By: Natalie Kendrach

Development of 4th and 5th Grade Learners

Bandura Bronfenbrennerchildren = active role in their

own learningsystem of relationships

Module One: Major Developmental Theorists

Erikson Piagetstages of development children = manipulate/explore

world

Skinner Vygotskyreinforcement and punishment communication with others

 

Module Two: The Physical Development of 4th/5th Grade Learners

Module Three: The Cognitive Development of 4th/5th Grade Learners

Ways Teachers Can Support Cognitive Development

modelingscaffoldingcoachingreflectingfading

Module Four: The Language Development of 4th/5th Grade Learners

Behavioristschildren’s language = imitation of others

please visit http://www.youtube.com/watch?v=w1lTUkVLFJ4 to view the video

Nativistchildren’s language = interaction with peers AND adults

Interactionists-children= strong desire for others to understand them and to

understand others

Please visit http://www.youtube.com/watch?v=rub584PHv4Ato view the video- the video is 9 minutes long so please only watch the first 1:15 minutes as it is the part that relates to the idea above.

Family

PhysicalCognitiveLanguage

being active and eating healthy

can model social skills and conflict resolu-tion

model decision making skills and offer encour-agement (leads to positive self-esteem)

Module Five: Family, Peer, Media and Schooling Influences on the Physical, Cognitive and Language Development of 4th/5th Grade Learners

Peers

PhysicalCognitiveLanguage

-good role models if active-can encourage drug/alcohol usecommunication with peers leads to lan-

guage development

exposure to different viewpoints

Media

PhysicalCognitiveLanguage

-violence- unrealistic body imageincrease in TV viewing = lower reading

ability

decline in creative thinking

Schools

PhysicalCognitiveLanguage

less personal attention as students get olderoral communication opportunities

encourage abstract thinking and problem solving

Conclusion Many different factors need to be taken into account when educating children of all ages. Learning and assessment activities should be meaningful, hands-on and relate to the real world. Children should spend a good deal of learning time communicating with others.