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This is cognitive development theories, psychoanalytic theories and behavioural theories affect teaching practice focused on inquiry. The essay shall start by analyzing and comparing Jean Piaget and Lev Vygotsky's cognitive development theories: The first theory is Piaget’s stage model of development, and the second theory is Vygotsky's social and cultural learning context. This comparison will reveal how both of these theorists’ entrusted different aspects of students’ development, ly, the readiness stages proposed by Piaget and the social component focused on by Vygotsky as well as the impact on instructional strategies and learning arrangements.
The GDECE106 ASSESSMENT 3 Rubric Curriculum Design is going to discuss Freud’s psychoanalytic theory and Erik Erikson’s psychosocial development theory. Originally Freud’s theory will be brought in the context of a framework for analyzing the stages of emotional development and based on the two basic constituents of human personality as well as the unconscious will be taken into consideration. Erikson’s model of eight development stages will be explored to organize the knowledge of the emotions and social aspects of learning to help build a supportive learning environment that will meet students’ psychosocial needs.
The last part will discuss behaviourism by John Watson and B.F. Skinner; Classical vs. Operant Conditioning will be the focus of discussion here. This part will explain how these behavioural principles can be utilized in inquiry-based learning; setting constraints on the environment; and how the use of reinforcement strategies will result in better performance of the students. The main points of the essay will include: how each of the theories contributes to child development; how all the theories can be implemented effectively to an inquiry-based curriculum that supports knowledge discovery and problem-solving and the rationale of how a combination of the theories offers a wholesome experience in the management of children’s cognitive, emotional, social and behavioural learning needs. The integration of such realistic theories will be shown in this paper to enhance the process of developing appropriate and well-rounded educational approaches. For guidance on structuring and presenting these ideas effectively, Our Assignment Helper can provide valuable support.
The curriculum is such that it establishes continuity of fundamental concepts of human culture history, philosophy, geography and religion for students. These themes are selected because they enable learners to understand the nature of human experiences, our cultures, and systems within societies and persons (Wen et al. 2023). The purpose isto targetg the students to provide them an extended outlook on the interconnections between cultural frameworks and historical processes and their impact on modern life and interactions.
History: It consists of a notion of events with revelations regarding the contemporary world and their presence in it. Among them, it is necessary to mention objectives like analyzing the important events, the identification of cause and effect, and the impact of personalities. Educational processes include historical recreations and research that seeks to develop the students’ critical and analytical faculties.
Philosophy: Relating topics to philosophy entails exposure to issues regarding the existence, morality and humanity (Kejo et al. 2024). Examples of objectives include: improving critical thinking skills; comprehending different philosophical points of view; and relating concepts to current issues. These include debate, analysis of reflective pieces and philosophical discussion of issues such as moral dilemmas into deeper thought.
Geography: Geography also enables the students to learn about the physical and human features of the environment and the cultures respectively. Goals include learning about topography, and learning how human beings interact with ecology and global processes. I am the election of two school representatives in South Sydney’s local Board, and collaborations with Schools Gen Mob/WWF on Outdoor Learning with an emphasis on maps, fieldwork, global issues, and project work enable students to develop awareness and responsibility towards the environment.
Religion: There are the insights are effective ways to analyze diverse cultures and belief systems about the society and community. Sample goals and lesson plans are as follows Goals The overall desired outcomes are to gain general knowledge about major world religions and the ability to analyze their impact on history and society along with the ability to respect other people’s beliefs (Fitzgerald et al. 2023). I have managed the activities that may include, a comparison of religious scriptures, debates and other general discourses on religion and its beliefs, and practices among others.
Inquiry-based approach is incorporated into the curriculum so that students would be interested in what they learn and achieve maximum comprehension.
Play-Based Learning: At this stage, play is important as it enhances exploration through manipulation and symbolic functions, in accordance with social interaction as emphasised by Vygotsky and stages of development by Piaget. These are in the form of enacting of historical incidents, manipulation of geographical models and modelling and acting out of philosophical ideas in the form of artworks.
Project-Based Learning: Special attention to democratic classroom management is paid through group work, projects, research and presentations of historical, philosophical, geographical and religious issues. I have chosen this method to fit well with the inquiry since one can research on certain topics and/or work with other students.
Collaborative Learning: Group activities such that, students engage in a collective exploration of issues, problem-solving and sharing of ideas impact on language development in the sense of articulated speech as advocated for by Vygotsky, understanding other people’s perspectives, and constructing knowledge together (Nelson et al. 2022).
Jean Piaget and Lev Vygotsky give the main understanding of cognitive development, though they offer different views that are significant in the practices of instruction. Piaget’s theory distinguishes four major phases children go through: sensorimotor, preoperational, concrete operational and formal operational where kids have different ways of thinking and different sets of skills (Nasution 2024). His concentration on stages and exclusive discovery lays much emphasis on their developmental suitability of learning. From a pedagogy perspective, it has implications to the effect that there is a need for a link between instructional methods and a child’s cognitive level, such that issues and tasks that are handled facilitate tasks suited to his/her mental age.
In the concrete operational learners require practice and involvement in handled activities, whereas formal operational learners can think more hypothetically. In contrast, Vygotsky points out the function of social interaction and cultural context, he also came up with the concepts such as the Zone of Proximal Development, and scaffolding (Strat et al. 2024). It supports the view of Vygotsky’s social development of learning that takes place through the use of cultural instruments. It changes the view of learning from the child’s perspective to a social perspective but advocates for children to learn in groups, from other children or knowledgeable members of the society.
Freud and Erikson’s stages entail valuable information regarding emotional as well as social development. Freud's psychoanalytic theory identifies unconscious urges as the major determinant of personality. He cultivated that there are stages of psychosexual development, where if the conflicts during these stages are not resolved they would determine one's future behaviour and emotional state (Kamarudin et al. 2022). From a pedagogy perspective, it speaks to how a positive, emotionally safe learning environment needs to be cultivated to foster an environment in which if there are those sorts of issues, they can be addressed.
One of the most prominent opponents was Erik Erikson who continued Freud's realization and based it upon the psychosocial aspects of an individual’s personality and concern with the interactions with other people to develop a stable identity. They include the psychosexual stages wherein some conflicts need to be resolved which encompasses eight stages of the development process. Erikson's focus on identity crisis issues puts into alert education practices that foster role exploration of the children. Inquiry-based learning supports this by affording children avenues to express, observe and interact while seeking for their roles and fit in the society.
John Watson’s behavioural theory and Skinner’s theory emphasize the learning process as a result of behaviours that are seen and the influence of the environment. Based on a series of research done by Watson known as classical conditioning, shows that it is possible to condition emotional responses through stimuli (Ogegbo et al. 2024). Whereas, Skinner the operant conditioning theory stresses more on reinforcement and punishment to bring changes in behaviour. These theories presuppose that there are environmental influences that control learning and behaviour and that children’s educational environments should be designed in a particular manner that supports the right behaviours and discourages wrong ones. In the theory of inquiry-based learning, it is critical to point out that principles of behavioural learning can be used to enhance conditions in which positive behaviours including learning activities are reinforced.
The incorporation of these theories into teaching practices provides an all-round perspective of the development of the child. Piaget and Vygotsky’s cognitive theories and their emphasis on the concept of cognitive readiness and the context of learning suggest that instructions ought to result from development readiness and social presence (Meulenbroeks et al. 2024). The psychoanalytic theories of Freud and Erikson indicate that it is important for children to be and to feel supported in certain ways, at certain times; thus truly preparing for life (Zudaire et al. 202). Behavioural theories from Watson and Skinner contain useful information on the formation of well-ordered environments that promote active learning with the support of behaviour activation.
Conclusion
The explanations of cognitive, psychoanalytic, and behavioural theories that have been incorporated into the teaching practices about child development, it will be seen that this approach does encompass all the aspects of development that may be required in the growth of a child. Looking at the specific stage of cognitive development that Piaget has suggested as being important in learning, one sees a quality of instructional methods that are congruent with the student’s developmental levels. Vygotsky’s theories expand on the social interactions and cultural context of learning stressing the need to provide collaboration and culture-based learning activities. Freud’s psycho-analytic theory related to Erikson’s psychosocial development focuses a lot of attention on the emotional and social needs that require attention in the educational field. They encourage for development of conditions that enable feelings of safety and identity of the students for them to be safe and learn properly. Furthermore, it is the behavioural theories of Watson and Skinner that are more useful in handling undesirable behaviours and include strategies such as managing the learning environment, and proper use of rewards in appropriate places.
| Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|
| Likes to spend time outdoors, using his hands, and listening to stories | Enjoy playing with legos or any blocks, especially the ones that explore the shapes. | Liking music, movement activity, and singing. | We are like animals a lot which is why we like to draw. | Interested only in cooking/tasting because they never get to eat food that has been cooked by anyone else |
| Hiking, recreation of traditional indigenous circle | Playing with blocks shapes, constructing buildings withtetanged blocks and shapes sort games. | Singing, dancing, and playing music and musical instruments | Drawing or painting related to animals, a trip to a zoo or any other facility where animals are bred or a virtual tour. | Some meal preparation task (e. g. , preparing fruit salad), trying out new food items |
| Leaves, stones, storybooks for little ones and puppets. | Blobs, cubes, shape sorter tools, construction paper. | Flutes, tapes or whatever kind of plates that plays music. | Drawing paper, crayons, pictures of animals, computer where a virtual tour can be taken | Cooking ware and reagents for cooking, spoons and forks, sample plates |
| Make collage of collected items from the nature, tell and show favorite stories | Construct a collaborative structure, talks about shapes and its purposes | Make musical instruments using recyclable items | Design an animal picture book or a picture poster, talk about animal homes | In the ideas of nutritious diets, make a cookery manual with additional students |
| Transferring from the outside activities to help singingcurrentColor Contributors: ideas 2 | Change to clean-up by singing some popular song or launching a game. | Music should be used to help indicate changes in the activities that are being don | Movement from drawing to discussion of animal through a song. | Utilize cooking activity to facilitate students’ reflective discussions on the end of the week. |
| Help in gathering Nature items, prompt people to participate in telling the stories | Facilitate manipulation in shape support group discussion and guide discourse about shapes | Help children participate in musical activities/ help with transitions. | Help to draw while focusing on the specific topic of animal, engage the child in conversation. | Monitor cooking; facilitate conversation on topics concerning the cooking and preparation of healthy meals |
Reference List
6 Years | MSc
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