Observations of Human Development in an Educational Context - Example

OBSERVATIONS OF HUMAN DEVELOPMENT IN AN EDUCATIONAL CONTEXT Introduction Human development can be referred to as the process of people growing physically, emotionally, biologically, spiritually, socially and psychologically. Human development per say has a significant influence on behavior. When learning, be it beginners or children in schools, understand issues and subjects differently. Theories have been formulated to explain the processes and factors that affect learning and the different learning needs for different learners. In this study, the report seeks to evaluate the effects of human development on behavior and learning. Moreover, the important roles teachers and workers in educational settings play in improving the quality of education, achieving learning outcomes and allowing each leaner to exploit their skills to full potential. The thesis is therefore, does human development affect learning, do students have different learning needs and do teachers play a role in achieving academic goals? Factors Contributing to human development. Human development affects learning. Among factors that influence human development are biological factors (Peterson, 2010). Biological factors include genetic predisposition on how people relate, think, act and learn. Social factors entails issues arising from the need of a learner to belong be it friends, family, classmates/ groups and relationship with the tutor. Isolation, low self esteem and cases of bullying which results in poor learning are as a result of social relations deficiency. Psychological factors on the other hand deals with mental processes like memory, problem solving abilities, self control, thinking, motor skills among other mental processes that influence development (Peterson, 2010). Environmental factors are issues arising from the environment that a child learns, lives and socializes in. issues like violent homes, poor learning environments affect learning in children. Various theories have been formulated to explain how various factors influence human development. There are the humanist theories. Among human theorist is Maslow who implied that learners have needs and effective learning can only be done if these needs are met (Krause, et al.2007). These needs are psychological needs, security/ safety needs, social needs, self esteem needs and self actualization needs. Maslow’s theory is crucial in education because it focuses on the needs of the students and not the school’s or the teacher’s. However, it has been criticized since self actualization needs are not measurable and a teacher would not know when a student has achieved these needs. Another humanist theorist is Rogers who stresses the need for teacher to offer their students freedom to learn and advised against directive teaching, and that each learner is a valuable individual (Krause, et al.2007). He argues that teachers should avoid being directive, be facilitators, guide learners, develop relationships between teacher and learner and discourage giving similar assignment to all students. Humanist theories are crucial to achieving learning outcomes in that they uphold non-directive teaching, integration of self esteem and self –conceptualization in learning objectives, elimination of standard sets of teaching. Conclusively, humanist theories encourages including use of social learning, incorporation of learners in decision-making processes, incorporation of counseling and guiding in school and making the school environment inviting and comfortable to learn in (Krause, et al.2007). Behavioral approaches suggest that learners need direct instructions, reinforcement in terms of rewarding good performance and punishing errant students (Mcinerney & Mcinerney, 2010). Students are required to follow text books and teacher’s instructions, they learn by practice, presentations, and effective feedback presented in small units. Cognitive approach, the teacher taps into the cognitive processes of learners. Effective Learning is done by allowing students to think, solve problems, and do tasks depending on their proximal development (Mcinerney & Mcinerney, 2010). Control of cognitive processes, integration of ideas and prior knowledge is important to learning. Social approaches suggest that involving learners in groups is helpful in learning. Students develop individual skills, social relations and confidence. Students with low abilities learn more from their counterparts resulting from accountability of each learner and positive interdependence. Learning needs and Abilities According to observation done in playgrounds and school settings, students have different learning needs and abilities (Reid, 2005). Caregiver or tutor involvement with students is not necessarily dictated by the age of the student, but the safety and security associated with the task and the difficulty of the task. Students who are allowed to explore and handle tasks while guided or under the observation of caregivers and teachers, encouraged to take up task rather than being reprimanded, are more self-confident, take up challenges and easily socialize with their peers (Peterson, 2010). Different students have different learning styles and should be taught according to each individual learning style (Reid, 2005). According to learning style theorist different students have different ways of perceiving and processing information. Among different learning styles for students are a) visual learners who understand more by being visual, teachers in this case use visual aids like pictures, charts handouts and visual slides (Peterson, 2010). b) Kinesthetic or tactile learners are students who learn best by experience of touching, moving or acting, this can be encouraged by experiments, arts and crafts and individual projects and c) Auditory learners are students who learn efficiently by being good listeners. They listen to recordings, discussions, and lectures. Therefore, teachers should recognize the learning style of a student and use it when teaching and writing lesson plans (Reid, 2005). This is marjory influenced by psychological growth and mental processes. Educational goals should coincide with student learning outcomes. By using different learning outcomes, teachers are able to effectively attend to all students with different learning needs and capabilities. Teachers can use different taxonomies to evaluate learning outcomes for the students, thus know which methods and objectives to use for effective learning (Mcinerney & Mcinerney, 2010). Available taxonomies are cognitive domain taxonomy that integrates knowledge of students to remember prior information, being able to comprehend information presented and draw individual conclusions and state implications realized. Other important constituents include application of knowledge acquired practically, analyzing the co-relationship between concepts, synthesizing whole components from single separate unit ones, and evaluating available information and how it can be improved upon (Peterson, 2010). The other taxonomy is the affective domain taxonomy, where teachers can evaluate learning outcomes of students based on the development of morals and values, which are influenced by the willingness of the students to receive them. Successful affective domain taxonomy entails positive response to presented values, valuing the importance of the virtue presented, integrating morals and values in learning objectives, and allowing values and morals to be a part of life (Mcinerney & Mcinerney, 2010). The third taxonomy is psychomotor domain taxonomy that seeks and geared towards improving the physical skills and abilities of learners. It can be done by use of sense organs in motor tasks, performing motor tasks under the tutor’s guidance, use of high skills and proficiency in handling tasks, using prior motor skills to handle new tasks and being creative in handling motor tasks. Students exploit in full their potential through use of different taxonomies (Snowman et al. 2009) Implications of teachers & workers in educational settings Teachers are fundamental in developing learning skills for students and achieving academic goals and student learning outcomes (Peterson, 2010). Teachers should learn that students have different learning needs and capabilities and may require different learning styles. The main purpose of teaching students is to prepare learners to live well in the society and develop skills that will help improve the society as it is (Woolfolk & Margetts, 2007). Therefore, teachers have a responsibility to teach their students to be knowledgeable on tasks, self, and strategies of learning, be motivated, learn practical application of learnt skills and encourage self-independence and self-confidence. Teachers who are effective are able to solve problems, think reflectively, create and design instructions, understand the importance of community in effective learning, assess and evaluate the learning process. Additionally, incorporate research use as sources of information and are strategist of how effective learning process should be conducted (Snowman et al. 2009). Teachers are able to cater for the learning needs of students by being skillful and being knowledgeable on the learning needs of the students and the subjects that need to be taught. They should also be skillful on strategies integral in teaching, understand methods of teaching, creates settings for learning, writing lesson plans that co-relates with academic curriculum in place and knowledge on educational goals (Woolfolk & Margetts, 2007). Academic goals and learning outcomes can only be achieved if teachers comprehend the role they have to play, the community supports teachers, and the government rewards and appreciates teachers through proper working conditions, salaries and offering them other benefits like health insurance and incorporating their opinions and ideas when coming up with academic syllabuses and culliculums (Peterson, 2010). Teachers can be experts if they know the academic subjects assigned to them, comprehend teaching strategies, and teach contents appropriate to year level of the student. Furthermore, know teaching methods applicable to students with different learning needs and capabilities, have good relationships with students in order to learn who they are and what they need, integrate use of social and co-operative learning, and fully understand the main aim of teaching (Woolfolk & Margetts, 2007). From observation done in previous studies has shown that students who are guided, encouraged and rewarded for handling tasks, are more self confident, are more willing to tackle tasks that are harder, and socialize well with other students (Woolfolk & Margetts, 2007). Participation of teachers in task helps students to grow psychologically, emotionally, socially and physically. Students become creative, confident, self discover, have positive self esteem and self concept, and take more initiatives (Snowman et al. 2009). Moreover, in reduces the chances of insecurity and uphold safety for tasks that may cause injury. Through participation of teachers, learners are able to endure and persevere in handling hard tasks that demand more energy physically or psychologically. Effective learning involves effective teaching which entails teachers being insightful on student’s understanding of subjects. This insight involves understanding the student’s culture, age, gender, social classes and subject matter conceptions (Woolfolk & Margetts, 2007). Conclusions Human development is integral in the learning process. By understanding that students have different learning needs and capabilities, teachers are valuable in learning processes and are able to strategize on the best methods of teaching, identify the different learning styles for the students, have relationships with the students which will help to know better their culture, cognitive processes, learning and learning needs. Direct instruction used in behavioral approach helps teachers to form structures that minimize interruptive behavior of students, and cater to as many students by choice of tasks, proper presentation and evaluating feedback. Humanist, social, and cognitive approaches are beneficial because it emphasize basing learning on students’ interests and experiences, integrate students’ thoughts, feelings, needs and skills in learning, encourage self- independence, morals and values of students, depict a school environment as welcoming, and base learning on the needs of the students. References Krause, K., Bochner. S. et al. (2007). Educational Psychology; for learning and teaching. New Zealand: Cengage Learning. Mcinerney, D.M. & Mcinerney. V. (2010). Educational psychology constructing learning. Sidney: Pearson Australia Group Pty Ltd. Peterson, C. (2010). Looking forward through the lifespan: Developmental psychology. (5th Ed.) Frenchs Forest, NSW: Education Australia. Reid, G. (2005). Learning styles and inclusion. London: SAGE. Snowman, et al. (2009). Psychology applied to teaching. Melbourne: Australian Flexible Learning Framework. Woolfolk, A. & Margetts, K. (2007). Educational psychology. Sidney: Pearson Education Australia. Read More

Behavioral approaches suggest that learners need direct instructions, reinforcement in terms of rewarding good performance and punishing errant students (Mcinerney & Mcinerney, 2010). Students are required to follow text books and teacher’s instructions, they learn by practice, presentations, and effective feedback presented in small units. Cognitive approach, the teacher taps into the cognitive processes of learners. Effective Learning is done by allowing students to think, solve problems, and do tasks depending on their proximal development (Mcinerney & Mcinerney, 2010).

Control of cognitive processes, integration of ideas and prior knowledge is important to learning. Social approaches suggest that involving learners in groups is helpful in learning. Students develop individual skills, social relations and confidence. Students with low abilities learn more from their counterparts resulting from accountability of each learner and positive interdependence. Learning needs and Abilities According to observation done in playgrounds and school settings, students have different learning needs and abilities (Reid, 2005).

Caregiver or tutor involvement with students is not necessarily dictated by the age of the student, but the safety and security associated with the task and the difficulty of the task. Students who are allowed to explore and handle tasks while guided or under the observation of caregivers and teachers, encouraged to take up task rather than being reprimanded, are more self-confident, take up challenges and easily socialize with their peers (Peterson, 2010). Different students have different learning styles and should be taught according to each individual learning style (Reid, 2005).

According to learning style theorist different students have different ways of perceiving and processing information. Among different learning styles for students are a) visual learners who understand more by being visual, teachers in this case use visual aids like pictures, charts handouts and visual slides (Peterson, 2010). b) Kinesthetic or tactile learners are students who learn best by experience of touching, moving or acting, this can be encouraged by experiments, arts and crafts and individual projects and c) Auditory learners are students who learn efficiently by being good listeners.

They listen to recordings, discussions, and lectures. Therefore, teachers should recognize the learning style of a student and use it when teaching and writing lesson plans (Reid, 2005). This is marjory influenced by psychological growth and mental processes. Educational goals should coincide with student learning outcomes. By using different learning outcomes, teachers are able to effectively attend to all students with different learning needs and capabilities. Teachers can use different taxonomies to evaluate learning outcomes for the students, thus know which methods and objectives to use for effective learning (Mcinerney & Mcinerney, 2010).

Available taxonomies are cognitive domain taxonomy that integrates knowledge of students to remember prior information, being able to comprehend information presented and draw individual conclusions and state implications realized. Other important constituents include application of knowledge acquired practically, analyzing the co-relationship between concepts, synthesizing whole components from single separate unit ones, and evaluating available information and how it can be improved upon (Peterson, 2010).

The other taxonomy is the affective domain taxonomy, where teachers can evaluate learning outcomes of students based on the development of morals and values, which are influenced by the willingness of the students to receive them. Successful affective domain taxonomy entails positive response to presented values, valuing the importance of the virtue presented, integrating morals and values in learning objectives, and allowing values and morals to be a part of life (Mcinerney & Mcinerney, 2010).

The third taxonomy is psychomotor domain taxonomy that seeks and geared towards improving the physical skills and abilities of learners.

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