I will then discuss influential psychologists and how their theories can be used to explain the development of early reading. This will be followed by a breakdown of how children learn to read including the effectiveness of a synthetic phonics programme. The use of segmenting, blending and phoneme manipulation will also be discussed. Following this I will discuss my observations of formative assessment on early reading during my school attachments. I will identify practices I found to be valuable and those I thought could be improved.
The first is that one must be clear about what type of intervention one is analysing. Early intervention refers to programs such as childcare or home visiting that are designed to promote the development of children from birth through the time they enter the school, and typically, these programs are targeted to children identified as high risk for poor development (Wolfendale, 2004). The second caution is that one must be clear about what children and families received the intervention. Using childcare as an example, the age at which child enters childcare is obviously a critical mediating factor, but so too are factors such
The major areas of development include biological, cognitive and social and emotional development. Both of these psychologists were concerned with the study of understanding the area of cognitive development specifically in children and were considered to be constructivists. Constructivism is the theory in which “learners actively construct their own knowledge based upon the things they know now and have known in the past” (TFL resources, 2006). This essay will seek to compare and contrast the theories of psychologists Piaget and Vygotsky and will critically look at their theories to judge which aspects are appropriate for the long term. Jean Piaget focused his research on studying children and observing their thought processes.
The article reviews a study of when a teacher should intervene in the conflict that arises between preschoolers. The question of whether conflict resolution occurs naturally through a preschooler’s interaction with other children is discussed in this article. The study discusses if the teacher intervention should be after physical aggression or verbal aggression (Roseth, Pellegrini, Dupuis, Bohn, Hickey, Hilk, and Peshkam, 2008). First element Contact is the first element in conflict resolution and peacemaking. Staying in proximity with the individual or individuals in the conflict may have either negative repercussions or may have a positive influence such as friendships forming.
Identified within the SIOP lesson plan is the content and language standards and objectives to be attained by students. Precise learning strategies used can also be determined within the SIOP lesson plan. Further discussed within the rationale are the details of the content and language objectives, the standards behind the objectives, and the deliberation of the effect of language acquisition. Lesson Plan: SIOP Rationale The SIOP lesson plan found within this paper offers a comprehensive seventh grade lesson plan that was directed in a general education classroom. A collective lesson which includes instructional strategies used to assist all students is described within the lesson plan.
Using Expository Text in the Secondary Classroom Julia Ann Bonner Grand Canyon University Adolescent Literacy SED-535 Professor Mark Rowicki July 24, 2013 Using Expository Text in the Secondary Classroom The purpose of this paper is to define expository text and review some of the possible advantages and disadvantages of using expository text within middle school content area classrooms and why it’s important to our students reading comprehension now and in all their future academic and career endeavors. The paper will also explore five ways in which expository text is used to promote and increase the student’s comprehension skills in reading and provides examples of how different graphic organizers may be used with various expository texts. Definition Expository text is a form of writing whereby the main purpose is usually to provide information and facts in the most concise and logical way possible. It is also known as informational text and usually focuses on a specific topic that relays information directly relevant to that topic, without the additional irrelevant information that often decorates narrative text. Expository text provides an explanation of concepts and attempts not only to inform, but to persuade and explain concepts in an orderly and clear manner, often while connecting the relationships between ideas.
This paper will illustrate the following (1) how I view the course of child development as continuous (2) how my own personal child development theory would be a blend between Piaget’s Cognitive-Developmental theory and Vygotsky’s Sociocultural Theory (3) how I feel environmental and cultural influences play a large role in a child’s development and (4) how I would incorporate my theories into the classroom. There have been many theories that have played a part in early childhood development research. It has been these theories that have changed the way teachers educate their students. Creating an environment that contributes to learning is key to the student’s success. I believe that children develop smoothly and continuously, gradually adding on more of the same types of skills that were there in the beginning.
How can behaviour be managed constructively in order to facilitate effective teaching and learning? In this essay I am going to identify several principal areas of constructive behaviour management strategies employed in classrooms that I have recently visited. I will focus on class rules and the importance of negotiating them in a teacher/class milieu. I have observed several key approaches to positive behaviour management and will draw upon elements of the school’s ‘Whole School Approach’ to their behaviour policy. The school that is the main source of information for the purpose of this essay is a Church of England School in Essex.
cognitive behavior essay Cognitive Behavioral Intervention Approach Charles Fryar Grand Canyon University Cognitive Behavioral Intervention Approach The Cognitive Behavioral Intervention Approach relies on some of the same principles of behavior modification. The CBI approach calls for students are to conduct a healthy portion of self-evaluation, self-monitoring, and observation. In this essay we will discuss the models, procedures, effects, and limitations of the cognitive behavioral approach with relationship to children with emotional and behavior disorders (EBD). Procedures used in the approach such, as anger control training, alternate response training, self- instructional training, verbal mediation, and self-management will be included. Components for instance emotions, thoughts, and behavior will be discussed on how they interrelate to the approach.
For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the