As we reach the end of our Lifespan Development course, I have to reflect upon everything we have covered in the last eight weeks. At the beginning of this course, I was only vaguely aware of developmental psychology theorists and their views on how people develop throughout their life. Freud, Erickson, Vygotsky, Piaget, we have covered them all. And yet, we are left with with questions: how can we utilize all that we have learned to become better teachers and people?
One of the first sections of Chapter 13 in the LifeSmart textbook is titled, "Putting Theory Into Practice." This, I believe, is at the heart of why we take this course in the first place. We need to move beyond studying the theories of development and use them as tools which can be practically applied within our future classrooms. For example, knowing about Erickson's view regarding stages of development, we can view our young charges and their actions in light of what stages they are passing through, looking for tell-tale signs that our students may be experiencing some of the crises which they will experience through the Erickson's stages of development. Even if the theory in its entirety is not applicable, even knowing that students may be experiencing the crisis of identity confusion, for example, can help us guide our students and to offer the structure they require during these stages of development.
Overall, I think my time in this class has taught me much, not only as a future teacher, but as a human being as well. Knowing that my students will face trying times, both in and out of the class, looking out for their best interests becomes not just a job, but a responsibility--not only as a teacher, but as a member of the human race.
Monday, April 25, 2016
Monday, April 18, 2016
Week Seven-Curtis-Don't Fear the Reaper
This week's reading dealt with the topic everyone wants to avoid--death. The fear of death has always been a motivator for mankind, pushing us to reproduce and to leave a legacy. In fact, one could say that death, as a natural part of life, has its own unique place in our development, causing us to work very hard to ensure we will be remembered after death. In recent years, however, it seems as if death has been treated with a sort of 'don't ask, don't tell' policy.
At the outset of chapter 12, in the Lifesmart textbook, death is mentioned as an important milestone in human development. However, in the modern era, with the advances in technology and medicine, death has become less of an everyday occurrence then it was even just one hundred years ago. As a result, it seems, discussion of death and dying has become more and more taboo. Death is and uncomfortable subject for people to discuss and so they often avoid it altogether. This reticence can also be seen in the language we employ. Even words such as 'coffin' and 'died' have fallen into disuse, replaced by the more innocuous 'casket' and 'passed away.'
Even so, in the last 30 years there has been a movement towards a more dignified approach towards death. Hospice has become a very common medical practice, with services offered nearly everywhere. More controversially, there has also been a rise in the 'death with dignity' movement, which includes the practice of assisted suicide. Even though this aspect remains highly controversial, I believe that it is indicative of a more natural approach towards dealing with death. Although the actions and responses could be considered entirely wrong, people have shown a willingness to deal with the reality of death, rather than just brush it aside and ignore it. Perhaps this approach will lead to a return towards earlier feelings regarding death, treating it not as an enemy to be conquered, but the final stage of human development--both a challenge and milestone to be passed.
At the outset of chapter 12, in the Lifesmart textbook, death is mentioned as an important milestone in human development. However, in the modern era, with the advances in technology and medicine, death has become less of an everyday occurrence then it was even just one hundred years ago. As a result, it seems, discussion of death and dying has become more and more taboo. Death is and uncomfortable subject for people to discuss and so they often avoid it altogether. This reticence can also be seen in the language we employ. Even words such as 'coffin' and 'died' have fallen into disuse, replaced by the more innocuous 'casket' and 'passed away.'
Even so, in the last 30 years there has been a movement towards a more dignified approach towards death. Hospice has become a very common medical practice, with services offered nearly everywhere. More controversially, there has also been a rise in the 'death with dignity' movement, which includes the practice of assisted suicide. Even though this aspect remains highly controversial, I believe that it is indicative of a more natural approach towards dealing with death. Although the actions and responses could be considered entirely wrong, people have shown a willingness to deal with the reality of death, rather than just brush it aside and ignore it. Perhaps this approach will lead to a return towards earlier feelings regarding death, treating it not as an enemy to be conquered, but the final stage of human development--both a challenge and milestone to be passed.
Monday, April 11, 2016
Week Six-Curtis-Stayin' Alive.
The readings for this week included chapters 9 and 10 in the Lifesmart textbook, which focused upon human development during Early and Middle Adulthood, respectively. What I would like to focus on for this week's blog post is the importance of physical fitness in both stages of development.
In Chapter 9, the point is made that as young adults move from school into the working world, there is less time available for them to exercise, a change from the earlier adolescent periods when their schedules are more flexible. While many young adults do continue the exercise regimens which they have used in their youth, there are often added incentives for young adults to exercise, such as work facilities which allow young adults to exercise during their day and health insurance benefits for those who have memberships at exercise facilities. Employers and health insurance companies know they will benefit if those whom they employ and insure are healthier. While the incentives are aimed at young adults, it it primarily to offset the health problems which can occur during middle adulthood.
Chapter 10 focuses on middle adulthood, a portion of which focuses on the effects of health habit practiced over a lifetime. Specifically, the effects of obesity and a lower metabolism which comes with age. It is at this point that a lifetime of regular exercise will truly pay dividends, as higher obesity and lower metabolism are linked to higher blood pressure and higher cholesterol, which can cause a myriad of problems during middle age. Often, the damage caused by a sedentary lifestyle cannot be overcome, at least not without great difficulty.
Why is this important for teachers? Because we can highlight the importance of healthy living for our students on a daily basis. By exercising regularly, eating right, and encouraging our students to do the same, we can help to form a lifetime of healthy living and lay the foundations for a long and healthy life for all of our students.
In Chapter 9, the point is made that as young adults move from school into the working world, there is less time available for them to exercise, a change from the earlier adolescent periods when their schedules are more flexible. While many young adults do continue the exercise regimens which they have used in their youth, there are often added incentives for young adults to exercise, such as work facilities which allow young adults to exercise during their day and health insurance benefits for those who have memberships at exercise facilities. Employers and health insurance companies know they will benefit if those whom they employ and insure are healthier. While the incentives are aimed at young adults, it it primarily to offset the health problems which can occur during middle adulthood.
Chapter 10 focuses on middle adulthood, a portion of which focuses on the effects of health habit practiced over a lifetime. Specifically, the effects of obesity and a lower metabolism which comes with age. It is at this point that a lifetime of regular exercise will truly pay dividends, as higher obesity and lower metabolism are linked to higher blood pressure and higher cholesterol, which can cause a myriad of problems during middle age. Often, the damage caused by a sedentary lifestyle cannot be overcome, at least not without great difficulty.
Why is this important for teachers? Because we can highlight the importance of healthy living for our students on a daily basis. By exercising regularly, eating right, and encouraging our students to do the same, we can help to form a lifetime of healthy living and lay the foundations for a long and healthy life for all of our students.
Monday, April 4, 2016
Week Five-Curtis-Occasionally....I Want to Talk About Me!
The reading I had to cover for this week consisted of a single chapter. Chapter 8 of the Lifesmart textbook focused on the stage of development known as adolescence. I have often thought that this period of life, separate from both childhood and adulthood, is a creation of the modern era. In times past, a person went from childhood to adulthood, with no intermediary stage. This is evident from rites of passage such as a bar mitzvah. Children were expected to go from childhood to adulthood at, what we would consider, a very young age. Yet in today's world, children from 13-17 find themselves in a strange middle area, where they are not exactly children, but neither are they considered full adults. There are reasons why experts have adjusted their views, one of which is what is known as adolescent egocentrism.
Parents are quite familiar with this self-centeredness which teenagers seem to possess in infinite amounts. According to the text, adolescents seem to believe that their experiences and feelings are more important or intense than the experiences of anyone else. There are two parts to this egocentrism: the imaginary audience and the personal fable. The first refers to the adolescent view that they seem to be on center stage and everything they do is being observed by those around them. The second relates to the tendency of adolescents to think of their own existence in mythical terms, seeing themselves as invincible or unstoppable. Put together, these two elements can to behaviors which can be rude or even dangerous.
I believe that teachers should keep this egocentrism in the back of their minds as they educate adolescents, not only because it can affect how the students may view their grades and experiences, but also because it may affect how they learn. If students belief they are under close scrutiny by everyone, the fear of failing may become to great for them or they may be tempted to feign indifference. Additionally, if the students believe that they are indestructible, they could be easily pressured to partake in dangerous behaviors inside and outside of school. As teachers, we need to be aware of how our students are developing and look for signs of behaviors which could be detrimental to them. It's not enough to teach them in school...we need to be concerned about our students even when they have gone home, because what they do outside of school will ultimately affect how they learn in class.
Parents are quite familiar with this self-centeredness which teenagers seem to possess in infinite amounts. According to the text, adolescents seem to believe that their experiences and feelings are more important or intense than the experiences of anyone else. There are two parts to this egocentrism: the imaginary audience and the personal fable. The first refers to the adolescent view that they seem to be on center stage and everything they do is being observed by those around them. The second relates to the tendency of adolescents to think of their own existence in mythical terms, seeing themselves as invincible or unstoppable. Put together, these two elements can to behaviors which can be rude or even dangerous.
I believe that teachers should keep this egocentrism in the back of their minds as they educate adolescents, not only because it can affect how the students may view their grades and experiences, but also because it may affect how they learn. If students belief they are under close scrutiny by everyone, the fear of failing may become to great for them or they may be tempted to feign indifference. Additionally, if the students believe that they are indestructible, they could be easily pressured to partake in dangerous behaviors inside and outside of school. As teachers, we need to be aware of how our students are developing and look for signs of behaviors which could be detrimental to them. It's not enough to teach them in school...we need to be concerned about our students even when they have gone home, because what they do outside of school will ultimately affect how they learn in class.
Monday, March 28, 2016
Week Four-Curtis-Morality: Is there a Mars/Venus Divide?
The readings for this week included two chapters from the Lifesmart textbook. Chapters 6 and 7 dealt with childhood development during the Early and Middle Childhood years. These periods, lasting roughly from ages 2-6 and 5-12, see children undergoing dramatic changes, both physical and mental. One area of particular importance is moral development of children. During the Middle Childhood years, children begin to develop their own moral views as well as their understanding of why they should not harm others. Although Piaget felt this development was due to the cognitive development of the children, he observed how children responded to rules. His view were later expanded and developed into two varying theories.
The first theory was developed by Lawrence Kohlberg, who felt that children must overcome their ego centrism before they could begin to make moral judgments. Carol Gilligan, on the other hand, felt that this theory focused too extensively on male children for evidence. She, then, developed a theory which focused more on girls and women, called the Ethics of Care. In this view, morality is developed as a result of relationships with others, and morality is determined by how we affect others through our actions.
This justice vs. care dichotomy of morality is drawn along lines of sex, it seems, which may explain how children develop their moral views, but it doesn't take up the question of moral judgments. I believe that understanding this difference in development, however, is a useful tool for teaching young children, as it can give teachers an understanding of what strategies will work best in teaching students right from wrong. It can also be useful for developing classroom rules which can be understood and appreciated by both boys and girls.
The first theory was developed by Lawrence Kohlberg, who felt that children must overcome their ego centrism before they could begin to make moral judgments. Carol Gilligan, on the other hand, felt that this theory focused too extensively on male children for evidence. She, then, developed a theory which focused more on girls and women, called the Ethics of Care. In this view, morality is developed as a result of relationships with others, and morality is determined by how we affect others through our actions.
This justice vs. care dichotomy of morality is drawn along lines of sex, it seems, which may explain how children develop their moral views, but it doesn't take up the question of moral judgments. I believe that understanding this difference in development, however, is a useful tool for teaching young children, as it can give teachers an understanding of what strategies will work best in teaching students right from wrong. It can also be useful for developing classroom rules which can be understood and appreciated by both boys and girls.
Monday, March 21, 2016
Week Three-Curtis-The Circle of Life.
This week I was responsible for reading three chapters from my Lifesmart textbook for class. Chapters 3-5 dealt with the early years of life development: pregnancy, birth, and infancy. All of these areas which are covered are examined through the lens of psychological health and development. For example, the section dealing with birth offers a significant amount of information regarding postpartum depression. While much of the information presented is quite basic, the text seeks to go beyond merely explaining the biological facts of birth and development, and instead attempts to see how psychological development is also carried out during early childhood. Another such example of this psychological centered view is how premature babies are discussed. Very little time is spent looking at the physical consequences of premature birth, but a great deal of time is spent focusing on how premature babies can lack much of the human contact which is necessary for their psychological well-being.
I didn't expect to find these chapters as intriguing as the previous ones, but I found myself wondering how things such as premature birth can have ripple effects on development. I wondered if perhaps a lack of physical contact many premature babies can suffer can carry lifelong consequences. Perhaps this lack of contact at an early age may lead children to develop an inability to connect with others or a lack of trust. I was just remind of how events long since past can still effect young people and how this can effect the learning environment in the classroom. I realized that even if I believe I know my students well, there may be past events which still impact their lives, whether they are aware of them or not. Part of my duty as a teacher is to be aware that anything may be possible and to recognize that everyone has a different story. My job is to teach all my students regardless of what past events still impact them today.
I didn't expect to find these chapters as intriguing as the previous ones, but I found myself wondering how things such as premature birth can have ripple effects on development. I wondered if perhaps a lack of physical contact many premature babies can suffer can carry lifelong consequences. Perhaps this lack of contact at an early age may lead children to develop an inability to connect with others or a lack of trust. I was just remind of how events long since past can still effect young people and how this can effect the learning environment in the classroom. I realized that even if I believe I know my students well, there may be past events which still impact their lives, whether they are aware of them or not. Part of my duty as a teacher is to be aware that anything may be possible and to recognize that everyone has a different story. My job is to teach all my students regardless of what past events still impact them today.
Monday, March 14, 2016
Week Two-Curtis-Man, the Social Creature
In the reading for this week, I read about the different theories of development: Psychoanalytic Theories, Cognitive Theories, Behavioral Theories, an overview of the Bioecological Model, and Developmental Theories. The varying theories were listed according to their creation and inception by their founders, ending with Developmental Theories. There is far to much to mention in such a short post, but I would like to focus in on the Psychoanalytic theory of Erik Erikson. Erikson studied a variety of cultures and believed that all people go through eight stages of development, each marked by a life crisis which must be passed so that every individual can pass onto the next stage. Each stage is marked also by a specific strength which allows individuals to pass onto the following stage.
I found that this theory made a lot of sense to me, as it did also to many others. I liked that it covered the entire age of human development, unlike Freud's theory which really ceased to develop past puberty. I think that understanding this theory of development will make me a more competent teacher. For example, in the middle childhood stage, individuals are suffering a crisis regarding success in learning skills. With this in mind, if I decided to teach a 6th grade class, I could have a baseline for examining possible motivations shared by my students. If, however, I was teaching a 10th grade class, I'd know that that crisis my students were likely facing was the search for their own identity. With this in mind, I could provide guidance beyond merely grades and aid my students as they begin to discover their own identities, possibly as they look into colleges or future professions. Whatever their choices, I believe that having an understanding of all the theories covered in the chapter will enable me to make more informed decisions in guiding and teaching my students.
I found that this theory made a lot of sense to me, as it did also to many others. I liked that it covered the entire age of human development, unlike Freud's theory which really ceased to develop past puberty. I think that understanding this theory of development will make me a more competent teacher. For example, in the middle childhood stage, individuals are suffering a crisis regarding success in learning skills. With this in mind, if I decided to teach a 6th grade class, I could have a baseline for examining possible motivations shared by my students. If, however, I was teaching a 10th grade class, I'd know that that crisis my students were likely facing was the search for their own identity. With this in mind, I could provide guidance beyond merely grades and aid my students as they begin to discover their own identities, possibly as they look into colleges or future professions. Whatever their choices, I believe that having an understanding of all the theories covered in the chapter will enable me to make more informed decisions in guiding and teaching my students.
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