Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Dear Charlotte

Thank you for your application for an extension for Assessment Task 1 for the unit ES113
which is due on 24/05/2017. Your application has been processed and I am pleased to
inform you that you have an extension approved until 5 pm on 26/05/2017.

You must attach this email to your Assignment Cover prior to the submission of this
Assessment Task. Assessment tasks which are submitted past the due date without an
email indicating the success of your application will be treated as late and penalties
applied.

If you have any questions regarding this please contact your School Administration
Officer Mrs Thia Ferero (email: tferero@chc.edu.au).

Kind regards
Mrs Thia Ferero

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Name of Degree: Bachelor of Education (Primary)

Unit name: ES113 Educational Psychology: Learning & Development

Student Name: Charlotte Green

Student Number: s417281

Assessment: Task #1 Tutorial Folio

Lecturer/s: Robyn Press and Craig Murison

Word count: 2000 words

Due date: 24th May 2017

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK # 1 VISUAL REPRESENTATION AND REFLECTION ON CULTURAL AND EDUCATIONAL HERITAGE

Culture in modern society is usually perceived as a way of living built inwardly and presented outwardly in a
group of human beings, over time these influences are transferred over generations. Our modern suburban culture is a
constant development in societal norms. In terms of western classified culture, it is commonly seen as a desired trait for one
to take interest in literature and the fine arts. These traits are often referred to as a state of refinement. The culture of failure
and achievements impacts the lives of many or even all in the schooling system as the high stress environment stops one
from truly enjoying life. This in turn I feel is why so many people drop any sense of cultivating western social refinements as
this is putting on a mask so to speak. If one understands the true values of these mannerisms and they come from the right
place I feel that this would cultivate a greater understanding in the human psyche. In turn I feel if culture was explained
comprehensively in schools and put into context without metaphorically stamping labels then a higher state of universal
knowledge would be achieved. The more children can make connections as to why the information being presented to them
is relevant in their lives and will promise rewards a future context, the more motivated I feel they will be to achieve.
Therefore, I feel that in primary school classrooms, objectives of success in an adult context should be broken down into
language children can understand without biased or fascist overtones. I feel that in both myself and Stephanies upbringing,
we have both grasped the concepts of the underlying values of why education is truly important in a life skills sense,
particularly in the field of intellectual growth. For myself personally, education and cultural influences have influenced my
values and experience of schooling for the better. When I was in my early stages of life I saw education as tool of ongoing
self-development to become a successful adult in the future. Partaking in choir, piano and composition gave me a strong
focus to get away from my unloving former step farther and find my heart amongst the increasing expectations in high
school of my academic performance. My former step father constantly encouraged my former step sister and myself to
compete in all ways academically possible which lead to a very high stressed environment in both home and school. I made
the connection that the way my environment looked influenced my study habits and overall awareness level so from then on,
I tried keep everything as orderly as possible. This was also influenced by my mothers strenuous cleaning habits. Career
success is very important to me as what I put all my focus on for a long-term career I feel encompasses my existence.
Sequentially I wish to keep all work based commitments as I have a deep desire to prove myself and to create a professional
appearance.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Task #2- PHYSICAL DEVELOPMENT TIME LINE: 0- 12 years

7 years old-
Physical characteristics: median 11 years old-
height 113cm, average weight 22 Physical characteristics: median
kilograms. Mass is equal for boys height 150cm
3 years old- Height and weight: median height 91cm, median weight 14 and girls, posture is more erect, Specific development trait: Takes
kilograms. Specific development trait: refinement of gross motor skills such eye balls continue to change shape on more complex cognitive and
as hopping, jumping, climbing, running or riding a bike, able to draw and size, exhibits large and fine language development. The
shapes and cuts with scissors. Lack of outside time and interaction with motor control which is precisely eleven-year-old will be wishing to
peers or parents may affect this age groups development. tuned. Specific development trait: take on increasing responsibility
permanent teeth continue to for themselves and need minimal
replace baby teeth. Lack of prompting to remember to take
stimulating activities that care of their hygiene. Refusal to
personally interest them may take the first steps in separating
impact personal development. themselves from the parents or
care taker may impact this child in
1 years old- Specific development trait: can sit their stage of development.
on small chair or stool, dances with music, plays 5 years old- physical
with push and pull toys, can build towers out of characteristics: median height
blocks, throws a ball overhand, puts two and three 101cm, average weight 17kgs,
piece puzzles together, scribbles with crayons or 9 years old-
head size is approximately that of
markers. Poor parenting and lack of kindness and Physical characteristics: brain
an adult. Specific development
consideration shown to this age group may affect increases significantly in size;
traits: increase in refinement of
developmental process. growth spurts occur particularly
fine motor skills, loosing baby
for girls.
teeth, movement becomes more
Specific development trait:
co-ordinated, visual tracking and
improved co-ordination of fine
binocular vision are well
motor skills, requires frequent
developed, motor development.
opportunities to move about the
Fair control of a pencil or marker,
classroom. Lack of attention paid
can colour between lines. Lack of
to numeracies and their relation to
learning materials and resources
the real world may impact this
may affect this age groups
level of development.
development.

10 years old-
4 years old- Physical Physical characteristics: median
characteristics: median height 96 height 145cm, girls tend to grow
cm, median weight 15kgs. Specific faster than boys. Specific
development trait: picky with food, development trait. Social skills will
appetite fluctuates, stubborn, loud, become more refined. Children of
test limits, eager to be helpful, this age level will endeavour to
developing visual clarity. Poor find their own solutions to things
parenting skills regarding as they learn for their mistakes.
reasoning may affect this age Lack of refinement of social skills
groups development. may deplete effective conversation
in later life at this stage of
development.

6 years old-
Physical characteristics: average
height 106cm, average weight
19kgs, body takes on lanky
appearance and muscle mass
improves. Specific development
trait: greater control over large &
8 years old- 12 years old-
fine motor skills, asks a lot of
2 years old- Specific development Physical characteristics: average Physical characteristics: median
trait: learns about relationships.
temper tantrums are common.
-
questions, self aware of height 119cm, body takes on a
more nature appearance, some girls
height 145cm
Specific development trait: change
appearance, daily activity
They find it hard to wait or make may begin to develop breasts and in physical appearance, increase in
preferences and routine, names &
choices. Unable to understand pubic hair, overall state of health sex hormones, increased lung size,
correctly holds up right and left
reason or control their impulses. improves. boys get wider shoulders with a
hands. Lack of encouragement
The enjoy copying adults in both Specific development trait: vision muscle fat ratio of 3:1. Heart size
from parents and family in this age
appearance and activity. Not is 20/20, mood swings may increases. Lack of attention to
group may affect developmental
enough physical exercise and become apparent as changes to grades and overall mannerisms in
hormonal activity occurs. Lack of
introduction to new things to
stimulate brain development may 4 attention paid to their hand writing
life may affect an easy transition
into secondary education at this
affect this age groups and further refinement of fine stage of development.
development. motor skills may impact
development.
 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

There are many factors teachers must take into consideration to ensure that students do not miss key milestones in
development. For example, year one students which are brand new to the schooling system must be fed encouragement and
praise in the beginnings of their produced work for them to understand the importance of such work on their part. Every
single child in the class should be made to feel welcomed and encouraged when they first begin school as a good start is
essential for a healthy image of the education system. The teacher should aim towards creating a supportive environment and
keep careful watch for any learning deficiencies displayed by students to correct them early in development. For year two
children stimulating activities are important to develop critical thinking and degrees of separation. Degrees of separation
include distinguishing objects from each other as well as types of learning material in finer detail. For year three students
they must focus on their fine motor skills in order not to face difficulties with writing formally and creatively in the future.
Teachers should look towards encouraging creative writing and noticing errors in the way letters, grammar and overall
writing is formed. Year four students should be looking to have a solid basis knowledge of basic mathematical concepts with
the prospect of applying the material in a real-world context. The reason for focusing on mathematical concepts at this age is
because a large amount of mathematical material built up from previous years of study should be displayed to be relevant
hence children should look towards solidifying these basic everyday skills for resourceful referencing. For year five students
a refinement of social skills and etiquette shown with colleagues and in close friendships will be detrimental in establishing a
moral framework. In the curriculum, this age group will usually have the privilege of partaking in extracurricular activities
and field trips whilst also opening them up to brand new resources they are able to share together. Children of this age group
will also be looking to decide what kind of friendships they wish to keep for the future as they mature. Year six students will
usually wish to take their first steps into independency from their parents or care takers. This is also done to start forming
their own opinions and personal values. Teachers should focus on more independent and focused work with emphasis on
defining the childs current skill sets whilst factoring in environmental factors to formulate improvements for the child. Year
seven students will start to develop personal mannerisms in a cross section of maturation as they learn to balance their life.
Teachers should be looking to polish a student built up skill sets and focus on refinements wherever possible. They should
also look to communicate with students as much as possible to identify their own personal difficulties that need to be focused
on to ensure a smooth transition into secondary education.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK #4 Developmental Domains Mind Map

Teachers wishing to practice Piagets theory should look towards
determining a childs key strengths in certain developmental areas
and focusing on improvement and growths on areas of competency
yet to be developed. If a child swerves off track drastically in any
way it is important to carefully guide them towards more practical
learning habits and help them understand why this information
applies to them specifically.
In Piagets sixty-year career in cognitive
development majoring in natural sciences, he
discovered a hierarchical sequence of human
development in reasoning remembering and
organising the information of the world
around us. Piaget theorizes that children are
adaptive to learning in a series of stages and
have a natural curiosity towards learning.
The stages of Piagets cognitive Erik Eriksons eight stages of psychosocial
development: development.
Sensorimotor stage: 0-2 years old, the child Stage Psychosocial Crisis Basic Virtue Age
interacts and manipulates object in the 1. Trust vs Mistrust Hope
The theorist and ego psychologist Erik Erikson proposed a
surroundings, this is referred to as Infancy (0-1 years) psychoanalytic theory of psychosocial development that comprises
intelligence in actions. 2. Autonomy vs Shame Will of eight stages from infancy to adulthood. In each stage of
development, the group in questions experiences a psychosocial
Pre-operational stage: 2-4 years old, Early Childhood (1 - 3 crisis which lead to the plausibility of having a positive or negative
Symbolic functioning improves and years) outcomes for personal development. Erikson paid much A due to
his influences by Freud in his research and theories regarding
language development begins to form. 4-7 3. Initiative vs Guilt Purpose typography and structure of personality.
years old, child is still heavily influenced by Play Age (5-12 years)
own perception of environment. 4. Ego Identity vs Role Confusion
Concrete operational: 7-11 years old. Logical Fidelity Adolescence (12
reasoning can only be applied to objects that 18 years)
are real or can be seen. 5. Intimacy vs Isolation Love
In Eriksons work, he emphasized significantly deemed
Formal operational: 12 years and older. Young Adult (18 40 years) roles of society and culture and the conflicts in the ego
Individual has the capacity to thin logically 6. Generativity vs Stagnation taking place. Furthermore, he states development in the
human psyche takes place all throughout life. The
about abstract ideas or potential events. Care Adulthood (40-65 strength of the ego he determined is formed via the level
years) and quality of social interaction taking place in ones life
as this can provide a sense of competence. This
7. Ego Integrity vs Despair competence in respect he declares provides a sense of
Wisdom Maturity (65+ competence which goes onto motivate behaviours and
actions which in turn strengthen ones ego. To attain
optimal development, he states one must overcome
unavoidable crises found in social, cultural and
In these stages of learning development, he stresses on the
historical environments of the child.
childrens cognitive structures development overtime and are
active participants in the learning process. Piaget believes that In teaching I believe the bigger crises in life being handled sufficiently can go
this stage must be slow and instead for the child for the child onto create an ease with handling seemingly smaller tasks in learning and
to be able to grasp the full concept of such development development throughout the schooling process. Whilst social interaction being
milestones. Missing these key stages, he endorses can impede desired it is sometime hard to find quality conversation in respect which I believe
development and thus make the educational process more leads the teacher with the initiative to teach proper communication in literacy and
difficult without a smooth transition between the key language development.
milestones.

Cognitive Domain: Jean Socio-emotional Domain: Erik Erikson

Piaget

Developmental Domains Mind Map

Moral Domain: Lawrence Spiritual Domain: Heinz

Kohlberg Streib

Kohlbergs Six Stages of Moral Development Group into Through learning about ones
Three levels of two stages. own spiritual nature by the A Teacher wishing to take Heinz
1. Pre-conventional: a. Obedience and means of interacting with style into the classroom should
punishment; based on avoiding others, Streib has outlines a firstly assess where the student
punishment, a focus on the series of styles that he feels are is currently sitting their moral
consequence of actions, rather than relevant in human spiritual cognitive abilities which
intentions; intrinsic deference to nature by the means of influence spirituality and where
authority. b. individualism and interacting with others, Streib these aspects sit in the work that
exchange: the right behaviours has outlined a series of styles is presented. Teachers should
are those that are in best interest of A teacher wishing to that he feels are relevant in also make note of who students
ones self, mentally described as tit take Kohlbergs human spiritual development. struggling with their work are
for tat. theories into the These include instrumental- friends with to assess if the
2. Conventional: a. interpersonal classroom should reciprocal, mutual style, friendship is health as this may
relationship. Good boy/Good girl first look towards individuative-systemative and notably effect the quality of their
attitude, sees individuals as filling supporting students dialogical religious style. work. Unhealthy interpersonal
social roles. b. authority and social in forming a solid Instead of being sequential, relationships should be made
order; law and order as high ideals, basis in determining
social obedience is a must to what is right and
maintaining a function society. wrong. Intentions Streibs Five Styles

3. Post-conventional: a. social
must be made clear
on why it is better to Style 1- Subjective Childhood. Where
contract, begin to learn others have obey the law of the egocentrism dominates and a positive outcome is
different values; realization that law classroom and why that trust is established.
is contingent on culture. b. according behaviour Style 2 Instrumental-Reciprocal If one follows
the Rules of religion, salvation will result. This is
often the style of fundamentalists. Take every
The moral domain theorist Lawrence Kohlberg word of the deity literally.
focused his work predominantly on the Streibs focus on spiritual Style 3 Mutual style Here the person is very
perceptions of right, wrong, truths and freedom developmental stages underpins that attached to their own religious group. Because
in the curriculum. This theorist believes that pre- children must determine their own they are so identified with their group, the person
moral conditioning in early childhood as spiritual grounding of the world. This may it difficult to break out or find something they
children begins to see small connection in the self-given knowledge must be acted disagree with. Thus, people manifesting this style
moral framework associated with the events of on, manipulates and transformed to tend to unquestionably adopt the mind set of their
human action. The rules are rigid as they dictate have true meaning for the learner. group.
the severity of behaviour which is emphasized in
Streib felt that the information focused
co-operation skills. These rules are changeable
on moral cognitive competency were Style 4 Individuate-systematic The person has
under certain circumstances with mutual
far too complex to be reduced to a reach this style feels a person who has reached
consent. Kohlberg endorses a set of times bases
singled set psychological principles. In this style feels a personal responsibility to reflect
conventional stages, each with the levels having
looking in spiritual development for the on religious matter freely and to be able to give
two distinct stages. Regarding moral reasoning
human being he also made that reasons for their beliefs.
in his he focuses on the development of white
cognitive development played a role
upper class boys which may reflect on these
this within terms of interpersonal Style 5 Dialogical religious style The dialogical
stages being development for a reflection on his
relationships. Egocentrism dominates Religious Style is where the person begins to open
own development. His main key determining
factors of success being how the child reasons 6
his theories seemingly dominating a the to the idea of the other This means the
about the dilemma that determines a sound positive outcome for development. person in no predominantly concerned with
moral development. finding and defending their own religious
differently from them. They no longer have reason
 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

In my formation of the developmental domains certain aspects of the material presented by theorist were thought
through as to what personal influences my own learning styles and opinions. My own life and development over time have
been influenced for the better in grasping this material and applying in the areas seen as needing more attention from an
educational perspective. From my point of view factoring in physical abilities play a key part in developing sufficient
cognitive abilities. This can be seen first and fore most in developing adequate fine motor skills. From my perspective, high
quality social interaction is a virtue in these times and is an important part of a healthy balance in life and work. In turn this
influence intellectual abilities for the better and heightens specific personal characteristics. Setting a positive example for
child as a teacher is very important is displaying the framework for these domains in actions of specific developmental
qualities, hence why the specific theorists were chosen out of personal interest. This personal interest was seen to be in
impact on my own development and the underlying desired qualities presented in the chosen theorists work. Developing the
specific domain to an adequate standard I felt to be important in overall memory function and outlook on life. In linking
overall qualities of success with the effort presented from I feel it would serve well to understand each theorist perspective in
the childs learning. This education outlook is so the child can understand this importance of learning from a different
context. From an enlightened view point this may help the child to see going effort with future prospect that would pay off
sufficiently. Weighing these options mentally as well I feel would give the child a better and more fine-tuned outlook as to
why these viewpoints are important overall in there continuous learning. Overtime if the content behind these domains is
grasped by the child then a sense of self control can be established and looked at in a way of self-success. The teaching
outlooks presented in each developmental domain were to be devised with the intent of presenting the best possible
framework for the child to work with. In the moral domain, an emphasis on making these viewpoints clear for the child were
justified in Kohlbergs contextualising theories. Streibs spiritual domain theories could be taken in for consideration from a
teaching perspective by understanding the importance of an adequate framework. Eriksons theories in socio-emotional
developmental were taken from a perspective of the sensitivities of human interaction and thought through carefully on best
possible methodology. As for Piagets theories on cognitive development they were thought through and be sound and
efficient in teaching methods.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK #4 INDIGENOUS PERSPECTIVES REFLECTIONS

In the key values of Aboriginal culture if feel is important to represent in the classroom respectfully and admirably.
In the life of someone from an Aboriginal or Torres start islander heritage they are faced with much discrimination and
segregation from privileged Caucasian people. Their heritage is rich with the knowledge and power of the land. Their
identity with the land may impact the ability to take on Caucasian cognitive settings as this usually is not how they were
raised. The framework in creating this framework is complex and should be broken down as much as possible in order from
them to understand these cognitive abilities so they can decide if they wish to take this viewpoints on as may wish to pursue
a white collar so to speak career. The socio-emotional context of learning can be seen quite differently in this context as
Aboriginal and Torres start islander first and fore most look towards first and fore most solidify their identity. The time-
based frame work of the western world is in my opinion one of the most important understanding to grasp and it is important
to understand the cognitive development associated with time. Time management I feel then should be taught in detail
especially emphasizing why this is important. It is also important for one of Aboriginal or Torres strait islander heritage to
understand the dangers faced with drinking and drug use on brain development and overall health. Traditional and modern
Australian cultures and lifestyle must be considered for proper understanding of how these factors impact in overall
development factors. Developmental theories of education must have displayed to people of Aboriginal or Torres Strait
Islander decent with proper integrity and understanding as this is crucial for these educational developments to be presented
in a respectful way. Various developments over time in the human psyche should be part of the personal journey one takes
regardless of culture. The cognitive abilities regarding the spiritual sense should act as a path way for people of Aboriginal
and Torres Strait islander decent as coming from a place of heart will make educational prospects seem more inviting and
easier to comprehend if the material is presented as complex in any way shape or form. Overall teacher with students of
Aboriginal or Torres strait islander decent should not draw attention to any difference to these student and others as this is
offensive. If any students with learning disabilities become apparent it is important to take to the learning obstacles carefully
with the intendent of coming up with the most suitable outcome for all involved. If any further assistance from parents is
requested from the teacher it is important for the teacher to take on these requests diligently with the intent of the best
outcome possible factoring in Aboriginal and Torres strait islander preferences. Overall I feel if the importance of these
cognitive and developmental abilities is made to be important and encouraged by teachers then any perceived overwhelming
discrepancies of the content given can be dealt with more efficiently.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

References

Book:

The Macquarie Dictinary 3rd Edition 1997, culture definition p.529, The Macquarie Library, Pty Ltd. [Accessed
24th May 2011]

Webpage:

Creately 2017, Venn Diagram Creator, https://creately.com/app/?tempID=hp2c01jf1&login_type=demo#,

[Accessed 24th May 2011]

Study Blue 2017, Ch. 5 Bran Development, https://www.studyblue.com/notes/note/n/ch-5-brain-

development/deck/13561514 [Accessed 24th May 2011]

Macrae, F 2017, Are the scars of deprivation imprinted on a childs brain?,

http://www.dailymail.co.uk/health/article-1283183/Deprived-childhood-profound-effects-developing-brain.html [Accessed
24th May 2011]

Marshall, S, 2017, The Brain, https://www.slideshare.net/StefanieMarshall/the-brain-4557772 [Accessed 24th May

2011]