more information on Autism, so they will be able to learn more about the disorder and have some references to find more information about it.
As for the interface, I will be using Microsoft Powerpoint. In the program there is an option to ‘Publish as a Webpage”, which is how I am going to publish my work. I will be posting the link to the webpage I created with the power point to a blog I created so it will be accessible to a wide audience. By using a blog as well I give the audience a chance to provide feedback on my website, or a forum to post more information. Parents can post their opinions, choices, or provide advice for each other.
History of special education april wells_wk1Aprilmoe82
This document provides an overview of the major events that have shaped special education in the United States. It discusses eight pivotal events beginning with Brown vs. Board of Education in 1954 and ending with No Child Left Behind in 2001. Each event led to changes in terminology, views of society, students' placement in the least restrictive environment, and significantly shaped the future of special education. The timeline highlights the progression of special education from segregation to inclusion and equal access to education for all students with disabilities.
Agree or disagree with the following statementsIrina K
The document lists 6 statements about family relationships and asks the reader to agree or disagree with each statement and provide arguments to support their opinions. The 6 statements address whether the husband should be the head of the family, if children should participate in decisions, if keeping in touch with relatives is a duty, if people should invite guests, if arguments help solve problems, and if a big family is better than a small one.
A Power Point on Assistive Technology in Educationcolleenvaccaro
This document discusses assistive technologies that can help students with disabilities access education. It defines assistive technology as any item that helps individuals with disabilities function. Examples of assistive technologies are provided for different types of impairments, such as hearing aids, screen reading software, and adapted keyboards. The document emphasizes that assistive technologies allow students to participate in learning and social activities. Schools should understand why assistive technologies are important in the classroom to eliminate barriers and set up inclusive environments for students. Laws like the IDEA and Tech Act support making assistive technologies available to improve the education of students with disabilities.
Creating Sensory smart classrooms, incorporating fine motor goals, when to contact an OT, the importance of movement, Integrating Special needs children in the classroom
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
Specific learning disability Assessment and CurriculumJhef Jinemenzo
This document discusses various types of assessments used to evaluate students for specific learning disabilities. It covers comprehensive assessment, which uses both standardized and non-standardized tests. It also discusses intelligence tests, achievement tests, and behavior assessments. Specific tests mentioned include the Woodcock-Johnson III, Differential Ability Scales, Stanford-Binet, Wechsler Intelligence Scale for Children, Wechsler Individual Achievement Test, Peabody Individual Achievement Test, Vineland Adaptive Behavior Scales, Conners' Rating Scales, and Behavior Assessment System for Children.
The document discusses students with physical or health disabilities. It defines disability and describes the nature and prevalence of disabilities worldwide. Over a billion people live with some form of disability. Physical disabilities can affect mobility, coordination, and other abilities. Diagnostic procedures to identify disabilities include ultrasounds, CT scans, EEGs, and others. Students with disabilities may require adjustments to instructional environments, materials, and technologies to support their needs. Teachers should address each student's specific needs and develop life and social skills.
The speaker had a fun family holiday at the beach in Mar del Plata, Argentina. They stayed in a nice hotel and enjoyed activities like building sandcastles, shopping, swimming in the sea, and playing volleyball together on the beach. The speaker especially enjoyed spending quality time with their whole family and making memories during the holidays, which are their favorite time of the year. They look forward to their next family trip if they behave well throughout the year.
Classroom accommodations & teaching strategies for Intellectually disabled, C...Nusrat Zerin
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
Week 2 PPT.pdf principles of caregiving.emaninallah
The document discusses the importance of relationships in early childhood education. It states that relationships are at the heart of early education programs and affect children's social skills, academic success, and brain development. When children experience emotionally supportive environments in the early years, their achievement increases. The document also discusses Maslow's hierarchy of needs and the teacher's role in helping children feel a sense of belonging and supporting diversity. It emphasizes that within families, infants and toddlers begin to develop identity and learn important life skills through relationships.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
This document outlines a daily lesson plan focused on psychosocial support. The objectives are to develop self-awareness, self-expression, self-regulation, problem solving, self-confidence, empathy and compassion. Main activities include a "Feelings Circle" to identify emotions, a "Burden in a Bag Solved" activity where students provide advice to anonymized problems, and an empowering discussion about how to positively change the world. Students practice identifying feelings, sharing problems, and supporting each other's emotional well-being. Homework encourages similar open communication about feelings within families. The teacher evaluates learning outcomes and seeks ways to improve through reflection and supervision.
This document provides information on teaching social studies and social-emotional learning to young children. It discusses that social studies is important for children to learn from an early age as they are natural social scientists. It outlines seven principles for how children learn social studies best, including through direct experiences and reflection. The document also explains the components of social-emotional learning like self-awareness and relationship skills. Finally, it provides some examples of curricula and programs that focus on developing children's social studies and social-emotional skills.
National FORUM of Teacher Education Journal, Dr. William Allan Kritsonis, Ed...William Kritsonis
This article discusses an assignment given to pre-service teachers to increase their self-awareness of unconscious biases and prejudices. The assignment asks students to reflect on their "subjectivities" - how their personal experiences and backgrounds shape their perceptions - and how this could impact their future classrooms. Common themes that emerged included influences from family on views of race and stereotypes. The assignment is intended to help future teachers recognize biases so they can avoid letting them negatively influence students. It provides a safe space for crucial self-reflection to develop cultural competence.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
Paulo Freire was a Brazilian educator who developed a problem-posing approach to teaching adults. His approach encouraged critical thinking by having students analyze social and political forces that affect their lives. He believed education should empower students to challenge inequality and take action for change. The document outlines Freire's teaching philosophy and methods, including listening to students, facilitating dialogue, problem-posing through questions, and using "codes" or materials to represent issues for discussion. The goal is for education to be a two-way process that develops critical thinking skills and leads students to consider actions they can take to improve their situations.
This document discusses the roles of various participants in science education, including children, teachers, families, and communities. It outlines that teachers should maintain a warm classroom environment to engage students in learning and have a positive attitude towards science. The document also discusses that teachers act as facilitators, catalysts, consultants and models to guide students' science discoveries. Families can participate by attending school meetings and sharing their child's achievements to facilitate interaction between home and school.
The document describes tests of a social-emotional learning (SEL) methodology with children and adults. For children, the test involved role-playing a university class on history and law, which engaged and educated the children. However, it was unclear if the children truly understood the purpose of learning. For adults, the test also involved role-playing a financial class, but the adults were reluctant to accept new ideas or do homework unless they paid for the course. Overall, the tests showed it is difficult to teach adults compared to children, and making students pay may increase their commitment to learning. Going forward, continuing to test the methodology with different groups would provide more insights.
This document explores whether education can be therapeutic. It discusses the research questions of whether education is therapeutic, what therapeutic education means, and how pedagogical practices can impact learners therapeutically. It then provides examples of therapeutic pedagogical practices used in inclusive classrooms, including using curriculum and books to address emotions, basic counseling skills, behavior management, and communities of inquiry. The conclusion is that education can be therapeutic when good teaching strategies are used to create an inclusive and healthy learning environment.
The document is a student's statement of informed beliefs essay discussing their views on teaching diversity in the classroom. It covers five main sections: that all students can learn, the importance of teacher expectations, connecting student learning to their social ecology, promoting cultural diversity instruction, and adapting the curriculum for all learners. The student emphasizes the importance of understanding each student's strengths and backgrounds in order to create a welcoming classroom environment where all students feel they can succeed.
Agree or disagree with the following statementsIrina K
The document lists 6 statements about family relationships and asks the reader to agree or disagree with each statement and provide arguments to support their opinions. The 6 statements address whether the husband should be the head of the family, if children should participate in decisions, if keeping in touch with relatives is a duty, if people should invite guests, if arguments help solve problems, and if a big family is better than a small one.
A Power Point on Assistive Technology in Educationcolleenvaccaro
This document discusses assistive technologies that can help students with disabilities access education. It defines assistive technology as any item that helps individuals with disabilities function. Examples of assistive technologies are provided for different types of impairments, such as hearing aids, screen reading software, and adapted keyboards. The document emphasizes that assistive technologies allow students to participate in learning and social activities. Schools should understand why assistive technologies are important in the classroom to eliminate barriers and set up inclusive environments for students. Laws like the IDEA and Tech Act support making assistive technologies available to improve the education of students with disabilities.
Creating Sensory smart classrooms, incorporating fine motor goals, when to contact an OT, the importance of movement, Integrating Special needs children in the classroom
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
This document discusses assessment of students with special needs. It defines assessment as a process to collect data to make decisions about students, while testing provides quantitative scores. It highlights laws like IDEA and NCLB that require assessments and accommodations. Valid and reliable assessments use normative groups and consider diversity. Teachers should consider student progress and modifications before special education referrals.
Specific learning disability Assessment and CurriculumJhef Jinemenzo
This document discusses various types of assessments used to evaluate students for specific learning disabilities. It covers comprehensive assessment, which uses both standardized and non-standardized tests. It also discusses intelligence tests, achievement tests, and behavior assessments. Specific tests mentioned include the Woodcock-Johnson III, Differential Ability Scales, Stanford-Binet, Wechsler Intelligence Scale for Children, Wechsler Individual Achievement Test, Peabody Individual Achievement Test, Vineland Adaptive Behavior Scales, Conners' Rating Scales, and Behavior Assessment System for Children.
The document discusses students with physical or health disabilities. It defines disability and describes the nature and prevalence of disabilities worldwide. Over a billion people live with some form of disability. Physical disabilities can affect mobility, coordination, and other abilities. Diagnostic procedures to identify disabilities include ultrasounds, CT scans, EEGs, and others. Students with disabilities may require adjustments to instructional environments, materials, and technologies to support their needs. Teachers should address each student's specific needs and develop life and social skills.
The speaker had a fun family holiday at the beach in Mar del Plata, Argentina. They stayed in a nice hotel and enjoyed activities like building sandcastles, shopping, swimming in the sea, and playing volleyball together on the beach. The speaker especially enjoyed spending quality time with their whole family and making memories during the holidays, which are their favorite time of the year. They look forward to their next family trip if they behave well throughout the year.
Classroom accommodations & teaching strategies for Intellectually disabled, C...Nusrat Zerin
This document provides strategies and accommodations for teaching children with intellectual disabilities, cerebral palsy, and multiple disabilities. It discusses their common characteristics and challenges in the areas of physical, mental, social, and emotional development. It then outlines numerous classroom strategies to support their learning and academic performance, such as using simple language, visual aids, hands-on materials, modified assignments, and assistive technology. Specific considerations are also given to addressing needs related to motor skills, mobility, fatigue, sensory issues, and peer support. The classroom environment should be modified to remove physical barriers and minimize distractions.
The document provides information about autism spectrum disorders including characteristics, strategies, and classroom approaches. It describes the three main criteria for an autism diagnosis: qualitative impairments in social interaction and communication, and restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, and other tools that can be used to support students with autism in the classroom.
Week 2 PPT.pdf principles of caregiving.emaninallah
The document discusses the importance of relationships in early childhood education. It states that relationships are at the heart of early education programs and affect children's social skills, academic success, and brain development. When children experience emotionally supportive environments in the early years, their achievement increases. The document also discusses Maslow's hierarchy of needs and the teacher's role in helping children feel a sense of belonging and supporting diversity. It emphasizes that within families, infants and toddlers begin to develop identity and learn important life skills through relationships.
We have a responsibility to carry out the promise of Early Head Start which includes preparing all children for later success in school and in life. It all starts here in the infant and toddler program. Come learn about real-life strategies you can put into action to enhance school readiness for infants and toddlers in your care and how to educate families about their role in the process.
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
This document outlines a daily lesson plan focused on psychosocial support. The objectives are to develop self-awareness, self-expression, self-regulation, problem solving, self-confidence, empathy and compassion. Main activities include a "Feelings Circle" to identify emotions, a "Burden in a Bag Solved" activity where students provide advice to anonymized problems, and an empowering discussion about how to positively change the world. Students practice identifying feelings, sharing problems, and supporting each other's emotional well-being. Homework encourages similar open communication about feelings within families. The teacher evaluates learning outcomes and seeks ways to improve through reflection and supervision.
This document provides information on teaching social studies and social-emotional learning to young children. It discusses that social studies is important for children to learn from an early age as they are natural social scientists. It outlines seven principles for how children learn social studies best, including through direct experiences and reflection. The document also explains the components of social-emotional learning like self-awareness and relationship skills. Finally, it provides some examples of curricula and programs that focus on developing children's social studies and social-emotional skills.
National FORUM of Teacher Education Journal, Dr. William Allan Kritsonis, Ed...William Kritsonis
This article discusses an assignment given to pre-service teachers to increase their self-awareness of unconscious biases and prejudices. The assignment asks students to reflect on their "subjectivities" - how their personal experiences and backgrounds shape their perceptions - and how this could impact their future classrooms. Common themes that emerged included influences from family on views of race and stereotypes. The assignment is intended to help future teachers recognize biases so they can avoid letting them negatively influence students. It provides a safe space for crucial self-reflection to develop cultural competence.
Developing positive relationships with parentsDanessa Noriega
An introduction explaining the importance of developing positive relationships.
Practical ways in how the teacher can develop positive relationship with parents. with students and other teachers.
Paulo Freire was a Brazilian educator who developed a problem-posing approach to teaching adults. His approach encouraged critical thinking by having students analyze social and political forces that affect their lives. He believed education should empower students to challenge inequality and take action for change. The document outlines Freire's teaching philosophy and methods, including listening to students, facilitating dialogue, problem-posing through questions, and using "codes" or materials to represent issues for discussion. The goal is for education to be a two-way process that develops critical thinking skills and leads students to consider actions they can take to improve their situations.
This document discusses the roles of various participants in science education, including children, teachers, families, and communities. It outlines that teachers should maintain a warm classroom environment to engage students in learning and have a positive attitude towards science. The document also discusses that teachers act as facilitators, catalysts, consultants and models to guide students' science discoveries. Families can participate by attending school meetings and sharing their child's achievements to facilitate interaction between home and school.
The document describes tests of a social-emotional learning (SEL) methodology with children and adults. For children, the test involved role-playing a university class on history and law, which engaged and educated the children. However, it was unclear if the children truly understood the purpose of learning. For adults, the test also involved role-playing a financial class, but the adults were reluctant to accept new ideas or do homework unless they paid for the course. Overall, the tests showed it is difficult to teach adults compared to children, and making students pay may increase their commitment to learning. Going forward, continuing to test the methodology with different groups would provide more insights.
This document explores whether education can be therapeutic. It discusses the research questions of whether education is therapeutic, what therapeutic education means, and how pedagogical practices can impact learners therapeutically. It then provides examples of therapeutic pedagogical practices used in inclusive classrooms, including using curriculum and books to address emotions, basic counseling skills, behavior management, and communities of inquiry. The conclusion is that education can be therapeutic when good teaching strategies are used to create an inclusive and healthy learning environment.
The document is a student's statement of informed beliefs essay discussing their views on teaching diversity in the classroom. It covers five main sections: that all students can learn, the importance of teacher expectations, connecting student learning to their social ecology, promoting cultural diversity instruction, and adapting the curriculum for all learners. The student emphasizes the importance of understanding each student's strengths and backgrounds in order to create a welcoming classroom environment where all students feel they can succeed.
This document discusses two theories of learning: problem-based learning (PBL) and self-determination theory (SDT). It provides details on each:
PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
This document provides an overview of key physical, social, emotional, cognitive, and literacy development milestones for kindergarten-aged children, along with teaching tips. Kindergarteners vary in experiences but generally show enthusiasm for learning, improved ability to follow directions, and desire for social interaction. The document outlines physical skills, importance of social-emotional development, cognitive shifts in thinking, language and literacy growth, and tips for smooth transitions into and out of kindergarten, including communicating with families. Sample Common Core standards are also referenced.
104 Reprinted fromYoung Children • January 2010® 1, 2,.docxaulasnilda
104 Reprinted fromYoung Children • January 2010
®
1, 2, 3
Michaelene M. Ostrosky, PhD, is profes-
sor of special education at the University
of Illinois at Urbana-Champaign. She is
a faculty collaborator with the Center on
the Social and Emotional Foundations for
Early Learning and has been involved in
research on promoting social emotional
competence and preventing challenging
behavior. [email protected]
Hedda Meadan, PhD, is an assistant
professor of special education at Illinois
State University. Her areas of research
include social and communication behav-
ior of young children with disabilities.
[email protected]
The preschoolers in Ms. Mimi’s classroom are very busy throughout the day, work-
ing on emerging pretend-play skills, turn taking, conflict management, phonologi-
cal awareness, math knowledge, and other academic, behavioral, and social skills.
Ms. Mimi knows that young children’s readiness for school comes with increased
expectations for academic skills, but she worries that her preschoolers are not get-
ting enough experience with social skill building. When her supervisor comes for a
visit, Ms. Mimi shares her concern that she may not be meeting her preschoolers’
social needs. She says, “Some days I find myself worrying so much about teach-
ing literacy, numeracy, and all the other academic skills that I wonder if the children
have enough opportunities to learn how to get along with each other.”
Ms. Mimi’s concern is an impor-
tant one. Young children’s “readiness
for school” has taken center stage for
educators and policy makers, while
their social development, a power-
ful predictor of school adjustment,
emotional development—discuss the
significant role of social emotional
development in children’s readiness
for success in school. These studies
identify a number of social emotional
skills and abilities that help new kin-
dergartners be successful:
• confidence,
• the ability to develop good relation-
ships with peers,
• concentrating on and persisting with
challenging tasks,
• attending and listening to
instructions,
• being able to solve social problems,
and
• effectively communicate emotions.
The absence of positive social inter-
actions in childhood is linked to nega-
tive consequences later in life, such
as withdrawal, loneliness, depression,
and feelings of anxiety. In addition,
low acceptance by peers in the early
years is a predictor of grade retention,
school dropout, and mental health
and behavior problems (Ladd 1999).
The pyramid for teaching
social skills
Educators can do many things to
promote and support positive social
interactions and prevent challenging
Helping Children
Play and Learn Together
Michaelene M. Ostrosky and Hedda Meadan
success in school, and later success
in life, is often ignored (Bowman,
Donovan, & Burns 2000; Shonkoff &
Phillips 2001).
During the early childhood years,
children learn to interact with one
another in ways that a ...
Educational psychologists help understand individual learning styles to inform instruction. Teachers should recognize different learning styles like visual, auditory, kinesthetic, and provide appropriate reinforcement for each student. Teachers also need to address common psychological issues students may face like divorce, abuse, bullying, depression, anxiety, and lack of social skills, by providing a supportive environment, recognizing symptoms, seeking help, and teaching coping strategies. A positive learning environment can help students dealing with traumatic issues by giving them emotional support and tools for academic success.
This document provides an overview of key concepts in child development and early years education. It discusses theories of child development, including behavioral, social learning, cognitive, and socio-cultural theories. It also covers principles of observation and assessment in early years settings. Key topics include attachment theory, emotional regulation, attention development, theory of mind, resilience, challenging behavior, and approaches to creating a positive learning environment. The document references theories from theorists such as Piaget, Vygotsky, Bruner, and Bandura to provide a holistic view of child development.
Maslow's humanistic theory focused on human potential and self-actualization rather than pathology. He believed humans are driven by their feelings more than external rewards or punishments. The humanistic theory in education emphasizes meeting students' needs, engaging multiple skills, fostering self-motivation, and creating a safe environment for learning. Teachers act as facilitators rather than authorities, while students take responsibility for their own learning through goal-setting, choice, and self-evaluation. Experiential learning engages students directly through experience, reflection, decision-making, and constructing their own understanding.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
This document provides an overview of a field study conducted by Janelle Remollo. It includes details about the learning episode such as observing how differences in gender, culture, religion, etc. affect student interaction. It outlines the learning outcomes, performance criteria, and steps taken. Key parts of the observation and analysis are summarized, noting the diversity of the class and how the teacher promotes inclusion and cooperation. Reflections note a sense of unity among students and their comfort with the teacher.
Similar a Wk 4 Using growing and learning theories (2).pptx (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Wk 4 Using growing and learning theories (2).pptx
1. USING GROWING AND
LEARNING THEORIES
TO SUPPORT LEARNING
NICOLE M. PEREZ-CARDONA
CONTINUING EDUCATION FOR EDUCATORS: UNIVERSITY OF PHOENIX
EDUC 525: THEORIES OF GROWING AND LEARNING
CALVIN THOGERSEN
JULY 4, 2022
2. PART 1: DEVELOPMENTAL THEORIES MATRIX
Piaget Vygotsky Erikson Kohlberg Bandura Bowlby
Physical
X X
Cognitive X X
X
Language
X
Emotional
X X
Moral
X X
Social X X
X x
Application to
the classroom
(required)
See slide 3 See slide 3 See slide 3 See slide 4 See slide 4 See slide 4
3. APPLICATION TO THE CLASSROOM
• Piaget: a student uses a glass liquid measuring cup to measure one cup of water, then
pours the cup into two half-cup measures; at this stage, students will begin to make
the connection that the same amount of water can be measured in two different ways.
• Vygotsky: a child might be shown pennies to represent each sound in a word (e.g.,
three pennies for the three sounds in “man”). To master this word, the child might be
asked to place a penny on the table to show each sound in a word, and finally the
child might identify the sounds without the pennies. When the adult provides the
child with pennies, the adult provides a scaffold to help the child move from assisted
to unassisted success at the task.
• Erikson: Provide models of exemplary work so students know what an excellent
project looks like and can compare their own work to the model. This will show them
how to incorporate academic success into their identities, essentially providing role
models for their work instead of their career goals.
4. APPLICATION TO THE CLASSROOM
• Kohlberg: Kohlberg’s six-stage model of moral development is an excellent tool
for understanding students at different stages of moral understanding. By
understanding this theory of moral development, teachers can help to guide the
moral characters of their students and help them to become the best that they
can be.
• Bandura: Social learning theory can be used to encourage and teach desirable
behaviors in the classroom using positive reinforcement and rewards.
• Bowlby: Examples of interventions include the use of emotion coaching (a way of
communicating during behavioral incidents), nurture groups and theraplay, a
form of family therapy designed to reinforce attachment between parents and
children.
5. DEVELOPMENTAL THEORIES
• Piaget: His theory has 4 mayor stages that are concerned mainly with children's
cognitive or mental development. He believed that children at different ages
think differently: Sensi motor, preoperational, concrete operational and formal
operational.
• Vygotsky: He believed that children learn actively and through hands-on
experiences. His sociocultural theory also suggested that parents, caregivers,
peers and the culture at large were responsible for developing higher-order
functions.
• Erikson: He developed 8 specific stages of personality from birth to old age.
Personality develops continuously throughout the life cycle (infancy, 2-4yrs,
school age, adolescence, young adult, adulthood, aging).
6. DEVELOPMENTAL THEORIES CONT.
• Kohlberg: he developed a theory based on how children develop morally. His
theory has 3 levels of moral development: preconventional, conventional, and
postconventional.
• Bandura: believed that the conditioning and reinforcement process could not
sufficiently explained all human learning.
• Bowlby: The theory suggested that children are born with an innate need to form
attachments. Such attachments aid in survival by ensuring that the child receives
care and protection. These attachments are characterized by clear behavioral and
motivational patterns.
7. ENGAGEMENT AGREEMENTS
• As a learning community, we agree to:
• We will respect our meeting start/end time.
• You will be encouraged to attend and participate
• Share your learning and experiences
• Maintain a focus on meeting students' needs both academically and emotionally
• Respect different experiences and truths
8. CHECK-IN
• Group 1: Go around the room and write under each theorist poster what is the
most important component of his theory.
• Group 2: Give an example on how each theory has been observed in your
classroom. ex. How the attachment theory was observed in a student in your
class.
• Group 3: Choose one of theories that you feel is undervalue and explain how can
we uplift it.
9. BENEFITS OF USING AND LEARNING THEORIES
(IN CLASS)
A teacher can:
• identify students' strengths and needs
• assist students thus difficult situations and get the le they need
• evaluate academic deficiencies and proper assessments to determine needs
• create specific strategies and techniques to apply these learning theories in their
classrooms
• focus on different learning styles to reach different students, creating teaching
that focuses directly on student needs and aptitudes.
10. BENEFITS OF USING AND LEARNING THEORIES
(EXAMPLES IN THE CLASSROOM)
• Behaviorism: This learning theory can be incorporated into the classroom in the following ways giving
rewards to children for good behavior (i.e. handing homework in on time, being polite an well mannered.)
Punishing children for bad behavior (i.e. being late for class, not handing in their homework.)
Reinforcements are proven to be an effective measure in the classroom. Children respond quite well to the
connotations that follow, whether they be positive or negative (Pritchard, 2014).
• Cognitivist: This learning theory can be incorporated into the classroom when children are learning how to
spell new words. As a teacher, you should first ask the students whether they have any idea how this word
is spelled. Many will come close to obtaining a correct answer. You can then give the children a list for
them to start practicing. To memorized the definitions of the words, break the bigger words into smaller
words and focus on the definition of the new word. For example, the word 'acquisition' can be broken
down into the smaller word 'acquire'. This uses the students' prior knowledge as it forces them to think
about smaller words that they already know the meaning of and then build onto that knowledge by
learning the new words. Finally, be sure to incorporate many visual aids such as charts and mind maps
around the classroom as these aid in the memorization process.
11. PHYSICAL DEVELOPMENT & HOW IT RELATES
TO THE CLASSROOM
• Social development: Play gives children a chance to practice different social skills.
They learn to acknowledge others’ feelings, play “nicely,” share, and resolve
conflict. As children get older, play becomes more interactive, further improving
their social skills and preparing them for more active social interactions inside and
outside the home.
• Cognitive development: Research has shown that an increase in physical activity
has a significant positive effect on cognition, especially for early elementary and
middle school students (Sibley, 2002). As a bonus, being physically fit as a child
may make you smarter for longer as you grow old. (Deary, 2006).
12. CASE STUDY: TONYA
At any given moment, in almost every classroom, at least one child is having difficulty with the demands of school. The struggling child may be delayed in academic skills or could be inattentive to classroom rules or be
rejected by peers. Mary Renck Jalongo remembers one little girl, Tonya, who faced each of these problems during her first-grade year (Jalongo, Isenberg, & Gerbracht, 1995).
Fortunately for Tonya, Mary was knowledgeable about children’s development. Mary realized that Tonya, like every child, had positive qualities and, with the right support, could surmount her challenges. To determine how
best to help Tonya, Mary considered Tonya’s age, abilities, and circumstances. Academically, Tonya was delayed. She had been retained in kindergarten and was not catching up with her peers. Physically, Tonya received
inadequate nutrition and was often hungry. Socially, Tonya had few friends. She had previously badgered classmates into giving her their snacks and prized possessions, and when they refused, she pilfered items from their
desks.
Mary knew that Tonya did not receive the loving attention she needed. Tonya’s mother was sick with lupus, then at a debilitating stage, and was not able to work or attend school functions. Mary’s principal was
unsympathetic and thought that harsh punishment—no recess for a month—was an appropriate response to Tonya’s thefts.
Mary understood that Tonya was able to grow, change, and help solve some of her own problems. When Mary asked Tonya why she took other children’s snacks, she answered simply that she was hungry. When asked if she
ate breakfast, Tonya replied that she had not because she needed to take care of her younger brother. After Mary invited her to think about possible solutions, Tonya volunteered that she and her brother might be able to
get breakfast at their aunt’s house. After their discussion, Tonya followed through with this solution, walking with her brother to their aunt’s house for an early morning meal.
Mary also realized that Tonya had the ability to repair relationships with her peers. After obtaining Tonya’s promise that she would stop taking other children’s things, Mary stood by Tonya’s side and announced to the class
that Tonya had agreed to stop taking her classmates’ belongings. Afterward, Tonya earned the acceptance of the other children and began to concentrate on her schoolwork. She caught up with peers and ultimately
blossomed into a healthy, well-adjusted young woman (M. R. Jalongo, personal communication, June 12, 2007). What knowledge of child development did Mary reveal in her support of Tonya? What kind of impact did Mary
Jalongo have on Tonya’s life? Mary realized that Tonya could grow and change if given sensitive, loving care. By encouraging Tonya and her brother to eat breakfast with their aunt, Mary helped fulfill Tonya’s physical needs
and paved the way for closer ties to extended family. By repairing Tonya’s damaged reputation with her peers, Mary helped Tonya earn their acceptance. Feeling comfortable physically and secure emotionally, Tonya became
better prepared to tackle academic tasks and develop a healthy sense of who she was and how she fit into the world around her. Thanks, in part, to Mary’s thoughtful intercession, Tonya would ultimately thrive.
We know that you, too, want to educate children in the most effective ways possible. Our primary goal with this book is to help you support the healthy development of all children in your care. We pursue this goal with two
approaches. First, we ask you to learn how children think, feel, and act at various ages. Becoming sensitive to children’s age-related characteristics is an important part of your preparation as a skilled educator. Second, we ask
you to apply what you learn about child development to help all children succeed. We do so by explaining and showing you practical techniques for nurturing children.
13. STUDENT LEARNING AND BEHAVIOR: TONYA
RELATIONSHIP OF SELF-CONCEPT
• Tonya was retained in kinder due to her
academic delays
• Her physical needs were not met due to
mothers' sickness
• She reflects on the situation and offers a
solution (go to their aunt's house for
breakfast)
• After her physical needs were met, she was
able to concentrate on schoolwork
SOCIAL DEVELOPMENT
• She had a sense of responsibility of
her brother
• She harassed and stole from peers
• Few friends
• She stole because of hunger
• She earns acceptance from peers after she
repairs relationships
• Feel comfortable physical and emotionally
14. HOW CAN WE IMPROVE LEARNING AND
BEHAVIORS?
• As presented in the case study, teachers play an important role in identifying
student needs and working with them and their families to improve students'
outcomes.
• We can improve behaviors by developing and restoring
relationships, giving students a safe space to express their voice and advocate for
themselves.
• When we know what works for them, we can give them a chance and tools to
demonstrate growth and learning.
16. HOW CAN TEACHERS INTEGRATE AND INCORPORATE
GROWING AND LEARNING THEORIES?
• Teachers can integrate and incorporate growing and learning theories in many
ways. Teachers can incorporate lessons and activities through Morning Meetings,
Community Circles, and Restorative Practice. Lessons can also be modified for
different learning styles and levels. When teachers make plans for reading and
math small groups, they must be aware of what is developmentally appropriate,
academically, socially, and emotionally. Materials and manipulatives must be
connected to lessons, standards, and what students are capable and can achieve
with the proper stimuli.
17. CLOSING ACTIVITY
Poster Instructions:
You will be randomly assigned a child development theorist. The name of my
theorist is ___________________________________ Use the information given previously to
research your theorist to discover his/her theory, impacts, and contributions to child
development.
You will create an acrostic poem using the first and last name of your theorist. For
each letter you will write a full sentence about one of the following (in your own
words): the theorist’s life the theory and/or impact of theory on child
development
19. REFERENCES
• Deary, I., Whalley, L., et al. (2006). Physical fitness and lifetime cognitive change. Neurology, 67, 1195-1200.
• Sibley, B., & Etnier, J. (2002). The effects of physical activity on cognition in children: A meta analysis. Medical Science
of Sports and Exercise, 4(5), 214.
• McDevitt, T. M. & Ormrod, J. E. (2019). Child development and education (7th ed.). Hoboken, NJ: Pearson Education,
Inc.
• McLeod, Saul (2013). Kohlberg's Theory of Moral
Development. https://www.simplypsychology.org/kohlberg.html#:~:text=Kohlberg%20suggested%20that%20people
%20move,preconventional%2C%20conventional%2C%20and%20postconventional
• Ackerman, Courtney E. (2018). What is Attachment Theory? Bowlby’s 4 Stages Explained.
https://positivepsychology.com/attachment-theory/
• CHILD DEVELOPMENTPhysical Development. (n.d.). https://www.firstdiscoverers.co.uk/the-science-of-childcare-
physical-development/
• Cherry, Kendra (2020). Child Development Theories and Examples. https://www.verywellmind.com/child-
development-theories-
2795068#:~:text=Piaget's%20Cognitive%20Developmental%20Theory&text=Theorist%20Jean%20Piaget%20propose
d%20one,influential%20theories%20of%20cognitive%20development.&text=His%20cognitive%20theory%20seeks%2
0to,thought%20processes%20and%20mental%20states
• Child Development Theorists. (n.d.). chrome-
extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.uen.org/cte/family/child_development/downloads/respo
nsibilities/child-development-theorists.pdf
Notas del editor
In these three theory examples, we can observe that students use manipulatives and models of the expectation of the lesson. Students involvement and teachers' scaffold provides more opportunities for student success.
All of these theories are more about how the personality and interactions with others. Morals, emotions, and social interactions are an important part of student development.
Some of these agreements are the basic ones for my building. At the beginning of every year, we revised them as a staff and make modifications. We also try to align all of them with our mission and vision.
The groups will have about 10 min to complete the activity. After the time is up, groups will share what they've done and explain to the rest of the staff.
Deary, I., Whalley, L., et al. (2006). Physical fitness and lifetime cognitive change. Neurology, 67, 1195-1200.
Sibley, B., & Etnier, J. (2002). The effects of physical activity on cognition in children: A meta analysis. Medical Science of Sports and Exercise, 4(5), 214.
Case study: McDevitt, T. M. & Ormrod, J. E. (2019). Child development and education (7th ed.). Hoboken, NJ: Pearson Education, Inc.
Staff will follow the link and work (add sticky notes) under each one of the questions.
Deary, I., Whalley, L., et al. (2006). Physical fitness and lifetime cognitive change. Neurology, 67, 1195-1200.
Sibley, B., & Etnier, J. (2002). The effects of physical activity on cognition in children: A meta analysis. Medical Science of Sports and Exercise, 4(5), 214.
McDevitt, T. M. & Ormrod, J. E. (2019). Child development and education (7th ed.). Hoboken, NJ: Pearson Education, Inc.
https://www.simplypsychology.org/kohlberg.html#:~:text=Kohlberg%20suggested%20that%20people%20move,preconventional%2C%20conventional%2C%20and%20postconventional
https://positivepsychology.com/attachment-theory/
https://www.firstdiscoverers.co.uk/the-science-of-childcare-physical-development/
https://www.verywellmind.com/child-development-theories-2795068#:~:text=Piaget's%20Cognitive%20Developmental%20Theory&text=Theorist%20Jean%20Piaget%20proposed%20one,influential%20theories%20of%20cognitive%20development.&text=His%20cognitive%20theory%20seeks%20to,thought%20processes%20and%20mental%20states
https://www.uen.org/cte/family/child_development/downloads/responsibilities/child-development-theorists.pdf