Childhood Development Theory

Swim’s (2008) article provides an important focus on the childhood developmental skills as an important component for educators working the classroom. The most important function of this article is to define the extremely dynamic variations of childhood developmental theory that teachers can utilize for the student’s educational needs. For instance, I found the NAEYC Position Statement to be an important summation of the differing childhood development theories that are now being integrated for the best quality education for children. These 12 points define a combination of differing theories that involve a broad-spectrum of learning tools for the developmental appropriate practices: “As you might guess, the above principles were generalized
This is part of Swim’s (2008) discussion about the ‘eclectic teacher’ that must be fully aware of the multiple options of childhood developmental theory that are currently available:
Taking an eclectic approach is believed to be the most practical method for using theories of child development to inform classroom practices because no one theory is comprehensive enough to adequately explain all aspects of development (Swim, 2008, para.37).
In this approach, the eclectic teacher is not creating their own version of a theory, but they actually must have a broad range of theoretical knowledge to develop their own teaching style. I have also utilized this method, since I have had to learn many of the new theories that are available for teacher’s to utilize in the classroom. In this way, I am definitely an “eclectic” educator, but it is very important to make well-informed decisions about the most appropriate method of developmental theory that suits the style of the teacher. More so, differing theories can be more applicable in differing learning environments, which is also how I gauge the effectiveness of teaching as an eclectic
In this capacity, I found Swim’s (2008) article to be a reaffirming part of my own philosophy in the classroom, which defines the continual evolution of theoretical knowledge related to developmentally appropriate practices in the learning environment. Not only can I learn from other educators in my place of employment, but I can also continue to educate myself through academic resources and other educational platforms to expand my knowledge base. Certainly, a teacher can educate children in a “vacuum”, sine there are always new theories that amalgamate or expand upon older theories that may not be as applicable in the modern era. I am always seeking out new ways in which to improve the quality of education for the children through academic outlets and other professional services that provide more adequate and effective developmentally appropriate practices. Certainly, knowledge is never static, which demands a constant learning curve in order to find ways in which to educate children to highest standards. I found Swim’s (2008) article to be a powerful statement on the necessity of interactive learning amongst educators, which I continue to practice with my colleagues at school. In fact, I have learned a great deal from my co-workers about different developmental