Introduction For confidentiality purposes the pupil in this case study was referred to as Sam. This case study was based on a pupil who was demonstrating an area of delay within their social development. This area has been carefully selected from notes and close observations with Sam over a period of time. The writer has included the special education needs statement for Sam to demonstrate a detailed profile of his requirements. The information gathered has been obtained from the school
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1. Summarise the main development of a child from the age range of: 2. years A child grows at the fastest rate between the ages of 0-2 years. Their gross & fine motor skills are developing from the moment they are born‚ starting with the involuntarily kicking of legs and waving arms around as a newborn‚ they will then start to develop their gross motor skills by first being able to hold their own head‚ then they will be able to turn their head to watch an object or person‚ sit unaided‚ roll
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Within the field of child psychology much emphasis has been placed on the relationship and interactions of mother and child (Harris‚ 1998; Pinker‚ 2002). This essay intends to highlight the significance of another kind of interaction‚ that of the child and his/her siblings and peers‚ with the view to show how this type of interaction can have an impact on subsequent development. In the process‚ the essay will evaluate the research carried out and the evidence gained within this area by way of critical
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life. Boston‚ Little & Brown. Vygotsky‚ L.S.‚ (1978). Mind in Society. Cambridge‚ MA: Harvard University Press. Wentzel‚ K.‚ (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development‚ 73‚ 287-301. Wentzel‚ K. R.‚ (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology‚ 89‚ 411-419. Zhao‚ R.‚ & Orey‚ M.‚ (1999). The scaffolding process: Concepts‚ features‚ and
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Lev Vygotsky: Social Development Theory Shannon Reardon Rasmussen College This research paper is being submitted on January 25th‚ 2015‚ for EC100/EEC1700 Section 09 Foundations of Child Development As an early childhood professional‚ there are many developmental theorists that I have identified with over the last few years. One theorist that I feel I have related to most recently in my career is Lev Vygotsky. Lev Vygotsky was a Russian teacher and psychologist who developed extensive
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words as symbols (Vygotsky‚ 1996). Vygotsky distinguishes the outward talk and what is happening in the child’s mind. The infant begins with using single words‚ but these words convey whole messages. In his theory the central observation is the fact that development and learning take place in a social context‚ in a world full of other people‚ who interact with the child from birth onwards. Whereas for Piaget‚ the child is an active learner alone in a world of objects‚ for Vygotsky the child is an active
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Jean Piaget 1896-1980 Structuralist/ Cognitive Development Worked with Alfred Binet on parts of the first intelligent test Criticized for doing research on own children Structuralist – universal stages of psychological development‚ each stage represents a qualitative difference –the way a person thinks or solves a conflict Universal Constructiveness – the stages of development are universal and the child constructs his development. Schema –patterns of organize thought and behavior Internalize
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differentl‚ it is vitally important for educators to track and maintain an understanding of how each student is progressing through out the year‚ this will result in not only being of benefit for the student but also the teacher. According to Vygotsky‚ for the curriculum to be developmentally appropriate‚ the teacher must plan
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if you praise to much a child will just do things to please the parent. Les Vygotsky believes that children copy what they see their parents doing. He believed in cultural‚ Vygotsky believes in children construct knowledge. Vygotsky believes social interaction is vital ingredients in learning in development. Vygotsky believes the children should be shown so they can be successful. Piaget‚ Erikson’s‚ Skinner and Vygotsky believe that children learn by how and they think they also learn with intelligent
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There are differing opinions regarding how humans develop cognitively‚ but there are also areas within each theory that agree. Piaget believed intelligence was acquired after development (Pearson Education‚ Inc. 2007). In contrast to this theory‚ Vygotsky believed that in order to develop‚ a child had to first acquire the sign systems of his or her culture (Pearson Education‚ Inc. 2007). This is a major foundation of the two theories’ contrasting views. Piaget believed that child development required
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