STUDENT DEVELOPMENT AND LEARNING 1

6.3 Assignment: Student Development and Learning Paper

Brian D. Stephens

Indiana Wesleyan University: EDUT563

February 20, 2023

Instructor: Brenda Lycan

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6.3 Assignment: Student Development and Learning Paper

Student development and learning are two aspects of the learning environment that

teachers need to understand and consider throughout their careers. Numerous theories have been

produced throughout time that attempt to explain the way that students learn and develop.

However, no theory has been able to completely explain the development of students or how

they learn. This leaves teachers in a position of trying to determine the best course possible to

achieve the results that they want within their classrooms. Still, there are many potential

positives that can be attained from learning about these theories as they can be influential in

developing classroom instruction (Eggen & Kauchak, 2020).

Student Development

In the early 1900s, Lev Vygotsky developed the sociocultural theory of development to

explain how people learn. Vygotsky’s theory is based on the idea that people learn through social

interaction while taking into account the cultural context in which that learning occurs. This

differed from other theories that did not consider the cultural context of the learner (Eggen &

Kauchak, 2020). However, numerous aspects are encompassed within Vygotsky’s theory that

can be applied to the development of P-12 students. The main aspect of the theory that influences

student development is the cultural attitudes that are present about learning. Different cultures

value various aspects of learning. Some are focused on primary learning: reading, writing, and

arithmetic. Whereas other cultures may be more focused on the knowledge that is needed to live

within that culture. The importance of learning in the culture is done primarily through language

development. The language that has been developed by the culture will often reflect was is

important for the people to learn. This is shown by some cultures having numerous words to

describe what may be a single word or concept in another language (Eggen & Kauchak, 2020).
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By understanding these concepts, teachers will have an easier time making instructional

decisions.

Various developmental characteristics and variations will need to be considered when

making instructional decisions. The main factor that needs to be understood by teachers is that no

two students will ever be the same. Each student will have a variety of genes (genetic factors)

and experiences (sociocultural) that will determine what level of development they have

achieved and what course will need to be set for them to achieve their potential. This single

factor will often be the driving force to determine what course needs to be set within the

classroom. One way to achieve this is by using Vygotsky’s idea that progress is made with

assistance from a knowledgeable other. Using Vygotsky’s idea supports the concept of

scaffolding (Eggen & Kauchak, 2020). Scaffolding can be used to help bridge the gap between

what is known and what needs to be learned.

Student Learning

Behaviorism, cognitivism, and constructivism are three theories used to explain learning.

Behaviorism focuses on observable changes in behavior. Knowledge of behaviorism will allow

the teacher to influence students’ behavior in a positive way using reinforcement. When used

properly, whether it be positive or negative reinforcement, the student’s behavior can change and

allow them to progress in their learning (Eggen & Kauchak, 2020). Cognitivism focuses on the

way the mind receives, organizes, stores, and retrieves information. Knowledge of cognitivism

lets the teacher know the general processes of the mind so that they can tailor instruction in a

way that the students will not be overwhelmed (Eggen & Kauchak, 2020). Constructivism

focuses on the idea that students construct knowledge for themselves to make sense of the

experiences that they have throughout their lives. Knowledge of constructivism informs the
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teacher that students’ constructed knowledge may be right or wrong based on their interpretation

rather than based on what was intended (Eggen & Kauchak, 2020).

These theories also help explain how students construct meaning and acquire skills.

Students learn from the experiences that they have in life. Yet, this does not happen in a vacuum.

Many factors will affect the way that students develop and learn. Genetics may determine

whether a student will have positive or negative exceptionalities, but the culture and environment

in which they live will influence the knowledge that they attain (Eggen & Kauchak, 2020). With

this knowledge, a teacher can start to see the need for developing a universal design for learning.

That way all students, regardless of level and ability, can reach their potential.

One of the main ways that a student will be able to learn is through social interaction and

hands-on experiences. As stated in Vygotsky’s theory, social interaction is the key to

development and learning. But this will be limited without hands-on experiences to teach them

new knowledge and skills through concrete examples (Eggen & Kauchak, 2020). This

knowledge construction can also be used to help develop problem-solving skills by letting the

students experiment in a safe environment to discover their own solutions to problems.

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References

Eggen, P. D., & Kauchak, D. P. (2020). Using educational psychology in teaching (11th ed.).

Pearson Education, Inc.