Human development refers to being a ‘process of growth and change that takes place between birth and maturity’ (Encyclopædia Britannica,2015). In this essay I describe two practise-based experiences and then relate them to Erikson’s Theory of Identity Development and Vygotsky’s Sociocultural Theory.
A key concept in Erikson’s Theory is the transition from ‘play age’ to ‘school age’. Students need praise and support to move from one stage to the next (Duchesne, S., McMaugh, A., Bochner, S., & Krause, K, 2013). My first practise-based experience involves Joshua, a five year-old who is building independence at a slower rate than his peers. On one occasion the class was placing their bookbags and clothing into their school bags at the end of the school day. A teacher and a techer aide needed to support Joshua to pack his belongings as he has not yet reached the ‘school age’ stage of independence. Further evidence of this was that he could not dress himself independently
Erikson Theory of Identity Development (TID) provides a tool for analysing connections between theory and my practicum experiences. Erickson TID is about the development through eight different psychosocial stages. In each …show more content…
VST is about student learning being supported by timely meaningful two way interactions with the teacher ( Duchesne,S. et al., 2013). On my second practise -based experience the associate teacher interacted with a small number of students, as she taught them how to blow bubbles in the school’s swimming pool. At the start of the lesson, only 2 of the 7 students were able to comfortably complete this task. I observed that 5 out of 7 students felt unsafe when asked to blow bubbles in the swimming pool. The associate teacher used the information collected to change the activites to focus on breaking the main goal (blowing bubbles) into small steps
A key concept in Erikson’s Theory is the transition from ‘play age’ to ‘school age’. Students need praise and support to move from one stage to the next (Duchesne, S., McMaugh, A., Bochner, S., & Krause, K, 2013). My first practise-based experience involves Joshua, a five year-old who is building independence at a slower rate than his peers. On one occasion the class was placing their bookbags and clothing into their school bags at the end of the school day. A teacher and a techer aide needed to support Joshua to pack his belongings as he has not yet reached the ‘school age’ stage of independence. Further evidence of this was that he could not dress himself independently
Erikson Theory of Identity Development (TID) provides a tool for analysing connections between theory and my practicum experiences. Erickson TID is about the development through eight different psychosocial stages. In each …show more content…
VST is about student learning being supported by timely meaningful two way interactions with the teacher ( Duchesne,S. et al., 2013). On my second practise -based experience the associate teacher interacted with a small number of students, as she taught them how to blow bubbles in the school’s swimming pool. At the start of the lesson, only 2 of the 7 students were able to comfortably complete this task. I observed that 5 out of 7 students felt unsafe when asked to blow bubbles in the swimming pool. The associate teacher used the information collected to change the activites to focus on breaking the main goal (blowing bubbles) into small steps