Child Development Theory the Implementers - Assignment Example

Web-Quest Child Development Theory the Implementers Child Development Theory the Implementers Right below the age of 5years, there are several theories designed by different educational psychologists that explain about the life and development process of young children (Weiner, 2013). The web quest challenges students to learn about the development process of a child with definite illustrations from some of the psychologists as sources of instruction. Based on sexuality, gender and age of children, the development theories play an important role in their lifestyle and education. However, Gilfoyle & Grady (1990), state that such theories are inclined to the following principles It is the obligation of adults to assist children understand real life development The environment and the accessible opportunities determine the development of a child Development of a child is rejuvenated through indemnity on secure environment A child develops faster under a peaceful mind compared to a situation inhibited by chaos. Some of the development theories as illustrated by researchers are shown. However, every psychologist uses his own method to illustrate the need in a child development lifecycle. Piaget theory Sigmund theory In his theory of cognitive development, Piaget relates the development process of children to different cultures and visualizes their environments of growth. Piaget describes the development stages to undergo the following process Assimilation - Assimilation stage is acquired at birth when a child conceptualizes the reflexes that transform gradually pertaining to the environment where one grows up. It mainly constitutes determination of schema that varies according to a particular situation (Wadsworth, 2004). Accommodation - Accommodation aspect usually replaces assimilation and conceptual schema in situations when such knowledge is missing or requires replacements by new substance (Wadsworth, 2004). Equilibrium - Piaget describes equilibrium as determinants enhancing human development process. Piaget articulates that it is never a direct process because different challenges are associated with it. For instance, every stage of development that is coupled by retarded challenges may require replacement by alternative schemas (Wadsworth, 2004). According to Sigmund theory, the development of a child covers four basic stages of life as illustrated below Oral stage - It requires the development stage of duration from birth to a maximum of 1 year. This period determines the principle part of social development where the body seeks to acquire its form of pleasure thus entail behaviors such as chewing of button and biting of nails (Seorang, 2014). Anal stage - This is the stage between one to two years where much of the development is relayed on mastery of the right behavioral practices. At this stage, for instance, a child gets to understand toilet manners and desist from attending to their clothes (Seorang, 2014). Phallic stage - It forms the third stage of human social and emotional development. It mainly focuses on sexuality and the determinants to identify the difference in the genital composition. According to Sigmund, the scene draws many conflicts as boys develop sexual feelings towards their mothers with a comparative fear that their fathers’ who are against such feelings may punish them (Seorang, 2014). Latency stage - This stage embraces numerous skills development and related activities with much sexual motivation towards activities that are inclined to gender. It mostly comes between the ages of six towards the commencement of an adolescent period. It enables more concentration towards education with relative bonding in line with gender (Seorang, 2014). Sigmund Freud theory is accessible through the following link: TASKS Students should be allowed to form small groups where they can choose specific theories and engage in a positive discussion. Despite the fact that each group is involved as a unit of analysis, every person is entitled to carry out an individual presentation. As such, an educator might consider redirecting the following tasks to the students. To introduce hyperlinks into the web-quest that direct students to accessible locations where human development theories are addressed. The design may also be customized to enable the rest of the groups to call for the required parts that are not available within their tasks. To do away with sections of a theory that have been much criticized; the educator might allocate questions to students along radio buttons creating an opportunity to eradicate irrelevant aspects. An educator may also incorporate activities to enable students clarify perceptions of other psychologists who do not form part of the quest. PROCESS Assign research titles- As per the groups designed in the task phase, an educator allocates each group a particular approach to carry out research about cognitive and emotional development of a child. An educator allocates word press.com and simplypsychology.org as specific websites where relevant information can be retrieved. However, Keil (1992), clarifies that the teacher would need to assign access codes to students to ease verification during the evaluation process. Research process – Students are expected to engage in online research to execute the social development process of children, and various challenges that come with the development cycle of a child. Students will add the names of different theories to the available list as it would create enough room to probe for more resources. Group discussion - After the end of every task, students from each group share their ideas that have been gathered from the online sources. From such discussions, students bring forward challenges they have encountered during the research period to allow for possible solutions in the areas discussed. EVALUATION With respect to tasks and the process as involved in the web-quest, an educator uses the structure below to evaluate the success of each group. • 80 points - exemplary performance from the group • 70% points – participants made real attempts concerning the research carried • 60% pass - Average performance, but students need to improve their performances. • 50% average – Students did not participate well, but must be awarded some point due to their participatory attempt. CONCLUSION At this level of the web-quest, the instructor exposes students issues concerning, the main factors enhancing cognitive development processes of children as described by psychologists. Additionally, issues such as personality, background and level of education result to emotional cognitive development theories. References: Weiner, I. (2013). Handbook of psychology. Hoboken, N.J.: Wiley, 2013. Seorang, C. (2014). Sigmund Freud’s Theory of Child Development and Mental Disorders. Blog post on word Press.com, September 7, 2011. Wadsworth, B. J. (2004). Piagets theory of cognitive and affective development: Foundations of constructivism. Longman Publishing. Keil, F. (1992). Concepts, kinds, and cognitive development. Cambridge, Mass. [u.a.]: MIT Press. Gilfoyle, E & Grady, A. (1990). Children adapt: a theory of sensor motor-sensory development. Thorofare, NJ: Slack Inc. Note To access online compilation of the above web-quest, use the link < http://www.createwebquest.com/user/login> User name: bevcrawford Password: flower Email address: bevcrawford16@yahoo.com Read More