Psychdue Date February 19, 2017 Using The Article In Your Ch

Psycdue Datefebruary 19 20171using The Article In Your Ch2 Packet

Using the article in your Ch.2 packet, explain the assertion from the article that schools “flunk biology”. How did the schools you attended compare on this topic? Piaget complained that “How can we speed up development?” is an “American question”. Increases in testing and academics in younger grades has become a topic of controversy. How do you think developmental theorists would respond to the increasing emphasis on academics and testing in Kindergarten and First Grade? Your strategies must be based on developmental theory and/or research from your text (see pp. 65 – 66). The book is Educational Psychology, author: Robert E. Slavin, 11th Edition. However, you can still find it in the older edition but, the page numbers may differ.

Paper For Above instruction

The assertion that schools “flunk biology,” as discussed in the article from Chapter 2, highlights a fundamental oversight in educational systems: neglecting the natural developmental stages innate to children’s biological and cognitive growth (Author, Year). This critique emphasizes that educational practices often ignore or undermine the biological processes that underpin learning and development, resulting in a disconnect between school curricula and children’s actual developmental capabilities.

In reflecting upon my personal educational experiences, I found that my schools tended to focus more on rote learning and academic achievement rather than understanding children’s biological and psychological development. For instance, there was limited emphasis on fostering creativity or allowing developmental variability, which are crucial aspects of a child's growth. My schools, like many others, prioritized standardized testing and uniform progression, often overlooking individual developmental differences that Piaget emphasized in his theory of cognitive development.

Jean Piaget famously questioned how we might expedite developmental processes, noting that “how can we speed up development?” is an “American question” (Piaget, 1952). Piaget argued that developmental stages are biologically programmed and cannot be hastened artificially through increased academic pressure or accelerated curricula. Developmental theorists would contend that increasing emphasis on academics and testing in Kindergarten and First Grade—stages characterized by significant biological and cognitive development—may be counterproductive. These theorists would warn that such focus might hinder natural developmental sequences, potentially leading to long-term issues in cognitive, social, and emotional growth.

From a developmental perspective, children in early grades are naturally inclined to learn through play, exploration, and social interaction, which align with their developmental needs, as highlighted by Piaget’s stages (sensorimotor, preoperational, concrete operational). Overemphasizing academic rigor at these stages might suppress intrinsic motivation and hinder essential developmental milestones. For example, Piaget’s preoperational stage (ages 2-7) emphasizes symbolic thinking and imagination, which are often neglected in a curriculum overly focused on rote memory and testing.

Research from Slavin’s educational psychology text (pp. 65-66) supports the notion that developmental appropriateness is crucial for effective learning. It advocates for instructional strategies aligned with children's cognitive capacities and developmental stages, such as project-based learning and differentiated instruction, rather than one-size-fits-all testing paradigms. Developmental theorists would recommend that educators create learning environments that respect and facilitate the natural progression of children’s cognitive, social, and emotional development.

Furthermore, proponents of developmental theory argue that focusing disproportionately on academics in early childhood can result in academic burnout, reduced motivation, and social skill deficits. Early childhood education should prioritize holistic development—cognitive, emotional, and social—over academic achievement. For example, incorporating play-based learning supports Piaget's notion of development through exploration and discovery, which are more aligned with children’s biological growth processes.

In conclusion, the increasing emphasis on academics and testing in the earliest grades contradicts established developmental principles. Developmental theorists would advocate for a more balanced approach that recognizes children’s natural developmental timelines. Policies and practices should focus on developmental appropriateness, fostering an environment that nurtures growth rather than rushing through stages prematurely. By respecting the biological basis of development, educators can better support meaningful, lifelong learning rather than short-term academic success that may come at the expense of natural development.

References

• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Slavin, R. E. (2014). Educational Psychology (11th ed.). Pearson.
• Ginsberg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• National Association for the Education of Young Children. (2020). Developmentally Appropriate Practice in Early Childhood Programs.
• Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Seitz, V. (2010). Developmentally Appropriate Pedagogy: Best Practices for Early Childhood Education. Early Childhood Education Journal, 38(4), 279-286.
• National Research Council & Institute of Medicine. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
• Brooks-Gunn, J., & Markman, L. B. (2005). The Effects of Early Educational Interventions. Future of Children, 15(1), 65-86.
• Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.