ELM-500-Stages of Child and Adolscent Development PDF

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Summary

Cognitive, linguistic, social, emotional, and physical stages of child development....

Description

Stages of Child and Adolescent Development

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Cognitive

Linguistic

Social

K-2nd Grade

3rd-5th Grade

6th-8th Grade

Preoperational – object permanence, early problem solving, egocentric (Driscoll, 2014)

Concrete Operational – conservation, reversibility, concrete logical reasoning (Driscoll, 2014)

Formal Operational – abstract logical reasoning, able to hypothesize, develops concern over social issues (Driscoll, 2014)

Jean Piaget’s constructivist theory states that children actively participate in constructing their mental worlds by interacting with their environment. Lev Vygotsky’s sociocultural theory stresses the impact of culture and social relations on cognitive development. Piaget and Vygotsky both mention prelinguistic, holophrastic, the telegraphic, the complex, and the intuitive linguistic period

Phonetic inventory is refined, sophisticated decoding ability, improvement in lexical and semantic ambiguity, ability to understand and use passive sentences, emergence of uncommon syntactic structures (Wang, 2015). “Social-emotional Greater independence Begin to take the development covers and commitment to perspectives of others peer groups, indulging two important concepts (non-egocentrism), of development in Rights risky Reserved. behavior. Social identify more All ©Children 2017. Grand Canyon University. including the interactions include with other children of development of self or similar gender (Malik & complex relationships, temperament and disagreements, Marwah, 2020) relationship to others or breakups new

Students vocabulary Phonological size increases by 20,000 development, Production of all/most words, they can sustain longer conversations, sounds of L1, mastered increase in lexical basic syntactic diversity, lexical structures, multisyllabic words, pragmatic use of complexity, and lexical density, the use of language, vocabulary derivational prefixes size increase by 9,000 and suffixes

Interpersonal perception accuracy, able to follow simple rules and directions, learned social skills like giving praise and apologizing for unintentional mistakes

Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)

Reflection: Understanding the unique aspects of development aids teachers in helping students move forward with their learning goals. Teachers are able to engage and meet the academic abilities of students with various learning abilities when they have sufficient knowledge of student development. Knowing the stages of cognitive, linguistic, social, emotional, and physical development helps teachers to provide effective strategies and support students in learning. By doing so, teachers can more effectively address their student’s specific issues by using recommended instructional strategies addressed in each developmental domain. Regardless of what content area they teach, teachers must be knowledgeable in all areas of our student’s development in order to interpret assessment results from specialist reports, identify students’ linguistic needs, and meet teacher education professional standards (Wang, 2014, pg. 27-28).” The stages of development differ from kindergarten to eighth grade by progressing each step of the way. In kindergarten, students are at the beginning stages of their developmental domains. Students in kindergarten are the preoperational stage of cognitive development, whereas students in eighth grade are in the formal operational stage. One of the major differences between the two stages are that in kindergarten, students have difficulty seeing things from others points-of-view because of their inherent egocentrism. In eighth grade, students have grown out of their egocentrism, and they are able to reason hypothetically and develop concern over social issues (Driscoll, 2014, p. 195). In kindergarten, students may have not mastered the use of personal pronouns, and they are likely to understand between 8000 and 14,000 words. In eighth grade, students are focusing on linguistic refinement (Matthews, 1996, p. 26).” Learning activities will differ based on the stages of development because students at a lower level may not be able to handle complexities of upper level developmental activities. For instance, students in K-2nd grade are able to follow simple rules and directions, therefore their teacher will incorporate activities which are easy to follow and do not require too many or too complicated steps. On the other hand, students in 6th-8th grade are able to handle those more complex directions and also can handle greater independence so they may be given activities which can be completed without assistance. Teachers can incorporate the learning theories, principles, and strategies into their classroom by giving the students ample time to actively participate in their own learning. A teacher should not lecture students in order to impart knowledge. Instead students should engage in meaningful activities that allow them to interact with their environment (Driscoll, 2014). For instance, teachers of kindergarten students may incorporate physical development theory strategies into their classrooms by giving students motor skill activities which enable kindergarten students to physically interact with the world around them. This imparts much more knowledge than simply telling them how it is done. This matrix can serve as a guide in developing ways to meet the needs of exceptional students by allowing the teacher to see what stages of development their students may fall into. Students with exceptional needs “deviate from what is supposed to be average in physical, mental, emotional, or social characteristics to such an extent that they require special education services in order to develop to their maximum capacity (Boykin, 1957, p. 42).” If the average in a classroom is at the concrete operational stage of cognitive development and a teacher notices that a student exhibits egocentrism and difficulty seeing others’ point of view, they can see that this student is behind developmentally in that domain. With this knowledge, teachers are able to work with parents, administrators, and school interventionalists to help the student progress developmentally.

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The same way the guide can be used to see where students fall behind in their development, is the same way the guide can show where students are excelling developmentally. There can be, however, misconceptions with the information in the guide, in that it is not meant to serve as a concrete list of abilities that all students must adhere to. Teachers must be aware of this fact and use the information in the guide accordingly.

References: Boykin, L. (1957). Who Is the Exceptional Child? The Elementary School Journal, 58(1), 42-47. Retrieved August 6, 2020, from www.jstor.org/stable/999345 Driscoll, M. P. (2014). Psychology of learning for instruction. Harlow: Pearson Education. Retrieved July 14, 2020, from http://gcumedia.com/digital-resources/pearson/2004/psychology-of-learning-for-instruction_ebook_3e.php Malik F, Marwaha R (2020). Developmental Stages of Social Emotional Development In Children. [Updated 2020 May 23]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-. Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK534819/ Matthews, Andrew (1996). Linguistic Development. Retrieved August 1, 2020, from https://aabs.files.wordpress.com/2007/03/childlinguisticdevelopment.pdf Petrill, K. (2006). cognitive development. In G. Davey, Encyclopaedic dictionary of psychology. Routledge. Credo Reference: https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/hodderdpsyc/cognitive_development/0? institutionId=5865

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