Child Development for Educators
EDUC1021_EDUC1022_EDC135 Assessment 2
Topic 1
Explain the following concepts in relation to a specific age group (Early childhood, Primary, or Secondary). For each concept, provide one implication for effective classroom teaching with a specific example of how this would look in your classroom.
- working memory
- encoding of information into long-term memory
- strategy knowledge and use
- cognitive flexibility
Child Development for Educators
Topic 2
Teachers are having a discussion in the staffroom. Stephanie says all children are creative, while Melanie disagrees, saying that finding an exceptionally creative person such as world-famous Van Gogh or Mozart is rare, particularly at school. How would you contribute to the discussion? Reference sources of your response and include ideas for supporting creativity in your classroom.
Topic 3
According to Bandura, what shapes self-efficacy? Explain three practical ways a teacher can build positive self-perceptions in their students – what a teacher would do and why. How might one of these strategies vary in different cultures? How might you involve parents/carers? Focus on, and state, the age group you plan to teach.
Child Development for Educators
Topic 4
“I’ve got another ADHD child in my class this term! I guess I’ll just sit them all together; at least then I can work with them on the same activities at the same time.” Critically evaluate this statement with reference to the use of person-first language, labelling, a non-categorical view of disability and pedagogical approaches to inclusion of a student with additional needs. Focus on policies, professional responsibilities and practices in general rather than on the specific disability and provide examples of school or classroom strategies.
Topic 4
“I’ve got another ADHD child in my class this term! I guess I’ll just sit them all together; at least then I can work with them on the same activities at the same time.” Critically evaluate this statement with reference to the use of person-first language, labelling, a non-categorical view of disability and pedagogical approaches to inclusion of a student with additional needs. Focus on policies, professional responsibilities and practices in general rather than on the specific disability and provide examples of school or classroom strategies. APA.