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Psychology

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Apr 3, 2024

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Student ID, name, unit name, assessment name, due date Assignment 3 Case Study Team #H Student 1 Name: Kristy Mulford Student 2 Name: Abby McLean 102808329 Kristy Mulford EDU10004 Assignment 3 1

Student ID, name, unit name, assessment name, due date Step 1: Analysis of the scenario in relation to theoretical perspectives (Team - 250 words) ( Copy the text from your team discussion. Your originality score for this section will most likely be high as it will be matching to your team members ) As preservice teachers, we have begun to understand the theories and the principles behind how students learn. As such, we have analysed a scenario and determined four (4) key issues. Firstly, Farid’s family recently arrived as refugees from Syria and Michael, his teacher, is having trouble communicating with them. Secondly, occasionally he is being teased because of his accent by two children on his table. Furthermore, he is learning how to read and write in English but is verbally bilingual. Lastly, even though he is quiet, he has bonded with a third child, Macey; she is not currently part of his learning group. I believe Sociocultural Learning Theory was most appropriate. The theory focuses on how children learn from their environments and trusted communities around them ( (Krause, Duchesne, & Bochner, 2012; BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia, 2014). Benefits of applying this theory include: Bridging the gap between Farid’s family and the community, community involvement, the breaking down of stereotypes and learning of language, life skills and socialisation (Krause, Duchesne, & Bochner, 2012; Lindon, 2012). However, being teased by Grace and Hudson could be detrimental to his learning if he became embarrassed to participate. Sociocultural learning solutions that could be applied to this scenario include but are not limited to: Inviting Farid’s family to present their culture to the class, Providing written tools to support Farid’s learning can also be used with his family at home, include cultural perspectives in standard curriculum, including Macey in Farid’s learning group, having the same high expectations of all student work to help them meet them and lastly ensure that lessons are equally balanced with curriculum and students interests as to encourage participation (Krause, Duchesne, & Bochner, 2012). 2

Student ID, name, unit name, assessment name, due date Step 2: Apply a theoretical perspective to the scenario (Individual - 400 words) The sociocultural theory relates to the engagement and development of learning that is based on the children's cultural assumptions and involvement. When you compare all the behaviourist, sociocultural and behaviourism theory, these all do have limitations that relate to this scenario. All though, I think that the sociocultural theory relates best to this as the other children may not have been exposed to different languages throughout the home and school life and they are unaware that it makes Farid upset. This theory can be applied in a few ways throughout the classroom which the children would learn positively from. Using small group pairings during activities can assist in practicing this theory as the children will be able to engage and learn together as a small group and then express their knowledge and compare their thoughts. Teachers would encourage the children to engage in a range of language-based learning experiences which would give Hudson and Grace some knowledge on why Farid speaks the language and where he comes from (Week 7.3). The teacher could move Macey on the same table with Farid which will make him feel more comfortable and enjoy his learning. He would be more open to contributing and sharing more about his cultural background if he felt supported by his peers and teachers and others will be able to learn and include their community into learning. Teaching strategies would be that the children will show more of an appreciation to different cultures after learning about Farid and they will be able to understand and include him into all of the activities and not laugh at his accent, but they will appreciate the cultural diversity that is spread through the class. This theory is a perfect fit for this scenario, learning about different cultures while engaging socially. Vygotsky and Bruner’s key ideas are that social relationships and language communication effect on the way the children develop (Vygotsky L, 1896 and Bruner J, 1915). Children interact in a world where teachers and other children assist in one another’s learning. “ Childhood is a social construction. Therefore, children develop in multiple ways” (Week 7.3, Vygotsky L, 1986, Bruner J, 1915). 3

Student ID, name, unit name, assessment name, due date Step 3: Review and compare theoretical perspectives to the scenario (Team - 200 words) (Copy the text from your team discussion. Your originality score for this section will most likely be high as it will be matching to your team members) We agree that the application of behaviourism theories would be the most effective solution to this scenario. Each child will need to be catered for their needs for them to get the best possible learning experience. (Fellowes & Oakley, 2014). Applying this theory to the scenario will assist Michael in helping the children understand that people come from different cultures and it is okay. Michael should implement a sticker or stamp chart for when he is seeing Hudson and Grace interacting with Farid using positive interactions. Farid may then feel comfortable and safe to share his cultural background with his peers. Although Farid does speak another language, he does have a good understanding of English. With positive behaviour, Farid will be able to soon read and write in English. Hudson, Grace, and Macey will be able to assist in this. Michael will need to work with Farid's family with positive interactions and giving them any assistance that will help Farid further develop his learning and language skills. This would be a great theory that could have a great impact on Farid's learning. 4

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