A paper on how to promote both academic success and social development in middle childhood.
Written in 2005; 2,300 words; 4 sources; APA; $ 70.95
Paper Summary:
This paper explains that the most effective way to promote academic success and social development in middle childhood is by creating a learning environment that is natural and allows the students to explore their expanding curiosity in a teacher-structured way.
Outline
Problems for Teachers who Fail to Understand
Teacher Behaviors to Promote Thinking Abilities, Achieve Greater
Success
Teacher Behaviors to Promote Social and Emotional Well-being
Conclusion
From the Paper:
"During middle and late childhood, children begin to understand that they belong to a generation and as members of that generation, have feelings and desires that are probably different from those of their parents have or that their newborn siblings will have as they grow older, for example (Canadian government Web site undated). Children are never "more ready to learn than during the period of expansive imagination at the end of early childhood" (Canadian government Web site undated). Despite this, they are not engaged in thinking about the past or the future as much as satisfying their current desires. "Their thirst is to know and to understand. They are remarkable for their intelligence and for their curiosity" (Canadian government Web site undated). Teachers who fail to understand this openness and to adjust their instructional attitudes, methods and materials to satisfy these needs in their students risk boring them, a particularly dangerous state for students in this stage of their development (James 2002)."
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