ELM500 Grand Canyon Stages of Child and Adolescent Development Paper In 500-750 words, summarize and expand on the stages of child and adolescent developme

ELM500 Grand Canyon Stages of Child and Adolescent Development Paper In 500-750 words, summarize and expand on the stages of child and adolescent development. In your summary, include:How understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various learning abilities.How the stages of development differ from kindergarten to eighth grade and how learning activities differ depending on the stage of development.How you can incorporate specific major principles, concepts, and learning theories into two different grade levels (K-5 and 6-8) of your future teaching practice.How this matrix can serve as a guide in developing ways to meet the needs of exceptional students (learning differences, gifted students, and ELLs, etc.).How the information on the different stages of child and adolescent development can be utilized to identify student strengths as a basis for growth, and their misconceptions as opportunities for learning. Stages of Child and Adolescent Development
K-2nd
Cognitive
Linguistic
Social
Grade
3rd-5th
Grade
6th-8th
Grade
Preoperational (2-7 years) Children can now think and talk
about
things
that
are
immediately represented in
from of them. Therefore, they
focus on what they see and are
doing at the moment. They are
egocentric and language use
becomes more established,
however,
still
no
logic
reasoning.
They develop
imagination and engage in
make-believe.
Concrete Operational Stage (810 Years) – According to Piaget
they are going through concrete
operational stage. Can think
logically about actual objects
and can add and subtract.
Possess and understanding of
how to classify objects.
Develop special reasoning and
can put things in order. Begins
to realize their thoughts are
unique and think abstractly and
hypothetically
Formal Operational (11 -13
years) -They are capable of high
level
abstract
intellectual
thought. Think of future life
roles. Require time for selfreflection. Can plan and
organize and stay on task for
more than an hour. Develop
opinions about social issues.
Concerned about fairness and
understand
things
from
different point of view.
Can communicate and express
their needs and use complex
sentences to communicate.
Begin to give symptoms and
categories in word definition.
Begins production of figurative
language. Understands words
with multiple meanings.
Begins to communicate their
needs and include themselves
in social settings. Make friends
and show concern for each
Can speak clearly. Ask and
answer questions, participate in
class discussions and begin to
understand figurative language.
Mastery of basic reading and
writing skills.
Can communicate fluently.
Construct full sentences with
good grammar. Understands
metaphoric use of language and
can
make
literal
interpretations.
Develop their social and selfesteem.
Develop
peer
interactions, friendships and
relationships. Become selfconscious because they are
Sensitive to their appearance.
Establish personal moral
Codes. They are not certain
about their place in (take out)
society and depend on peer
Major Concepts,
Principles, and Learning
Theories (To be completed
in Topic 3)
Complete this column
all the way down
other.
Develop
standards.
Emotional
Physical
moral close to approaching puberty. group for identity. Enjoy small
Develop moral standards.
groups.
Desire
for
independence
and
interdependence.
They become emotionally
attached to people and can
resolve conflicts with the help
of an adult. Learn to appreciate
those around them.
Develop advanced movement
pattern
and
eye-hand
coordination. Improved body
coordination.
Become highly sensitive to
issues and easily get angered.
They become emotionally ready
to depend on themselves.
Improved gross and fine motor
skills. Tend to be careless about
their cleanliness. Signs of
puberty begin. Have high
activity skills.
Critical of their parents at
home. Become highly assertive
and easily angered. Establish
close relationships based on
emotions.
Entering adolescence and
teenage hood and experience
puberty. Experience rapid
physical growth. High levels of
activity and appetite.
Welcome to Topic 3! Thank you for being such dedicated scholars! By the end of Topic 3, you should be able to:
In 500-750 words, summarize and expand on the stages of child and adolescent development. In your summary, include:
1 reflection paragraph for each of the 5 bullet points below also please use citations In the matrix the
professor did not previously state he want that in topic 2 however he wants to see the citations inside of the
matrix columns and squares.
•
•
•
•
•
How understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various learning abilities.
How the stages of development differ from kindergarten to eighth grade and how learning activities differ depending on the stage of development.
How you can incorporate specific major principles, concepts, and learning theories into two different grade levels (K-5 and 6-8) of your future teaching
practice.
How this matrix can serve as a guide in developing ways to meet the needs of exceptional students (learning differences, gifted students, and ELLs,
etc.).
How the information on the different stages of child and adolescent development can be utilized to identify student strengths as a basis for growth,
and their misconceptions as opportunities for learning.
•
Stages of Child and Adolescent Development – Part 2:
•
·
Complete the Stages of Child and Adolescent Development Matrix begun in Topic 2.
•
•
•
•
·
Below the matrix, complete the 500–750 word reflection
·
Use 1 paragraph per prompt (5 paragraphs) – no intro or conclusion needed.
·
Use 2-3 cited resources (each paragraph should have research support in the form of in text and reference page citations in APA format –
Prove your learning. http://libguides.gcu.edu/CitingSources/APA
Use the rubric to understand how you will be graded see rubric below.
For this assignment you are to complete the last column—- Please remove the information highlighted in the yellow color that was from last week’s
assignment.
The reading is in chapters 2, 6, 7, 11 Will attach the reading material for this assignment below for your viewing
Reading and e-Library Resource
Review Chapters 6 and 7 and read Chapters 2 and 11.
Imbedded online book for the above chapters
coe_foundations_o
f_american_education_7e.pdf
1. Cognitive Development
Read “Cognitive Development,” from the Encyclopaedic Dictionary of Psychology (2006).
https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fhodderdpsyc%2Fcognitive_development%2F0
2. Developmental Psychology: From Infant to Adult
Read “Developmental Psychology: From Infant to Adult,” from Big Ideas Simply Explained: The Psychology Book (2012).
https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fdkpsycbook%2Fdevelopmental_psychology_from_inf
ant_to_adult%2F0
3. Moral Development
Read “Moral Development,” from the Encyclopaedic Dictionary of Psychology (2006).
https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fhodderdpsyc%2Fmoral_development%2F0
1. Watch “How Does the Memory Work?” from Films on Demand.
https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=47870&loid=142458
2. Watch “Learning and Development,” from Films on Demand.
https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=115832&loid=427288
3. Watch “Long and Short-Term Memory,” from Films on Demand.
https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=40890&loid=67651
4. Watch “Stages of Memory,” from Films on Demand.
https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=6014&loid=16339
Comment from the Professor FYI and questions from other students
Question #1 from Student – – -, do the 3-5 sources for the topic three matrix include the sources that we used to fill out the sections for topic 2? Answer
from professor you can definitely use the ebook. I would expect that citation. You are adding and responding to new prompts so new research should be
present.
Question #2 from Student – – – – – I am thinking about citing sources in the matrix. Should I cite after each bullet, or is it possible to cite under each type of
development, or is it possible to cite the sources I used under the entire matrix itself, and then list the full citation under resources? Answer from Professor
Cite just like you would in any essay, after you paraphrase in the matrix and then in a reference section. I expect that clunky look in the Matrix.On
the
last assignment we did not do any citations in the matrix please see his above highlighted response/answer in
blue
Rubric Requirements
Stages of Child and Adolescent Development – Part II
100.0 %Content
25.0 %Major Concepts,
Principles, and Learning
Theories
15.0 %Summary: Learning
Activities
Template includes an exceptional identification of major concepts, principles, and
learning theories related to all stages of child and adolescent development.
Summary includes a well-developed and proficient explanation of the specific aspects of
elementary student’s development with an in-depth description as to how it relates to the
ability to engage in learning activities.
15.0 %Summary: Meet the Summary includes an in-depth and proficient description as to why understanding the
Needs of Exceptional
stages of development can serve as a guide to develop ways to meet the needs of
Student
exceptional learners, including disabilities, gifted, ELL’s.
15.0 %Summary: Future
Conclusions and applications to future practice are insightful by explaining two ways to
Professional Application
incorporate specific theories into future practice and thoughtfully reflect growth and
development as a professional.
15.0 %Research Citations
All sources are credible, appropriate, and strongly support the submission. All required
and Format
aspects of APA format are correct within the submission.
15.0 %Mechanics of Writing Submission is virtually free of mechanical errors. Word choice reflects well-developed use
(includes spelling,
of practice and content-related language. Sentence structures are varied and engaging.
punctuation, grammar,
language use)
100 %Total Weightage
This is your reflection from the first matrix submitted for your review.
Reflection
Students at different grades levels have different needs and understand best when a particular method is applied to another. Teachers need
knowledge of the development of children and adolescent for active learning. For instance, a child at grade one and grade three have different brain
development determining the capacity they can hold. A grade one enjoys playing and requires less time in class where grade three can get serious
with class work. A grade one does not see reason logically hence needs constant teaching and be reminded of concepts. Knowledge of the stages
assist in developing classroom activities specific to the learners, kindergarten to grade two need brain exercises to improve their cognitive ability
(Nevo & Breznitz, 2013).
Understanding different milestones can help strategize instructional methods for specific grades. At a particular stage, a child understands
things much better than others. For instance, adolescents between sixth to eighth grades are easy to anger, hormones are on fire, and require critical
management. The milestones assist in differentiating lessons, content, and processes to meet diverse needs. For instance, those with a sense of
maturity and independence can propose their ideas of instructions and activities (Genc, 2016). It builds the feeling they have at that stage and
perception towards certain aspects.
Understanding unique aspects such as writing and reading ability assist a teacher to determine best ways to communicate with students
(Cowan, 2014). Kindergarten through the second-grade does not understand metaphorical language, whereas those from third grade are familiarized
to it. A teacher with an understanding of this concept will effectively and efficiently interact with students of different levels. A teacher creates
activities that will engage the learner for instance number activities for elementary children to build their counting skills.
As an educator, applying what I have learned in constructing strategies for different students (Driscoll, 2005). I will use the knowledge to
design learning activities for students from kindergarten to eighth grade as per their needs and understanding. Utilizing different learning theories and
development concepts of various theorists such as Piaget and Vygotsky to develop strategies as per a learner’s cognitive, linguistic and social
abilities, will allow the teacher to structure lesson plans accordingly. I will use the knowledge to understand students’ social and emotional needs to
be able to provide them a safe and comfortable learning environment. As a teacher knowing and understanding how the brain matures in the
different stages and the way children can develop in different ways as a result of different motivations, present the opportunity to meet the individual
needs of the various grade levels. I can now correctly assess whether a child has a learning problem and need additional personal support.
It is essential as an instructor to find new methods and approaches in the transfer of knowledge to advance learners developmental
competencies. So understanding not so much how a child develops, but more of how the human brain works and develops biologically gives a much
more in-depth insight into how best to teach a child/group of children..
On the 28th I will submit the next three assignments will you be available through the month of March, April, And May????
References
Cowan, N. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review.
Driscoll, M. P. (2005). Psychology of learning for instruction. Learning and Instruction, 3rd, xvi, 448.
Genc, M. (2016). An evaluation of the cooperative learning process by sixth-grade students. Research in Education, 95(1), 19–32.
Nevo, E., & Breznitz, Z. (2013). The development of working memory from kindergarten to first grade in children with different decoding skills.
Journal of Experimental Child Psychology, 114(2), 217–228.

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