Module 1: Stages of Learner Development

PreK: Physical Growth

• activity levels vary, either on (going 100 mph) or off (lethargic)

• lack of fine motor skills

• still have trouble tying shoes and buttoning coats

• usually use whole arm movements to paint or color

• handedness is established

• hand-eye coordination improving but limited

PreK: Growth in Thinking

• use private speech while working

• classify objects based on one dimension

• shows an increase in symbolic thinking

• have developed concepts about opposites, such as tall/short, in/out, and big/small

• short attention span

• very curious

• act with purpose, deciding on actions before doing them

PreK: Social Growth

• observe others to see how they do things

• primarily engage in solitary or parallel play but begin to play cooperatively with others

• becomes aware that others have wants and feelings that may be different from their own

• capable of having and keeping friends

• impatient about taking turns

PreK: Emotional Growth

• learn skills for coping with strong emotions

• shows signs of empathy and caring

• desires that routines be kept and done the same way every time

• fluctuates between dependence and increasing independence

• anger may be displayed as temper tantrums

• express emotions immediately and openly; outburst of anger and displays of affection are common

• jealousy among classmates is also common

• praise of a particular student may lead to the perception that the student is the teacher's pet

Early Elem: Physical Growth

• cannot sit for long periods of time; teachers should integrate activity into lessons

• hand-eye coordination is still developing; not ready for close, fine work

• very active but easily fatigued

• period of slow growth

• busy learning physical skills like printing with a pencil to catching a ball

• projects and work often end up sloppy

• needs to be active

• females are generally ahead of males in physical development

Early Elem: Growth in Thinking

• more interest in process (how) than product (what)

• thinking is very concrete

• doing is important, rather than observing

• learning to sort things into categories such as rock collections, etc.

• interested in self and lives in the present

• has little concept of time

• has trouble making decisions

• enjoys listening to stories and poems

• increasing attention span

• good sense of humor; likes jokes, riddles, and comics

Early Elem: Social Growth

• learning how to be friends- may have several "best friends;" boys and girls sometimes enjoy playing together; opinion of peers takes on more importance

• very talkative, likes to imitate and dramatize

• sometimes quarrelsome, rude, and rebellious

• competitive, likes to be first

• careless with others' property but protective of their own

• sensitive to criticism from adults

• desire to be part of a group

Early Elem: Emotional Growth

• self-concept is generally stable unless there is a major change in the home or social environment

• sensitive to criticism and ridicule and needs positive reinforcement frequently

• wrapped up in themselves

• moody

• unable to clearly imagine what others think and feel

• need and seek the approval of adults

• like to play games but a loss is not well-accepted

• enjoys cooperative games

• begins to become sensitive to the feelings of others and the vulnerability others; this can lead to personal attacks designed to hurt others

• confused by sudden changes

Upper Elem: Physical Growth

• females are generally taller and heavier than males

• puberty may be starting for some girls, but growth is still slow for most kids

• likes physical involvement such as ball games and swimming

• need opportunities to share thoughts and reactions

• like hands-on involvement with objects

• muscle development increases and body fat should decrease

• eyes are now ready for close, detailed work

• have good hand-eye coordination and are ready for crafts, maps, etc.

• can use both large and small body muscles

• uneven growth of different body parts

• often have poor posture

Upper Elem: Growth in Thinking

• beginning to think logically and symbolically

• still think in terms of concrete objects and can handle ideas better if related to senses

• tend to think in absolutes; things are good/bad, right/wrong, fun/boring

• prefer individual evaluation by an adult rather than group competition

• want to know how much they have improved and how they can do better

• desire to build a body of knowledge in content areas and outside areas, such as sports and popular culture

• observe and think critically about selves and the world

• plan activities in detail

• becoming more creative in thought and written language

• curious about how things work

• have a greater understanding of concepts of time and place

Upper Elem: Social Growth

• begin to identify with peers but still will look to an adult for guidance

• have difficulty understanding the thinking of others but understand the benefits of making someone happy

• gender-segregated groups appear

• at the upper end of the age range, children are more ready to take responsibility for their actions

• eager to get along in peer groups with peer approval becoming more important than adult approval

• want to dress like peers and begin to adapt to trends

• like to help friends

Upper Elem: Emotional Growth

• self-concept is based on achievement and based on comparisons to other students

• self-esteem is the judgment a student makes about him/herself on these comparisons; since there is a human tendency to be negative about one's abilities, this can lead to anxiety and/or depression

• worry about health, school work, and report cards

• embarrass easily

• respond positively to praise

• resent being nagged, condemned, and talked down to

• becoming more concerned about the ideas of others than self

• growing ability to accept the consequences of their behavior

• curious about personal relationships

Middle School: Physical Growth

• females usually complete their growth in height before high school while males keep growing

• may be uncomfortable with their changing bodies; acne, voice changes, and unpredictable menstrual cycles may cause great embarrassment

• hands and feet grow first, creating a problem with clumsiness

• the average age of reaching puberty for females is 11, and for males is 14

• able to sit quietly for longer periods of time

• more likely to be overweight than underweight

Middle School: Growth in thinking

• enjoy playing with ideas as much as playing sports

• moving from concrete to abstract thinking

• values, justice, and equality become important issues

• intensely explore subjects of interest

Middle School: Social Growth

• moving towards independence

• enjoy activities away from home

• shift from depending on the opinions of parents to the opinions of peers

• starting to develop mature friendship skills

• no longer afraid to be away from parents

• like the team aspect of games

• more critical of themselves than before

• take risks that might include minor delinquency

• have difficulty balancing the demands of peers and adults

• have more conflicts with parents than in the past

• boys seek to have a best friend of the same gender

Middle School: Emotional Growth

• students are typically self-conscious and self-absorbed

• a period of storm and stress characterized by feelings of confusion, anxiety, and mood swings

• low self-concept is common

• hormone change causes swings in emotions that go on through adolescence

• begin to test values

• time of biggest challenge to self-concept

• need to feel part of something important

• concerned and curious about sex

• males experience anxiety related to achievement while females are more affected by interpersonal relationships

• very concerned about appearance

HS: Physical Growth

• most reach physical maturity

• sexual experimentation is common

• tend to eat poorly, which can cause health problems

HS: Cognitive Growth

• most develop what Jean Piaget calls "formal operations;" they can think abstractly and demonstrate logical thinking patterns

• begin thinking in advanced ways- introspection, abstract thinking, logical thinking, and hypothetical reasoning

• ability to process information increases

HS: Social Growth

• dating becomes common, although students often do things in groups

• through their peer group, clothes, music, vocabulary, and hobbies, they establish a mixture of individuality and conformity

• in efforts to become adults, they seek to break the dependency on parents and replace them with close emotional attachments with friends who share common interests

HS: Emotional Growth

• eating disorders, substance abuse, depression, and suicide become more common; 20-35% of males and 25-40% of females encounter depression

• depression systems include crying, low self-esteem, fatigue, and trouble sleeping

• an increasing desire for independence from authority, including teachers; this may be expressed rudely and as rebellion

• self-concept is their ego identity

• a positive self-concept is necessary for good mental health, developing interpersonal relationships, academic achievement, and high vocational aspirations

• an adequate self-concept protects them from delinquency or joining deviant groups for acceptance

PreK: From differing activity levels to evolving social behaviors, it's essential to

recognize and accommodate ________ differences

lack of fine motor skills, thinking traits

like a short attention span, social traits such as engaging in solitary play, and emotional traits like

showing signs of empathy

Early Elem: Understanding their (3 things) is key to effective teaching.

emotional growth, curiosity, and talkative nature

Upper Elem: Recognizing their (2 things) helps tailor your teaching approach.

logical thinking and

increasing independence

Middle School: Acknowledging their (2 things) is crucial for fostering a positive learning environment.

quest for independence and peer influence

HS: Understanding their evolving (2 things) is vital for effective teaching.

self- concept and desire for independence

HS: Accommodating students' diverse ________ enhances your teaching effectiveness.

developmental levels