Final Project

Child Development of 4th and 5th Grade Learners

By: Rachel Niemeyer

Major Developmental TheoristsErikson: • Industry versus Inferiority   • Identity versus Identity Confusion   • Culture

Bandura: • Modeling • Social Cognitive   • Social Learning

Skinner:• Operant Conditioning     • Reinforcers• Punishment  

Bronfenbrenner: • Chronosystem• Microsystem   • Mesosystem

Vygotsky :   •Sociocultural Theory:.

•Zone of Proximal Development:

•Social Mediated Process (AKA: Scaffolding):.

Piaget: •Cognitive-

•Stages of Developmental Thinking

•Concrete Operational

Physical Development

Ways That Teachers Promote Physical Development and Health

• incorporate physical activity into daily lessons, activities and mini lessons

• brain gym • Have the children to do jumping

jacks before a lesson• provide interactive and hands on

activities and lessons• incorporate health issues into mini

lessons • provide extra opportunities for the

students to exercise and spend time outside

• give students an extra recess• incorporate different kinds of games

that require the students to move    

Cognitive Development

Piaget discovery/inquiry learning differentiation scaffolding stages of Cognitive Development

Vygotsky Zone of Proximal Development social interactions cooperative learning peer collaboration

Information Processing Theorists memory expands and grows with age

Sternberg differentiate the instruction allow the students to be creative relate the content to the real world every student is different every student learns differently

Gardner eight multiply intelligences

Carroll every student is different

Ways Teachers Can Help Students Develop Cognitively

• Model• Scaffold• Coach• Assisted Performance• Challenge Students To Reflect On Their Learning

Top Ten List*Things Teachers Need To Remember About Promoting

The Cognitive Development Of 4th and 5th Grade Learners* 

1. Differentiation2. Multiple Intelligence (Gardner) 3. Memory Expands and Grows 4. Zone of Proximal Development (Vygotsky) 5. Holistic Teaching 6. Scaffolding (Vygotsky) 7. An array of learning experiences (Carroll)8. Discovery/Inquiry Learning (Piaget) 9. Culturally Responsive Teaching 10.Cooperative/Collaborative Work Groups (Vygotsky)

Language Development

Physical Development Cognitive Development Language Development

Family Influences

-Provide food and shelter

-imamate and mimic the people in their family to learn their gross and fine motor skills.

- parents teach and work with children to help further develop gross and fine motor skills

-Teach children-Read to children-Provide children with feedback for their behaviors-Children observe the people in their family to learn appropriate behaviors and actions-Learn what behaviors result in positive praise and which actions result in negative praise from their siblings and from their parents

-children observe and imitate their parents and siblings’ language skills

-learn the appropriate rules of language from the people in their family

-children observe their parents and siblings conversations with each other and intern mimic their conversation skills and actions.

Peer Influences

-provide children with opportunities to participate in extracurricular activities such as sports or clubs

-children “play” with their peers

-playing games and doing physical activities with other children

-children begin to challenge each other’s ideas

-children begin to develop their own thoughts and begin to support their ideas effectively

-communicating with other children

-learn to solve their own problems by communicating effectively with their peers

-imitate their peers’ words and conversational skills

-observe and spend time listening to other children talk and intern learn different words and language rules

-develop their own language “code”

Media Influences

-children who watch excessive amounts of television or pay hours of video games rarely participate in physical activities or extracurricular activities

- many TV shows and video games don’t require children to think critically, problem solve or interact with other people

-children spend less time interacting with other children, which can negatively impact a child’s communication and language skills

-children who play violent TV shows display verbal aggressions and can pick up vulgar language

School Influences

-schools require children to attend and participate in a physical education class

-schools offer extracurricular activities and sport for children

-teach children to think critically, include inquiry lessons throughout the day, and require students to problem solve often

-teachers create lessons and activities that require students to use their cognitive skills on a daily basis

-teachers read to their students

--provide activities and lessons that require children to interact with one another-provide children with the necessary skills to communicate effectively with other children-Teachers model good language skills and teach their students about the appropriate rules of language--students observe and mimic their teachers’ language and communication skills.-Children learn words from the teachers and their peers

Influences Families, Peers, Media, and Schools Play On The Physical, Cognitive, and Language Development of 4th and 5th Grade Learners

Culturally Responsive Roles For Teachers

• Modeling

• Coaching Students

• Providing Feedback

• Guiding Students Thinking

• Asking Critical Thinking Questions

• Teaching Complex Thinking

• Using students experiences and their funds of knowledge to help them make connections to the curriculum

• Being aware of the diversity in the classroom

• Creating a classroom of open communication

•Asking students to reflect on their own cultures and their learning in the classroom•Providing meaningful tasks for the students to do • Managing dialogue between the students that is directed towards specific goals • Helping student’s own their learning in the classroom • Helping student’s learn about their own cultures and backgrounds • Providing student’s with cultural opportunities, interactions, and resources that allow them to learn more about their own culture and other people’s cultures   

Bibliography

• Berke, L.E. (2009). Child Development . Boston: Allyn and Bacon.