Writing
ELM500 Grand Canyon Stages of Child and Adolescent Development Paper

ELM500

Grand Canyon University

Question Description

In 500-750 words, summarize and expand on the stages of child and adolescent development. In your summary, include:

  • How understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various learning abilities.
  • How the stages of development differ from kindergarten to eighth grade and how learning activities differ depending on the stage of development.
  • How you can incorporate specific major principles, concepts, and learning theories into two different grade levels (K-5 and 6-8) of your future teaching practice.
  • How this matrix can serve as a guide in developing ways to meet the needs of exceptional students (learning differences, gifted students, and ELLs, etc.).
  • How the information on the different stages of child and adolescent development can be utilized to identify student strengths as a basis for growth, and their misconceptions as opportunities for learning.

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Stages of Child and Adolescent Development K-2nd Cognitive Linguistic Social Grade 3rd-5th Grade 6th-8th Grade Preoperational (2-7 years) Children can now think and talk about things that are immediately represented in from of them. Therefore, they focus on what they see and are doing at the moment. They are egocentric and language use becomes more established, however, still no logic reasoning. They develop imagination and engage in make-believe. Concrete Operational Stage (810 Years) - According to Piaget they are going through concrete operational stage. Can think logically about actual objects and can add and subtract. Possess and understanding of how to classify objects. Develop special reasoning and can put things in order. Begins to realize their thoughts are unique and think abstractly and hypothetically Formal Operational (11 -13 years) -They are capable of high level abstract intellectual thought. Think of future life roles. Require time for selfreflection. Can plan and organize and stay on task for more than an hour. Develop opinions about social issues. Concerned about fairness and understand things from different point of view. Can communicate and express their needs and use complex sentences to communicate. Begin to give symptoms and categories in word definition. Begins production of figurative language. Understands words with multiple meanings. Begins to communicate their needs and include themselves in social settings. Make friends and show concern for each Can speak clearly. Ask and answer questions, participate in class discussions and begin to understand figurative language. Mastery of basic reading and writing skills. Can communicate fluently. Construct full sentences with good grammar. Understands metaphoric use of language and can make literal interpretations. Develop their social and selfesteem. Develop peer interactions, friendships and relationships. Become selfconscious because they are Sensitive to their appearance. Establish personal moral Codes. They are not certain about their place in (take out) society and depend on peer Major Concepts, Principles, and Learning Theories (To be completed in Topic 3) Complete this column all the way down other. Develop standards. Emotional Physical moral close to approaching puberty. group for identity. Enjoy small Develop moral standards. groups. Desire for independence and interdependence. They become emotionally attached to people and can resolve conflicts with the help of an adult. Learn to appreciate those around them. Develop advanced movement pattern and eye-hand coordination. Improved body coordination. Become highly sensitive to issues and easily get angered. They become emotionally ready to depend on themselves. Improved gross and fine motor skills. Tend to be careless about their cleanliness. Signs of puberty begin. Have high activity skills. Critical of their parents at home. Become highly assertive and easily angered. Establish close relationships based on emotions. Entering adolescence and teenage hood and experience puberty. Experience rapid physical growth. High levels of activity and appetite. Welcome to Topic 3! Thank you for being such dedicated scholars! By the end of Topic 3, you should be able to: In 500-750 words, summarize and expand on the stages of child and adolescent development. In your summary, include: 1 reflection paragraph for each of the 5 bullet points below also please use citations In the matrix the professor did not previously state he want that in topic 2 however he wants to see the citations inside of the matrix columns and squares. • • • • • How understanding the unique aspects of development guide you to engage and meet the academic abilities of students with various learning abilities. How the stages of development differ from kindergarten to eighth grade and how learning activities differ depending on the stage of development. How you can incorporate specific major principles, concepts, and learning theories into two different grade levels (K-5 and 6-8) of your future teaching practice. How this matrix can serve as a guide in developing ways to meet the needs of exceptional students (learning differences, gifted students, and ELLs, etc.). How the information on the different stages of child and adolescent development can be utilized to identify student strengths as a basis for growth, and their misconceptions as opportunities for learning. • Stages of Child and Adolescent Development - Part 2: • · Complete the Stages of Child and Adolescent Development Matrix begun in Topic 2. • • • • · Below the matrix, complete the 500--750 word reflection · Use 1 paragraph per prompt (5 paragraphs) – no intro or conclusion needed. · Use 2-3 cited resources (each paragraph should have research support in the form of in text and reference page citations in APA format – Prove your learning. http://libguides.gcu.edu/CitingSources/APA Use the rubric to understand how you will be graded see rubric below. For this assignment you are to complete the last column---- Please remove the information highlighted in the yellow color that was from last week’s assignment. The reading is in chapters 2, 6, 7, 11 Will attach the reading material for this assignment below for your viewing Reading and e-Library Resource Review Chapters 6 and 7 and read Chapters 2 and 11. Imbedded online book for the above chapters coe_foundations_o f_american_education_7e.pdf 1. Cognitive Development Read "Cognitive Development," from the Encyclopaedic Dictionary of Psychology (2006). https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fhodderdpsyc%2Fcognitive_development%2F0 2. Developmental Psychology: From Infant to Adult Read "Developmental Psychology: From Infant to Adult," from Big Ideas Simply Explained: The Psychology Book (2012). https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fdkpsycbook%2Fdevelopmental_psychology_from_inf ant_to_adult%2F0 3. Moral Development Read "Moral Development," from the Encyclopaedic Dictionary of Psychology (2006). https://lopes.idm.oclc.org/login?qurl=http%3A%2F%2Fsearch.credoreference.com.lopes.idm.oclc.org%2Fcontent%2Fentry%2Fhodderdpsyc%2Fmoral_development%2F0 1. Watch "How Does the Memory Work?" from Films on Demand. https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=47870&loid=142458 2. Watch “Learning and Development,” from Films on Demand. https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=115832&loid=427288 3. Watch "Long and Short-Term Memory," from Films on Demand. https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=40890&loid=67651 4. Watch "Stages of Memory," from Films on Demand. https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&xtid=6014&loid=16339 Comment from the Professor FYI and questions from other students Question #1 from Student - - -, do the 3-5 sources for the topic three matrix include the sources that we used to fill out the sections for topic 2? Answer from professor you can definitely use the ebook. I would expect that citation. You are adding and responding to new prompts so new research should be present. Question #2 from Student - - - - - I am thinking about citing sources in the matrix. Should I cite after each bullet, or is it possible to cite under each type of development, or is it possible to cite the sources I used under the entire matrix itself, and then list the full citation under resources? Answer from Professor Cite just like you would in any essay, after you paraphrase in the matrix and then in a reference section. I expect that clunky look in the Matrix.On the last assignment we did not do any citations in the matrix please see his above highlighted response/answer in blue Rubric Requirements Stages of Child and Adolescent Development - Part II 100.0 %Content 25.0 %Major Concepts, Principles, and Learning Theories 15.0 %Summary: Learning Activities Template includes an exceptional identification of major concepts, principles, and learning theories related to all stages of child and adolescent development. Summary includes a well-developed and proficient explanation of the specific aspects of elementary student’s development with an in-depth description as to how it relates to the ability to engage in learning activities. 15.0 %Summary: Meet the Summary includes an in-depth and proficient description as to why understanding the Needs of Exceptional stages of development can serve as a guide to develop ways to meet the needs of Student exceptional learners, including disabilities, gifted, ELL's. 15.0 %Summary: Future Conclusions and applications to future practice are insightful by explaining two ways to Professional Application incorporate specific theories into future practice and thoughtfully reflect growth and development as a professional. 15.0 %Research Citations All sources are credible, appropriate, and strongly support the submission. All required and Format aspects of APA format are correct within the submission. 15.0 %Mechanics of Writing Submission is virtually free of mechanical errors. Word choice reflects well-developed use (includes spelling, of practice and content-related language. Sentence structures are varied and engaging. punctuation, grammar, language use) 100 %Total Weightage This is your reflection from the first matrix submitted for your review. Reflection Students at different grades levels have different needs and understand best when a particular method is applied to another. Teachers need knowledge of the development of children and adolescent for active learning. For instance, a child at grade one and grade three have different brain development determining the capacity they can hold. A grade one enjoys playing and requires less time in class where grade three can get serious with class work. A grade one does not see reason logically hence needs constant teaching and be reminded of concepts. Knowledge of the stages assist in developing classroom activities specific to the learners, kindergarten to grade two need brain exercises to improve their cognitive ability (Nevo & Breznitz, 2013). Understanding different milestones can help strategize instructional methods for specific grades. At a particular stage, a child understands things much better than others. For instance, adolescents between sixth to eighth grades are easy to anger, hormones are on fire, and require critical management. The milestones assist in differentiating lessons, content, and processes to meet diverse needs. For instance, those with a sense of maturity and independence can propose their ideas of instructions and activities (Genc, 2016). It builds the feeling they have at that stage and perception towards certain aspects. Understanding unique aspects such as writing and reading ability assist a teacher to determine best ways to communicate with students (Cowan, 2014). Kindergarten through the second-grade does not understand metaphorical language, whereas those from third grade are familiarized to it. A teacher with an understanding of this concept will effectively and efficiently interact with students of different levels. A teacher creates activities that will engage the learner for instance number activities for elementary children to build their counting skills. As an educator, applying what I have learned in constructing strategies for different students (Driscoll, 2005). I will use the knowledge to design learning activities for students from kindergarten to eighth grade as per their needs and understanding. Utilizing different learning theories and development concepts of various theorists such as Piaget and Vygotsky to develop strategies as per a learner’s cognitive, linguistic and social abilities, will allow the teacher to structure lesson plans accordingly. I will use the knowledge to understand students’ social and emotional needs to be able to provide them a safe and comfortable learning environment. As a teacher knowing and understanding how the brain matures in the different stages and the way children can develop in different ways as a result of different motivations, present the opportunity to meet the individual needs of the various grade levels. I can now correctly assess whether a child has a learning problem and need additional personal support. It is essential as an instructor to find new methods and approaches in the transfer of knowledge to advance learners developmental competencies. So understanding not so much how a child develops, but more of how the human brain works and develops biologically gives a much more in-depth insight into how best to teach a child/group of children.. On the 28th I will submit the next three assignments will you be available through the month of March, April, And May???? References Cowan, N. (2014). Working Memory Underpins Cognitive Development, Learning, and Education. Educational Psychology Review. Driscoll, M. P. (2005). Psychology of learning for instruction. Learning and Instruction, 3rd, xvi, 448. Genc, M. (2016). An evaluation of the cooperative learning process by sixth-grade students. Research in Education, 95(1), 19–32. Nevo, E., & Breznitz, Z. (2013). The development of working memory from kindergarten to first grade in children with different decoding skills. Journal of Experimental Child Psychology, 114(2), 217–228. ...
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Final Answer

Attached.

Stages of Child and Adolescent Development

K-2nd

Cognitive

Linguistic

Grade

3rd-5th

Grade

6th-8th

Grade

Preoperational (2-7 years) Children can now think and talk
about
things
that
are
immediately represented in
from of them. Therefore, they
focus on what they see and are
doing at the moment. They are
egocentric and language use
becomes more established,
however,
still
no
logic
reasoning.
They develop
imagination and engage in
make-believe (Cowan, 2014).

Concrete Operational Stage (810 Years) - According to Piaget
they are going through concrete
operational stage. Can think
logically about actual objects
and can add and subtract.
Possess and understanding of
how to classify objects (Driscoll,
2005).
Develop
special
reasoning and can put things in
order. Begins to realize their
thoughts are unique and think
abstractly and hypothetically.

Formal Operational (11 -13
years) -They are capable of high
level
abstract
intellectual
thought. Think of future life
roles. Require time for selfreflection. Can plan and
organize and stay on task for
more than an hour. Develop
opinions about social issues.
Concerned about fairness and
understand
things
from
different point of view.

Can communicate and express
their needs and use complex
sentences to communicate.
Begin to give symptoms and
categories in word definition.
Begins production of figurative
language. Understands words
with multiple meanings.

Can speak clearly. Ask and
answer questions, participate in
class discussions and begin to
understand figurative language.
Mastery of basic reading and
writing skills.

Can communicate fluently.
Construct full sentences with
good grammar. Understands
metaphoric use of language and
can
make
literal
interpretations.

Major Concepts,
Principles, and Learning
Theories (To be completed
in Topic 3)
Cognitive theorists like Piaget
believe that from birth children
are driven to learn their
environment (Driscoll, 2005).
Learning occurs through taking
in information (assimilation)
add to their changes
(accommodation) and prior
understanding and knowledge
(schemas). Vygotsky states that
scaffolding supports a child’s
independence and confidence
in learning.
The principles emphasize on
knowing and mental structure.
Require reinforcement.
Linguistic learning occurs
through intellectual
development (Hall et al., 2017).
Learning occurs through
mimicry of concepts aided by
cognitive theory. Language
becomes more significant at
the preoperational stage and
continue through the other
stages.

Social

Begins to communicate their
needs and include themselves
in social settings. Make friends
and show concern for each
other.
Develop
moral
standards.

Develop their social and selfesteem.
Develop
peer
interactions, friendships and
relationships. Become selfconscious because they are
close to approaching puberty.
Develop
moral
standards
(Watling, 2006).

Sensitive to their appearance.
Establish personal moral
Codes. They are not certain
about their place in (take out)
society and depend on peer
group for identity. Enjoy small
groups.
Desire
for
independence
and
interdependence.

Emotional

They become emotionally
attached to people and can
resolve conflicts with the help
of an adult. Learn to appreciate
those around them.

Become highly sensitive to
issues and easily get angered.
They become emotionally ready
to depend on themselves.

Critical of their parents at
home. Become highly assertive
and easily angered. Establish
close relationships based on
emotions.

Physical

Develop advanced movement
pattern
and
eye-hand
coordination. Improved body
coordination (Driscoll, 2005).

Improved gross and fine motor
skills. Tend to be careless about
their cleanliness. Signs of
puberty begin. Have high
activity skills.

Entering adolescence and
teenage hood and experience
puberty. Experience rapid
physical growth. High levels of
activity and appetite.

Social learning theory states
that behavior is learned from
observation of what others do.
Social learning is influenced by
internal processes such as
memory, attention and
motivation. Young children
learn from observing others.
Learning occurs through
practice. Bowlby’s attachment
theory states that children
should have close relations
with families and those who
care about them for effective
social learning to occur
(Developmental psychology :
From infant to adult, 2012).
Parenting style affects a child’s
happiness, confidence and
capability. Erikson developed a
social emotional theory
explaining development occurs
in eight stages in which
children learn various
emotional and moral aspects,
hope, will, purpose,
competence, love, care and
wisdom. Children ...

chriss200 (7684)
Cornell University

Anonymous
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