Reflection #2 : Chapters 1 and 13

PROMPTS:

1. What information surprised you or was new to you in this chapter? Hows does this information connect to info in the main course text?

2. What information do you agree with and why? What info do you disagree with and why?

3. Describe an experience you have had that relates to the information in this reading.

4. How can you use this information in your personal or work/school life?

5. Rate this chapter on a scale of 1 to 5 and explain your rating (1 = low and 5 = high).

Chapter 1

The information in the first chapter [1] was neither new nor surprising to me. I have heard what seem like near-constant complaints about Common Core standards and grade-level expectations imposed by out-of-touch bureaucrats with little expertise and experience with children or education. The main course text discussed the various stages of development that children pass through, and Chapter 1 touches on that same concept [2]. School standards attempt to rope children into set, numbered stages, not unlike the discontinuous stage theories of Freud, Piaget, Kohlberg, and Erikson. The author appears to take less staged approach to education, believing that children experience continuous growth at their own rate, which may not easily or realistically be characterized by grade levels and standards based on averages. 

I agree with the author in that it is unrealistic to expect or plan on all children developing at the same pace. However, I do think that standards are important for a few different reasons. First of all, as we live in a military area, we are familiar with children who move around a great deal. A child changing schools will face great difficulties if the material being taught to their particular age group differs greatly from that of their previous school. Second, some level of standards or goals need to be in place to give educators a good indication of where to aim their lessons. Third, while not necessarily indicative of an issue, noting children who are outliers above or below what is typical for their age group may help educators differentiate materials to either challenge or support students as needed. This can be of great import when recognizing children with cognitive disabilities, as the earlier the intervention begins, the better the likely outcome. 

For example, my youngest son is on the autism spectrum. He has struggled with a few key developmental areas. He excels at others. Accordingly, he is both in the after-school gifted program as well as receiving specialized help in those spheres where he has difficulties. He is not penalized in any way for not meeting all grade level standards, but these tests help his educational team develop a plan for him that will best meet his individual needs. 

This information can be utilized in my everyday life as I look at both my own children and those I teach. It is important not to rely too heavily on comparisons to other children. While these comparisons can help identify areas of strength or struggle, all children grow at their own rate. It is important to differentiate instruction to meet students at their present level. Teaching materials that they are not ready for will at best be futile and at worst frustrate and discourage them. 

I rate this chapter a 3. It was moderately interesting and written concisely, but I do not necessarily agree with the author's belief that standards are entirely harmful or ill-conceived. 

Chapter 13

The information in Chapter 13 [1] was of great interest to me and while it was not surprising, it did provide me with some new information that supports what I have previously heard about the value of play. Play is an important way for children to test out ideas and potential adults roles. This is why the Bobo Doll experiment's results alarmed Bandura and colleagues [2: 43], as discussed in the main text. Children who play out violence could be reinforcing that kind of behavior.  

I agree that play is of great importance in child development and that it should be used in education as much as possible. I endeavor to encourage play with educational games at work; and at home, I have long been a practitioner of tossing my children outside to play until the sun starts going down. Play is a natural, inborn skill that children use to practice and reinforce behaviors and skills that they will use throughout their lives, just as kittens and puppies play fight to prepare for actual potential combat as adults. 

I often use extended recess or a game of Bingo or Silent Ball as a reward for good classroom behavior. I use "Stoermer Says," a variation on Simon Says, to encourage smaller children to stay in line appropriately while walking to lunch or recess in queue. Children tend to become frustrated after hours of classwork, so I have them take frequent "brain breaks" to stretch their legs and refresh their spirits. I also offer fun work, like coloring sheets, puzzles, or legos, for those students who have done their best to complete their work. I am sure that there are more ways that I can use play to teach various materials. 

I rate this chapter a 5. I agreed with the material and thought it was both interesting and important. 

[1] Pica, R. (2015). What if everybody understood child development? Corwin.

[2] Paris, J. Ricardo, A., & Rymond, D. (2019). Understanding the whole child: Prenatal development through adolescence. Open Educational Resource Publication by College of the Canyons.