Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Dear Charlotte

Thank you for your application for an extension for Assessment Task 1 for the unit ES113 which is
due on 24/05/2017. Your application has been processed and I am pleased to inform you that you
have an extension approved until 5 pm on 26/05/2017.

You must attach this email to your Assignment Cover prior to the submission of this Assessment
Task. Assessment tasks which are submitted past the due date without an email indicating the
success of your application will be treated as late and penalties applied.

If you have any questions regarding this please contact your School Administration Officer Mrs Thia
Ferero (email: tferero@chc.edu.au).

Kind regards
Mrs Thia Ferero

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Name of Degree: Bachelor of Education (Primary)

Unit name: ES113 Educational Psychology: Learning & Development

Student Name: Charlotte Green

Student Number: s417281

Assessment: Task #1 Tutorial Folio

Lecturer/s: Robyn Press and Craig Murison

Word count: 2000 words

Due date: 24th May 2017

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK # 1 VISUAL REPRESENTATION AND REFLECTION ON CULTURAL AND EDUCATIONAL HERITAGE

Culture in modern society is usually perceived as a way of living built inwardly and presented outwardly in a
group of human beings, over time these influences are transferred over generations. Our modern suburban culture is a
constant development in societal norms. In terms of western classified culture, it is commonly seen as a desired trait for one
to take interest in literature and the fine arts. These traits are often referred to as a state of refinement. The culture of failure
and achievements impacts the lives of many or even all in the schooling system as the high stress environment stops one
from truly enjoying life. This in turn I feel is why so many people drop any sense of cultivating western social refinements
as this is putting on a mask so to speak. If one understands the true values of these mannerisms and they come from the right
place I feel that this would cultivate a greater understanding in the human psyche. In turn I feel if culture was explained
comprehensively in schools and put into context without metaphorically stamping labels then a higher state of universal
knowledge would be achieved. The more children can make connections as to why the information being presented to them
is relevant in their lives and will promise rewards a future context, the more motivated I feel they will be to achieve.
Therefore, I feel that in primary school classrooms, objectives of success in an adult context should be broken down into
language children can understand without biased or fascist overtones. I feel that in both myself and Stephanies upbringing,
we have both grasped the concepts of the underlying values of why education is truly important in a life skills sense,
particularly in the field of intellectual growth. For myself personally, education and cultural influences have influenced my
values and experience of schooling for the better. When I was in my early stages of life I saw education as tool of ongoing
self-development to become a successful adult in the future. Partaking in choir, piano and composition gave me a strong
focus to get away from my unloving former step farther and find my heart amongst the increasing expectations in high
school of my academic performance. My former step father constantly encouraged my former step sister and myself to
compete in all ways academically possible which lead to a very high stressed environment in both home and school. I made
the connection that the way my environment looked influenced my study habits and overall awareness level so from then on,
I tried keep everything as orderly as possible. This was also influenced by my mothers strenuous cleaning habits. Career
success is very important to me as what I put all my focus on for a long-term career I feel encompasses my existence.
Sequentially I wish to keep all work based commitments as I have a deep desire to prove myself and to create a professional
appearance.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

Task #2- PHYSICAL DEVELOPMENT TIME LINE: 0- 12 years

7 years old-
Physical characteristics: median 11 years old-
height 113cm, average weight 22 Physical characteristics: median
kilograms. Mass is equal for boys height 150cm
3 years old- Height and weight: median height 91cm, median weight 14 and girls, posture is more erect, Specific development trait: Takes
kilograms. Specific development trait: refinement of gross motor skills such eye balls continue to change shape on more complex cognitive and
as hopping, jumping, climbing, running or riding a bike, able to draw and size, exhibits large and fine language development. The
shapes and cuts with scissors. Lack of outside time and interaction with motor control which is precisely eleven-year-old will be wishing to
peers or parents may affect this age groups development. tuned. Specific development trait: take on increasing responsibility
permanent teeth continue to for themselves and need minimal
replace baby teeth. Lack of prompting to remember to take
stimulating activities that care of their hygiene. Refusal to
personally interest them may take the first steps in separating
impact personal development. themselves from the parents or
care taker may impact this child in
1 years old- Specific development trait: can sit their stage of development.
on small chair or stool, dances with music, plays 5 years old- physical
with push and pull toys, can build towers out of characteristics: median height
blocks, throws a ball overhand, puts two and three 101cm, average weight 17kgs,
piece puzzles together, scribbles with crayons or head size is approximately that of 9 years old-
markers. Poor parenting and lack of kindness and an adult. Specific development Physical characteristics: brain
consideration shown to this age group may affect traits: increase in refinement of increases significantly in size;
developmental process. growth spurts occur particularly
fine motor skills, loosing baby
teeth, movement becomes more for girls.
co-ordinated, visual tracking and Specific development trait:
binocular vision are well improved co-ordination of fine
motor skills, requires frequent
developed, motor development.
Fair control of a pencil or marker, opportunities to move about the
can colour between lines. Lack of classroom. Lack of attention paid
learning materials and resources to numeracies and their relation to
the real world may impact this
may affect this age groups
development. level of development.

10 years old-
4 years old- Physical Physical characteristics: median
characteristics: median height 96 height 145cm, girls tend to grow
cm, median weight 15kgs. Specific faster than boys. Specific
development trait: picky with food, development trait. Social skills will
appetite fluctuates, stubborn, loud, become more refined. Children of
test limits, eager to be helpful, this age level will endeavour to
developing visual clarity. Poor find their own solutions to things
parenting skills regarding as they learn for their mistakes.
reasoning may affect this age Lack of refinement of social skills
groups development. may deplete effective conversation
in later life at this stage of
development.

6 years old-
Physical characteristics: average
height 106cm, average weight
19kgs, body takes on lanky
appearance and muscle mass
improves. Specific development
trait: greater control over large &
fine motor skills, asks a lot of

-
questions, self aware of
appearance, daily activity
preferences and routine, names &
correctly holds up right and left
hands. Lack of encouragement
from parents and family in this age
group may affect developmental
process.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

8 years old- 12 years old-
2 years old- Specific development Physical characteristics: average Physical characteristics: median
trait: learns about relationships. height 119cm, body takes on a height 145cm
temper tantrums are common. more nature appearance, some girls Specific development trait: change
They find it hard to wait or make may begin to develop breasts and in physical appearance, increase in
choices. Unable to understand pubic hair, overall state of health sex hormones, increased lung size,
reason or control their impulses. improves. boys get wider shoulders with a
The enjoy copying adults in both Specific development trait: vision muscle fat ratio of 3:1. Heart size
appearance and activity. Not
There are many factors is 20/20, mood swings may increases. Lack of attention to
enough physical exercise and teachers must take into become apparent as changes to grades and overall mannerisms in
introduction to new things to hormonal activity occurs. Lack of life may affect an easy transition
stimulate brain development may
consideration to ensure that students attention paid to their hand writing into secondary education at this
affect this age groups do not miss key milestones in and further refinement of fine stage of development.
development. motor skills may impact
development. For example, year one development.
students which are brand new to the
schooling system must be fed encouragement and
praise in the beginnings of their produced work for them to understand the importance of such work on their part. Every
single child in the class should be made to feel welcomed and encouraged when they first begin school as a good start is
essential for a healthy image of the education system. The teacher should aim towards creating a supportive environment and
keep careful watch for any learning deficiencies displayed by students to correct them early in development. For year two
children stimulating activities are important to develop critical thinking and degrees of separation. Degrees of separation
include distinguishing objects from each other as well as types of learning material in finer detail. For year three students
they must focus on their fine motor skills in order not to face difficulties with writing formally and creatively in the future.
Teachers should look towards encouraging creative writing and noticing errors in the way letters, grammar and overall
writing is formed. Year four students should be looking to have a solid basis knowledge of basic mathematical concepts with
the prospect of applying the material in a real-world context. The reason for focusing on mathematical concepts at this age is
because a large amount of mathematical material built up from previous years of study should be displayed to be relevant
hence children should look towards solidifying these basic everyday skills for resourceful referencing. For year five students
a refinement of social skills and etiquette shown with colleagues and in close friendships will be detrimental in establishing a
moral framework. In the curriculum, this age group will usually have the privilege of partaking in extracurricular activities
and field trips whilst also opening them up to brand new resources they are able to share together. Children of this age group
will also be looking to decide what kind of friendships they wish to keep for the future as they mature. Year six students will
usually wish to take their first steps into independency from their parents or care takers. This is also done to start forming
their own opinions and personal values. Teachers should focus on more independent and focused work with emphasis on
defining the childs current skill sets whilst factoring in environmental factors to formulate improvements for the child. Year
seven students will start to develop personal mannerisms in a cross section of maturation as they learn to balance their life.
Teachers should be looking to polish a student built up skill sets and focus on refinements wherever possible. They should
also look to communicate with students as much as possible to identify their own personal difficulties that need to be
focused on to ensure a smooth transition into secondary education.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK #4 Developmental Domains Mind Map

Teachers wishing to practice Piagets theory should look towards
determining a childs key strengths in certain developmental areas
and focusing on improvement and growths on areas of competency
yet to be developed. If a child swerves off track drastically in any
way it is important to carefully guide them towards more practical
learning habits and help them understand why this information
applies to them specifically.
In Piagets sixty-year career in cognitive
development majoring in natural sciences, he
Erik Eriksons eight stages of psychosocial
The stages of Piagets cognitive development.
development: Stage Psychosocial Crisis Basic Virtue Age
Sensorimotor stage: 0-2 years old, the child 1. Trust vs Mistrust Hope Infancy (0-
interacts and manipulates object in the 1 years)
The theorist and ego psychologist Erik Erikson proposed a
psychoanalytic theory of psychosocial development that comprises
of eight stages from infancy to adulthood. In each stage of
surroundings, this is referred to as 2. Autonomy vs Shame Will Early development, the group in questions experiences a psychosocial
intelligence in actions.
crisis which lead to the plausibility of having a positive or negative
Childhood (1 - 3 years) outcomes for personal development. Erikson paid much A due to
Pre-operational stage: 2-4 years old,
3. Initiative vs Guilt Purpose Play his influences by Freud in his research and theories regarding
Symbolic functioning improves and language typography and structure of personality.
development begins to form. 4-7 years old, Age (5-12 years)
child is still heavily influenced by own 4. Ego Identity vs Role Confusion
perception of environment. Fidelity Adolescence (12 18 years)
Concrete operational: 7-11 years old. Logical 5. Intimacy vs Isolation Love Young
reasoning can only be applied to objects that Adult (18 40 years)
are real or can be seen. 6. Generativity vs Stagnation Care
Formal operational: 12 years and older. Adulthood (40-65 years)
Individual has the capacity to thin logically 7. Ego Integrity vs Despair Wisdom
In Eriksons work, he emphasized significantly deemed
roles of society and culture and the conflicts in the ego
taking place. Furthermore, he states development in the
about abstract ideas or potential events. Maturity (65+ years) human psyche takes place all throughout life. The

discovered a hierarchical sequence of human
development in reasoning remembering and
organising the information of the world
strength of the ego he determined is formed via the level
and quality of social interaction taking place in ones life
as this can provide a sense of competence. This
around us. Piaget theorizes that children are competence in respect he declares provides a sense of
adaptive to learning in a series of stages and competence which goes onto motivate behaviours and
have a natural curiosity towards learning. actions which in turn strengthen ones ego. To attain
In these stages of learning development, he stresses on the optimal development, he states one must overcome
childrens cognitive structures development overtime and are unavoidable crises found in social, cultural and historical
In teaching I believe the bigger crises in life being handled sufficiently can go
active participants in the learning process. Piaget believes that environments of the child.
onto create an ease with handling seemingly smaller tasks in learning and
this stage must be slow and instead for the child for the child to
development throughout the schooling process. Whilst social interaction being
be able to grasp the full concept of such development
desired it is sometime hard to find quality conversation in respect which I believe
milestones. Missing these key stages, he endorses can impede
leads the teacher with the initiative to teach proper communication in literacy and
development and thus make the educational process more
language development.
difficult without a smooth transition between the key
milestones.

Cognitive Domain: Jean

Socio-emotional Domain: Erik Erikson
Piaget

Developmental Domains Mind Map

Moral Domain: Lawrence Kohlberg Spiritual Domain: Heinz

Streib

Through learning about ones own

Kohlbergs Six Stages of Moral Development Group into spiritual nature by the means of
Three levels of two stages. A Teacher wishing to take Heinz style
interacting with others, Streib has into the classroom should firstly assess
1. Pre-conventional: a. Obedience and
outlines a series of styles that he feels where the student is currently sitting
punishment; based on avoiding punishment,
are relevant in human spiritual nature their moral cognitive abilities which
a focus on the consequence of actions,
by the means of interacting with influence spirituality and where these
rather than intentions; intrinsic deference to
others, Streib has outlined a series of aspects sit in the work that is presented.
authority. b. individualism and exchange: the
styles that he feels are relevant in Teachers should also make note of who
right behaviours are those that are in best
human spiritual development. These students struggling with their work are
interest of ones self, mentally described as A teacher wishing to take
include instrumental-reciprocal, mutual friends with to assess if the friendship is
tit for tat. Kohlbergs theories into style, individuative-systemative and health as this may notably effect the
2. Conventional: a. interpersonal relationship. the classroom should first
dialogical religious style. Instead of quality of their work. Unhealthy
Good boy/Good girl attitude, sees look towards supporting being sequential, Heinz sees these interpersonal relationships should be
individuals as filling social roles. b. authority students in forming a solid
learning styles as being geological made aware to the parents or care taker
and social order; law and order as high basis in determining what
layers where all styles are present. of the child.
ideals, social obedience is a must to is right and wrong.
maintaining a function society. Intentions must be made
3. Post-conventional: a. social contract, begin clear on why it is better to
to learn others have different values; obey the law of the Streibs Five Styles
realization that law is contingent on culture. classroom and why
b. universal principles: develop internal according behaviour will Style 1- Subjective Childhood. Where egocentrism
moral principles; individuals beings to obey. benefit ones self in the dominates and a positive outcome is that trust is established.
long term. Style 2 Instrumental-Reciprocal If one follows the Rules of
religion, salvation will result. This is often the style of
fundamentalists. Take every word of the deity literally.
Style 3 Mutual style Here the person is very attached to
their own religious group. Because they are so identified with
their group, the person may it difficult to break out or find
6 something they disagree with. Thus, people manifesting this
style tend to unquestionably adopt the mind set of their group.
 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

The moral domain theorist Lawrence Kohlberg

focused his work predominantly on the
perceptions of right, wrong, truths and freedom Streibs focus on spiritual developmental stages
in the curriculum. This theorist believes that pre- underpins that children must determine their
moral conditioning in early childhood as children own spiritual grounding of the world. This self-
begins to see small connection in the moral given knowledge must be acted on, manipulates
framework associated with the events of human and transformed to have true meaning for the
action. The rules are rigid as they dictate the learner. Streib felt that the information focused
severity of behaviour which is emphasized in co-
on moral cognitive competency were far too
operation skills. These rules are changeable
complex to be reduced to a singled set
under certain circumstances with mutual consent.
Kohlberg endorses a set of times bases psychological principles. In looking in spiritual
conventional stages, each with the levels having development for the human being he also made
two distinct stages. Regarding moral reasoning in that cognitive development played a role this
his he focuses on the Indevelopment of white upper within terms of interpersonal relationships.
my formation
class boys which may reflect on these stages
of the developmental domains certain aspects of the material presented by theorist were thought
Egocentrism dominates his theories seemingly
beingthrough
developmentasfortoa reflection
what personal
on his own influences my own learning styles and opinions. My own life and development over time have
dominating a positive outcome for development.
development. His main key determining
been influenced for the factors
better in grasping this material and applying in the areas seen as needing more attention from an
of success being how the child reasons about the
educational
dilemma perspective.
that determines a sound moralFrom my point of view factoring in physical abilities play a key part in developing sufficient
cognitive development.
abilities. This can be seen first and fore most in developing adequate fine motor skills. From my perspective, high
quality social interaction is a virtue in these times and is an important part of a healthy balance in life and work. In turn this
influence intellectual abilities for the better and heightens specific personal characteristics. Setting a positive example for
child as a teacher is very important is displaying the framework for these domains in actions of specific developmental
qualities, hence why the specific theorists were chosen out of personal interest. This personal interest was seen to be in
impact on my own development and the underlying desired qualities presented in the chosen theorists work. Developing the
specific domain to an adequate standard I felt to be important in overall memory function and outlook on life. In linking
overall qualities of success with the effort presented from I feel it would serve well to understand each theorist perspective in
the childs learning. This education outlook is so the child can understand this importance of learning from a different
context. From an enlightened view point this may help the child to see going effort with future prospect that would pay off
sufficiently. Weighing these options mentally as well I feel would give the child a better and more fine-tuned outlook as to
why these viewpoints are important overall in there continuous learning. Overtime if the content behind these domains is
grasped by the child then a sense of self control can be established and looked at in a way of self-success. The teaching
outlooks presented in each developmental domain were to be devised with the intent of presenting the best possible
framework for the child to work with. In the moral domain, an emphasis on making these viewpoints clear for the child were
justified in Kohlbergs contextualising theories. Streibs spiritual domain theories could be taken in for consideration from a
teaching perspective by understanding the importance of an adequate framework. Eriksons theories in socio-emotional
developmental were taken from a perspective of the sensitivities of human interaction and thought through carefully on best
possible methodology. As for Piagets theories on cognitive development they were thought through and be sound and
efficient in teaching methods.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

TASK #4 INDIGENOUS PERSPECTIVES REFLECTIONS

In the key values of Aboriginal culture if feel is important to represent in the classroom respectfully and
admirably. In the life of someone from an Aboriginal or Torres start islander heritage they are faced with much
discrimination and segregation from privileged Caucasian people. Their heritage is rich with the knowledge and power of the
land. Their identity with the land may impact the ability to take on Caucasian cognitive settings as this usually is not how
they were raised. The framework in creating this framework is complex and should be broken down as much as possible in
order from them to understand these cognitive abilities so they can decide if they wish to take this viewpoints on as may
wish to pursue a white collar so to speak career. The socio-emotional context of learning can be seen quite differently in
this context as Aboriginal and Torres start islander first and fore most look towards first and fore most solidify their identity.
The time-based frame work of the western world is in my opinion one of the most important understanding to grasp and it is
important to understand the cognitive development associated with time. Time management I feel then should be taught in
detail especially emphasizing why this is important. It is also important for one of Aboriginal or Torres strait islander
heritage to understand the dangers faced with drinking and drug use on brain development and overall health. Traditional
and modern Australian cultures and lifestyle must be considered for proper understanding of how these factors impact in
overall development factors. Developmental theories of education must have displayed to people of Aboriginal or Torres
Strait Islander decent with proper integrity and understanding as this is crucial for these educational developments to be
presented in a respectful way. Various developments over time in the human psyche should be part of the personal journey
one takes regardless of culture. The cognitive abilities regarding the spiritual sense should act as a path way for people of
Aboriginal and Torres Strait islander decent as coming from a place of heart will make educational prospects seem more
inviting and easier to comprehend if the material is presented as complex in any way shape or form. Overall teacher with
students of Aboriginal or Torres strait islander decent should not draw attention to any difference to these student and others
as this is offensive. If any students with learning disabilities become apparent it is important to take to the learning obstacles
carefully with the intendent of coming up with the most suitable outcome for all involved. If any further assistance from
parents is requested from the teacher it is important for the teacher to take on these requests diligently with the intent of the
best outcome possible factoring in Aboriginal and Torres strait islander preferences. Overall I feel if the importance of these
cognitive and developmental abilities is made to be important and encouraged by teachers then any perceived overwhelming
discrepancies of the content given can be dealt with more efficiently.

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 Charlotte Green: ES113 Assessment Task #1 Tutorial Folio

References

Book:

The Macquarie Dictinary 3rd Edition 1997, culture definition p.529, The Macquarie Library, Pty Ltd. [Accessed
24th May 2011]

Webpage:

Creately 2017, Venn Diagram Creator, https://creately.com/app/?tempID=hp2c01jf1&login_type=demo#,

[Accessed 24th May 2011]

Study Blue 2017, Ch. 5 Bran Development, https://www.studyblue.com/notes/note/n/ch-5-brain-

development/deck/13561514 [Accessed 24th May 2011]

Macrae, F 2017, Are the scars of deprivation imprinted on a childs brain?,

http://www.dailymail.co.uk/health/article-1283183/Deprived-childhood-profound-effects-developing-brain.html [Accessed
24th May 2011]

Marshall, S, 2017, The Brain, https://www.slideshare.net/StefanieMarshall/the-brain-4557772 [Accessed 24th May

2011]