Biological and Cognitive Development

Three things I learned are:

1)  Anorexia is a more dangerous disorder than bulimia (Perry, Winnie, Woolfolk, p. 69).

2) Brofenbrenner helped found the Head Start early childhood program (Perry, Winnie, Woolfolk, p. 70). Through the work with my Early Childhood Diploma I had the opportunity to tour a number of Head Start programs. What a great program filling a huge need in the community!

3) First-time marriages have a 67% chance of lasting a lifetime (Perry, Winnie, Woolfolk, p. 74).

Two Connections I made are:

1) The textbook states that girls between the ages of 11 and 14 are taller and heavier on average than boys of the same age (Perry, Winnie, Woolfolk, p. 65).  This was never the case for me but when I reflect on my elementary school years and look at old class pictures, this was definitely true for most of the girls in my class.

2) There is another challenge in physical development for many children that involves not too much weight, but too little. (Perry, Winnie, Woolfolk, p. 69). I was always that small child. I was never considered the correct weight, height or BMI for my age. Such things like going into grade one in pants sized for “18 month olds”, still having to sit in a car seat when everyone else was out of theirs, not being able to reach certain things on the playground, etc. created as many challenges for me as the challenges that larger heavier children face.

One question I still have is:

Researchers have found that students in Asian countries who consistently outperform U.S. students on international reading, science, and mathematics tests, have more frequent recess breaks throughout the school day (Perry, Winnie, Woolfolk, p. 67).  If numerous studies prove this, why is it that we are still cutting back recess times or allowing recess time to be  taken away for misbehaviour?


Foundational Theories

Three things I learned are:

1) In a week 12 to 15 percent of school-aged children who have urgent needs for social and emotional support are not getting help (Perry, Winne & Woolfolk, 2016, p. 215). This is not surprising as I am aware of one school division that now limits students visits to their school counsellor. Students are only allowed to meet with the school counsellor eight times regardless of their situation.

2) Community and mental health services often don’t reach the students who are at the highest risk (Perry, Winne & Woolfolk, 2016, p. 215). There is a continued increase in mental health issues amongst young people while resources for these students are limited, and in some cases, difficult to access.

3) An important factor in supporting resilience is having connected relationships (Perry, Winne & Woolfolk, 2016, p. 216).  Students that have a strong support system and connected relationships (peers, friends, teachers, parents, other significant adults, etc.) are likely to be more resilient and better equipped to face challenges.


Two Connections I made are:

1) Resilient student traits are directly connected to all aspects of development (physical, personal, social and cognitive). These developmental areas start at birth and need to be fostered immediately to ensure that the child becomes the most resilient person/student he/she can be and therefore able to cope with classroom and life’s pressures. Resiliency goes far beyond the classroom.

2) In order for students to experience growth they must be provided opportunities for learning that they do not find boring but also ones that they do not find too difficult where they could become frustrated and give up.  This is what the text refers to as the place of the “match”.   Beginning with situations where the students will need to reach and are challenged to gain understanding but that reaching this understanding is attainable. Assisted learning and guided participation allows students to scaffold their current knowledge to the next level.

One (or more) question I still have is:

How does a teacher meet the needs of all the students in the classroom when each student’s level of resiliency is different as is their place of “match”?  How does the teacher identify the place of “match” for the students and what are some strategies teachers can use to promote resiliency in their classrooms?

For example:  In a class of 30 students, five students have much lower resiliency than their classmates or that the overall students’ place of “match” vary greatly?