Applying Theory and Research to Practice

Applying Theory and Research to Practice

Theoretical Viewpoint

Planning, implementing, and evaluating student learning experiences require an awareness of instructional strategies and philosophies. To appreciate the elements influencing these processes and use them in the learning environment, it will be required to comprehend the process of growth and development among children through the already established theories. According to Jean Piaget’s theory of intellectual development, children’s capacity for advanced motor responses, which serve as the foundation for their brain processes as they mature, results from innate/biological characteristics (Joubish, 2011). This theory has applications in school teaching techniques, curriculum development, implementation, assessment, and planning (Simatwa, 2010). Abraham Maslow’s hierarchy of needs is still used as a motivational reference theory in educational settings today because of its substantial contributions to the learning and teaching processes.

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Maslow asserts that people have a variety of wants, including those for physiology, safety, love and belongingness, self-esteem, and self-actualization (Steenbakkers et al., 2018). Theoretically, meeting these requirements for kids will improve their academic performance, which is the apex of their wants or self-actualization. Erikson’s theory, which has been discovered to explain three critical principles related to children’s growth and development in their use in educational institutions, is the other theory of growth and development applicable in instructional management. Erikson’s stage theory states that children develop in stages, which means the curricula designed for the students must consider these stages (Gilleard & Higgs, 2016). The National Association for the Education of Young Children (NAEYC) developed a teaching strategy known as developmentally appropriate practice (DAP) that is firmly based on a scientific understanding of how young children acquire cognitive abilities. DAP comprises educators meeting with the kids one-on-one or in groups to ensure their best growth and learning. DAP integrates Vygotsky’s sociocultural theory and information-processing theory in addition to Piaget’s theory, which was previously discussed (Blake & Pope, 2008). Information processing theory investigates the distinctive cognitive problem-solving and learning mechanics among children to help teachers focus on the curriculum. Vygotsky’s theory connects preschoolers with adults to facilitate learning. Role of teacher

The teacher’s job in early childhood education (ECE) is to promote students’ learning and growth, and they should recognize the value of play in fostering students’ intellectual and social development. Play is essential for growth and forming relationships with others (Milteer & Ginsburg, 2012). Children also pick up knowledge while playing with others, which aids in their future development. Children’s brains are stimulated during play, and their nerve cells link. Remembering that play helps kids learn social skills and language and communication abilities is crucial. ECD teachers should recognize that children are active learners who construct their knowledge in addition to encouraging play. According to Piaget, children must be able to create information from their surroundings and be seen as self-directed, active learners (Gelman, 2009). It’s crucial to encourage youngsters to consider how they may use what they learn in the actual world rather than simply imparting knowledge to them. The ECD instructor should also know that lighting, indoor air quality, and acoustics impact classroom learning (Okcu et at., 2011). Understanding and assisting students with various talents and learning styles is one of the core responsibilities of an ECD instructor. The teacher can assist students with specific needs in this way. Last, educators should encourage parental participation in school programs, community events, and at home with their students (El et al., 2010). This final idea has been implemented since I encourage parents to be there when their children receive their awards.

In individual reflection, I picked up several ideas and best practices for instructional management during this session. I’ve studied theories and theorists who greatly impacted education as we know it now. My time spent teaching has been enjoyable. I’ve helped kids develop skills and see them mature into responsible individuals. As I feel that children are self-directed learners, I would like to enhance the kids’ cognitive, active learning, and information-processing skills. My relationships with other members of the staff, the way I encourage play among children, and how I work with parents to improve the learning environment for their kids are examples of how I excel as an ECD. Handling children with special needs is one of the most challenging components of ECD. One must learn various techniques and skills to deliver better instruction to kids with various requirements. I will advance in this area by receiving more training in particular areas that demand my attention while dealing with this unique community. Co-curricular activities, where I am supposed to help youngsters in physical education, may appear problematic. To meet this goal, I will enroll in a few sports classes to improve my athletic abilities. Lastly, youngsters and almost all learners can digest visual information presented as pictorials or cartoons. Creating these presentations on a computer can be difficult, but mastering tools like Adobe can improve my presentation skills and give students the correct information.

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References

Blake, B., & Pope, T. (2008). Development psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1):59- 67

El Nokali, N.E., Bachman, H.J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3):988- 1005.

Gelman, S.A. (2009). Learning from others: Children’s construction of concepts. Annual Reviews of Psychology, 60:115-140

Gilleard, C., & Higgs, P. (2016). Connecting life span development with the sociology of the life course: A new direction. Sociology, 50(2):301-315

Joubish, M.F. (2011). Cognitive development in Jean Piaget’s work and its implications for teachers. World Applied Sciences Journal, 12(8):1260-1266

Milteer, R.M., & Ginsburg, K.R. (2012). The importance of play in promoting healthy child development and maintaining strong parent-child bond: focus on children in poverty. Pediatrics, 129(1)204-213

Okcu, S., Ryherd, E., & Bayer, C. (2011). The Role of the physical environment on student health and Learning in green schools. Reviews on Environmental Health, 26(3):169-179

Simatwa, E.M. (2010). Piaget’s theory of intellectual development and its implication for instructional management at the pre-secondary school level. Educational Research and Reviews, 5(7): 366-371

Steenbakkers, A., Van Der Steen, S. & Grietens, H. (2018). The needs of foster children and how to satisfy them: A systematic literature review. Clinical Child and Family Psychology Review, 21(1):1-12

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In Units 3 and 4, you examined theories from other disciplines that are used in nursing. Some of these theories, such as Lewin’s Change Theory, are used without modification in nursing to support practice changes. Other theories are used as a foundation for the development of nursing theories, such as Peplau’s Theory of Interpersonal Relations, founded on the work of Harry Stack Sullivan. Many non-nursing theories are used in the development of middle-range theories in nursing.

Applying Theory and Research to Practice

Identify a middle-range theory in nursing that has links to a non-nursing theory. Describe the theory and explain the relationship to the related non-nursing theory. Connect the selected middle-range theory to nursing research or advanced nursing practice.

(Use at least three references from the year 2015 and above) (use APA style 7)