Prior To Beginning This Activity Read Chapter 12 Scho 370147
Prior To Beginning This Activity Readchapter 12 School Work And Le
Prior to beginning this activity, read Chapter 12: School, Work, and Leisure, in the course textbook. In addition, to support a deep reflection about your knowledge gained from this chapter, reflect on your own educational journey, from your childhood through the present. In this reflection, identify and explain key points throughout your lifespan (childhood, adolescence, and adulthood) that have left an impression on your beliefs about receiving an education. Include at least three experiences: one in childhood, one as a teen, and one as an adult. Identify what led to the events and what effects each event has had on your academic journey or beliefs about earning a degree.
Identify factors suggested to be effectors of development, by your weekly reading that align with your experiences (i.e., childcare, preparedness, learning environment). Share only information that you are comfortable with, or you may use another’s experiences or a fictitious example. To successfully do this, add proper citations throughout your writing. Your journal, this week, should be 400 to 500 words, and have an introduction and a conclusion as described in the Ashford University Writing Center’s resource, Introductions & Conclusions. You should exhibit obvious attention to critical thought and understanding of the content, as demonstrated in Samantha Agoos’s TED-Ed Animation, 5 Tips to Improve Your Critical Thinking.
You should include citations as needed to support your ideas. As this is your personal reflection about the material this week, your journal should limit the use of quoted material. Proper grammar should be applied, for which you should consider using the Writing Center’s Grammarly resource. At minimum, cite your text to support your assertions within your explanation, but you may also use additional scholarly sources. The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types.
References should be listed following the reflection. You will have until 11:59 p.m. on Day 7 (Monday) to deliver this journal reflection.
Paper For Above instruction
Introduction
Education is a lifelong journey shaped by numerous experiences that influence our beliefs and attitudes regarding learning. Reflecting on my own educational trajectory from childhood to adulthood offers insight into how various factors and pivotal moments have molded my perceptions and aspirations concerning academic achievement. This paper explores three significant experiences aligned with developmental effectors discussed in Chapter 12, namely childhood, adolescence, and adulthood, highlighting the underlying influences and the lasting impact of these events on my educational beliefs.
Childhood Experience
My earliest memory related to education stems from my childhood when I attended a preschool that prioritized play-based learning. One particular experience involved participating in a group activity where I learned the value of cooperation and social interaction. This environment, characterized by structured routines and nurturing teachers, fostered a foundational appreciation for learning as a joyful activity. According to Erikson’s psychosocial development theory, positive early childhood experiences are critical for establishing trust and confidence, encouraging future engagement with education (Erikson, 1950). This formative period instilled in me an intrinsic motivation to explore and learn, which continues to influence my approach to education today.
Adolescent Experience
During adolescence, a pivotal event was my participation in a challenging science fair project. The process, which involved extensive research, experimentation, and presentation, heightened my interest in scientific inquiry and cultivated perseverance. The learning environment in my school, which emphasized inquiry-based learning, aligned with Vygotsky’s social development theory, emphasizing the importance of social interactions and scaffolding in cognitive development (Vygotsky, 1978). This experience shifted my perception of education from passive reception to active engagement and discovery. It emphasized the importance of supportive learning environments and motivated me to pursue further education, recognizing its role in unlocking future opportunities.
Adulthood Experience
In adulthood, returning to college as a non-traditional student presented a new set of challenges and triumphs. Balancing work, family, and studies demanded resilience and self-discipline. My learning environment matured to include online courses and flexible scheduling, which significantly impacted my ability to persist academically. This phase reinforced the effect of self-efficacy, as Bandura (1977) described, believing in one's capacity to succeed greatly influences persistence and performance. This experience deepened my understanding that education is flexible and accessible, regardless of age, and reinforced my commitment to continuous learning as a means of personal and professional growth.
Factors Influencing Development
Overall, my experiences align with factors discussed in Chapter 12, such as the significance of childcare, preparedness, and the learning environment. Early nurturing environments established trust and motivation, while supportive educational settings fostered curiosity and perseverance. In adulthood, access to flexible and technologically advanced learning opportunities exemplifies how a conducive environment facilitates ongoing development. These factors collectively demonstrate the dynamic interplay between developmental effectors and individual educational journeys.
Conclusion
Reflecting on these key experiences reveals that education is a complex process influenced by personal history, environmental factors, and developmental stages. Each event contributed uniquely to shaping my beliefs about learning and degrees, emphasizing the importance of supportive environments, resilience, and motivation. Recognizing these influences underscores the continuous nature of educational development and the need to nurture positive experiences across all stages of life.
References
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
- Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Cherry, K. (2020). Erik Erikson's stages of psychosocial development. Verywell Mind.
- Piaget, J. (1972). The psychology of the child. Basic Books.
- Schunk, D. H. (2012). Motivation in education: Theory, research, and practice. Pearson Education.
- Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Garfield, J. B., & McCarthy, M. J. (2014). The psychology of learning environments. Routledge.
- Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.