Helping Students Develop

Paper Summary:

This paper looks at the importance of teachers to the learning development of students. In particular, the paper discusses the importance of teachers' behaviors that promote students' thinking abilities, behaviors that help students achieve greater success, and behaviors that promote the social and emotional well-being of the individual student as well as improve the classroom environment. The paper then discusses how schools need to employ activities that promote equality and the appreciation of diversity.

Outline:
The Role of Teachers
Diversity and Equality in the Classroom

From the Paper:

"It is very important to know how children think in various learning experiences. Children are exposed to a variety of stimuli in their environment. They have a need to understand the world and a natural curiosity about the stimuli in the environment (Fisher, 1995). Cognition is the term to name the constant process of going back and forth between the person and the environment (Sprinthall, et.al., 1994). 'Cognitive' refers to all those psychological activities involved in the acquisition, processing, organization and use of knowledge (Birch and Malim, 1994). Cognitive development is defined as the way in which the individual perceives the environment. It depends on interaction between the child and the learning environment (Malgorzata, 1999).

Sample of Sources Used:

• Birch, A. and T. Malim. (1994). Developmental Psychology from Infancy to Adulthood. Basingstoke: Macmillan.
• Greig, A. and J. Taylor. (1999). Doing Research with Children. London: SAGE Publications.
• Hunt, J.M. (1969). The impact and limitations of the giant of developmental psychology. In D. Elkind & J. Flavell (Eds.), Studies in cognitive development: Essays in honor of Jean Piaget. New York: Oxford University Press.
• Szulc-Kurpaska, Malgorzata (1999). Child Cognitive Development. Available: http://www.nkjo-legnica.oswiata.org.pl/data/orbis/text/KURPAGOT.htm
• Overton, W. (1998). Developmental psychology: Philosophy, concepts, and methodology. In Mussen, P., Flavell, J., & Markman, A. (Eds.). (1998). Handbook of Child Psychology, Volume : Theoretical Models of Development, (pp. 107-188). New York: Wiley.

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