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Embed code for: EDPY 705 Reflective Post Ch 1 Ch3
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Skinner Video: Skinner’s teaching machine was designed to give immediate feedback to students therefore allowing students to work at their own pace while attempting to achieve correct answers and knowing relatively quickly if they had an incorrect answer. This use of environmental stimuli (machinery, input and answers) to promote self-propelled education was rewarding to students and fit Skinner’s behaviorism theory which held that students work for rewards and avoid behaviors that end in punishment (poor grades or repeating the program until learned). Skinner suggested that the reward was education itself when a student used the machine’s program engineered by a teacher to effectively self-pace learn. The teaching machine is developmentally appropriate for adolescents because it provides an optional instructional source compared to a typical teacher; it allows students to use their own judgment and pace (as in “my time” and “my machine”); and it sets high standards of using the learning machine with personal physical coordination while using student knowledge to input answer (this incorporates several skills at once) as well as providing the immediate response students seek (correct or incorrect answer displayed) to meet the standards expected (passing the test). As our text indicates on page 29, the early adolescent desires challenging curriculum and the late adolescent strives for high achievement when it is expected.
Developmental Science/Systems Perspective: Developmental Science/Systems Perspective is new to me from an educational point of view. I have been following what is “developmentally appropriate” as suggested by my children’s pediatrician for 15 years as well as expert guidelines suggested for ADHD, which my husband and son have. This perspective allows a parent and/or educator to know what to expect at typical ages and to parent/instruct accordingly. Understanding key ideas such as establishing a safe exploration environment for infants (baby-proof your home) and establishing morning/evening routines for young children make parenting easier to deal with (works for children and those with ADHD). Becoming familiar with the basic age periods (infancy, early childhood, middle childhood, early adolescence and late adolescence) and the typical age period behaviors with their suggested adult engagements provides the foundation on which everyday life is built for both children, youth and parent/teachers.
Farmer & Farmer - correlated constraints, positive v. negative constraints, social interaction, developmental timing: The framework provided by Developmental Science brings together a range of study from development psychology to anthropology while highlighting the systems that occur in a human both internally and externally. To fully understand the Developmental Science framework, it is easiest to break the framework into separated content so as to fully appreciate each part for itself and also the ways it interacts with other systems.
The correlated constraints that give way to typical behavior are derived from the bidirectional influence of different developmental features occurring with reciprocated effects.
Positive constraints focus on such individual positive characteristics as adult support, personal strength, and good health; in comparison negative constraints focus on risk factors such as insufficient means, lack of quality adult interactions, and limited resources. Positive constraints tend to propel life phases conversely negative constraints tend to spread into all systems. Therefore, recognizing which constraints are in play in a youth’s life are crucial during interactions.
Social interaction is the convergence of the external and internal states which gives way to connectedness between the two states and thereby exhibited in a youth’s characteristics and actions.
Developmental timing is the literal timing of processes in typical youth internal and external systems. As more mature characteristics are developed and displayed, more connected features and functions of systems become more fused thereby creating adults as the features of adolescence and childhood are enlarged upon.
Zusho video: When Dr. Zusho discusses the disparities between Asian subgroups, she is focusing squarely on the culture described in our textbook as “values, traditions, and symbol systems of a long-standing social group” which are internalized and externally exhibited. Lumping Asians into one large group dismisses the many subgroups from individual countries, dialects, and customs yet ignores subtle ethnic diversities. She discusses the “great disparity concerning ethnic identity that exists even within families.” Cultural principles of behavior and belief are evident within individualistic cultures and also in collectivistic cultures. To Dr. Zusho’s points, it is clear that one should address the subtleties of separate cultures rather than dismissing the nuances and seeing only the large outer grouping.
Integrative Reflections: The idea of community and its place in the bioecological model is critical to me as I grew up in a small town and lived as an adult in a rural community before moving to Mt. Pleasant. As our textbook says, community is the “bridge from the family to the outside world (McDevitt & Ormrod, 2016). This bridge takes a child from the womb to the world whether it is comprised of the same entities and individuals the entire time or reconfigured as the caregivers enlarge the community by adding levels of interaction (eg joining a club, a church or moving from one home to another). Having raised my children in two places in S.C., I see the value of connections and resources that strengthen or fade away with time along with the replacements that rise up often surpassing the provisions and support given by earlier connections. This helps me interact with students at my middle school as many of them are also fairly new residents of Mt. Pleasant having moved here in the last 2-5 years.
Additionally, the Positive Youth Development article resonated with me as I am a proponent of children being involved in groups that are distinct from their parents’ hobbies/interests/passions. The positive effects such groups as 4H and Boys & Girls Clubs have on developing individuals is enormous because of their “Big Three” features: positive interaction that lasts at minimum 1 year; comprised of activities that build skills; allows for participation, leadership and community involvement.
Lingering Questions: 1) Given the many 1:1 schools, is the iPad the modern version of Skinner’s teaching machine? 2) Given the large number of immigrants residing in this state, will S.C. become a bilingual state where Spanish is not taught as a foreign language but instead as a second language?s that occur in a human both internally and externally. To fully understand the Developmental Science framework, it is easiest to break the framework into separated content so as to fully appreciate each part for itself and also the ways it interacts with other systems.
Developmental timing is the literal timing of processes in typical youth internal and external systems. As more mature characteristics are developed and displayed, more connected features and functions of syste