Theory Of Application Analysis

2. Jean Piaget: His research shows that children cognitively develop in stages. His theory is the foundation for constructivist learning. Piaget’s theory emphasizes discovery learning and supporting the developing interests of the child utilizing this theory in early childhood education I would I challenge the child's abilities, but not present material or information that is too far beyond the child's level. I would also use a wide variety of concrete experiences to help the child learn.

Vygotsky’s theory can be applied in a daycare setting to foster cognitive development. When guiding children, the adult-child dialogue, scaffolding, and the zone of proximal development are important for their cognitive development. Vygotsky believed that cognitive development required social interaction to develop fully (Manheimer, 2015). The need for language and communication is especially important in a daycare setting. Children are encouraged to participate in social interactions when being in a daycare around many other children and other adults. Vygotsky

Within the Head Start program, the majority of the children ranged from ages three to five years old. These children are currently in the preoperational and Initiative versus Guilt stages of their development. Piaget’s cognitive theory of children between the ages of two to seven years old begins to think symbolically by making something stand for a different meaning (McLeod, 2015). These children are exploring their imagination and making the most of what they have. While in play, the children are in their own world. According to McLeod, children will engage in parallel play, but as they develop in the preoperational stage they begin to play with others. There were a few children who did parallel play or played on their own as they are

Through play, children are also able to form relationships with their peers, therefore developing socially. They are able to “learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills” all of which are important skills in a child’s world as well as the adult world (Ginsberg 183). This is especially prevalent in young school age children, who have had relatively few social encounters without the presence of their parents before entering school. These young children will often make life time friends by sharing a popular treat at snack time or borrowing a color crayon to another child who has broken theirs.

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

1. Context/ Introduction: For my third observation, on Monday October 17th, I returned back to the Kean University Child Care Center. Just like my second observation I came for my observation for the hour of 10:30-11:30 am. This time in the classroom there was four teacher aides and the teacher Ms. Kierah. When I walked into the classroom I was surprised when one of the teacher aides told me that Ethan has a lot of energy in class that day. She explained that Ethan had a lot of energy that his listening skills were a little off as well. Once she was done explaining this I was anxious to see this for myself. I saw Ethan was playing at the middle table with one other boy Steve. Quietly, I sat at the table to the right of the middle table and began my notes.

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

The topic of this book is how play therapy can help a child who has been in isolation, and self-discovery. Axline supports this view in various ways throughout the book. She explains her reasoning for not interrupting Dibs and gives many examples of using counseling skills. Axline’s style is formal and the chapters are clearly organized. There is a chapter for each play therapy session. She describes Dibs’ activities captivatingly, making the book engaging to read and showing that she, too, is engaged with Dibs (counsellorjen/wordpress).

CHF is the most common diagnosis among patients 65 and older with one third of these patients being readmitted within thirty to ninety days. (Quaglietti, Atwood, Ackerman, & Froelicher, 2006). The cost of these readmissions are staggering with nearly a third of the two trillion dollars allocated to health care being spent on readmissions (IHI, 2009). Other than poor patient outcomes the second most staggering observation is that the majority of the majority of readmission rates associated with CHF patients are avoidable. (Griffin & Hwu, 2009). Over twenty-six percent of CHF patients return and are admitted to hospitals within just thirty days. From this patient group over sixteen percent are CHF patients 65 and older and out of this group over twenty-eight return and admitted to the hospitals within three to six months.

The adults in the room talk to children on their level, meaning that when an adult must say what a child did wrong, they make sure that they get down on their level, and talk to them in a calm yet firm manner. They promoted the well-being of the children by engaging in play that was challenging for them, but with the help of the teachers, it became possible. This is supported by Vygotsky’s theory of the zone of proximal development, which is the concept of seeing what a child can do with help, and what a child cannot yet do (Berk, 2013). A specific example of this is when a child was trying to complete a puzzle, and the teacher showed them how to complete the difficult puzzle, and then the child, with some occasional help from the teacher, was able to complete this puzzle. This will help support the child’s development because it helps the child overcome challenges.

According to Porter (2008) and Kearns (2010), Gemma’s behaviour at kindergarten demonstrates that she has trouble regulating her emotions, lacks social skills and is violent towards peers. This is evident by Gemma becoming upset when ‘losing’ games or having to wait her turn, not listening to instructions, and punching, kicking and pinching her cohorts. By applying Socio-cultural theory and a Humanistic approach to Gemma's behaviour, possible causes could include; being an only child, a difference in cultural values and expectations, low self-esteem, and the need to develop a sense of belonging at the kindergarten (Duchesne et al., 2013; Lindon, 2012).

“Psychologist Lev Vygotsky 's theory of cognitive development posits that information from the external world is transformed and internalized through language. Since language is both a symbolic system of communication and a cultural tool used to transmit culture and history, play is an essential part of both language development and a child's understanding of the external world. When a child is at play, he or she is in a constant dialogue either with self or others.” Lev Vygotsky is a world renowned child psychologist who is created the social development theory and wanted to know the way the human mind worked in the same way a machine does. Having learned this in a child development class in high school has convinced me to pursue this career choice. I started to view my own life and the instances in my life that have related and could affect me now. For example, both my parents work tough hours so it was hard to get the one-on-one hours with them. Being a child of divorce has also influenced me to become a child

Educators intervening to build warm relationships is vital for promoting children’s learning through play. Therefore, teachers use responsive listening, acknowledging, questioning and encouraging to understand and respect children’s needs and dispositions. With the growing sense of belonging and wellbeing, children feel safe and supportive, while they learn and explore in meaningful ways (Weiberg et al., 2015).

Next, we must consider how the ways in which Sierra interacts with peers, her non-verbal communication tools, and her difficulty reading the social cues of others impact her development. Her difficulty making friends with peers is likely affecting her development in several dimensions, including socially, cognitively, and emotionally. We also must examine Sierra’s development as it impacts her individually through considering her own perceptions. As Sierra is non-verbal, we imagine her perspective, awareness of situations, and her goals. Trying to gain more information about Sierra from each of these planes of analysis as identified by Rogoff et al. (1995), can help us to gain a more detailed understanding of her development. I will integrate findings from each of these planes into my play activity for Sierra and would use them to motivate Sierra to have healthy and developmentally appropriate interactions with her peers in ways she can personally manage within the context of her school community.

Constructivism is connected to the theories of Piaget and Vygotsky. Piaget believed that cognitive development occurred in four stages that have distinct developmental characteristics.  He theorised that all information is organised into ‘schemas’, and this refers to the manner in which a child organisesand stores information and knowledge received. As new information is received, it is either incorporated into existing schemas (assimilation) or new schemas (accommodation) are created (McDevitt & Ormrod, 2010).  Vygotsky’s theories compliment those of Piaget and place a greater importance on social interaction as he considered cognitive development predominately was achievedthrough social interaction.  Vygotsky believed that learning could be accelerated with the assistance of a more advanced peer or teacher.  This concept is referred to as the zone of proximal development (ZPD) and works in conjunction with the theory of ‘scaffolding’, where a teacher provides support to student and as proficiency increases the scaffolding is decreased (Marsh, 2008). Evidence of scaffolding is seen throughout the Maths video as Ms Poole provides an outline of the lesson and the goals to allow students to establish a focus.