3rd Class; Development

3rd Class; Development

1. Nature vs. Nurture

   • Nature: inherited, i.e. through genes, hereditary, etc
   • Teachers should...
     • Be aware of the differences each child will have in both genetic make-up and home environment.
     • Ensure that class activities are both fair to weaker students, yet challenging to stronger.
   • Nurture: environmental, i.e. role of parents, peers, teachers, etc.

2. Bronfrenbrenner's (1979) Ecological Systems Theory

   • Develops within a system of relationships affected by environment
     • Teachers are in the 'Mesosystem.
   • Teachers should...
     • be aware of potential reasons for success/failure
     • create a safe, nurturing environment to feel comfortable to take risks in learning
     • ensure that students are supported when struggling

3. Erickson's Theory of Psycho-social Development

   • Psycho-analytic theory, 8 stages. 3rd Class = Stage 4
     • Middle Childhood; 7-12, industry vs. inferiority, neighbourhood and school environment
   • Teachers should...
     • encourage students to focus on their strengths and acknowledge them
     • encourage confidence development
     • use physical activity to relieve stress
     • incorporate curriculum activities from many areas

4. Behavioral Learning Theories

   • Classical Conditioning (Pavlov)
     • Classroom example; using a tibetan bowl for children to be quiet
   • Operant Conditioning (Thorndike & Skinner)
     • Classroom examples: +ve reinforcement: gold star, -ve reinforcement: no homework, etc.

5. Social Learning Theory (Bandura)

   • behaviour is learned through observation of others, through modelling, imitating, and observational learning
   • Teachers should...
     • model pro-social behaviour as children will imitate.
     • model positive behavior with positive consquences

6. Piaget's 4 Stage Model of Cognitive Development

   • pass through four stages in a fixed order
   • cognitive development is influenced by others
   • 3rd class: Concrete Operational Stage (7-11)
     • Developed: logical reasoning, conservation, reversibility, classification,
     • Not Developed: abstract reasoning, scientific or hypothetical thinki
   • Teachers should...
     • provide a stimulating environment
     • encourage classification of objects on complex levels
     • allow students to learn from their mistakes as Piaget believed we learn through trial and error

7. Vygotsky's Social Constructivist Approach

   • knowledge is socially constructed, environment is part of child's development
     • Social Interaction
       • Zone of Proximal Development (ZPD)
       • Scaffolding
         • person acts as a guide/support to enhance and assist a child's intellectual development
     • Cultural Context
       • human activity occurs in all cultural settings, and they cannot be understood seperately
         • required for better mental functioning
           • values/beliefs are passed on through generatins
     • Cultural Tools (Language)
       • critical, as allows child to transform thinking and make sense of and learn about the world
   • Teachers should....
     • encourage discussion
     • provide co-operative learning / peer tutoring
     • allow time for pair work: strong help the weak
     • ensure access to cultural tools
     • provide instruction in a cultural context
   • According to the curriculum, children..
     • learn through guided activity/discovery
     • should be exposed to collaborative learning
     • learn through language

8. Growing up in Ireland Study; Obesity among 9 year olds

   • height and weight have increased in recent decades, weight increasing quicker
     • immediate and long term physical and emotional risks
       • more likely to be bullied, have emotional/behvioural problems
         • lead to poorer educational performances
   • P.E. Curriculum (3rd Class)
     • recommended: 1 hour per week, many different strands
       • Athletics
         • sprint 30-60m, with good acceleration and technique
         • practice in a standard running relay
         • run 20-40m jumping a series of hurdles 30-40cm high

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