Musson, Jamie, CHILD AND ADOLESCENCE...

Musson, Jamie, 18240467

CHILD AND ADOLESCENCE DEVELOPMENT

DEVELOPMENTAL PERIODS; Prenatal, Infancy (0-2yrs), Early Childhood (2-6yrs), Middle Childhood (6-10yrs), Early Adolescence (10-

14yrs) and Late Adolescence (14-18yrs) (Dobozy, 2014)

Health, education and welfare of children (Bronfenbrenner, 2001. as cited in McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013).

Socialisation: preparing children to act appropriately and responsibly.

COLLECTIVIST CULTURE; encourages obedience to and dependence on authority figures, and co-operative group accomplishments

INDIVIDULISTIC CULTURE; encourages independence, competition, self assertion & expression of personal needs.

CULTURE: A long standing social system. FAMILY: 2+ people related

by birth, marriage, adoption or long term mutual agreement.

COMMUNITY: Area in which the family dwell.

3 different Development

Domains

First social encounter

By understanding that different cultures

influence childrens ideas and beliefs differently, I am able to

cater for diverse cultural backgrounds.

Using the knowledge that

influences on the child’s development can be positive,

negative or neutral, I understand possible

behavioural challenges and will guide the children

positively.

By understanding these periods, I can

look for and encourage development and age

appropriate behaviours in the students.

SOCIAL-EMOTIONAL DEVELOPMENT: Changes in emotions, self-concepts, social relationships & moral reasoning & behaviour.

COGNITIVE DEVELOPMENT: development of reasoning, memory, language & concepts.

PHYSICAL DEVELOPMENT: Systematic changes in the body & brain, age related changes in motor skills & health related behaviour.

From my understanding of the community influences, as a teacher, I will be kind & caring being a positive

influence.

I am able to adapt my lesson plans, through

differentiated instruction to; age, characteristics &

developmental progress of individual children, to better cater for different stages in

their development. (Hill, 2012)

Influenced by

Divided into

There are

Interrelated with Interrelated with

Interrelated with

Including

Including

Including

Developing the ability to see situations from other people’s perspectives (cognitive development) develops social skills (social-emotional development) (McDevitt et al., 2013).

Example

By understanding general patterns for

development and individual variations I can apply

Developmentally Appropriate Practice to nurture children

most effectively (McDevitt et al.,

2013). Can be

First social encounter outside of family

Is the

Devoted to

Key figures in A child’s

Appropriate beliefs and behaviours.

Provides

Can be

Week one Topic 1: Factors that influence development


References

Dobozy, E. (2014). Topic 01: factors that influence development [ilecture]. Retrieved

from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/64454f36-

a03f-445f-945f-

8b05e550a191?instructor=false&firstname=Jamie&lastname=Musson&email=

[email protected]&bbrole=blackboard.data.course.CourseMe

mbership$Role:STUDENT

Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South

Yarra, Vic: Eleanor Curtain Publishing

McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child

development and education. Frenchs Forest, N.S.W.: Pearson Australia.

.


No

matter what the

family structure,

Understanding

helps me to…

Ashman (2005) states that “the risk of dropping out of school doubles.. to 30%...”

I will

encourage acceptance of diverse family structures, perhaps through reading

stories that show the

caring and loving relationship in different

family structures.

Have a greater Self reliance, avoid risky behaviour and when they are older, have economic stability (Chase-Lansdale, Brooks-Gunn & Ramsky, 1994; as cited in McDevitt et al., 2013).

I shall invite all heads of the family to activities, presentations etc. as I believe this will help the child realise that the non-custodial parent is not replaced. I agree with McDevitt et al.‘s (2013) idea that involvement of the non-custodial parent will engage them in the child's progress and will influence their roles as a parent.

Younger children often believe that the separation of their parents is their own fault (McDevitt et al., 2013) leading to their withdrawal from activities. Older children may get aggressive, depressed and have difficulty with personal relationships.

I shall remain patient with the child whilst they adjust to new family structures, giving my support to the child and both parents.

Children who are/ have been in foster care or are adopted can have trouble asking for assistance resulting in a greater risk of behavioural, emotional and academic problems (McDevitt et al., 2013) although most thrive.

I shall show clear and consistent expectations towards each child and will offer my ongoing support. I shall also introduce friends and make sure child is settled into peer groups.

+ -

.

Mother and Father Extended family

Divorced Parents

Single Parent

Stepfamily Step parent

DIVERSE FAMILY STRUCTURES

..help the

children reach

their highest

potential

I shall encourage school attendance

and address

any academic weaknesses.

and Adopted family

Accustomed to extra affection and close

relationships with both their

parents (McDevitt, Ormrod,

Cupit, Chandler & Aloa,

2013). I shall strive to make the school environment friendly, showing my positive, happy attitude, being a friend more so than an authoritarian.

Children adapting to stepparents and step families may disengage from the family, spending less time at home (Ashman, 2005). Girls are more resentful towards their stepparent as they may believe that the stepparent is a replacement of the non- custodial parent.

Week two Topic 2: Family culture and community.


References

Ashman, A. (2005). Society, culture and education. In A. Ashman & J. Elkins (Eds. ), Educating

children with diverse abilities (2nd ed., pp. 5-35). Frenchs Forest, N.S.W.: Pearson

Education Australia.

McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and

education. Frenchs Forest, N.S.W.: Pearson Australia

Child and Adolescent

Development

Brain

Physical Body

Basic elements are formed (Mcdevitt,

Ormrod, Cupit, Chandler & Aloa, 2013)

Foetus progressively develops life support

systems and body structure

Activation of sensory abilities & neural

commitments

Rapid growth in proportions of body parts

(McDevitt et al., 2013), display reflexes & develop

motor skills

Takes on more mature proportions, more muscle control, & boundless energy

Growth spurt – change in height and weight

Puberty

Increasingly reflect on experiences

Can undertake multiple mental tasks at once

(McDevitt et al., 2013)

Expands intellectual abilities

Of

Of

Week three Topic 3: Biological factors of development.

Prenatal

Girl’s growth spurts end

Boy’s ongoing increase in stature (McDevitt et al., 2013)

Continued development of cortex (McDevitt et

al., 2013)

Infancy Early Childhood

Middle Childhood

Early Adolescence

Late Adolescence

Age 7-13 1

2

Age 9-14 1

2

Girls Boys

Forebrain:

Separating into left and right

hemisphere

Midbrain

Hindbrain

Which are

Hair and nails, weight, length,

and skin

Including

Include

Visual scanning, recognising faces and

distinguishing between familiar and unfamiliar stimuli (McDevitt et al.,

2013).

Resulting in

Sexual Maturity, Hearty appetites

and participation in risky behaviour

May lead to

Long term effects on physical health (Nemec, Buchanan

& Watt, 2003)

Motor skills becoming smoother

May lead to

Child sensitive about physical

appearance

Resulting in

Sophisticated thought process

Leading to

New interests, and a taste for risk and adventure (McDevitt et al., 2013)

Resulting in

Planning and executive functions, complex

thinking and judgement processes

Including

Ability to determine the effects for actions

Reflection and analysis on their own and others’

feelings and emotions

Including

Knowledge of interests

Others’ motives

Emotions

Respond to emotions non-reflectively (McDevitt et al., 2013)

Due to

Undeveloped Cortex

Children

Used

To guide behaviours

Leads to

Acquisition of fine motor skills

Examples

Reflexes:

Breathing, grasping small

objects & responding loud

sounds

Motor Skills:

Hold up head, roll over, reach, sit, crawl & walk (McDevitt et al.,

2013)

I will provide new stimulating

situations and new experiences for the children

which will include a variety of gross motor skills to help development.

I shall combine physical activity with academic lessons to

link the physical experience to

academic concepts and use up some of

the children’s energy. I will provide

cutting/drawing activities to practise

fine motor skills

I will provide structured lessons

with options for children to choose

from and I will encourage

positive self-esteem by promoting

Self-worth

I will use more student

controlled learning experiences so these children can have self-

directed learning experiences.

I will be considerate of the challenges

adolescents may face as a result of their

insecurities.

I will allow children to have almost

complete control over self-directed learning, and I will

merely acts as facilitator.

I shall also educate them about the

consequences of their behaviours.


References

Nemec, M., Buchanan, D. & Watt, A. (2003). Jump into PDHPE, book 1 (2nd ed.). South Yarra, Vic:

Macmillan Education Australia PTY LTD


education. Frenchs Forest, N.S.W.: Pearson Australia.


Week four Topic 4a: Theories of cognitive development (Part A) Piaget

While studying Piaget’s theory of cognitive development, I found it very interesting as, looking at

my past learning experiences, I could see how and where my teachers had used Piaget’s theories

on me and my classmates.

After reading what McDevitt, Ormrod, Cupit, Chandler & Aloa (2013) have said on Piaget’s theory

of cognitive development, I now understand, that when children gather information it is interpreted,

understood, structured, (Piaget, 1977) organised and stored in schemes, so they can continually

construct their knowledge (Piaget, 1977).

New information gathered by the child causes disequilibrium, until it is linked to the previous

schemes, a previous scheme is reconstructed (Piaget, 1977) to account for the new information,

or the new information creates a new scheme which achieves equilibrium (Dobozy, 2014).

Knowing how these schemes are structured and restructured, I will link new information to the

previous information the child already has, which will help their development of understanding.

When a child is in disequilibrium, I will be able to provide information that will help the child find

equilibrium.

I now recognise situations in my learning, where the teacher used the ideas of Piaget’s theory to

help my understanding. For example; throughout primary school and high school we learnt about

the water cycle. Each year when we would begin learning about the water cycle, we would be

taken back to the basics before we learnt any additional concepts.

I can now see that going over the basics was a way of making sure that our current schemes were

developed enough to interpret and understand the new information.

From here I can see that when a child is showing they do not have a full grasp of a subject or

activity I will address this by focussing on the previous knowledge the child may need to

understand the new subject.


References

Dobozy, E. (2014). Topic4a: Piaget. [mini-lecture vodcast]. Retrieved from

https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/b7b3521f-eb5a-4645-99b3-

469a545b8eb4?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@s

tudent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT



Piaget, J. (1977). Piaget on Piaget [Streaming video]. Geneva, Switzerland: Yale University.

Retrieved from https://www.youtube.com/watch?v=I1JWr4G8YLM

READINESS

Child reasoning skills don’t appear

at same ages

according to culture (McDevitt

et al., 2013)

Children continually construct

knowledge (Piaget, 1977) through schemes and

operations

Children gradually

internalise social activities & shared thought, to internal

mental models (McDevitt et al.,

2013).

Children learn new knowledge if

they can assimilate into

existing schemes (McDevitt et al.,

2013)

Zone of Proximal Development: Link between activities children can’t do

independently and activities can do with

guidance khanacademy medicine, 2014)

Experiences facilitated and

interpreted by MKO


As children learn new concepts, they must be

built on firmly established previous

knowledge.

When explaining a new concept or

procedure I will talk through the steps whilst guiding the

children in predicting what to do next

I will ensure that the activities can

be modified for the skill levels within

the variety of cultures in my

class.

I will ensure that the lessons are set

in the child’s cognitive ability so

they are challenged but not

overwhelmed

Social interactions with

peers leads to more logical thought

processes (McDevitt

et al., 2013)

Social interactions with

More Knowledgeable Other (MKO) lead to

higher mental Functions

(Khanacademy medicine, 2014)

Children develop refined knowledge

only when they encounter challenging phenomena (McDevitt

et al., 2013)

Children benefit mostly from tasks they can’t complete

without guidance from

MKO

I will provide challenging tasks that causes disequilibrium whilst guiding children through each concept

Each kind of social interaction plays a

different role in cognitive development

and I will be sure to involve both peer and MKO in the learning

environment

I will create opportunities for

children to work and explore by

themselves, forming a basic understanding before collaborating

with others.

Children’s independent

experiences form basis for

developing schemes with little guidance


While observing the children working, if I notice that they are

self talking through the process, I know that

the skill is not yet mastered.

Absolutely critical, children

internalise social interactions as

thought process (McDevitt et al.,

2013)

Interactions with peers present

arguments and information which

create disequilibrium (McDevitt et al.,

2013).

I will create group activities, where

the children need to work

together to solve problems and finish the work.

Interactions with mature individuals who are supportive in challenging tasks


I will continuously work one on one

with children giving feedback

and helping when needed

I shall evaluate what stages the

children are in and adapt the lessons to accommodate

the variety of cognitive abilities

Age at which children reach

stages differ

according to culture (Piaget,

1977)

Provides verbal labels for schemes & primary means of interaction with others (McDevitt, Ormrod, Cupit,

Chandler & Aloa, 2013).

As language is a child’s primary means for interaction I will help develop oral language in the classroom to aid further social relations.

PIAGET VYGOTSKY

LANGUAGE IMPORTANCE:

EXPERIENCES THAT PROMOTE DEVELOPMENT

MOST VALUABLE SOCIAL INTERACTION

CULTURAL INFLUENCES

LANGUAGE IMPORTANCE:

IMPORTANCE:

MOST VALUABLE SOCIAL INTERACTION

CULTURAL INFLUENCES

CONSTRUCTIVE SOCIAL

INTERACTIO

N

CHALLENGE

EXPERIENCES THAT PROMOTE DEVELOPMENT

Week five Topic 4b: Theories of cognitive development (Part B) Vygotsky

References



Khanacademymedicine. (2014, February 25). Vygotsky sociocultural development [Video file].

Retrieved from https://www.youtube.com/watch?v=-p_-0n2f35o

Piaget, J. (1977). Piaget on Piaget [Streaming video]. Geneva, Switzerland: Yale University.

Retrieved from https://www.youtube.com/watch?v=I1JWr4G8YLM


Week six Topic 4c: Theories of cognitive development (Part C) IPT

Before studying the information processing theory of cognitive development, I had not realised the

importance of attention in the classroom. I knew I had to pay attention in class to learn and

respectively I have to gain and keep the students’ attention so they will learn. However, I had the

false perception that attention could be focussed on more than one subject simultaneously.

I had not realised that attention was selective and when paying attention to something, all other

stimuli from the environment is excluded (khanacademymedicine, 2013). From the many videos I

watched that demonstrated examples of selective attention, I realised attention cannot be divided

but can alternate between two subjects so quickly that it seems simultaneous.

Applying this theory to young children I can see that their attention quickly moves from one thing to

another (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013) and as a teacher I need to cater for this

by selecting the most beneficial information to teach (Dobozy, 2013). I need to make the activities

intriguing and fun with bright colours and manipulative objects (McDevitt et al., 2013) whilst

keeping the activities short or including small physically active breaks. I will also pay particular

attention to signs of distraction, regaining their focus and altering the lesson plan accordingly.

Throughout work experience in a kindergarten class, I saw this continually in use and working in

most activities. The teacher applied this concept to learning addition, she created a five minute

activity that involved the children manipulating counters and dice. The children were instructed to

roll the die, write the number on the die on a whiteboard and then display that number with

counters. The children were then asked to repeat this step to make the other half of the equation.

From here the children could either answer the equation by recognising the numbers on the

whiteboard or by counting all the counters to find the answer. Using counters and dice kept the

children attentive while still benefiting the activity.


References

Dobozy, E. (2014). Topic 4C3 attention. [mini-lecture vodcast]. Retrieved from

https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/92a2679c-028d-4750-87f4-

1595821fc11a?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@st

udent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT

Khanacademymedicine. (2013, July 18). Divided attention, selective attention, inattentional

blindness and change blindness [Video file]. Retrieved from

https://www.youtube.com/watch?v=7zcQ2JwvAKU




Week seven Topic 5a: Development of language and communication

(Part A) 4 theories

Before studying the trends in language development and the development of pragmatics, I knew

that there was a diversity of language and its usages in different cultures. Although, I had never

thought about how this would affect the pedagogy I use in the classroom.

Through my study, I have come to realise that verbal language is not the only barrier in the

classroom, but also pragmatics. Language pragmatics includes the verbal and non-verbal

strategies for effective communication (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013). These

strategies include how to ask questions (McGarrity, 2012), responding to a question, initiating a

conversation, eye contact (Emmitt, 2010), and changing the topic of the conversation (McDevitt et

al., 2013).

Emmitt (2010) gives an example of this when he talks about the domination of the Initiation/

Response/ Evaluation (IRE) in the classroom. He explores the idea that when a teacher asks a

question, they already know the answer and are asking as a way to assess the child’s knowledge.

However, in different cultures when a question is being asked it is because the speaker does not

know something.

As a teacher, it will be my responsibility to bridge these gaps and differences between the

discourses of school and different cultures. To do this I will educate myself about the different

cultural expectations of the language patterns students are likely to use in the classroom. I will

vary the questions I ask so they will be familiar to the children from different cultures. I will also

take into account the sociocultural differences when interacting with students. This will help me to

not assume that a student is rude and unwilling to make productive contributions in class but is

behaving in a way deemed appropriate by their culture.


References

Emmitt, M. (2010). Language variation. Language & learning: an introduction for teaching.

Retrieved from

http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60266247.pdf&copyright=1

Laura McGarrity. (2012, April 4). Chomsky -- universal grammar [Video file]. Retrieved from

https://www.youtube.com/watch?v=xfiHd6DyuTU



http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60266247.pdf&copyright=1


Week eight Topic 5b: Development of language and communication (Part B) Diversity and exceptionalities.

Reading Development

More successful when children have

Phonological awareness

Defined The ability to hear distinct

sounds in the spoken language (McDevitt,

Ormrod, Cupit, Chandler & Aloa, 2013).

Includes

Example Develop

Hearing that /k/, /a/ and /t/

individually exist as sounds.

Around age 4 and 5

(McDevitt et al., 2013).

Alliteration Rhyme Syllables Words

Includes

Phonemic Awareness

Includes

Children develop

awareness that words have

spaces between them (Hill,

2012).

Timing (Hill, 2012)

Stress (Hill, 2012)

Intonations (Hill, 2012)

Dividing words into phonemes

cat = /c/, /a/, and /t/. (McDevitt et

al., 2013).

Separate phonemes /b/, /e/

and /d/ can be combined to create bed (McDevitt et al.,

2013).

Around age 6 & 7

(McDevitt,et al., 2013).

Ability to recognise and

manipulate phonemes (Hill, 2012).

Example

Being aware of syllables helps children read compound words and words with

multiple syllables (Hill,

2012).

Awareness of rhyme develops more abstract phonological

skills and basic reading ability (Hill, 2012).

Having phonemic awareness

helps in recognising

words with the same onset sounds (Hill,

2012).

“wewettthebech” (Hill, 2012) becomes ‘we went to the beach’

Watermelon – compound word

and tomato – multiple

syllables

Child takes into account the first word and rhyming end of word when reading

say, day, May and lay

Snakes slither in the city.

Because Because Because Because

Example Example Example Example

I will build on the child’s knowledge of letters to include the

phonetic sounds of single and blended

phonemes, therefore enabling the child to

construct and deconstruct

words.

I will explore alliteration through

poems, tongue twisters and stories,

encouraging the children to write their

own alliteration sentences.

I will continuously read stories with rhyme to the

children and ask them to come up with more rhyming examples for the rhymes presented in the

book. The more practice the child has reading, will

help with their writing as they will know how written words are supposed to be

displayed and have a larger vocabulary.

When teaching reading strategies, I will

clap the syllables, emphasising the breaks,

and encouraging the children to do so when

reading individually.

When learning reading strategies I will

demonstrate and encourage sounding out of individual and blended

phonemes, so when a child reads unfamiliar

words they will use this strategy.

Paying attention to children’s spoken

language will allow me to gauge their development of speech and therefore

give insight of what needs to be built on

when they begin to read.

Develop

Defined


References



Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South Yarra, Vic:

Eleanor Curtain Publishing


INDIVIDUAL DIFFERENCES IN CHILDREN’S ATTACHMENTS Week nine Topic 6a: Emotional

development (Erikson)

Secure Attachment Insecure - Avoidant Attachment

Insecure - Resistant Attachment

Disorganised and Disorientated Attachment

Children use the caregiver as a safe haven and a secure base

where they can relax and explore their surroundings (McDevitt,

Ormrod, Cupit, Chandler & Aloa, 2013). When the caregiver leaves,

the child becomes afraid and distressed. Although, when the

caregiver returns the child will seek close proximity and is quickly

soothed, returning to their explorations (The Curios

Classroom, 2013)

Understanding this attachment behaviour, I will endeavour to be supportive as their teacher,

creating a safe and secure atmosphere within the classroom, which will

encourage the children to enjoy school, feel competent and

achieve at higher levels academically.

Children explore their unfamiliar surroundings and seem to be

oblivious to the caregiver’s presence (McDevitt et al., 2013).

Children seem to show less distress when the caregivers leave and will

continue their explorations (The Curios Classroom, 2013). When

caregivers return children are slow to initiate contact, if at all, and will

continue to explore.

These children have been taught to be self-sufficient in soothing themselves when

afraid and distressed, and may exhibit behaviour including;

busying and excluding themselves for a time. I will be

patient, caring and encouraging, to create a safe

and secure base in the classroom.

Children initially explore less and have an exaggerated

dependency on their caregivers (The Curious Classroom,

2013). When the caregivers return, the children may rush to the caregiver but is not easily

comforted (McDevitt et al., 2013) and may struggle for

release by kicking and arching their backs (The Curious

Classroom, 2013)

To discourage ‘clinginess’ to myself as the teacher. I shall …

teach and reinforce Appropriate

social behaviours

and encourage and promote inclusion into

peer groups rather than ‘best friend alliances’.

These Children are easily overwhelmed in new environments and may change emotions abruptly

(McDevitt et al., 2013). When caregivers return, these children may

temporarily be afraid or will be indecisive about approach or retreat (The Curious Classroom, 2013). Few

children may even show no attachment or emotion towards

caregivers (McDevitt et al., 2013)

I will build routines into the daily and weekly programs, within my class, which will

promote stability and consistency in their learning environment. I will be patient and supportive when I see

their emotions change abruptly as they may be feeling overwhelmed.

Attachment is the emotional bond developed between a child and their caregiver/s (Dobozy, 2014).

Responding appropriately to the baby’s cues is the key factor to developing attachment (The Curious Classroom, 2013)


References

Dobozy, E. (2014). Topic 6a emotional development – part a [mini-lecture vodcast]. Retrieved from

https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/87f3985d-f9da-45b6-90ef-

9de7e6002735?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@s

tudent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT



The Curious Classroom. (2013, August 15). Ainsworth and attachment part 3 [Video file].

Retrieved from https://www.youtube.com/watch?v=9HG05AIlH6Y

Musson, Jamie, CHILD AND ADOLESCENCE...

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