Patterns+of+Development

to do” by getting involved in crafts, model building, piano playing, and other activities demanding fine-muscle control. ||^  || tend to associate with girls. There is considerable competition between boys and girls. Insults are a common feature of interactions between groups of boys and groups of girls. ||^  || unrealistically high standards for themselves. When they fail to perform up to these standards, they may suffer extreme feelings of guilt. ||^  || However, misbehavior problems are more prevalent here than in the primary grades. At this time of life, young people increasingly begin to look to their peer group rather than to adults for guidance regarding what is appropriate behavior. ||^  || most learners complete their growth spurt. Nearly all individuals attain puberty by the end of this period. ||^  || Many learners worry about the pysical and psychological changes they are experienceing. many wonder whether they are developing properly. Some are extremely self-conscious during this time, feeling as thought their every action is being observed and evaluated. ||^  || Learners can be sophisticated in nature on minute and act like a immature child the very next instant. ||^  || Should be sensitive to the psycologcial changes that they are experiencing. Develop some tolerance for these students' loud, emotional outbursts. This is the least stable period of the learner's life. Be flexible and develop the ability to respond appropriately to wildly varying emotion, intellectual, and behavioral patterns. ||^  || ||^   ||
 * Name || Image || EDFN338SP2010 - Patterns of Development || Link ||
 * Bingaman, Tracy A. ||  || **Pre-school to Kindergarten** || Link ||
 * ^  ||^   || Physical Development-They are extremely active. They have quite good control of their bodies, and they seem to enjoy activity for its own sake. Because of their frequent bursts of activity, these children need regular rest periods. When rest periods are not provided, they may become irritable. ||^   ||
 * ^  ||^   || Cognitive Development- During this stage of development, children learn and assimilate information rapidly, and express interest and fascination in each new discovery, but emotional outbreaks often result when overtired children in this age group encounter even minor frustrations. A lot of their learning is done through constructive games/playing and also through things like singing the ABC's to learn their alphabet. ||^   ||
 * ^  ||^   || Psychosocial Development-A learner at this age needs a lot of encouragement and affection during this time because they do get easily upset when they try something and fail at doing. They need to be reassured that they can do it. They still rely a lot on adults to help them with many simple tasks. ||^   ||
 * ^  ||^   || Moral Development-At this age learners are sometimes still learning what's right and wrong so they still need some things like time out to help them learn and they have a lot to learn about what is moral. ||^   ||
 * ^  ||^   || What are the implications for teachers?-A teacher has to be patient and able to tolerate a lot of activity in the classroom. They must understand that there are certain things these children simply cannot do. A teacher needs to be prepared to spend time tying shoes, mopping up paint spills, and buttoning coats, and learning to do these things with a smile. ||^   ||
 * ^  ||^   || [[image:preschool_and_kindergarten.jpg width="256" height="192"]] ||^   ||
 * Ericsson, Kristen K. ||  || **Grades 1 to 3** || [|Grades 1-3] ||
 * ^  ||^   || Physical Development- Large muscles are more developed than the small muscles. This gives the children much confidence in accomplishing physical tasks. Many accidents are due to the high amount of confidence. There is a high need for physical activity, and sitting still for long periods of time is very difficult. ||^   ||
 * ^  ||^   || Cognitive Development- Rapid mental development, with a greater ability to describe experiences and talk about thoughts and feelings; self-awareness becomes great. ||^   ||
 * ^  ||^   || Psychosocial Development- A greater independence from parents and family starts to develop. Children begin to understand the future, and start to plan things with peers. A child wants to be liked by his or her peers. ||^   ||
 * ^  ||^   || Moral Development- Kids have a strong sense of right and wrong, and want to please teachers and parents. ||^   ||
 * ^  ||^   || What are the implications for teachers?- Showing affection with praise and rewards will help the children gain confidence. Recognition for accomplishments is important. Talking to students about life outside of school will help the students feel comfortable and important. Establishing clear rules for students to follow is important, as they need strict boundaries so they know what is wrong and right. Encouraging the kids to be helpful to those in need will give them a sense of purpose and self-respect. ||^   ||
 * ^  ||^   || [[image:http://www.hurleyvilleny.com/hurleyville%20school%20grade%202%201961.jpg height="187"]] ||^   ||
 * Evelsizer, Ross J. ||  || **Grades 4 to 6** || Link ||
 * ^  ||^   || Physical Development: Both girls and boys are experiencing huge growth spurts. Girls are many times taller than boys during this time. Many girls start puberty especially toward the end of this period. ||^   ||
 * ^  ||^   || Cognitive Development: Learners’ fine-motor control is generally quite good by this time. Many of them develop an interest in applying their new abilities to “make their fingers do what they’re supposed
 * ^  ||^   || Physical Development: Both girls and boys are experiencing huge growth spurts. Girls are many times taller than boys during this time. Many girls start puberty especially toward the end of this period. ||^   ||
 * ^  ||^   || Cognitive Development: Learners’ fine-motor control is generally quite good by this time. Many of them develop an interest in applying their new abilities to “make their fingers do what they’re supposed
 * ^  ||^   || Psychosocial Development: Boys tend to associate with boys, and girls
 * ^  ||^   || Moral Development: Many young people in this age group tend to be perfectionists. Frequently, they set
 * ^  ||^   || What are the implications for teachers?: Many teachers of this age group derive great pleasure observing their students’ increased sophistication. Learners’ interests broaden tremendously during these years.
 * ^  ||^   || Link[[image:IMGP0363.JPG width="160" height="118"]] ||^   ||
 * Geistfeld, Matthew J. ||  || **Grades 7 to 9** || Link ||
 * ^  ||^   || Physical Development-
 * ^  ||^   || Physical Development-
 * ^  ||^   || Cognitive Development- Basics are complete, intellectual abilities may vary widely from student to student. Tend to beging thinking independently. ||^   ||
 * ^  ||^   || Psychosocial Development-
 * ^  ||^   || Moral Development-
 * ^  ||^   || What are the implications for teachers?
 * ^  ||^   || Pic Link
 * Gloede, Gina A. ||  || **Grades 10-12** || Link[|Kolhberg's Moral Development] ||
 * ^  ||^   || Physical Development- fully grown or finish developing by age 18. ||^   ||
 * ^  ||^   || Cognitive Development- Now have the ability to think in the way of abstract reasoning. which concerns themselves with abstract notions of self and personal identity. Imaginary audience and personal fable is also developed during these years. ||^   ||
 * ^  ||^   || Psychosocial Development- Desperately look for evidence that others are accepting them as individuals. These adolescents socially show imaginary audience, which leads to shyness around their peers. They follow fashion trends to avoid being made fun of. ||^   ||
 * ^  ||^   || Moral Development- Level 3 Stage 5 & 6 in Kolhberg's moral development. Stage 5 (At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.) Stage 6 (based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules.) ||^   ||
 * ^  ||^   || What are the implications for teachers?- These students are often dealing with many issues in their lives and the challenge for teachers is to keep the students focuses on the task. Therefore, teachers need to learn about individual interests of their students and use the information to prepare lessons that build on student enthusiasms. ||^   ||
 * ^  ||^   || Link[[image:images.jpg width="162" height="152"]] ||^   ||
 * ^  ||^   || Link[[image:images.jpg width="162" height="152"]] ||^   ||