Development is a crucial part of individual lives and there are many factors that can influence an individual’s development, and development can be different for everyone. There are many different theories around development, with two key theories being Erikson’s psychosocial theory and Vygotsky’s cognitive theory. Erikson’s theory focuses on solving internal conflicts, whereas Vygotsky’s concentrates on the zone of proximal development (ZPD), and assisting students in their learning. Teachers can take on a variety of roles, and the implications of this can be quite significant. In my last year of high school, I coached an intermediate football team. At the beginning of the season, a lot of the children had never worked together and there
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This development occurs through a series of stages, based on a psychological conflict (Duchesne, McMaugh, Bochner & Krause, 2013) Duchesne et. al also outline that if the conflict is resolved positively, then the individual can progress to the next stage. However, if the conflict is not resolved, then this can lead to issues later in life, based around the conflict involved. Erikson believed that there are eight stages of psychosocial development, and there is one that primarily focuses on school aged children, and this is the fourth stage (Duchesne et al., 2013) The fourth stage focuses on what is known as industry vs inferiority.
Industry vs inferiority involves the conflict between feeling capable, and feeling incompetent (Duchesne et. al, 2013). A sense of industry is developed through collaborating with peers and their school work, whereas a feeling of inferiority is developed through a series of negative experiences and failures which ultimately leads to feelings of incapability and self-doubt (Duchesne et al., 2013). Duchesne et al., discuss that for a sense of industry to be developed, children need to experience academic or social successes, either at home or at school. By doing this, feelings of inferiority can be …show more content…
This can include factors such as solving problems and making decisions, beginning in early childhood (Duchesne et al., 2013). Vygotsky’s theory of cognitive development discusses using scaffolding to help students solve problems and reach ZPD. The ZPD is the distance between the child’s actual development level (ADL) and the level they can achieve with guidance (Duchesne et al., 2013). When teaching, students are not given the exact way to solve a problem, they are instead given assistance to reach the solution independently, in a process called scaffolding. Scaffolding gives support to students, enabling them to complete tasks successfully and independently by tailoring assistance to fit their current needs (Duchesne et al.,2013). To achieve this, the task is often broken up into smaller pieces, directing the focus of the student and equipping them with strategies to complete tasks. A common way of doing this is through reciprocal teaching, a method in which students are guided by a teacher to ask questions that help with their learning (Duchesne et al.,
This development occurs through a series of stages, based on a psychological conflict (Duchesne, McMaugh, Bochner & Krause, 2013) Duchesne et. al also outline that if the conflict is resolved positively, then the individual can progress to the next stage. However, if the conflict is not resolved, then this can lead to issues later in life, based around the conflict involved. Erikson believed that there are eight stages of psychosocial development, and there is one that primarily focuses on school aged children, and this is the fourth stage (Duchesne et al., 2013) The fourth stage focuses on what is known as industry vs inferiority.
Industry vs inferiority involves the conflict between feeling capable, and feeling incompetent (Duchesne et. al, 2013). A sense of industry is developed through collaborating with peers and their school work, whereas a feeling of inferiority is developed through a series of negative experiences and failures which ultimately leads to feelings of incapability and self-doubt (Duchesne et al., 2013). Duchesne et al., discuss that for a sense of industry to be developed, children need to experience academic or social successes, either at home or at school. By doing this, feelings of inferiority can be …show more content…
This can include factors such as solving problems and making decisions, beginning in early childhood (Duchesne et al., 2013). Vygotsky’s theory of cognitive development discusses using scaffolding to help students solve problems and reach ZPD. The ZPD is the distance between the child’s actual development level (ADL) and the level they can achieve with guidance (Duchesne et al., 2013). When teaching, students are not given the exact way to solve a problem, they are instead given assistance to reach the solution independently, in a process called scaffolding. Scaffolding gives support to students, enabling them to complete tasks successfully and independently by tailoring assistance to fit their current needs (Duchesne et al.,2013). To achieve this, the task is often broken up into smaller pieces, directing the focus of the student and equipping them with strategies to complete tasks. A common way of doing this is through reciprocal teaching, a method in which students are guided by a teacher to ask questions that help with their learning (Duchesne et al.,