Reflection: Kids Are Different Today Essay

1459 Words Jan 18th, 2011 6 Pages
What was your favorite childhood toy? When my mother and I were asked that question, our responses were considerably different. My mother stated that her favorite childhood toy was her softball glove and softball, while I said that mine was my Nintendo Gameboy, circa 1989. If you were to ask a child today what their favorite childhood toy is, I would venture to guess that their answer would be quite different from those two already mentioned. Today, technology is not the only element that has affected change on children in today’s world. The article, “Kids Really Are Different These Days,” discusses how “Upper elementary children today, while retaining many of the characteristics ascribed to them generations ago by theorists such as …show more content…
In this theory, Stage IV declares a student’s development of learning and aptitude of skills, as well as dealing with success versus failure. These children are usually in the 6-12 year age bracket. The three other theorists’ ideas that coincide to Erikson’s theory in Stage IV are Jean Piaget, Lev Vygotsky, and Lawrence Kohlberg. The first theory that relates to Erikson’s theory is Piaget’s concrete operational stage of cognitive development. The concrete operational stage from Piaget illustrates children from age 7-11 that problem solve, appreciate relationships, and for concepts (Slavin, 2009, p. 37). Children can concretely use problem solving skills for better understanding. Vygotsky’s cognitive development theory that focuses on scaffolding correlates with parts of both Erikson’s and Piaget’s theories. Scaffolding refers to the earlier stages of learning to supply a child with an abundance or support; and as the child is able to develop, reduce support allowing the child to becoming more amenable (Slavin, 2009, p. 43). Kohlberg’s Stage 1 of Moral Reasoning factors into the other theorists’ thoughts. Stage 1 is in the “preconventional” level, and goodness or badness are determined by actual consequences of one’s actions (Slavin, 2009, p. 50). The way these theorists’ ideas intertwine and support each other, is the same way children develop intellectually, socially, and physically. Children intellectually develop through

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