‘To what extent is a comprehensive understanding of teaching the developing child interconnected with effective application of the curriculum?’
Introduction
This essay will investigate ‘Teaching the developing child’ and the ‘Curriculum’, as explored within the Teaching and Educational Contexts topic. Further analysis will aim to connect the aforementioned central ideas, and summarise the role of education and teaching in meeting diverse needs and supporting a student’s unique development. Consideration of influencing political factors, such as diversity, the curriculum, and the learning environment, will be discussed. This will, in turn, unite the key concepts of ‘Teaching in Australia’ and the ‘Effects on Teaching in Australia from a Globalised world.’ Teaching the Developing Child In teaching the developing child, Marsh and colleagues (2014a) suggest an understanding of educational theories is foundational to effective and engaging learning: “…teachers need to understand and be able to apply principles of child development” (p. 18). Specifically, Piaget’s developmental stage theory is suggested as a guideline to shape engaging lesson plans and experiences (McCarty, 2016). For example, an understanding of cognitive stages of development will promote teaching designed to unique abilities and skillsets; thus promoting creativity, innovativeness, critical thinking and discovery in learning (Marsh, Clarke, & Pittaway, 2014a). On the other hand, Marsh and colleagues (2014a) also acknowledges the diverse learning rates exclusive to each student: “While stage theories are helpful in explaining human development there are still problems in generalising these across genders and cultures” (p. …show more content…
16). As such, social, physical, cognitive and social developmental theories are deliberated to be guiding principles based on typical trends (Marsh et. al., 2014a). Conversely, McCarty (2016) suggests effective practitioners will comprehend education theories adapting teaching to unique student experiences, backgrounds and abilities. Consequently, through modifying teaching style and expectations, educators can successfully create a stimulating classroom environment addressing political and sociological factors (McCarty, 2016). The role of a positive and secure student-teacher relationship is essential to support and scaffold learning (Marsh et. al., 2014a). Specifically, Vygotsky’s advancement of constructivist teaching, in regards to the zone of proximal development, highlights the concept of active learning (McCarty, 2016). Accordingly, responsive teacher interactions are recognised to help facilitate and motivate a child’s engagement with the school curriculum (Dowling, 2014). Furthermore, the reflective and collaborative nature of excellent teachers is cohesive to promoting constructivist teaching and learning (McCarty, 2016). Through increasing experience-based knowledge, investing emotionally in students, and thinking creatively and innovatively, practitioners promote an inspiring learning environment (Lovat, Clement, Dally & Toomey, 2010). Additionally, teacher scaffolding is used to assist the developing child through individualised milestones appropriate to ability: “…scaffolded instruction provides initial support from the teacher for children’s early efforts.” (Marsh et al., 2014a, p. 25). Research of the developing brain from childhood through to adolescence could help inform and shape classroom teaching to stimulate active learning appropriate to development (McCarty, 2016). Specifically the “increase in white matter in the frontal cortex after puberty” causes significant brain changes in puberty (Blakemore & Frith, 2005, p. 113). Specifically, major growth in the frontal cortex, including pruning of neural connections and increased neuron speed, advances a student’s ability to problem-solve, think abstractedly, and form rational decisions (Blakemore & Frith, 2005; McCarty, 2016). This highlights the importance of adapting the teaching styles, and possibly the curriculum, to increasingly complement and support the developmental progression changes. The Curriculum By definition, the school curriculum is essentially structured content and learning …show more content…
In effect, effective teaching involves comprehension of holistic development from childhood through to adolescence (Haynes, 1998). Specifically, the promotion of “social, emotional, moral and spiritual” development will help nurture a sense of identity, belonging and self-esteem (Lovat, Clement, Dally & Toomey, 2010, p. 726). This is recognised within the Australian Curriculum, with capabilities promoting personal and social competence (ACARA, 2016). Brain research similarly supports cognizance as interconnected with emotions, with strong student-teacher relationships positively correlated with increased motivation for learning (Bagdi & Vacca, 2005). Thus, an in-depth understanding of psychological and social influences is vital within vastly diverse school environments to comprehend the resulting impact on children’s development (Vijaya-Kumari, 2014). Both teachers and legislators, therefore, have the important role of supporting holistic wellbeing and outcomes (Bagdi & Vacca,
Introduction
This essay will investigate ‘Teaching the developing child’ and the ‘Curriculum’, as explored within the Teaching and Educational Contexts topic. Further analysis will aim to connect the aforementioned central ideas, and summarise the role of education and teaching in meeting diverse needs and supporting a student’s unique development. Consideration of influencing political factors, such as diversity, the curriculum, and the learning environment, will be discussed. This will, in turn, unite the key concepts of ‘Teaching in Australia’ and the ‘Effects on Teaching in Australia from a Globalised world.’ Teaching the Developing Child In teaching the developing child, Marsh and colleagues (2014a) suggest an understanding of educational theories is foundational to effective and engaging learning: “…teachers need to understand and be able to apply principles of child development” (p. 18). Specifically, Piaget’s developmental stage theory is suggested as a guideline to shape engaging lesson plans and experiences (McCarty, 2016). For example, an understanding of cognitive stages of development will promote teaching designed to unique abilities and skillsets; thus promoting creativity, innovativeness, critical thinking and discovery in learning (Marsh, Clarke, & Pittaway, 2014a). On the other hand, Marsh and colleagues (2014a) also acknowledges the diverse learning rates exclusive to each student: “While stage theories are helpful in explaining human development there are still problems in generalising these across genders and cultures” (p. …show more content…
16). As such, social, physical, cognitive and social developmental theories are deliberated to be guiding principles based on typical trends (Marsh et. al., 2014a). Conversely, McCarty (2016) suggests effective practitioners will comprehend education theories adapting teaching to unique student experiences, backgrounds and abilities. Consequently, through modifying teaching style and expectations, educators can successfully create a stimulating classroom environment addressing political and sociological factors (McCarty, 2016). The role of a positive and secure student-teacher relationship is essential to support and scaffold learning (Marsh et. al., 2014a). Specifically, Vygotsky’s advancement of constructivist teaching, in regards to the zone of proximal development, highlights the concept of active learning (McCarty, 2016). Accordingly, responsive teacher interactions are recognised to help facilitate and motivate a child’s engagement with the school curriculum (Dowling, 2014). Furthermore, the reflective and collaborative nature of excellent teachers is cohesive to promoting constructivist teaching and learning (McCarty, 2016). Through increasing experience-based knowledge, investing emotionally in students, and thinking creatively and innovatively, practitioners promote an inspiring learning environment (Lovat, Clement, Dally & Toomey, 2010). Additionally, teacher scaffolding is used to assist the developing child through individualised milestones appropriate to ability: “…scaffolded instruction provides initial support from the teacher for children’s early efforts.” (Marsh et al., 2014a, p. 25). Research of the developing brain from childhood through to adolescence could help inform and shape classroom teaching to stimulate active learning appropriate to development (McCarty, 2016). Specifically the “increase in white matter in the frontal cortex after puberty” causes significant brain changes in puberty (Blakemore & Frith, 2005, p. 113). Specifically, major growth in the frontal cortex, including pruning of neural connections and increased neuron speed, advances a student’s ability to problem-solve, think abstractedly, and form rational decisions (Blakemore & Frith, 2005; McCarty, 2016). This highlights the importance of adapting the teaching styles, and possibly the curriculum, to increasingly complement and support the developmental progression changes. The Curriculum By definition, the school curriculum is essentially structured content and learning …show more content…
In effect, effective teaching involves comprehension of holistic development from childhood through to adolescence (Haynes, 1998). Specifically, the promotion of “social, emotional, moral and spiritual” development will help nurture a sense of identity, belonging and self-esteem (Lovat, Clement, Dally & Toomey, 2010, p. 726). This is recognised within the Australian Curriculum, with capabilities promoting personal and social competence (ACARA, 2016). Brain research similarly supports cognizance as interconnected with emotions, with strong student-teacher relationships positively correlated with increased motivation for learning (Bagdi & Vacca, 2005). Thus, an in-depth understanding of psychological and social influences is vital within vastly diverse school environments to comprehend the resulting impact on children’s development (Vijaya-Kumari, 2014). Both teachers and legislators, therefore, have the important role of supporting holistic wellbeing and outcomes (Bagdi & Vacca,