EDUC5410 UNIT 6 Portfolio

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University of the People *

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Psychology

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Nov 24, 2024

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EDUC5410 Child Development Unit 6 Portfolio Activity University of the People May 17, 2023 In Unit 6, we looked at Personality and Social Development. With the help of this topic, we were able to evaluate the concept of "social and emotional competence" in relation to education, examine developmental theorists using the stages of development at each age level, compare and contrast the perspectives of two developmental theorists and their effects on teaching and learning, and describe the effects of personality and social development on education at various age levels. For the purpose of this Portfolio Activity, I will use Kolb's Model of Reflection and reflect on this week’s topics and relate it to instruction and learning using the points below to better guide me: Concrete Experience: “what I did” section In this section, I will describe the circumstances and activity that I engaged in. This week, I engaged in a final discussion with my project group mates, we finalized our findings and did voice-overs, as we chose the Pecha Kucha presentation tool for our project. We actually had challenges in the making of the voice overs, as we all from different countries with diverse time zones and some of us were technically challenged; we didn’t have an ideas on how to insert voice-over recordings in a Pecha Kucha Project.. One of us finally volunteered to receive the voice-over recordings from each member and insert them in the project. For this week’s written assignment, I used the Domain Chart to complete the different stages of development based on research. I followed the instructions in the Domain Chart to complete this. I filled the columns for the various age periods and how they react to social, cognitive, moral and physical factors, and the relevance of each age period to development and their implications on education. The significance of the developmental period to students' learning processes and the consequences for educational practices in those areas was also stressed in this week’s readings. I also included information from the theories of as many of the key developmental theorists as was appropriate. As part of the discussion assignment for this week, we discussed about social and emotional competence and how this affects the academic performance of learners, and how it affects instruction. I learned that social and emotional competence can also support and even improve academic success. The modulation of preschoolers' emotions can predict their academic achievements through kindergarten and into the later school years. Early-childhood teachers assist children in learning about social and emotional competence because they are aware of how to respond in a particular way. Young children's well-being and academic achievement are linked to the development of their social and emotional skills. Children who gain social and emotional skills have better reading and writing skills, critical thinking abilities, learning motivation, and communication, interaction, and teamwork with peers and teachers (Denham et al., 2012).

Reflective Observations: “what I wonder” section In this section, I'll point out a particular aspect of the event that was especially relevant to me and discuss why it was significant and worth thinking about. I was wondering how the experiential foundation of children will lead to the development of competencies, learning preferences, and more. After reading further, I found that the ideas of developmental psychology will be applied by wise parents to help them raise successful kids, and learning and experience are primarily gained through imitation, as it is important to encourage kids to learn and try new things (Zhou & Brown, 2017). Now, I believe that as educators, we have to broaden the scope of the learners assessments and incorporate fictitious scenarios for students to consider. They should benefit from essays, collaborative projects, and unrestricted creative assignments at this point, and it is important to encourage students to play with toys that can change shape, model activities from daily life, or help them learn new abilities. Abstract Conceptualization: “what I learned”/”so what” section In this section, I will draw connections, consider the experience's relevance, and compare it to what I already know and understand. I learned that, with the interaction of social influences, biological maturation, and the conceptions of children about the social world and who they are, social and personality growth occurs. This connection is demonstrated in a discussion of the importance of essential relationships, the development of personality, social understanding, and the development of social and emotional competence, all of which may be acquired through a person's surroundings and through play at any age. Because the skills necessary for mature moral conduct, gender identity, and other outcomes continue to develop throughout childhood, adolescence, and into the adult years, early impacts are significant but not determinative (Thompson, 2022). Application “now what” section In this section, I will identify the implications of what you have learned for future experiences and discuss how I anticipate applying the knowledge that I have gained to new experiences. After learning about the various age periods and how they react to social, cognitive, moral and physical factors, and the relevance of each age period to development and their implications on education, this will help me in the future to know how to handle issues regarding children of diverse age periods. As an educator, it is essential for me to understand the development of children and how social and competence helps them to achieve academic success. With the knowledge gained from this week’s activities and reading assignments, I can help young learners to overcome any obstacle in the development cycle.

References Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing Preschoolers’ Social-Emotional Behavior: Structure, Foundations, and Prediction of Early School Success. Journal of Genetic Psychology, 173(3), 246. https://doi.org/10.1080/00221325.2011.597457 Thompson, R. (2022). Social and personality development in childhood . In R, Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology . Champaign, IL: DEF Zhou, M., & Brown, D. (2017). Educational learning theories (2nd. Ed.). Educational PsychologyCommons.https%3A%2F%2Foer.galileo.usg.edu%2Fcgi%2Fviewcontent.cgi %3Farticle%3D1000%26context%3Deducation-textbooks

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