https://padlet.com/fendley1024/rm8u5c4yk1d9jabc Made with no regrets, whatsoever en-us 2021-12-11 16:37:09 UTC 2021-12-15 02:08:06 UTC hello@padlet.com fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941906474 Pg. 5

When discussing childhood development, characteristics are often broken down into two categories, nature and nurture. Nature refers to genetic/biological factors contributing to development. Nurture, on the other hand, refers to characteristics coming from the child's daily environment (parental interaction, home life, etc.)

Nature Vs. Nurture is a key concept to keep in mind when working with students. This concept often can show a behind-the-scenes look into a student's behavior, attitude, and performance. 

https://www.nature.com/articles/s41539-018-0023-z.pdf
This article dives deeper into nature and nurture in parents decision reflecting education. ]]> 2021-12-11 16:52:49 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941906474 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941906896 Pg. 24

Late adolescence is a key developmental period as it begins the process of truly discovering their sense of self but also preparing them for life as an adult. This section also discusses ways schools can help embrace students as they go through these stages by supporting students as they explore new hobbies, ways of dressing, etc.

As a future teacher of high school aged students, the late adolescence period is particularly important to understand. While at this point, I cannot fully understand the circumstances of the earlier development. However, I can have a hand in effecting how they continue to development while they come through my classroom. 

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/school-during-adolescence/
This article discusses specific issues in development that take place through high school. ]]> 2021-12-11 16:53:16 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941906896 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941907646 Pg. 36

When psychologists/scientists are looking to do research in the field of child development, there are certain principles they must be sure to follow - an ethical code, the scientific method, as well as selecting children/adolescents that can provide needed information.

The Ethical Protection of Children Code is broken down into 6 main topics:
Do No Harm - no procedures can cause children stress, embarrassment or pain
Get approval from authorities  - researchers must prepare a proposal and receive approval from the appropriate school, university or organization.
Obtain consent from participants and their families - procedures of research must also be explained fully to the child and their families.
Preserve children's privacy - When singling out a child in results, researchers must use false names and withhold any other identifying information
Be Honest - Because children are often most trusting of adults, researchers are not allowed to be dishonest with children and should avoid deception as much as possible. Communicate openly - Any questions from children and their families should be answered openly and honestly. Results should also be shared, when appropriate, in an open manner. 

More Information found here: https://www.srcd.org/about-us/ethical-principles-and-standards-developmental-scientists


]]> 2021-12-11 16:54:15 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941907646 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941907892 Pg. 49

This chapter gives great insight on classroom assessments from all angles. It describes both formal and informal assessments as well as best practices for each. One of the key highlights of the chapters comes on page 54 in the discussion of standardized tests. These are key, especially in today's society as education is often result-orientated, particularly with the results of standardized testing. This chapter was very helpful for future teachers, like myself, as I think and prepare for the types of assessments that will be most effective in my classroom. 

More Information in Teachers, Schools, and Society: A Brief Introduction to Education - Chapter 10 "Curriculum, Standards, and Testing"]]> 2021-12-11 16:54:34 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941907892 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941908269 Pg. 77

This part of chapter 3 focuses on the varying types of families that children in our classrooms could be coming from. Many students also experience some change in their family structure at some point during their development. "Teachers can be inclusive of children and their families by welcoming everyone, reassuring children during family transitions, discouraging discriminatory remarks by children, and respecting children's privacy." (pg. 79) 

This is wonderful advice and information throughout this section as we learn about the different types of families students come from but also the best way that we, as teachers, can be accommodating and inclusive to these families so that the students feel the most comfortable with us and their situations. 

More Information in Teachers, Schools, and Society: A Brief Introduction to Education, Chapter 4 "Student Life in School and at Home"]]> 2021-12-11 16:55:05 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941908269 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941908900 Pg. 109

My personal community is one where several schools are lower income populations. This section was incredibly telling on what strategies can be used to help make school an accessible place for students from low-income families. One of the sub-sections focuses on being a mentor (pg. 111). This is a factor that I am particularly passionate about with my students. I want to be a resource for students but also to help them achieve their goals beyond the walls of the school - especially coming from a higher education background where I could help these particular students find an affordable option for higher education.


https://www.lexialearning.com/blog/relationships-matter-advice-working-low-income-students]]> 2021-12-11 16:55:54 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941908900 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909314 Pg. 126

Along with Nature Vs. Nurture debate, this section highlights how the two can often blend together. Many naturally occurring things, like genetics, are complex and can show themselves with varying degrees. However, when coupled with certain environments, these nature-based factors can become more prominent. For example, a student that is pre-disposed to have successful hand-eye coordination may not recognize this ability unless his environment gives him the opportunity to use and show this skill (i.e. by joining an athletic team, etc.) 

This is important to consider in the education field as it becomes even more crucial to help create environments and scenarios that can give students a highlight their natural-born skills and potential that they may not have yet had the chance to explore.

https://www.sciencedirect.com/topics/biochemistry-genetics-and-molecular-biology/blending-inheritance]]> 2021-12-11 16:56:30 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909314 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909673 Pg. 136

This entire section focuses on helping to support new parents or prospective parents as they make this life-altering decision. One section within this area that I found particularly important for my future in education is  on page 137 - Helping pregnant adolescent girls. Being a high school teacher holds a lot of potential for dealing with pregnant students. Having some guidance as to this area would be particularly helpful as this is not something they typically hold classes or professional development on. 

https://www2.ed.gov/about/offices/list/ocr/docs/pregnancy.pdf]]> 2021-12-11 16:56:53 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909673 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909975 Pg. 165

Health and well-being are hot topics in education as childhood obesity as well as other childhood diseases are on the rise. This chapter discusses each facet of health and well-being from eating habits, physical activity, rest, sleep, eating disorders, and other "health-compromising behaviors". This section becomes especially important for those like myself that will be working with late-adolescence students. The older the student, the more they have the ability to make decisions independently - which often results in choices that are not always the healthiest (eating fast food, smoking, vaping, alcohol use, etc.)

Important information to always share with families - https://www.fns.usda.gov/cn/applying-free-and-reduced-price-school-meals ]]> 2021-12-11 16:57:18 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941909975 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910137 Pg. 184]]> 2021-12-11 16:57:32 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910137 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910278 Pg. 198

Jean Piaget was a Swiss biologist turned psychologist studying child development and developed a renowned Theory of Cognitive Development. This theory is broken down into 4 stages:
Sensorimotor (0-2yo) - thought process is based mainly on behavior and perception
Preoperational (2-6yo) - symbolic thought and language appear but still rely on illogical thought
Concrete Operations (6-11yo) - logical reason abilities begin but are mostly limited to physical objects and events
Formal Operations (11+yo) - Thinking in terms of abstract or hypothetical concepts becomes possible.

These four stages explain the different cognitive abilities of children in these age ranges and how those abilities grow and adapt with the child.

https://www.simplypsychology.org/piaget.html]]> 2021-12-11 16:57:45 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910278 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910405 Pg. 215

Lee Vygotsky was a Russian psychologist with a background in history, philosophy, and education. With this background, Vygotsky placed a larger emphasis on the historical context and tools surrounding a child as influencers on their cognitive development. His theory is also based on the idea of scaffolding, that students should be provided building levels of guidance to accomplish increasingly complex tasks. Vygotsky places a great responsibility of this on parents as they are responsible for helping students in their cultural and social understanding and development outside of a school environment.

https://www.simplypsychology.org/vygotsky.html]]> 2021-12-11 16:57:56 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941910405 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941911396 Pg. 257

This section focuses particularly on different strategies students use to remember information, not necessarily different strategies used for general learning or to be used in the classroom. The three main strategies it focuses on are rehearsal, organization and elaboration. Rehearsal is basic depiction of the fact or information until it has been memorized (not truly learned.) This is the  most basic and can be done from a young age though it is very often used well into adulthood. Organization is the process of remembering information by grouping or organizing the information into particular categories. Elaboration is the most complex and is used the least frequent- this is the process of using previously learned concepts and information to then apply the new concepts and learn by elaboration and association with previous topics. The book even goes as far as to say that in the classroom setting, this is most likely to be only used by your high achieving students. 

These strategies are crucial to remember as a teacher as it is important to help students move away from the rehearsal stage as it does not promote long term learning but rather used for regurgitation of the facts until time for an assessment of project. Ultimately the goal should be to get students as close to the elaboration phase as possible so that they can constantly build on their knowledge and truly expand their learning.

https://www.cultofpedagogy.com/learning-strategies/

I

]]> 2021-12-11 16:59:15 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941911396 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941911592 Pg. 242

Attention is a particularly interesting topic in education as we are seeing the highest numbers of ADD and ADHD diagnoses ever. This chapter explores the different factors contributing to a child's attention as well as how it develops over time. It explains the breakdown to types of brain function and maturation in different systems.
The orienting system develops first and gives children the ability to direct their attention to intriguing objects/events.
The arousal system develops as the child ages and allows the child to maintain attention and focus while thinking. The executive control system is the last to develop/mature and lets children expand their attention to keep on track with goals, planning, and avoiding irrelevant stimuli.

https://www.parents.com/kids/development/intellectual/how-to-improve-attention-spans/]]> 2021-12-11 16:59:27 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941911592 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912082 Pg. 306

This section focuses on engaging, supporting, and teaching gifted students. This book defines giftedness as, "unusually high ability or aptitude in one or more areas to the point where special educational services are necessary to help a youngster meet his or her full potential." Generally these students/abilities will be identified in elementary school. This, in Kentucky, is also where the most services take place. This is very important to keep in mind as a secondary teacher as these students need a certain amount of push to keep their gifts strong and to encourage them to use it as they go beyond high school.

More in Teachers, Schools, and Society: A Brief Introduction to Education - Chapter 2, Page. 44 - "Exceptional Learners"]]> 2021-12-11 17:00:06 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912082 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912232 Pg. 309

This section focuses on the two main areas of children with intellectual disabilities: low general intelligence (I.e IQ scores) and deficits in adaptive behavior. Adaptive behavior refers to the abilities needed to be autonomous in every day life (ie responsibility, age appropriate behavior and social skills, basic intelligence, etc.) 

More in Teachers, Schools, and Society: A Brief Introduction to Education - Chapter 2, Page. 44 - "Exceptional Learners"]]> 2021-12-11 17:00:18 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912232 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912560 Pg. 340

This section discusses the experiences of bilingual students - particularly those that are non-native English speakers or English Language Learners. These students are often at inherit disadvantages in the US school system as so many schools do not have the capacity or resources for translation. Unlike many other cultures around the world, the US does not promote learning additional languages, making it more difficult for students coming to the US for school. This chapter, like the attached link, also discuss the advantages of bilingualism. As a teacher, I would like to use this information to focus more on how to better teacher and relate to my students that may not have English as their first language. Additionally, as a bilingual person myself, I would also like to use my position to push students to pursue second languages while in school.

https://www.leadwithlanguages.org/why-learn-languages/early-childhood-elementary/


]]> 2021-12-11 17:00:44 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912560 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912759 Pg. 346

This section dives into the different factors affecting childhood language development. Influencers like family income, ethnicity, gender, and more play a role in not only the language students learn but also the diversification of their vocabulary and use of grammar, sentence structure, etc. 
These are all very important to remember when teaching diverse populations as the language used and taught in the classroom may not reflect what they are used to hearing at home depending on the environment in which they were raised. 

https://www.ascd.org/el/articles/supporting-early-language-development-for-diverse-learners ]]> 2021-12-11 17:01:02 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941912759 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913268 Pg. 377

Writing is a key element in childhood education and development. It is a skill that can not be underlined enough as a transferrable and necessary skill into any job market or future aspirations. This section discusses ways to promote writing in children from a very young age using tools like illustration, scaffolding, writing in each subject area, and making the prompts authentic and realistic.

This is vital for teachers in each subject. It is also important to help prepare students at every age for writing at the next level. For me, it will be focusing on helping students prepare to write at the collegiate level.

https://www.instituteforchildsuccess.org/wp-content/uploads/2019/07/Every-Child-is-a-Writer-Understanding-the-Importance-of-Writing-in-Early-Childhood-Writing.pdf

]]> 2021-12-11 17:01:42 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913268 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913431 Pg. 401]]> 2021-12-11 17:01:57 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913431 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913989 Pg. 408

Erik Erikson was a "psychodynamic theories" that studied learning and development in children. His thought was that children grow and learn based on life's challenges. He developed 8 psychosocial stages from birth to old age that explain the major challenges, "crises", that people will go through in their lifetime.

1. Trust Vs. Mistrust (Infancy)
2. Autonomy Vs. Shame and Doubt (Toddler)
3. Initiative Vs. Guilt (Preschool)
4. Industry vs. Inferiority (elementary)
5. Identity Vs. Role Confusion (adolescence)
6. Intimacy Vs. Isolation (Young Adulthood)
7. Generativity Vs. Stagnation (Middle Age)
8. Integrity Vs. Despair (Retirement)


https://positivepsychology.com/erikson-stages/]]> 2021-12-11 17:02:33 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941913989 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941914250 Pg. 445

This section gives extremely helpful tips on working with a teaching students with emotional and behavior issues. These students can benefit tremendously from a level of care from teachers, social skill instruction, extra structure, and communication/cooperation with parents and other invested adults. This chapter also lists some warning signs for teachers to be aware of at all ages - this is especially important as serious disorders like depression and anxiety are now much more common in high-school age chidlren.


https://www.positiveaction.net/blog/teaching-strategies-for-emotional-and-behavioral-disorders 


]]> 2021-12-11 17:02:52 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941914250 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941914887 Pg. 451

This section discusses the development of students' self-perception and self esteem. The 1st sentence of this section is incredibly powerful - "Self-Concept emerges in the arms of parents." So much of a child's self-esteem and confidence is instilled and supported by the adults in their life. While this primarily happens through parents and guardians, schools and teachers have an equally important role to play.

https://www.jhunewsletter.com/article/2017/10/kids-self-perception-influences-academic-achievement/]]> 2021-12-11 17:03:50 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941914887 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915122 Pg. 473

This section is focused on students development of empathy and "social perspective taking". Each age frame brings different levels of development in this context.  In early childhood, for example, these concepts are constructed from observing others actions and then recognizing their desires and understanding those may be different than their own. This differs from a more mature brain that comes with adolescence where this understanding relies heavily on social experiences and groups with which students are surrounded.

https://fs.blog/mindwise-nicholas-epley/]]> 2021-12-11 17:04:07 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915122 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915618 Pg. 507

This section explains the course student's minds take as they explore future aspirations and choices. The text describes how much a student's choice is based on their perception of their own capabilities and potential. This make it even more vital to have supportive adults in their lives to help them realize their abilities. There are many obstacles for students in choosing careers and other goals and it is important to have appropriate services and resources available for students.
As a secondary teacher, and higher education professional, this is something of extreme importance to me as I know this will be a key component to my relationship with my students.

https://www.kuder.com/blog/career-counseling-coaching/supporting-students-career-aspirations/]]> 2021-12-11 17:04:47 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915618 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915865 PG. 516

This section explains an important point for adults and educators - motivation is not always intrinsic motivation. It is far more often than not that motivation is something that needs to be instilled and supported for students to be successful. This is defined as situated motivation. This chapter suggests using the scaffolding technique to find activities and tactics of enticing students to engage in the learning process because it can give them a sense of competence and success. Teachers are then meant to help students build on those feelings to accomplish more and more with the student.


More Info in Teachers, Schools, and Society: A Brief History of Education - Chapter 2, Pg. 38 - Motivation to Learn]]> 2021-12-11 17:05:07 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941915865 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916111 Pg. 540

The development of morals and ethics is incredibly important to foster at a young age. Students that are going to have fully developed sense of morals must have these beliefs fostered from a young age. The book gives some suggestions on strategies for teachers to use:

"1. Ask children for input on classroom rules.
2. Explain why certain behaviors are acceptable and others are not.
3. Discuss moral dilemmas with children.
4. Identify moral issues in the curriculum.
5. Challenge children's moral reasoning with slightly more advanced reasoning.
6. Encourage children to invite excluded classmates to participate in activities.
7. Get Children actively involved in community service.
8. Foster a climate of religious tolerance.
9. Appeal to children's emotional understanding.
10. Discourage cheating."

https://www.stcathmont.org/apps/pages/index.jsp?uREC_ID=419956&type=d&pREC_ID=917607]]> 2021-12-11 17:05:30 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916111 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916231 Pg. 546

Aggression is a particularly difficult topic as there are many instances where the most important stage for curbing aggression has passed before students' reach school age. This chapter highlights that this aggression should peak around 2 years old. It is up to parents and other caregivers to redirect and curb this aggression to appropriate emotional responses. For students that continue this aggressive behavior, there is much intervention that must take place to prevent further issues, especially in the classroom.

https://www.child-encyclopedia.com/aggression/according-experts/development-physical-aggression-early-childhood-adulthood]]> 2021-12-11 17:05:43 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916231 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916615 Pg. 581

School and other educational settings are a vital piece in helping students to develop appropriate and productive relationships with their peers. This is a task that teachers must take to heart in their classroom to help students develop properly, especially at a young age. However, it is also important to continue this as children enter early and late adolescence as this is the time when students are more likely to have more troublesome relationships with their peers or being to fold to peer pressure in negative ways. Being an observant teacher, and helping communicate and collaborate with parents can help students in a major way to foster mutually beneficial relationships amongst students.

https://transformingeducation.org/resources/fostering-positive-peer-relationships/]]> 2021-12-11 17:06:15 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916615 fendley1024 https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916900 Pg. 595

Beyond the classroom, the way student's spend their time outside of school is crucial to their development. Whether it be childcare for younger students or after school programming/extracurricular activities for older students, it is vital to get students involved in productive activities beyond the hours they are in school. It is important, as teachers, to help to encourage students to participate in these if feasible. Many students, though, find this challenging as things outside of school hours require transportation and, often times, extra money. Schools or communities that can help create opportunities should do so as the mental, emotional, and social benefits for students far outweighs the costs that would be eaten by the organizers. 

https://youth.gov/youth-topics/afterschool-programs/benefits-youth-families-and-communities]]> 2021-12-11 17:06:37 UTC https://padlet.com/fendley1024/rm8u5c4yk1d9jabc/wish/1941916900