Chapter 2:
How many layers make up developmental theorist Urie
Bronfenbrenner’s theory of “Multiple Layers of Environmental Influence” as they
pertain to a child’s development? (Remember)
Judge the value of “Scaffolding” and the relation to a
student’s zone of proximal development? (Evaluating)
Chapter 3:
Personal and social development is a crucial component of a
student’s foundation for learning. My student does not function well in
situation that require interpersonal communication. Effectiveness in interpersonal relationships
is developed from engagement in social cognition, awareness of others thoughts
and feelings. Moral development relates to a child’s ability to feel guilt,
shame, empathy, sympathy, and eventually reason about moral dilemmas. Kohlberg’s theory of moral reasoning
describes development over 6 stages that are grouped into 3 levels of
morality. Across the span of
preconventional morality, conventional morality, and postconventional morality,
a child fully develops a sense of morality.
There is no set age that transition between stages takes place. My student is still in the beginning of the
preconventional level, as he has not encountered experiences of order that
provide for development. Emotional
development can have a significant impact on a student’s ability to function in
a social setting. Child maltreatment is a contributing factor to these
developmental deficits. When students
do not receive the emotional support needed from their parents/family, they do
not develop the healthy emotional components that allow them to have healthy
social relationships. My student has had
little parent/family interaction and therefore struggles in social
settings. He isolates himself from the
group and others are becoming resistant to him.
Social development is enhanced through peer development and students that
spend a lot of time alone do not have the opportunity for healthy development.
My student has spent little time with other children prior to entering school,
therefore is experiencing a culture shock and isn’t able to function in groups
of his peers. Intervention is necessary
before a full scope of rejection by his peers is developed, and his reentry
into the group is necessary for future success.
Tab,
ReplyDeleteAs regards #2, Judge the value of “Scaffolding” and the relation to a student’s zone of proximal development? (Evaluating), could this not also fall under the realm of creating, since you are creating a perspective as regards the value of scaffolding?
I also wanted to comment on your point that intervention is necessary for your case study in order to avoid full scale rejection by his peers. This is so important, as social skills which are not learned early can truly have a life long affect on a child - especially when kids grow up in "cohorts" where they will be together for many years, first impressions mean so much. If a child is labeled "strange' or "weird" in early elementary, its unlikely that he or she will be able to shake that label among peers even as they transition into middle and high school.