In class we learned four models of development from Piaget, Vygotsky, Bronfenbrenner and Erikson. According to Woolfolk, (2014) one develops and constructs knowledge through \u201cphysical,\u201d \u201cpersonal,\u201d \u201csocial\u201d and \u201ccognitive development\u201d (p. 46). Woolfolk (2014) continues with that these areas of development entail \u201cchanges in the body,\u201d alterations in \u201can individual\u2019s personality,\u201d modifications \u201cin the way an individual relates to others\u201d and \u201cchanges in thinking\u201d (p. 46).<\/p>\n
From our class, according to Piaget there are four stages of development: sensorimotor stage, preoperational stage, concrete-operational stage and formal-operational stage. For Piaget\u2019s model, the strengths that we learned in class are that the stages of learning are inexact and not concrete, but they are consistent in development. The limitations are that the stages are very broad and not detailed or specific.<\/p>\n
According to Woolfolk (2014) Vygotsky\u2019s key factors in cognitive development are language and \u201cinteractions with others\u201d and an emphasis on culture (p. 68). The strengths to Vygotsky\u2019s theory according to Woolfolk (2014) are \u201chighlighting the role of culture and social processes\u201d (p.68). According to Woolfolk (2014) the prominent weakness to Vygotsky\u2019s theory is the lack of detail and specifics to the theory; it is generalized notions (p.68).\u00a0\u00a0 Vygotsky\u2019s theory impacts my future teaching by the possibility of having students work in groups to communicate as well as having in-class discussions\/critiques of artwork. I will also give student art projects possibly just out of their reach using Vygotsky\u2019s zone of proximal development in order to grow and expand their skills for creating different types of art.<\/p>\n
Woolfolk (2014) describes the significance of \u201ccontext,\u201d \u201cthe total situation that surrounds and interacts with an individual\u2019s thoughts, feelings, and actions to shape development and learning\u201d that pertains to Bronfenbrenner\u2019s \u201cBioecological model\u201d (p. 86). The model shows how relationships and areas of someone\u2019s life interact and affect one another. I will think about this model as a teacher because I believe it is important to realize there are many factors in a student\u2019s life that is beyond their control such as family life and poverty.<\/p>\n
Poverty negatively affects a student\u2019s development and learning in many ways. According to Votruba-Drzal, Miller & Coley (2016) \u201cPoverty is associated with children\u2019s early skills\u201d in America \u201cpoverty-related disparities in cognitive skill emerge in infancy\u201d (p. 4.) Votruba-Drzal et al. (2016) furthers with \u201cpoverty affects key proximal contexts and processes experienced by children and families which in turn affect children\u201d (p. 4). An example Votruba-Drzal et al. (2016) writes is less \u201clanguage stimulation\u201d happens from \u201cparents, books and toys\u201d (p. 4). According to Kulkarni (2012) poverty can limit the attention a parent is able to give their child due to outside factors such as state of mind, unable to afford a residence or healthy foods, and working multiple jobs. This can affect cognitive development in the adolescent because they need the relationship with the parent (Kulkarni 2016).<\/p>\n
According to Woolfolk, Erikson\u2019s theory \u201cemphasizes the emergence of the self, the search for identity, the individual\u2019s relationships with others and the role of culture throughout life\u201d (p. 99). \u00a0Erikson\u2019s model has multiple steps in development in age groups. This will impact my future teaching. Ideally I would like to teach high school students who will likely be in the stage of Identity vs. Role Confusion. High school is a time where students are figuring out who they are and I think art class is a great way to express themselves through conceptual art and subjects that are important to them as well has creating enigmatic artworks that pertain to their ideas about themselves and the world around them.<\/p>\n
<\/p>\n
References<\/p>\n
Kulkarni, Chaya (2012, October 19). Poverty and brain development \u00a0 \u00a0 \u00a0 \u00a0[Video \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0file]. Retrieved from https:\/\/www.youtube.com\/watch?v=6i105vkXVok<\/p>\n
Votruba-Drzal, E., Miller, P., & Coley, R. L. (2016). Poverty, urbanicity, \u00a0 \u00a0 \u00a0 \u00a0and \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 children’s \u00a0development of early academic skills. Child Development \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Perspectives<\/em>, 10(1),\u00a0\u00a03-9. doi:10.1111\/cdep.12152<\/p>\n Woolfolk, A. E. (2014). Educational psychology: active learning edition <\/u>(12th<\/sup> ed.). \u00a0 \u00a0 \u00a0 \u00a0Boston: Pearson.<\/p>\n","protected":false},"excerpt":{"rendered":" In class we learned four models of development from Piaget, Vygotsky, Bronfenbrenner and Erikson. According to Woolfolk, (2014) one develops and constructs knowledge through \u201cphysical,\u201d \u201cpersonal,\u201d \u201csocial\u201d and \u201ccognitive development\u201d (p. 46). Woolfolk (2014) continues with that these areas of development entail \u201cchanges in the body,\u201d alterations in \u201can individual\u2019s personality,\u201d modifications \u201cin the way … Continue reading Module 2<\/span><\/a><\/p>\n","protected":false},"author":7123,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-21","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/21","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/users\/7123"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/comments?post=21"}],"version-history":[{"count":8,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/21\/revisions"}],"predecessor-version":[{"id":30,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/posts\/21\/revisions\/30"}],"wp:attachment":[{"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/media?parent=21"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/categories?post=21"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.uww.edu\/rebeccamills\/wp-json\/wp\/v2\/tags?post=21"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}