Social Theories of Development and Learning - Essay Example

? Social Theories of Development and Learning: room Observation Analysis Social Theories of Development and Learning Introduction The aim of this paper is to provide a brief analysis of the kindergarten classroom which has been observed. It will also discuss Dual Language Program which has been being employed by the teachers, Ms. Leino and Ms. Congreins, for over 7 years now. This program is considered to be one of the most effective in terms of meeting needs of greater number of learners, besides it has been proved as one of the alternatives to master a second language well. The paper will also discuss some aspects of classroom and behavioral management and social theories of development and learning. Classroom and Behavioral Management Behavioral management is directly connected with social learning theory, beause the latter one used to be called behavioral theory. According to Bandura, the main idea of social learning is that many children learn by watching others (Pressley & McCormick, 2007). Every teacher has to provide child with all the possibilities and safe environment for his or her development to the fullest. Classroom and behavioral management is the study which provides a number of theories of child development and learning as well as a range of various practical tips of how to make teaching-learning process in classroom settings the most productive. Classroom management is basically a set of classroom rules that help to make the studying process safe and effective avoiding any disciplinary disruptions (Pressley & McCormick, 2007, p. 133). Despite the great number of strategies and techniques which have been developed to assist a teacher, a today’s educator often feels frustrated because of the inability to control his/her learners and/or teach them the required material. Knowledge of classroom and behavior management is essential for having a well-structured and effective study session. The relationship based on mutual respect and understanding between a teacher and a child is essential part of good instructional program realization. A teacher can take up various roles, but the major one would be that of an instructional leader and classroom manager. It has to be stressed that effective classroom managers are not born, but made. Dual Language Program According to the numerous studies, dual language or dual immersion program has a number of advantages, especially if to speak about the one which is being employed from early years. Many educators who teach children within dual language program start from kindergarten. According to Soderman, the research in this area has proven a number of cognitive advantages for early exposition to second languages (56). Unlike unilingual children in educational environment, bilingual children “are driven to higher levels of cognitive flexibility” (Soderman 56). Learning a second language in dual language program is different from that of regular learning a foreign language which can be found in regular school. This program can give much more than mere acquisition of vocabulary, a set of grammar rules or practical syntax. The language is learned and practiced in real life context which requires critical thinking and problem solving using a second language. A study made by neuroscientists proves that bilingual children have better mathematical skills. Besides, Kovelman, Baker, and Petitto claim that bilingual brain develops a kind of a “neural signature” which is absent in the monolingual brain (153). Finally, such second language acquisition may lead to revelation of “the biological extent of the neural architecture underlying all human language” (Kovelman, Baker, and Petitto 154). However, teachers have to be trained and taught how to apply the bilingual program in the classroom settings of because of peculiarities of instructions and task of the program. Observations Analysis The instruction within Dual Language Program which I have observed proved to be very effective. Children of each grade (kindergarten through grade 5) get their home assignments once a day in English and in Spanish. It gives children the possibility to process the same information equally in both languages. According to my observations, only kindergarteners and first graders switch a classroom to another. There are two teachers: one teacher who teaches regular English is Ms. Congreins, and the other teacher named Ms. Leino teaches in Spanish. As for the curriculum, they teach Teacher College Reading and Writing. Besides, they teach everyday Math-Math (all lectures are available). Regarding phonics, the teachers take them from any book. Besides, they have their own phonics but they follow the song book with word activities. The teachers are following the curriculum the New York City. Regular English Class Ms. Congreins has been doing the Dual Language Program only for 2 years. She is using the teaching method from Teachers College. Basically this method involves readers’ workshop, connection, turn back and talk, teaching point, etc. One of the interesting techniques the teacher uses to make her children behave well during class is noticing the misbehavior. So, when Ms. Congreins sees that a child is sitting properly she says, “I love the way _____is sitting”. However, when she wants to express that children are not behaving good she says “I’m so upset”. These simple techniques helped to get children back on task and behave well. Such techniques are part of operant conditioning, where positive and negative reinforcers are used (Pressley & McCormick, 2007, p. 127). Verbal appraisal of the teacher serves as positive reinforcers, while frowning and expression her negative attitude to child’s misbehavior is positive reinforcers. I have not seen the teacher to use any strict punishments, which does not necessarily mean inadequate teaching. However, many researchers claim that “punishment can have stable effects on elimination of undesirable behariors without lasting side effects” (Pressley & McCormick, 2007, p. 129). As for teaching the language itself, Ms. Congreins makes all children learn short words by playing games. Because of their age, the best form of instruction is a game. Thus, children learn more by playing and participating in different game-like activities. The teacher uses storytelling technique often. When she is reading, children are looking at the pictures which show story characters and main events. Questioning follows the storytelling exercise. Children as each other question regarding different characters and events presented in the story. While asking the question one child, Ms. Congreins ask another child to repeat what his/her classmate has just said. Asking and answering questions exercises as well as sharing information about different book stories is a regular activity following reading. Dual Language Program: Spanish – English Ms. Leino has much longer experience than Ms. Congreins as she has been teaching this program for more than 7 years. The same as her colleague she uses teaching method from Teachers College, namely repetition, listening comprehension, singing, a lot of acting out. Morning activities include reading and writing. After that the activities switch. Both Ms. Leino and Ms. Congreins use the smart board to show pictures. Besides, they employ some educational programs from the internet. Furthermore, they use these programs when they switch with the kids who speak English. Additionally, Ms. Leino teaches also with the ESL program which is based on such activities as games, singing, acting, physical response, pictures clues. However, these activities are practiced only with the kids that are dominant with their language. Most of these ESL activities are carried out in the morning. Before every new activity the vocabulary is taught first. Furthermore, while teaching writing workshop, Ms. Leino teaches the children to write the first letter of the word by hearing the sound. Many children already know how to write such word combinations and words as yo, un, dia, sol, mama, papa, etc. Conclusion To conclude, the teachers of the school which has been observed are good classroom managers and instructional leaders, because their atmosphere of their classes is positive while children are actively engaged in learning process. Having analyzed the instructions and dual language program of Ms. Lenoi and Ms. Congreins, I have concluded that their methods fall into Vygotsky’s Theory of Social Cognitive Development. Children are taught not only languages itself, they are taught them in the context. With the help of supporting environment and engaging activities the teachers provide effective environment for children to realize their learning potentials to the fullest. Both languages are practiced on regular context and in variety of situations and game-like activities which suit these learners level. Preparation stages with introducing new vocabulary also fall into this particular theory of development and learning. Ms. Leino and Ms. Congreins have incorporated Vygotsk’s Theory of Social cognitive Development by elaboration of many task-based activities, encouraging classroom atmosphere, observations and active participations in various class activities. References Kovelman, I., Baker, S.A., and Petitto, L.(2008). “Bilingual and Monolingual Brains Compared: A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible ‘Neural Signature’ of Bilingualism.” Journal of Cognitive Neuroscience, 20(1): 153-169. Pressley, M., and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: The Guilford Press. Soderman, A.K. (2010). “Language Immersion Programs for Young Children? Yes ... but Proceed with Caution: Young Children Can Benefit from Dual-Language Immersion Programs That Are Developmentally Appropriate.” Phi Delta Kappan, 91(8): 54-67. Read More