JXT2_Educational_Psychology_Task_1___1_.docx JXT2 Educational Psychology, Task One Western Governors University JXT2 JXT2 Educational Psychology, Task One I teach first grade in a rural Southern California border to
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JXT2_Educational_Psychology_Task_1___1_.docx JXT2 Educational Psychology, Task One Western Governors University JXT2 JXT2 Educational Psychology, Task One I teach first grade in a rural Southern California border town. There are 13 boys and 8 girls in my class. In my class I have students with IEPs, 504 plans, and SSTs for behavior and attention disorders. My students are kinesthetic and visual learners, as Spanish is the primary language for 18 of the 21 students. In this paper I will evaluate the appropriateness of two human development theories for my instructional setting. I will also discuss an instructional methodology that could be used to incorporate Ericksons Psychosocial Theory to account for challenges in my instructional setting. Developmental Theories In Piagets Theory of Cognitive Development, there are four stages in which children schemes develop. Children from birth to age two are believed to be in the Sensorimotor Stage cognitive development. In the sensorimotor stage, children develop schemes through sense and motor activities. Children from three to seven years old are believed to be in the Preoperational Stage. At this stage, a lot of language is developed, children still struggle with mentally manipulating information or seeing things from others point of view (Snowman, J. 2015, pp. 38). The Concrete Operational Stage occurs between ages seven and eleven years old. In this stage, children are able to think more rationally about concrete events, and we see the emergence of logical thought. How. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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