How Human Development Research Should Inform Educational Practice

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific.

Developmental psychology is the study of how human beings age and transform throughout the eight major stages of life. This paper will focus on the physical, cognitive, social, moral, and personality development of individuals found in stage two, (early childhood 1-6 year olds). Through exploring, and examining the countless influences that affect their growth development.

Crandell, T. L., Zanden, J. W. V., & Crandell, C. H. (2009). Human Development. New York City, NY: McGraw-Hill.

Getting an education is the main goal for everyone, although it is easy to obtain there are some obstacles to it. One of the main obstacles students face at the beginning of their education is standardized tests. Schools have started to adopt this type of tests as their main way to evaluate students’ intelligence and teachers’ effectiveness to educate the students. The way students used to learn has changed, in order to get them ready for the tests they have to spend much of the school time preparing for it instead of learning something they can use in their future life. According to Bruce Jacobs in No Child Left Behind's Emphasis on 'Teaching to the Test' Undermines Quality Teaching, a 2007 study by the University of Maryland teachers were put in much pressure and had thoughts to teach the test […]. This shows that teachers have also been affected by standardized tests in a way they have more pressure to make students pass. Having teachers ‘teach the test’ means their way to educate has been corrupted. In most cases when teachers’ ability to educate has been changed leads them to practice methods not convenient for scholars. One of these methods is memorization, in Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea by Hani Morgan describes how students start to adapt to an “inferior type of learning, based on memorization and recall students gain when teachers

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of children and young people’s development birth to 19 years. By completing all tasks within the assignment, the candidate will provide evidence that meets the Learning Outcomes and assessment criteria for Unit 022, Understand Child and Young Person Development.

How does an infant develop into an adult? The answer is not as obvious as it seems. There are a variety of factors that contribute to human development. A person not only grows physically but also cognitively and socio-emotionally. This paper will explain two theories; one cognitive and one socio-emotional; about human development. The two theories will be described, compared, contrasted and individually evaluated based on the strong points and limitations.

On top of the expected pattern of children and young people’s development including “physical, communication & intellectual & social, emotional & behavioural development there are also “personal and external” factors which will affect how they develop.

With standard grading processes on the school level, motivation for sufficient learning is advancement and graduation from that educational branch. Except in cases of completely deteriorated motivation from the student, typically culminating in said student dropping out on their own accord, this incentive to complete the curriculum typically maintains student motivation. The shortsightedness of such testing is the assumption of a unified degree of student motivation, especially at the high school level (Forte, 2010). Standardized tests administered to student at this age group are frequently low pressure and low stake. Because the tests pose far less consequence to the student, and motivation for students can occur on such a wide spectrum, test results become far less uniform than expected (Ryan, Ryan, Arbuthnot, & Samuels, 2007). When applied to a common, realistic scenario, the model begins to break down. For example, an unmotivated student would characteristically perform poorly on a test. When the scores are returned, however, the school is still expected to facilitate this student’s learning in order to resolve the previous score, following the trend of school culpability. Due to differing degrees of motivation, the test results therefore possess a significant potential for ambiguous validity, which subsequently requires filtering of test results to stabilize the statistics (Wise, Wise, & Bhola, 2006). To filter

This Final Examination instructs the student to reflect on and discuss what was learned from the assignments in the UED 605-90D Human Growth Development course that will help ensure student success. In this paper, I will apply my knowledge of what I have learned from each assignment to help me reflect on my existing understanding of the subject. Fortunately, I have acquired some valuable material that is very beneficial in assisting me to achieve my full potential as a student.

The sequence of childrenâ€TMs development for each age from birth to 19 is divided into five aspects which are physical, language, social and emotional, and intellect. Childrenâ€TMs development is continuous and different ways, the sequence in which they develop will about the same as they

In the classroom teachers feel a pressure to have their students do well on the mandated tests. Not only because they want their students to succeed but also because if their students do poorly they feel that it will reflect negatively on them and their ability as an educator. Teachers also have the responsibility that if their schools receive failing scores that they could possibly loose their jobs. If a school fails to meet the AYP for

The study of human development is a science. It is based on theories, data, analysis, critical thinking, and sound methodology (Berger). Five characteristics of Development that will be discussed in this paper are multidirectional, multi-contextual, multicultural, multidisciplinary and plasticity. There are also five theories of development which are psychoanalytical, behaviorism, cognitive, socio-cultural, and epigenetic theory. Together these characteristics and theories can be used together to get a better understanding of the human development and how much genetics play a role in development and how much the

The method in which children come into their development is a very significant procedure that every person should be able to recognize. Children are not all the same so their development is not the same either. In fact, most children cannot even be treated the same when in regards to their development. To get a better understanding that involves the way children and teenagers grow a person would need to really recognize and comprehend the model of human development. This essay will emphasis on the Bio ecological Model of Human development; the diverse systems that are within human development and also how each of the systems are different.

The development of a child is viewed from a number of different perspectives by several developmental theorists. While some say that development continues throughout the life, others would hold an opinion that children stop to develop as soon as they mature. Therefore, lifespan developmental theorists have focused on a number of areas while studying the development of an individual. Some of these areas include cognitions, social development, sexual development, moral development and more. Each of these theories is important in order to completely analyze the process whereby which a child matures and transitions into an adult.

Human development refers to the processes of change and stability throughout human life. The early stages of development in children are important in their life span. Children in middle childhood are those who are in the age between 6 to 11 years old. Most children in middle childhood start their formal education in primary school. In this stage, they have more opportunities to expose themselves to people and environment they had never known. In general, children in middle childhood are characterized by 3 major domains which are physical, cognitive and psychosocial (refer to Figure 1 in Appendix 1).