Competency 001
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BY JENNIFER AND CENDY MARTINEZ Competency 001
description
Competency 001. By Jennifer and Cendy Martinez. Competency 001. “The teacher understands human development processes and applies this knowledge to plan instruction and on going assessment that motivate students and are responsive to their developmental characteristics and needs”. - PowerPoint PPT Presentation
Transcript of Competency 001
BY JENNIFER AND CENDY MARTINEZ
Competency 001
Competency 001
“The teacher understands human development processes and applies this knowledge to plan instruction and on going assessment that motivate students and are responsive to their developmental characteristics and needs”.
Why study children’s development?
The more you learn about children’s development, the more you can understand at what level it is appropriate to teach them.
Human Development
Four types of human development:
Cognitive Development
Physical Development
Social Development
Emotional Development
Cognitive Development
“Cognitive development refers to the development of the ability to think and
reason”. C). Analyzes ways in which developmental characteristics of students in
early childhood through grade 12 impact leaning and performance and applies knowledge of students’ developmental characteristics and needs to plan effective learning experiences and assessments.
F). Uses knowledge of cognitive changes in students in early childhood through adolescence to plan developmentally appropriate instruction and assessment that promote learning and development.
H). Recognizes signs of developmental delays or impairments in students in early childhood through grade 4.
Jean Piaget’s Development Theory
The Sensorimotor
Period
Preoperational Thought
Concrete Operations
Formal Operations
(birth to 2 years) (2 to 6 or 7 years)
(6/7 to 11/12) (11/12 to adult)
Infant stages are constantly experimenting and realizing that objects exist.
Children are able to think about things symbolically (not completely logical).
Children demonstrate logical (Reasoning) and concrete (real).
They are on their intellectual development stage (learn, reason, and understand).
Example:Putting things into their mouth. OrCrawling
Example:Putting numbers in order.
Example:Linear equationsY= 4x+9
Example:Knowing the difference between fair and unfair.
Physical Development
D). Demonstrates an understanding of physical changes that occur in early childhood through adolescence, factors that affect students’ physical growth and health, and ways in which physical development impacts development in other domains.
I). Knows the stages of play development and the important role of play in young children’s learning and development.
J). Uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4.
K). Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community and developmental responsiveness.
Cont. Physical Development
L). Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills.
M). Knows the rationale for appropriate middle-level education and how middle-level schools are structured to address the characteristics and needs of young adolescents.
O). Understands ways in which student involvement in risky behaviors impacts development and learning.
P). Demonstrates knowledge of the importance of peers, peer acceptance and conformity to peer group norms and expectations for adolescents and understands the significance of peer-related issues for teaching and learning.
Emotional and Social Development
E). Recognizes factors affecting the social and emotional development of students in early childhood through adolescence and knows that students’ social and emotional development impacts their development in other domains.
N). Recognizes typical challenges for students during later childhood, adolescence and young adulthood (e.g. self-image, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges.
Erikson’s Psychosocial StagesStage Basic Conflict Important Events Outcome
Infancy (birth to 18 months) Trust vs. Mistrust FeedingChildren develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.
Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training
Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Preschool (3 to 5 years) Initiative vs. Guilt Exploration
Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
School Age (6 to 11 years) Industry vs. Inferiority SchoolChildren need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.
Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships
Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.
A and G
A). Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through grade 12.
G). Understands that development in any one domain (i.e. cognitive, social, physical, emotional) impacts development in other domains.
(all stages of development).
Sample Question
During the middle school years, young adolescents’ need for an increasing sense of autonomy can best be met by
A. designing activities and assignments to permit student choice among a range of options.
B. Using democratic processes to make decisions affecting the whole class (e.g., where to go on a field trip).
C. Routinely including blocks of unstructured time in students’ daily schedules.
D. assigning grades based primarily on students’ self-evaluations of their performance.
References:
http://cms.texes-ets.org/texes/prepmaterials/texes-preparation-manuals/#Prep Manual Downloads
http://www.cincinnatichildrens.org/health/c/cognitive/ http://penta.ufrgs.br/edu/telelab/3/piaget's.htm http://www.youtube.com/watch?v=TRF27F2bn-A http://psychology.about.com/library/bl_psychosocial_summary.
htm http://highered.mcgraw-hill.com/sites/dl/free/0070909695/12
0220/santrock_edpsych_ch02.pdf
http://psychology.about.com/library/bl_psychosocial_summary.htm
http://www.webmd.com/children/piaget-stages-of-development
http://childdevelopmentinfo.com/child-development/erickson
