Details are important for absolute clarification on the lesson being taught. Before presenting, it is important to have every angle of the lesson carefully planned and written out in step-by-step format. Following the planned lesson format is the teacher’s success in lesson presentation and details. Having all the necessary information present at the time a teacher presents the lesson also makes the lesson’s overall effectiveness that much stronger and can have a powerful effect on comprehension from students.
“The early bird catches the worm.” “Those who think ahead, get ahead.” These phrases certainly apply when paying attention to detail in lesson preparation. Attention to detail in lesson preparation can help a teacher in overall effectiveness by having his or her students comprehend a lesson. Confusion is certainly not something a teacher wants to see when presenting a lesson. By paying attention to all the details of a lesson, confusion can be avoided. One way is to take time during lesson preparation to sort out every detail of a lesson. A teacher can effectively trouble-shoot their own work, and come up with solutions to potential problems or questions that may arise. This is important because a part of a teacher’s job is to anticipate what kind a feedback will occur after a lesson presentation. Going into a scenario blind can cause confusion not only for the students, who will most likely be learning the material for the first time, but can also put the teacher in an uncomfortable position which compromises his or her authority.
Details are important for absolute clarification on the lesson being taught. Before presenting, it is important to have every angle of the lesson carefully planned and written out in step-by-step format. Following the planned lesson format is the teacher’s success in lesson presentation and details. Having all the necessary information present at the time a teacher presents the lesson also makes the lesson’s overall effectiveness that much stronger and can have a powerful effect on comprehension from students.
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Describe socioeconomic and ethnic variations in child-rearing, including the impact of poverty.7/20/2010 Child-rearing has an impact in socio-economic and ethnic variations. According to Bee & Boyd (2007), “the Steinberg and Dornbusch sample experiment on child-rearing was large enough to allow them to do sub-groups of African American, Hispanic American, Asian American, and Caucasian Americans. The results of the study suggest both common processes and unique cultural variations. After examining a wide variety of aspects in cultural difference they conclude that an additional key element is the belief students and parents hold about the importance of education for later success in life. All four racial and ethnic groups studied share a belief that doing well in school will lead to better chances later, but the groups disagree on the consequences of doing poorly in school” (Bee & Boyd, p.373, 2007). Bronfenbrenner, according to Bee & Boyd (2007), “is a developmental psychologist who developed a theory that is referred to as a bio-ecological approach off the basis that the family is the filter through which larger society influences child development. He attempted to explain how all of the various environmental influences on child development are related to one another.” An earlier study by Bronfenbrenner reported by Elder (1962) “shows that the differences in socio-economic and ethnic variations in several studies suggest that middle class parents, mothers in particular, are more inclined to handle their pre-school children permissively than are lower or working class parents. According to the authors of one of these studies, working class mothers were more punitive, restrictive, less permissive with respect to sex behavior, aggression, and dependence, and lower on warmth than were mothers of middle class status. It is concluded that lower class parents are more likely to be autocratic or authoritarian than middle class counterparts and the social class differences are least in the rearing of boys and greatest in the rearing of girls. Lower class parents are reported to be much more controlling in rearing of their daughters of junior high school age than are middle class parents” (Elder, 1962). In conclusion, from what I have read, and the study results based on Bee & Boyd’s (2007) text, the parenting style that seems to have the overall best effect in terms of both behavior and academic performance would be the Authoritarian style. I thought it was interesting how a study done 50 years prior show’s differences in socio-economic class; however, recent studies show a merge of cultural perceptions with minor varying differences. This merge of cultural and socio-economic differences was not unforeseen in the study Bronfenbrenner conducted back in 1962. Elder (1962) mentions, “In concluding his review, Bronfenbrenner points out that, ‘in the past few years, there have been indications that the gap between the social classes may be narrowing’” (Elder, p. 7, 1962). What are you thoughts as to why this cultural merge of child-rearing may and/or may not be occurring? Sources: Bee, H., and Boyd, B. (2007). The Developing Child (11th ed.) Boston, MA: Pearson. Elder Jr., G. (1962). Structural Variations in the Child Rearing Relationship. Sociometry, 25(3), 241-262. Retrieved from SocINDEX with Full Text database. http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=15383947&site=ehost-live Self concept is defined by Bee and Boyd (2007) in The Developing Child as one’s knowledge of and thoughts about the set of qualities attributed to the self. Piaget’s theory offer’s us an indication of when this develops in infants and toddlers, and Freud also gives some indication of this developed realization of self. When examining this concept; however, American psychologist William James approach is considered the best hypothesis. “William James compartmentalized the global self-concept into one compartment he called the “I” and the other he called the “me.” The “I” is considered the subjective self; that is the inner sense that “I am”, “I exist”. The “me” aspect is sometimes called the objective self, which is the awareness of the “I” self that is separate from others” (Bee & Boyd, 2007). What needs to occurs here is the infant and toddler’s realization that they are included in the larger scheme of life. In Piaget’s theory, one critical element of this is the understanding of object permanence, “which develops about 9-12 months of age, when the child realizes that mom and dad continue to exist even though they are out of sight. What the infant is also figuring out, in some preliminary way, is if he exists separately and has some permanence” (Bee & Boyd, 2007). [A good experiment to determine self awareness in an infant or toddler is the mirror experiment. Having a baby or toddler look into the mirror and acknowledge the reflection and make faces or gestures is a good start. To see if they are acknowledging the reflection as a different person or as themselves, try wiping the face of the reflection to see their reaction. If they flinch as if you are wiping their own face, then you know they are aware that they exist and have developed a “self awareness”] Rochat, 2004. Once an infant or toddler is aware of these self-concepts, they can begin to develop a better sense of environment and ability to communicate with other individuals. This can also help them develop a sense of who they are, and their overall purpose in the world at that particular time. “Having achieved an initial self-awareness, the preschool child begins to define ‘who I am’ by learning about his or her own qualities and his or her social roles” (Bee & Boyd, 2007). Sources Bee, H., and Boyd, B. (2007). The Developing Child (11th ed.) Boston, MA: Pearson. Rochat, Phillip. (2004). "CHAPTER 7 - Origins of Self-concept." Blackwell Handbook of Infant Development.. Retrieved July 14, 2010 from: <http://www.credoreference.com/entry/ bkhid/chapter_7_origins_of_self_concept>. Parents, peers, and teachers are all major influences in the development of a child. During the early years in life, a parent plays a major role in development by providing nutritional physical, cleanliness, and socializing. This is the infants first interaction with other humans and what they base their movements off of. Peers may be introduced earlier than school by utilizing play dates with the parents's friends children, or by introducing a new sibiling to the child; however, entry into preschool is one of the first outside developments of socialization in a child and overtime, peers can have a considerable influence, especially during adolescense and puberty. The influence peers have in the development of a child are the improvement of cognitive, physical, and socialization. Once a child reaches puberty, suddenly his or her peers take precedence over parental influence. Students rely on each other more, and they are also developing sexually. At this time, the relation of peer-to-peer is high because at this age, it is easier to relate to people who are going through similar developments then older individuals. At this time, Parents can ensure proper development by providing a proper diet and possibly physical activity and socializing with their teen to keep up a positive communication with them to ensure social development. Teacher's role in development is like the middle man. They are the connection the parents have inside school to ensure the development of their child, mentally, physically, nutritionally, and socially.
The role of play has a major assist in the cognitive development in children. Not only does this type of development provide a child with entertainment, it also develops basic motor skills, coordination, spatial awareness, and social development. “Piaget proposed that it is through cooperative social play that moral reasoning develops,” (Bjorklund & Brown, 1998). Through interaction with age-related peers, children get to experience human interaction, which in turn develops their social skills. The Developing Child (2007) also suggests that it is through active play that coordination and spatial awareness occurs. Gender differences come into play with these two developments because boys typically prefer a more active type of play as opposed to girls. Due to this, hand-eye coordination develops much more quickly and to a greater extent than it does within girls. Bee and Boyd also go into further investigation regarding the cognitive development of language during infancy in correlation to childhood literacy. Research has shown when parents socialize with infants and read to them or play games with them such as word games or theater games such as puppets or pretend, they are more able to develop literacy skill faster than those children who have not been exposed to socialization activities or books. Bjorklund and Brown (1998), note that Vygotsky idea’s also show the positive relations of cognitive development and play. He believed that social and cognitive developments are not separable. Cognitive Development and play go hand-in-hand with childhood experiences and knowledge attainment. It is through this form that children can begin to fully develop into functional adults.
Sources Bee, H., and Boyd, B. (2007). The Developing Child (11th ed.) Boston, MA: Pearson. Bjorklund, D. F., & Brown, R. D. (1998). Physical Play and Cognitive Development: Integrating Activity, Cognition, and Education. Child Development, 69(3), 604-606. doi:http:// search.ebscohost.com/login.aspx?direct=true&db=sih&AN=879707&site=ehost-live The role of play has a major assist in the cognitive development in children. Not only does this type of development provide a child with entertainment, it also develops basic motor skills, coordination, spatial awareness, and social development. “Piaget proposed that it is through cooperative social play that moral reasoning develops,” (Bjorklund & Brown, 1998). Through interaction with age-related peers, children get to experience human interaction, which in turn develops their social skills. The Developing Child (2007) also suggests that it is through active play that coordination and spatial awareness occurs. Gender differences come into play with these two developments because boys typically prefer a more active type of play as opposed to girls. Due to this, hand-eye coordination develops much more quickly and to a greater extent than it does within girls. Bee and Boyd also go into further investigation regarding the cognitive development of language during infancy in correlation to childhood literacy. Research has shown when parents socialize with infants and read to them or play games with them such as word games or theater games such as puppets or pretend, they are more able to develop literacy skill faster than those children who have not been exposed to socialization activities or books. Bjorklund and Brown (1998), note that Vygotsky idea’s also show the positive relations of cognitive development and play. He believed that social and cognitive developments are not separable. Cognitive Development and play go hand-in-hand with childhood experiences and knowledge attainment. It is through this form that children can begin to fully develop into functional adults.
Sources Bee, H., and Boyd, B. (2007). The Developing Child (11th ed.) Boston, MA: Pearson. Bjorklund, D. F., & Brown, R. D. (1998). Physical Play and Cognitive Development: Integrating Activity, Cognition, and Education. Child Development, 69(3), 604-606. doi:http:// search.ebscohost.com/login.aspx?direct=true&db=sih&AN=879707&site=ehost-live |
Lindsey PietrocolaSince 2010, I've been incorporating technology (in some form or another) into a classroom as a teacher. Archives
April 2019
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