Assignment task:
Look at the standards for the Visual and Performing Arts.
Use these standards to enhance your suggestions for creating appropriate experiences and classroom environments for the child you created about Emily.
Meet Emily, a 7-year-old girl facing various challenges in her learning journey. Born into a low-income family in a rural community, Emily's early life was marked by adversity. Her mother, a single parent, struggled with substance abuse during pregnancy, leading to prenatal exposure to drugs and alcohol. Consequently, Emily was born with developmental delays and cognitive impairments, making her learning journey more challenging. Emily's family faces multiple stressors, including financial instability, housing insecurity, and lack of access to healthcare. Her prenatal environment was compromised due to her mother's substance abuse, affecting Emily's neurological development, and increasing her risk for learning difficulties.
Emily's learning challenges manifest in various domains, including physical, cognitive, and socio-emotional areas. She experiences difficulties in processing information, communicating effectively, and regulating her emotions. As an English Language Learner (ELL), Emily also faces additional hurdles in acquiring language skills and accessing educational resources.
Piaget's Theory of Cognitive Development: Emily falls within the concrete operational stage, characterized by the ability to think logically about concrete events and grasp concrete analogies. However, her cognitive development may be atypical due to the impact of prenatal substance exposure, leading to delays in cognitive processing and problem-solving skills.
Erikson's Psychosocial Development Theory: Emily is navigating the initiative vs. guilt stage, where she is eager to explore her environment and assert her independence. However, her learning challenges and environmental stressors may hinder her sense of competence and autonomy, leading to feelings of inadequacy and guilt.
Address the learning environment as follows:
Consider the grade level in which your imaginary child is placed.
Describe how to construct a positive and supportive learning environment for your imaginary child and the children in their classroom. What does this look like? statements from the course text.
How do you incorporate the child's personal interests and experiences when planning instruction, and why is this necessary?
What do you need to do as a teacher to intrinsically motivate this imaginary child? How does this affect lifelong learning?
Address the instructional strategies as follows:
Examine the grade-level standards in your state for the Visual and Performing Arts.
Which instructional strategies are most appropriate in the areas of vocabulary, the principles of art, and the basic structural elements of art? Why?
How do you foster independence and self-efficacy in reading for your imaginary child and the rest of the class?
How do you encourage your child to self-express in reading and help the child develop their identity?
How do you help your child think critically and be self-directed?
Cite and reference.
References:
Eggen, P., & Kauchak, D. (2020). Using educational psychology in teaching (11th ed.). Boston, MA: Pearson.
Chapter 11, "A Classroom Model for Promoting Student Motivation" (pp. 475-492)
Chapter 12, "Classroom Management: Developing Self-Regulated Learners (Communicating with Parents)" (p. 513)
Chapter 13, "Learning and Effective Teaching" (pp. 546-581)
Learning Liftoff. (2015, May 27). How parental involvement benefits the entire educational processLinks to an external site.
Minnesota Department of Education. (2009). Minnesota academic standards: Arts K-12: 2008 versionLinks to an external site.