Infancy and Early Childhood Paper Essay

I believe â€Å"Piaget’s theory of cognitive development† best explains the cognitive development both in infancy and early childhood. His theory is explained by a theory of cognitive organization called schemes. Schemes are the â€Å"actions or mental representations that organize knowledge† (Santrock, 2008, p. 94). According to his theory, schemes change with age; in other words, they are action-based (motor patterns) at first and then gradually change to a mental (thinking) level. There are several key terms that explain Piaget’s process of developmental change; those include adaptation, assimilation, accommodation, organization, and equilibration. Sensorimotor stage is the first of the Piaget’s theory of cognitive development. It lasts from birth to the about 2 years of age, where awareness of the world is limited to what can be known through sensory awareness and motor acts. Furthermore, Piaget divided the sensorimotor stage into six sub-stages: 1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes (Santrock, 2008, p. 96). †¢Reflexive Schemes: this is present in newborns. Initially, the infant’s actions are coordinated through reflexive behaviors, such as rooting and sucking. But gradually the infant produces behaviors that resemble reflexes in the absence of the usual stimulus for the reflex (Santrock, 2008). †¢Primary circular reactions: it develops between 1 and 4 months of age. In this stage, infants begin to adapt their reflexes to their environment; simple motor habits are centered around own body (Caulfield, 2001)†¢Secondary circular reactions: it develops between 4 and 8 months of age. The focus of infants’ exploration shits to external events. Infants develop awareness that objects continue to exist even when not in sight at about 8 months of age (Caulfield, 2001)†¢Coordination of secondary circular reactions: develops between 8 and 12 months of age. Infants begin to demonstrate intentional behavior and anticipate events; they coordinate separate actions to achieve desired goals (Caulfield, 2001). †¢Tertiary circular reactions: develops between 12 and 18 months of age. Infants reach an advanced level of proficiency; they begin to explore properties of objects through novel actions (Caulfield, 2001). †¢Internalization of schemes: develops between 18 and 24 months of age. Their ability to represent the external world internally begins to develop, also called as symbolic representation. Also, deferred imitation, the ability to retain and copy a representation of an observed behavior, begins to develop (Caulfield, 2001). I also believe Piaget’s theory best explains the cognitive development in early childhood as well. His Preoperational period, the second stage of Piaget’s theory of cognitive development lasts from approximately 2 to 7 years of age. In this age, â€Å"children begin to represent the world with words, images, and drawings. Not only that, they begin to form stable concepts and embark on reasoning† (Santrock, 2008, p. 145). Also, egocentricism (inability to distinguish between one’s own perspective and someone else’s perspective) and magical beliefs also begin to play a role in child’s cognitive development. There are different sub-stages of the preoperational stage. Symbolic function sub-stage is the first sub-stage of the pre-operational thought. In this stage, the child has the capability to mentally represent an object that is not physically present. This stage occurs between the ages of 2 and 4 years of age. The Intuitive Thought Sub-stage, the second sub-stage of preoperational thought that generally occurs between 4 and 7 years of age. In this stage, children are tempted to ask many questions. In other words, one of the most prominent words for the children around this age is â€Å"why†. There are many similarities and differences between the Piaget’s theory of cognitive development that explains infancy and early childhood. Similarities †¢Both the selected theories that I believe best describes cognitive development in infancy and early childhood come from Piaget. †¢Both theories have stages (Sensorimotor and preoperational) and are further divided into sub-stages. †¢Both theories rely on the assumption that infants and children actively construct an understanding of the world. †¢Both theories give a time frame of when the stages and the sub- stages occur†¢Both theories have limitations. Differences †¢Sensorimotor stage deals with infants from birth to 2 years of age and Preoperational stage deals with early childhood that generally occurs between the ages of 2 and 7. †¢Sensorimotor is the stage one of the Piaget’s theory of cognitive development; whereas preoperational period is stage two of his theory. †¢The limitation of the sensorimotor stages rests on the accuracy of the timing of the events that Piaget mentioned; whereas the limitation of the Pre-operational thought rests on the concepts such as centration and conservation. Therefore, in this paper, I have considered Piaget’s theory to explain cognitive development in both infancy and early childhood. I have also considered the similarities and differences between the two theories. References Caulfield, R. A. (2001). Infants and toddlers. Upper Saddle River, NJ: Prentice HallSantrock, J. W. (2008). Essentials of life-span development. NY: McGraw-Hill.

Jack London’s The Call of the Wild: A Review Essay

In Jack London’s novel The Call of the Wild, the main character, Buck, has developed from a house dog to a sled dog. Buck, being forced to adapt in order to survive, has made him become the leader of the pack. When Buck was being attacked by the man in the red sweater, â€Å"He saw, once for all, that he stood no chance against a man with a club. He learned the lesson, and in all his afterlife he never forgot it† (11). This shows that eventually Buck realized that he had to learn to respect the club. Also, Buck learned that he is not able to beat everyone, he must accept defeat sometimes. And once he would respect the club, the club wouldn’t hurt him. With Buck pulling the sled every single day, â€Å"his muscles became as hard as iron, and he grew callous to all ordinary pain† (25). Buck is developing and is becoming stronger to pull the sled. Also, the pain in Buck’s feet have disappeared since he is so use to having the same monotonous running every day. Later in the book, Buck was able to pull a 1000 pound sled. This shows that Buck has truly developed into a sled dog, because a house dog would never be able to achieve that. Also, being able to pull a 1000 pound sled means that he has grown stronger from all the running that he has done over the last few months. With him getting stronger and learning to respect the club, Buck has truly turned into an incredible sled dog.

Americanization of Canada

Former Canadian Prime Minister, Trudeau once compared living next to America to sleeping with an elephant. He said, â€Å"You can not help but be aware of its every movement. † American culture influences not only Canadian culture but also the culture of every country in the world. Sneakers, blue jeans, burgers, and Hollywood blockbusters are only some of the many ways American culture impacts everybody.One of the most telling signs of Americanization seems to be the spread of American burgers and cola to nearly every country on earth, crowning the United States as the king of pop culture. Since the start of the 21st century, the massive role that the United States plays in every aspect of Canadian life continues to grow more apparent. Canada and America are each others main allies because of their proximity in terms of culture, history and geography. Canada’s floundering identity is slowly diluting and digressing towards a more assertive American way of life.By choosin g to model their society and economy after America's, the threat of Canada failing to create a distinctive heritage for itself becomes much more realistic and apparent. By defining America, their society, and economy one can see the threat of Canada losing its heritage is increasing. The Canadian and American relationship is much like the relationship of Siamese twins. They can not be separated without one of them dying and they can not be apart no matter how hard they try.This makes it even more difficult for Canada to establish their own identity and purpose because America’s cultural influences are so profound and apparent in Canadian culture and way of life. No matter how hard they try, Canada’s culture will always be intertwined with America’s culture. The media is one major way that America has influenced Canada. Canada does not have a true identity and from an outsider of both countries, they will often confuse America and Canada.

Experiencing the Teaching-Learning Process Essay

Course Description This Field Study course 2 is designed to provide FS students with opportunities to connect teaching-learning theories and principles discussed I the six-unit courses in Principles of Teaching 1 and 2 with actual classroom practice. It is intended to help the FS student observe how these principles of teaching and learning are applied by the resource teacher to make the teaching-learning process interactive, meaningful, exciting and enjoyable Field Study can be anchored on the following Professional Education subjects. Principles of Teaching 1 and Principles of Teaching 2 Educational Technology 1 (partly) Objectives 1. Arrive at an experiential knowledge and understanding of the principles of teaching and learning 2. Reflect on the application of the principles of teaching and learning for meaningful and lasting learning 3. Determine how the guiding principles in lesson objective formulation are applied in the teaching-learning process 4. Acquire the skill in developing cognitive skill and value lessons meaningfully and interestingly by an in depth treatment of the subject matter and by integrating thinking skills. 5. Apply the guiding principles in the selection of teaching strategies. 6. Identify the teaching approach employed. 7. Trace the logical development of a lesson. 8. Identify effective questioning and reacting techniques. EPISODE 1 – PRINCIPLES OF LEARNING Name of FS Student______________________________________________________ Course________________________ Year & Section____________________________ Resource Teacher 1_____________ Signature_______________ Date Resource Teacher 2_____________ Signature_______________ Date Resource Teacher 3_____________ Signature _______________ Date Cooperating School______________________________________________________ My Target When I observe three different classes. I will be able to identify application of the principles of learning in the teaching-learning process. Observation Sheet Name of the Resource Teachers Observed: Muriel Criselda Delmo School Address: B 1 L3 Panorama Ville Mariquita Sta Rosa City Laguna Grade/Year Level: Kinder 1 Principles of Teaching Teaching Behavior of the Teacher/ Learning Behavior of the Learner as Proof of the Application of the Principles of Learning 1. Learning is an experience which occurs inside the learner and is activated by the learner 1. The teacher lets the learner do the learning activity 2. Learning is the discovery of the personal meaning and relevance of ideas. 2. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners’ needs, interests and problems. 3. Learning is a consequence of exercises  use experiential learning as much as possible period 4. Learning is a cooperative and collaborative process.  Learners will learn more if they are given chances to work together and share ideas. Make use of group activities. 5. Learning is a evolutionary process  Learning especially if this means a change in behavior does not happen in a click. This requires time and diligence. So as teachers, is patient? Be patient. Be patient. Be patient. 6. Learning is sometimes a painful process This means that learning requires sacrifice, hard work, study time. Let the learners realize this okay? 7. One of the richest resources for the learning is the learner himself Let’s not be too â€Å"centered† upon ourselves. Let’s draw the discussion not only on our own experiences as teachers but on the learners’ experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process.  Encourage free sharing inside the classroom. 8. The process of learning is emotional as well as intellectual Learners can’t learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students’ problems. We can’t teach learners with empty stomachs remember? 9. The process of problem solving and learning are highly unique and individual Make use of different teaching strategies that can cater multiple intelligences and learning styles. My Analysis 1. What is the impact of the resource teacher observance of these principles on the teaching-learning process and on the learners? 2. Which learning principles was applied most? 3. Which learning principle was applied least or not applied? Do you agree with these principles of learning? Or have you discovered that they are always correct. My Reflection 1. My reflections on my observation of my teacher’s observance of these principles. Did my Resource Teacher adhere to these principles. 2. Lesson I have learned from my observations on the classroom application of the principles of learning. EPISODE 2 – LESSON OBJECTIVES AS MY GUIDING STAR Name of FS Student______________________________________________________ Course________________________ Year & Section____________________________ Resource Teacher 1_____________ Signature_______________ Date Resource Teacher 2_____________ Signature_______________ Date Resource Teacher 3_____________ Signature _______________ Date Cooperating School______________________________________________________ My Target In this Episode, I must be able to: Deduce the lesson objectives after observing my Resource Teachers teach. See how the guiding principles in the formulation of lesson objectives are applied Realize the importance of a clearly defined lesson objective. 1.As I observe a class, I will use the observation Sheet for a more focused observation. Observation Sheet  Name of the Resource Teachers Observed: Muriel Criselda Delmo School Address: B 1 L3 Panorama Ville Mariquita Sta Rosa City Laguna Grade/Year Level: Kinder 1 Guiding Principles in Determining and Formulating Learning Objectives Teaching Behavior which prove/s Observance of the Guiding Principle 1. Begin with the end in mind 1. The resource teacher began her lesson by starting her objective 2. Share lesson objective with students 3. Lesson objectives must be in the 2 or 3 domains – cognitive, skill and affective or cognitive and affective or skill and affective 4. Work on significant and relevant lesson objectives. 5. Lesson objectives must lead to the development of critical and creative thinking 2. After observing your resource teacher teach, write down what you think was/ were her lesson objective. 3. Ask permission from your resource teacher for you to copy her lesson objective for the day’s lesson. Copy it here then compare it with your answer in #. Are they the same? Different? My Analysis 1. If answer in # 3 above is different, what is your conclusion regarding written lesson objective and actual lesson development? Are the lesson objectives in the lesson plan always followed? Do they really serve as guiding star? 2. Why did you find it easy/ Difficult to write down the resource teacher’s lesson objective for the day? Did he mention it at the beginning of the lesson? 3. Did you find the lesson objective SMART? Why or why not? 4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was it in two or three domains? Support your answer. My Reflections Any lesson learned or insights gained from your observations focused on lesson objective? Write them down here. Are lesson objectives truly the guiding star in the development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops.

Crime Scene Scenario Essay

At approximately 1300 on January 31, 2012, there was a call and officers were dispatched to 125 Redbird Lane to investigate a home invasion. Upon arriving on the scene I was met by SGT Johansson to describe the scene as he saw it and the homeowners’ statements. He explained the homeowner, Cindy Pinsk told him she looked out her living room window and saw a gray sedan pull up. She heard the doorbell ring. Since she was not expecting anyone, she did not answer the door. She heard glass breaking and ran out the back door to a neighbor’s house, where she called 9-1-1. She saw broken glass on the carpet in the entry hallway and saw where the door had been pried open with some sort of tool. Pinsk told Johansson her Apple computer, a pair of diamond earrings, a sapphire ring, and three credit cards are missing. He talked to a neighbor, Steve Moyer, who told him he saw a steel gray Dodge Charger in front of Pinsk’s house. A handicap tag was hanging from the rear-view mirror. The driver was a black man with a green knit cap. The passenger was a large white man about 20 – 25 years old. He has a chinstrap beard and was wearing dark clothes. After listening to the first on call officers’ report, I looked around the front yard to see if any evidence was dropped during or after the home invasion. At first inspection of the front yard, you could see what appeared to be footprints in the mud due to the rain the previous night. Pictures with measuring markers were taken to show the position of the questioned impression, and castings (using Class I dental stone) were taken of the shoe impression to later compare to the suspects. Next I went into the house to look around and upon first entering the domain you could see where it appears that a tool of some kind had been used to pry open the door. Pictures with measuring markers were taken to show the position of the tool mark and for comparison. Liquid silicone was utilized to make an impression of the tools used on the door. During taking the impressions, I could see the smallest bit of blue fiber hanging from a piece of wood on the door frame. I removed the fiber tapping the sticky side of a post-it to the fiber. I then folded the post-it, labeled it and placed in an manila envelop for evidence. Walking a little further into the domain, you could see what caused the sound of glass breaking, a vase that appeared to be knocked over during the home invasion. The living room was in disarray with couch cushions taken out of the couch, papers on the floor and drawers pulled out of desk. On the desk was a smudge of a latent partial print that I retrieved sing black powder and sticky tape. As the victim stated in her report to the officers, I went up to the bedroom to discover the missing jewelry from the jewelry box. Once again latent fingerprints were found on the desk where the Apple computer and jewelry were taken, so again prints were taken off the desk with black powder and placed on sticky tape for evidence. After thorough investigation of the house, I exited the domain to head back to the lab. The first test that was done upon reporting back to the lab was an AFIS search for whose fingerprints were at the scene. When ran through AFIS, there was a match to a white male subject matching the description from the neighbors’ statement, John Kratz. John Kratz was brought in wearing a blue hooded sweat shirt, matching the color of the fiber found at the scene, and muddy jeans. Fibers were taken from his sweat shirt for later comparison to the fiber from the Pinsk’s’ house. When questioned on his whereabouts that afternoon. He exclaimed that he was at McDonald’s on his lunch break. Due to his inability to produce a witness to corroborate his story, he was held for further questioning. Next, tool marking were carefully examined and based on the initial examination of the pictures (the size and shape of the impressions) molds and striation marks compared with a comparison microscope determined that the tool that was used in the home invasion was that of a screwdriver. Fibers were then removed from the post-it using rubber tweezers and placed on a comparison microscope for a microscopic comparison for color and diameter to the fiber from the scene and that of John Kratz. Examination found the fiber to be cotton, a natural fiber and matching the fiber to John Kratz. When questioned again on his whereabouts that afternoon, with the help of the evidence that was already found, he finally broke and explained what happened and who was involved. Rick â€Å"Rukus† Thompson was allegedly with John Kratz was brought in for questioning. During the questioning Rick denied ever being at the Pinsk’s house saying he was at home sick. Along with John, Rick also had no one to corroborate his story. Shoe impressions were taken from both suspects and compared to those found at the scene. The shoe impression was that of Rick. With all evidence putting both at the Pinsk’s house, John Kratz and Rick â€Å"Rukus† Thompson both were charged.

Social Learning Theory Assignment Example | Topics and Well Written Essays - 1000 words

Social Learning Theory - Assignment Example This assignment discusses the Social Learning Theory developed by Berger, that primarily focuses upon that a child develops while observing the sequential patterns that go on around him/her. Thus, it is through modeling and repeating or doing things that are already done by others is an important way a child learns different behaviors and adopt certain attitudes. However, while observing and modeling, one feature that is in a continuous functioning state is the child’s own cognition. The cognition works in a way that if a child sees someone getting acknowledgement and rewards upon his behavior or deed, the child would him/herself like to receive the same kind of acknowledgement and appreciation from others. This desire leads the child to incorporate the same attitude in his daily practice so that he too can be socially recognized and accepted. Once the child gets success due to the modeled behavior, he learns to practice the same thing throughout his lifespan. The problem migh t occur when the child is not able to model the exact behavior to receive acknowledgement. In such a situation, he/she modifies the same behavior multiple times and in multiple ways as long as he might achieve success. In the same way, punishment and discouragement act as negative stimulators for the child not to adopt a certain behavior if someone else is punished on its basis. In conclusion, the researcher states that this further retains throughout the child’s lifetime shaping his personality in a particular direction.

Recent real-life application within the past 12 months Essay

Recent real-life application within the past 12 months - Essay Example For instance, swimming is entirely based upon pressure, deepness, distance, and balance, all which constitutes the fundamental theories of physics. This paper aims to critically analyze my recent real life application of free fall acceleration and the gravitational force. Gravitational force is closely associated with Newton’s observation of a falling apple on ground. Initially he considered the downward movement of apples and later he figured out that it is basically due to the earth’s gravitational force (Kutner). Hence it was defined as the intense force of attraction among all body masses which actually keeps the objects on their suitable positions. For instance, it is the gravitational force which actually helps us in moving around, walking and doing different body activities. Moreover, it keeps the sun and other planets away from earth through a well calculated distance. It is largely responsible for the downward movement of water streams and the balance maintaine d in airplanes (Kutner). Plenty of such examples are witnessed in our daily life. Free fall acceleration is another wide concept which is directly related with the gravitational force. Free fall is caused when any object losses its weight and hence free falls due to the intense gravitational force. ... Similarly parachutes and aircrafts safely land on earth because of the fixed gravity i.e. 9.8 m/s2 (Acceleration due to Gravity). However, if a human being experiences free fall in real life then it can result in serious consequences while intensely damaging the human body. Few months back I was going to a friend’s house at the sixth floor through an elevator. Lifts or elevators are built in such a way that they easily move against the gravitational force and hence passengers remain safe from the dangers of free fall acceleration. But if the elevator breaks or it undergoes some serious mechanical issues that free fall acceleration might take place. When I reached the fifth floor the elevator suddenly stopped in the middle where I could not open the door. Three other passengers along with me started to press the emergency call button which was not responding. Then ultimately we started shouting so that people on ground can hear and help us. It was just then that one of the pass engers called her brother standing on the ground floor. He immediately told the building manager and both of them along with a technician restarted the elevator. What happened later was even dreadful then before. Studying the laws and theories of physics in classrooms and facing their real life applications are entirely different. Each one of us was confident that the elevator cannot fall freely because of its structure and the overall use of modern technology. However, the fault was such a huge one that on restarting the lift it fell from the fifth floor. Free fall acceleration and the gravitational force increase the magnitude of the force acting on a falling body containing mass (Jewett & Serway ). The accelerating gravitational force which we experienced is represented by the