The Stages of Child and Adolescent Development Matrix
Reflection
The evaluation of the theories and concepts is crucial to the efficient engagement of various methods in professional activities. It can help detect the right approach for students with different learning abilities. Unique aspects and concepts provide an overall understanding of the processes and how they can be managed. For instance, exploring the characteristics can help to understand the nature of child development in a given period. Still, identifying theories can help determine which teaching method will be the most useful in any specific situation.
Another vital point is that stages of development differ from kindergarten to eighth grade depending on the needs and natural features of children. For instance, the learning material must become more complex with each grade, according to the development of cognitive functions of students. Additionally, the need for social interaction is shifting with age from a parent-centered approach to a peer-centered. Hence, the pedagogical mechanics must be chosen according to the preferences of children of different ages.
The stated requirement of understanding is closely connected with the need to engage various concepts and theories in professional activities. It is especially evident in the shift from 5th towards 6-8 grades due to physical changes connected with puberty and social and cognitive alterations. I can see several points of theory engagement. First, while the earlier childhood years focus more on an outer exploration of the world, the emphasis shifts toward the inner development of children in 6-8 grade. Implementing Erskine’s theories can help guide children’s ego development and identity formation in a healthy and supporting environment, minimizing traumatic experiences.
The created matrix can also serve as the foundation for further developing specific instructions and guides to meet the needs of exceptional students through its general information on children’s nature. The main elements of the matrix are relevant to the general depiction of the stages of development. Still, they may be altered according to the focus on the specific needs of students. For instance, some points, such as cognitive development, may be shifted for gifted students, meaning that the processes of later stages can be expressed earlier. Hence, according to such a guide, teachers can manage and alter the table components regarding the expressed abilities of the students. The methodology of 6-8 grades can be applied earlier if needed; however, the nature remains similar.
The teacher has the chance to meet the unique demands of the various grade levels by being aware of how the brain develops in distinct steps and how children might learn in different methods due to multiple motives. Experts can accurately identify whether a student has a cognitive issue and needs more individualized support through a matrix. Finding innovative ways to communicate knowledge and increase students’ developmental competencies is crucial for educators.
References
Erskine, R. (2019). Child development in integrative psychotherapy: Erik Erikson’s first three stages. International Journal of Integrative Psychotherapy, 10. 11-34. Web.
Goossens, L. (2020). Theories of adolescence. In Handbook of adolescent development (pp. 11-29). Psychology Press.
Newman, B. M. & Newman, P. R. (2020). Cognitive developmental theories. In Theories of Adolescent Development (pp. 183-211). Academic Press. Web.