Understanding The Scope Of Learning Development In Children - Samples

Question: Discuss about the Understanding The Scope Of Learning Development In Children. Answer: The development in children can be understood through a number of theories, methodologies, approaches and case studies, these methods helps in understanding the scope of learning about the various developmental stages found in the children, their behaviours and the connection between the effect of changes upon an individual (Hoffnung, Hoffnung, Seifert, Smith Hine, 2010). Development of an individual is considered to be a process of the physical and the social changes that the individual goes through, the biological, social and the emotional growth experienced by the person whether knowingly or unknowingly (Hoffnung, Hoffnung, Seifert, Smith Hine, 2010). According to Bronfebrenners ecological system theory the individuals are impacted in numerous ways (Hoffnung et al., 2010). According to this theory the growth and development of an individual depends upon or is influenced by each and everything surrounding the individuals with the help of five interrelated frameworks or systems. T hese five systems are microsystem, mesosystem, exosystem, macrosystem and the chronosystem (Swick Williams, 2006). This is quite evident as Bronfenbrenner found that the children live and grow while existing within these various frameworks, environments and situations (Marion, 2011). The various environments help the children to experience all round development in their mental as well as physical health. Krause further clarifies the ecological theory by saying that earth and the environment is in a way influenced by the different practices and behaviours and the qualities possessed by each and every people existing within the ecological systems. Similarly the behaviour and the constitution of an individual is also hugely influenced by the nature of the environment or the ecosystem he/ she is brought up in (Marion, 2011). This essay will assess how the behaviour and the conduct of Matthew are affected by the microsystem and the mesosystem, which belongs to the five ecosystems of Bronfenbrenners ecological theory. This assessment will further help the educators to examine the suggestions, which in turn they can use to learn about the pro-social behaviour of Matthew and to learn his behaviour conduct. Matthew is 5 years old he belongs to a blended family. He resides with his mother Laura and Stuart who is his stepfather. He has two younger step siblings , Tegan, Olivia who is aged two and Diesel who is 5 months old. Laura does not let Stuart to parent Matthew she considers Matthew to be her child. The two parents have divided their family, with Laura looking after Matthew and Stuart looking after Tegan and Olivia. Due to this situation, Stuart seems to move far away from bonding with Matthew because he is not his biological father. The family also have a gym and there Matthew is able to spend some time. The parents believe that Matthew has learnt all his violence from the gym. The microsystem as stated in the Bronfenbrenners ecological systems theory refers to the interactions that the child faces within his/her immediate environment (Krause, 2013). Matthew chiefly interacts with his immediate family comprising of, as previously mentioned, his mother Laura, stepfather and two other half brother and sister. Although Laura and Stuart are both in a good relationship, yet Laura does not let Stuart to teach discipline to Matthew and this is one of the biggest flaws in Lauras upbringing. Both of the parents see that Matthews younger half sister Olivia is imitating the behaviour of Matthew and they are worried about it and they believe that if they do not sort out the problem then they may have to face greater issues in the future. According to Laura, Matthew has almost three or four tantrums per day where he kicks and punches others. After such an incident Matthew is normally sent into his own room as a form of punishment and the door is kept shut. Laura is conf used why Matthew acts in such a way but she lets him to throw tantrums. According to Baumrind that both the parents should work with each other to influence, teach and control their children (Darling, 2000) and with the help of this behaviour, in this way the children are able to feel secure (Erikson, 1963). According to Baumrinds works related to parenting, it is evident that Stuart is neglecting and rejecting his responsibilities towards Matthew, he does not enforce any rules upon Matthew and almost neglects him in comparison with his other kids (Robinson et al., 1995). However, as Stuart says in the video it is not his intention to neglect his duties as a father towards Matthew. Lauras approach seems to be warmer and it seems to be much more indulgent and permissive, she has her own set of rules and at the same time she is loving towards Matthew (Robinson et al., 1995). Due to such different parenting approaches by both parents, Matthew has reached the Eriksons stage of trust versus mistrust (Ainsworth, Blehar, Waters and Wall, 1978; Bowlby, 1969). Even though Laura and Stuart does not want to be inconsistent and neglectful towards Matthew yet they do so and due to this reason Matthew finds it difficult to resolve his conflicts with his parents and his siblings and his behaviour is evident from his kicking, pushing and punching others and also swearing(Raikes Carolyn, 2009). This behaviour of Matthew is captured in the situation when he starts to cry and kick when it was his bed-time and he did not want to go. In that situation Stuart did not intervene to help and Laura told Matthew if you want to kick someone you kick me, this in turn confused Matthew. The second framework of Bronfenbrenners ecological systems that influences Matthews development is the mesosytem. The mesosytem indicates the relationship between the child and the environment in which he/she is living (Krause, 2013). In this case, it refers to the connection of Matthew with their owned gym. Matthews frequent visits to the gym make him a witness to the boxing matches and he is also able to participate by putting on the gloves and punching a boxing bag. Whenever Matthew feels upset he imitates his experiences in the gym, he kicks and punches his parents and injures them, for example in the beginning of the episode he hit his mother in the face which led her to bleed from her lips. According to Jo Frost, Matthews violent behaviour can be linked with his home environment, which in turn can be associated with Piagets theory and the development of egocentrism in Matthew (Gartell, 2011). Matthew imitates whatever he sees in the gym and depicts it in his home environment (G artell, 2011). The theory of multiple intelligences can also be linked with this situation and the effect of mesosystem upon Matthews development. Gardner (2011) states that the environment in which children grows up tend to influence their multiple intelligences. The episode shows how Matthew learns to calm down following a chart, which indentifies that even though he is exposed to violence yet he calms himself following a certain routine. As soon as Jo Frost interrupted, she was able to point out the issues which where occupying the family with. The most important issue being the fact Laura was strict about not letting Stuart to groom and discipline Matthew and Stuart was incapable of feeling a connection or kinship for Matthew due to Laura. She however, talked at length with the parents on the significance of working in collaboration for the advantage of the children, and especially Matthew. In anyway Laura was not letting Stuart to groom Matthew like she mentions in the video that she does not like the fact that Stuart is training Matthew. As a result, Stuart started to maintain a distance from Matthew resulting in the growth of a risk factor in the development which was slowly becoming apparent from his un-understandable, uncaring and neglectful way of parenting (Kids Matter, n.d.). with the development of this hostile situation Matthew starts to behave in a rather arrogant manner with a clear complexity in comprehending and making adequate usage of language (Kids Matter, n.d.). These facts are moreover connected to the fact that Matthew is habituated with boxing but it was not previously mentioned to him that sort of hitting is not permissible inside the house . the video is responsible for identifying the risk factors that are associated with Matthews behaviour which has placed his parents in a difficult situation and as a result Matthew ultimately remains in dark ab out understanding severity of his behaviour (Kids Matter, n.d.), one of the consequences is his mothers bleeding. With the active help of Jo Frost and rules, time out and the chill out chair it helped to eradicate Matthews anger and aggressiveness. His parents finally become united as a result Matthew began to realize their roles. He additionally improved his own behaviour and it worked positively on Mathhews internal risk of factors. He developed the potential to point out, express and manage the problems (Kids Matter, n.d.). His behaviour reflected a positivity and hope for the distant future (Kids Matter, n.d.). the process of making Matthew sit on the chill out chair whenever he grew violent and hit his mother helped him a lot. This continued for five minutes and calmed him for better. During Mattthewss departure for school, his parents are responsible to ensure on informing the educator about his past behaviour s. The teacher should take an active interest to know more about this. A thorough understanding will able the teacher to relate with him on a deeper able, he should be seen as a part of family. It is teachers role to help Matthew with the right implementation of policies and steps practices (Stormont, Lewis, Beckner, Richter, 2008). A number of techniques have to be used for it for instance the development of a transparent relationship with the parents, scaffolding, praising and encouraging specific behaviour s and precorrective statements. With the method of scaffolding within the classroom, teachers are capable of interfering for developing childrens learning and development of knowledge and understanding(Gartrell, 2011). This is termed as zone of proximal development as defined by Vygotsky (Gartrell, 2011). If the teacher is informed of Matthhews zone of proximal development, it will generate an efficient planning to increase and develop his level of learning. The determined tasks will oot contribute to his frustration but will help him feel accomplished and happy. This will work on his self-esteem which is inter-connected to Rosenbergs self-esteem scale in which case Matthew can instead position himself at a higher point in the scale (1965). With precorrective statements the expectations of behaviour during set activity is described. They are generally enumeratedat the beginning of every single activity and can be asked in the fashion of question and answer. This makes room for the children for more thinking on the right answer (De Pry Sugai, 2002). With the right usage of these statements with Matthew, the outline of rules ad expectations can be highlighted properly during the completion of activity. It helps the child in answering according to the teachers own expected ideas (Haydon Scott, 2008). Precoorective statements are accompanied with continuous supervision and mentoring of behaviour to make sure that the children are abiding by what has been set for them therefore reducing further confrontations. As the teacher incorporates appreciations to specific behavior, the students are provided with the chance to acknowledge their improvement and the same is applicable for those children who are not sticking by the accepted behavior. They commit themselves to these in order to get acknowledged (Conroy et al., 2009). By the usage of this technique in the classroom, Matthew will be given the opportunity to rectify his behavior in case he is misbehaving. He will be able to do so without feeling frustrated or lowering his self-esteem or his self-worth which can naturally result in a de-motivation within the participant. There has been vast amount of research on the development of a child and regarding the best possible manner of bringing a child up. The theory of Bronfenbrenners ecological systems has identified five systems, which are responsible for having an impression on the child as well as his development. Understanding a childs development is a matter of in-depth research and takes the active collaboration of understanding and loving parents as well as teachers. They need to understand the child in order to make him feel loved and nurtured to participate in a better manner with the society. Open relationship with ones parents and community is an essential aspect for an all-round understanding of the childs thought process and emotions. The Early Years Learning Framework is of the opinion that a sense of belonging is integral to human existence (DEEWR, 2009, p.7). As a teacher it is of utmost importance to take into consideration that every children has the right to acknowledgement and value.