Over the last few weeks I have been in and out of Mrs. Meiss and Mrs. DeFabio’s kindergarten classroom. Childhood development from what I have learned is based on several theories. A few of the many developmental methods I have learned very well are Piaget’s stages of development and Erikson’s stages of psychosocial development. Piaget’s stages of development are broken into 4 stages, sensorimotor birth to 2 years, preoperational 2 to 7 years, concrete operational 7 to 11 years and lastly formal operational 11 years to adulthood. Since I am in a kindergarten classroom the students are in the preoperational stage of development. In this stage the major accomplishments I will notice in the kindergarteners is they will develop the ability to
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mistrust, autonomy VS. doubt, initiative VS. guilt, industry VS. inferiority, identity VS. role confusion, intimacy VS. isolation, generativity VS. self-absorption and lastly intergrity VS. despair. Once again because the students I am observing are in kindergarten they are in the stage of initiative VS. guilt which is in the age range of 3 to 6 years. In this stage it is said that children are maturing their language and motor skills while exploring their environment. I observe this every day while I first get to my observation. Every Tuesday and Thursday when I get there both Mrs. DeFabio and Mrs. Meiss bring their students to the playground. When I see the kids on the playground they are all running around playing with all of their friends. Students at the kindergarten age like to be encouraged and I see that while they are playing with their friends on the playground but mostly when they are trying new things. I noticed that when the students try new things both teachers encourage their students to keep working at it if they don’t succeed the first time and when they do succeed they both praise the student.
Besides each theorists stages of development there are multiple theories of behavior that I have noticed in the classroom as well. One of the big things I have noticed in both classrooms is the use of reinforcement. In Mrs. DeFabio’s classroom I notice she keeps three small containers of smarties, skittles and fruit loops on her desk which she gives to her students as a reward. In Mrs. Meiss’s room she gives out stickers for behavior she would like to see and have in her
mistrust, autonomy VS. doubt, initiative VS. guilt, industry VS. inferiority, identity VS. role confusion, intimacy VS. isolation, generativity VS. self-absorption and lastly intergrity VS. despair. Once again because the students I am observing are in kindergarten they are in the stage of initiative VS. guilt which is in the age range of 3 to 6 years. In this stage it is said that children are maturing their language and motor skills while exploring their environment. I observe this every day while I first get to my observation. Every Tuesday and Thursday when I get there both Mrs. DeFabio and Mrs. Meiss bring their students to the playground. When I see the kids on the playground they are all running around playing with all of their friends. Students at the kindergarten age like to be encouraged and I see that while they are playing with their friends on the playground but mostly when they are trying new things. I noticed that when the students try new things both teachers encourage their students to keep working at it if they don’t succeed the first time and when they do succeed they both praise the student.
Besides each theorists stages of development there are multiple theories of behavior that I have noticed in the classroom as well. One of the big things I have noticed in both classrooms is the use of reinforcement. In Mrs. DeFabio’s classroom I notice she keeps three small containers of smarties, skittles and fruit loops on her desk which she gives to her students as a reward. In Mrs. Meiss’s room she gives out stickers for behavior she would like to see and have in her