Standard 2: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
1. The teacher uses understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences.
Evidence 1: Infant and Toddler Development, PSY-2020, Community College of Vermont, Summer 2003, Transcript
Description: This course provided a study of development from conception through age two. Cognitive, social, emotional, and physical aspects of development were studied. Developmental theories and their practical application were studied.
Analysis: Throughout this course I was introduced to different developmental domains and the many theorists who's research and findings have helped to shape the field of infant and toddler development. One of the main requirements of this class was observation in an early childhood setting, and then using those observations to point to various theorists and theories. I most enjoyed learning about Jean Piaget's theory of cognitive development and how it relates to infants as they develop specific schemas. As infants grow, they use these schemas to learn about new objects placed within their environments. These observations were then put into practice in my place of employment, as I designed and implemented new learning experiences for each child.
Evidence 2: Development of the Young Child Age 3-5, PSY-2025, Community College of Vermont, Fall 2003, Transcript
Description: This course provided a study of development of the young child from ages three to five. Cognitive, social, emotional and physical aspects of development were studied. Developmental theories and their practical application were studied.
Analysis: This course was structured in the same manner as the Infant and Toddler Development class that I took. We were reintroduced to many of the same theorists and their theories as we delved into the developmental tasks of children between the ages of three and five. We spent a great deal of time in this class learning about Lev Vygotsky and his theory of Social Development. Vygotsky believed that social interaction played a fundamental role in the development of cognition, and we were introduced to the idea of a zone of proximal development. In essence what the child can learn with the help of teachers and other children is far greater than what the child can learn by his/herself. Again, information learned in this setting was brought back to the children in my care, and aided in planning more challenging and developmentally appropriate curriculum for them.
Evidence 3: Level I Fundamentals: Introduction to Child Development Theories Workshop, October 2012, Professional Development Certificate
Description: This session covered developmental milestones, temperament, learning styles & an introduction to theories of child development.
Analysis: When I returned to teaching after finishing my under graduate degree, I decided that a refresher course in child development would be helpful. I was reintroduced to all of the same theorists and theories as in the other courses mentioned, but we spent most of our session discussing Abraham Maslow and his Hierarchy of Needs. Maslow's theory began when working with Harry Harlow on his baby attachment theory. Maslow noticed that some needs took precedence over others. I find this to be quite true. If a student comes to school without having eaten breakfast, his/her ability to participate during morning meeting is going to be slightly different than a student who has eaten a good breakfast.
2. The teacher uses understanding of learners' commonalities and individual differences within and across diverse communities to design inclusive learning experiences that enable each learner to meet high standards.
Evidence 1: Family Process, FCD 310, Southern Virginia University, Fall 2008, Transcript
Description: This course was a study of marital and family processes - such as generations, emotions, communication, conflict, sexual intimacy, and rituals - as families develop across major life transitions such as marriage, parenting, divorce, and remarriage. Attention is given to the development of healthy family processes.
Analysis: Children's individuality is shaped by cultural, ethnic, religious and economic background of the family structure in which the child lives. Early childhood teachers and caregivers need to be sensitive to family diversity and genuinely value different cultures and backgrounds. As I learn about various family cultures, I become better able to interact with each child in my care. I discover ways to encourage them in their development, and build stronger ties between home and school.
Evidence 2: IEP
Description: This plan was created for one of the students in my classroom to aid in language development.
Analysis: Through meeting with our school district's Speech and Language Pathologist, principal and parents of the child, I have been able to develop learning experiences that enable this child to meet higher standards linguistically. This child has also grown in his ability to communicate with other children in the classroom.
Evidence 3: Lesson Plan: God Made Me Special
Description: Children are introduced to this lesson about how we are all the same yet different.
Analysis: This lesson illustrates that we all have commonalities and differences, but that we are each special.
