Child Development Assesment

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Curtin University *

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Psychology

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Jan 9, 2024

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Angela Maroon (21558153) 1 Information Processing, Creative Debate, and Self-Efficacy in Primary Education Angela Maroon 21558153 EDUC1022 EDC135 Child Development for Educators Maria Blackman 17 th May 2023 Acknowledgement of Country I wish to acknowledge the traditional custodians of the land, the Whadjuk Noongar people, and I pay my respects to their Elders, past, present and emerging.

Angela Maroon (21558153) 2 Topic 1: Information Processing Approaches in Primary Education (748 words) Primary Education is a crucial period in a child's cognitive development, and it is essential to understand the information processing approaches to this development in order to provide effective teaching. This essay will explore the concepts of working memory, encoding information into long-term memory, strategy knowledge and use, cognitive flexibility, and how they can be applied in the classroom. According to (Cardenas, 2020), working memory is an essential concept education, as it helps students process and retain new information. Working memory has a limited capacity and duration, only holding the information that is being actively processed in the present moment. To ensure that the information is retained, it needs to be reinforced through practice . (Cardenas, 2020) suggests to effectively use working memory in the classroom, introduce one concept at a time and provide students with opportunities to practice and apply it. For example, the teacher can have the students listen to a story and then ask them to recall the main points of the story in a group discussion. Another important concept to develop in the class room to help successful learners is effective encoding strategies . These strategies involve transforming the information a student has learned in working memory into a form that can be stored and retrieved from their memory. (Duchesne et al., 2021) Encoding information into long term memory allows students to remember material for longer periods of time, which is essential for academic success. One implication for effective classroom teaching is the use of retrieval practic e. (Duchesne et al., 2021) suggest that retrieval practice, such as by giving practice quizzes or having students explain concepts in their own words, can help students to recall information from their long-term

Angela Maroon (21558153) 3 memory and solidify it in their minds. Teachers create unit quizzes at the end of topics for students. These quizzes could cover the main concepts of the unit, and could also be used to help them form connections between different concepts and to develop their encoding strategies. This practice could be used to identify any gaps in understanding that students may have and address them accordingly. (Duchesne et al., 2021) "The ability to think critically and make thoughtful decisions based on strategies is an essential part of the learning process in primary education." (p146) This implies that effective classroom teaching should provide opportunities for students to practice strategy knowledge and use. It involves developing metacognitive awareness, knowing what strategies you need for a particular learning task. It involves the ability to monitor and evaluate one's own use of strategies. Strategy knowledge and use helps students to become self-directed, independent learners. In a classroom, students could be given a problem to solve and allow them to work together in small groups to come up with strategies to solve it. Teachers need to explicitly teach appropriate metacognitive strategies so that students know, when and how to use them . After they have come up with a strategy, the teacher could then ask them to explain the strategy and discuss how it could be applied to other problems. They could then share the outcome with each other’s groups or trial a different scenario. According to a study by (Gohm et al., 2005), Cognitive flexibility is a critical thinking and problem-solving skill that is also essential for learning and development. In primary education, cognitive flexibility is important as it allows children to think outside the box and explore a range of possibilities for solving problems. It also helps children to understand new concepts, perceive and interpret information in different ways, and make connections between ideas. Teachers can foster cognitive flexibility in the classroom by creating an environment that

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Angela Maroon (21558153) 4 encourages exploration, critical thinking, and problem-solving. For example, have the students role-play a situation where two people are arguing over a toy and the students must help come up with a solution. This activity gets the students to think outside the box and come up with different solutions and ideas. It also helps develop their ability to think flexibly and solve problems. In conclusion, it’s essential to consider the role of working memory, encoding strategies, strategy knowledge and use, and cognitive flexibility in primary education. These concepts are important for helping students become effective learners and developing the skills necessary for academic success. Effective classroom teaching should involve providing students with opportunities to practice and apply concepts, encouraging cognitive flexibility and critical thinking, and exploring a range of possibilities for problem solving and understanding new concepts.

Angela Maroon (21558153) 5 Topic 2: The Creative Debate (694 words) The concept of creativity in education has been widely debated, with differing perspectives on whether creativity is a universal trait or a rare phenomenon. Stephanie's argument that all children are creative is one that is certainly worthy of discussion, while Melanie's perspective that finding exceptionally creative people is rare, particularly at school, is also a valid point. This essay will provide a nuanced understanding of the role of creativity in children's development and discuss strategies for supporting creativity in classrooms. The evidence that all children have creative potential includes research which suggests that creativity is a natural part of the human condition, and that it is something we are born with, rather than something that has to be learned. There is also evidence to suggest that creativity can be found in all areas of life, from science and mathematics to art and literature . A study by (Reifel et al., 2017) found that when children were given the opportunity to express their creativity, their self-confidence and self-esteem were increased and their overall wellbeing improved . This indicates that creativity is an essential part of a child’s development, and it is important that all children are given the opportunity to express their creativity. Further studies have found that when children are encouraged to be creative, their imagination and problem- solving skills are strengthened, and their overall cognitive development is enhanced. Finding an exceptionally creative person such as a world-famous van Gogh or Mozart is rare, particularly at school. This is because creativity is a complex phenomenon, and it is impossible to predict which children will become exceptionally creative. Furthermore, it is important to recognize that creativity is not something that can be measured in a standardized way, and it is important to recognize that all children can be creative in their own unique ways

Angela Maroon (21558153) 6 (Reifel et al., 2017). For example, a student who excels at mathematics may not be considered a “creative” person, yet they may still demonstrate creative problem-solving skills. It is also important to recognize that creativity is something that can be nurtured, and that all children can benefit from being encouraged to express their creativity in various ways (Reifel et al., 2017). In addition to the complexity of creativity, another reason why it is rare to find an exceptionally talented creative person is due to the external factors that can limit an individual's creative potential. These external factors include the lack of access to resources, the lack of exposure to creative activities, cultural bias and the presence of restrictive societal norms that discourage creative expression. These external factors can make it difficult for children to develop their creative abilities, and therefore it is understandable why exceptionally creative people are rare, particularly in school settings. Ideas that support creativity in the classroom are highly important for encouraging students to engage in creative thinking and expression. Creative activities such as art, music, and drama give students the chance to express themselves and explore their own ideas, while problem-solving activities can help them to develop important problem-solving skills. It is important to create an environment that is conducive to creativity, including providing a variety of materials and resources and allowing students to experiment independently in their exploration and experimentation. By doing so, teachers can foster and promote creativity in their students. (Keller et al., 2020). Creative activities can foster collaboration, as students work together to create and explore ideas. In conclusion, it is clear that all children have creative potential, and it is important to recognize this potential and nurture it in all children (Duchesne et al., 2021). Research has shown that when children are given the opportunity to express their creativity, their self-

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Angela Maroon (21558153) 7 confidence and self-esteem are increased, and their overall wellbeing is improved (Reifel et al., 2017). It is also important to create an environment that is conducive to creativity, such as providing a variety of materials and resources, and allowing students to be independent in their exploration and experimentation (Duchesne et al., 2021). By supporting creativity in the classroom, teachers can foster and nurture creativity in their students and help them to develop their own unique perspectives and ideas (Reifel et al., 2017).

Angela Maroon (21558153) 8 Topic 3: Exploring Strategies for Building Self-Efficacy (746 Words) Self-efficacy is an important part of a person's self-image and confidence in their abilities. Albert Bandura's Social Cognitive Theory explains that self-efficacy is shaped by a person's beliefs about their capabilities and their past successes. Teachers have a significant influence on the development of their student's self-efficacy, and can use various strategies to build positive self-perceptions in their students. In this essay, I will discuss three practical approaches that teachers can use to build positive self-perceptions in their primary school aged students, and how this may vary across different cultures. I will also explore how teachers can involve parents and carers in this process. According to Bandura's Social Cognitive Theory, self-efficacy is shaped by a person's beliefs about their capabilities and past successes, the encouragement and support they receive from others, and their emotional state (Duchesne et al., 2021). Through observing the behavior of others, a person can gain an understanding of the expectations that society has of them and what they need to do to fit in. Finally, Bandura states that a person's emotional state can have an impact on their self-efficacy. Positive emotional states can lead to an increase in self-efficacy while negative emotional states can lead to a decrease in self-efficacy. Teachers can build positive self-perceptions in their students by using positive reinforcement effectively (O’Connor et al., 2018). Specific feedback should be given when a student displays a desirable behavior, and meaningful rewards that are tailored to the student's interests should be provided, such as an extra break or a fun activity. Consistency in both feedback and rewards is important to build a sense of trust and security for the student and further increase their self-efficacy.

Angela Maroon (21558153) 9 Secondly, a teacher can provide meaningful opportunities for the student to take on leadership roles and to take ownership of their learning by encouraging and rewarding student effort (Hattie, 2009) . This helps the student to gain confidence in their abilities, and to recognize the value of their contributions, which can lead to an increase in their self-efficacy. For example, a teacher can provide leadership opportunities by giving the student the responsibility of leading a group project or presentation. This will give the student the opportunity to take on a leadership role while in the classroom and to practice their communication and organizational skills. The teacher can assign tasks to the student and allow them to take ownership of their learning by providing them with the autonomy to choose how to complete the task. This will help the student to gain confidence in their ability to complete tasks independently, and to recognize their own worth as a learner. Thirdly, a teacher can create a safe and supportive learning environment. A safe and supportive learning environment is essential for a student to develop their self-confidence and self-efficacy. By providing the student with a sense of security and trust, they are encouraged to take risks and challenge themselves without fear of failure. Activities such as role-playing and simulations can provide the student with an opportunity to practice and refine their skills in real- life scenarios. This can help foster their self-confidence and self-efficacy and enable them to take risks without fear of failure (Duchesne et al., 2021). The approaches used to build positive self-perceptions can vary in different cultures (Ortiz et al., 2018). For example, positive reinforcement may be seen as an important part of learning in some cultures, while in other cultures, students may be more accustomed to receiving direct feedback and criticism. The way in which a teacher provides feedback may need to be

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Angela Maroon (21558153) 10 tailored to the culture of the students, as some cultures may place more value on respect and humility than on direct criticism. In conclusion, self-efficacy is an important part of a person's self-image and confidence in their abilities. (Bandura, 1986). Teachers have a significant influence on the development of their student's self-efficacy and can use various strategies to build positive self-perceptions in their students. Three practical approaches that teachers can use to build positive self-perceptions in their primary school aged students include providing positive reinforcement, providing meaningful opportunities for leadership and ownership of learning, and creating a safe and supportive learning environment. Additionally, teachers should be aware that the approaches used to build positive self-perceptions can vary in different cultures, and should tailor their strategies accordingly. Involving parents and carers in the process can also be beneficial, as their support and encouragement can help to further increase the student's self-efficacy.

Angela Maroon (21558153) 11 References Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational psychology for learning and teaching . Cengage Learning Australia. Page 54 Cardenas, A. (2020). Working Memory in the Classroom . What Is It and How Can We Use It? Frontiers in Psychology, 11 Gohm, C.L., Corsini, N.J., & Derry, S.J. (2005). Cognitive flexibility: The key to success in problem solving. Thinking Skills and Creativity, Page 29-40 Reifel, B., Bylsma, D., & Acosta, A. (2017). The Impact of Creativity on Children’s Self-Esteem and Wellbeing. Journal of Applied Developmental Psychology, 44, 69-75. Keller, K., Johnson, T., & Jamison, J. (2020). Supporting creativity in the classroom. Educational Leadership, 37(1), 16-21 O’Connor, M., & Kopp, C. (2018). Positive reinforcement: How to use rewards to increase effective behavior. Harvard Education Press. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Angela Maroon (21558153) 12 Ortiz, M. P., Ortega, M. P., Rayo, Á. M., & González, J. A. (2018). The development of self- esteem in the classroom: The role of teachers and students. International Journal of Educational Research, 86, 1-1 Bandura, A. (1986). Social foundations of thought and action . A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

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