Tutor: Lic Silvia Rovegno Malharin

What’s on today’s agenda?

Who we are?

What’s the difference between teaching YL and teaching older students?

YL often have no obvious reason for learning English.

YL often may not always have well-developed literacy skills to support their learning of English.

YL often learn slowly and forget quickly.

YL are still developing cognitively, linguistically, socially, emotionally and physically.

Development is described in three domains, but growthin one domain influences the other domains.

� Physical Domain:� body size, body proportions, appearance, brain development,

motor development, perception capacities, physical health.

� Cognitive Domain:� thought processes and intellectual abilities including attention,

memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language.

� Social/Emotional Domain:� self-knowledge (self-esteem, metacognition, sexual identity,

ethnic identity), moral reasoning, understanding and expression of emotions, self-regulation, temperament, understanding others, interpersonal skills, and friendships.

Psychoanalytical Theories

Beliefs focus on the formation of personality.

According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.

Stage of Development

Age of

Period Freudian Eriksonian

0-1 Oral, focus on eating and taking things into

mouth

Infancy. Task: to develop basic trust in oneself and

others. Risk; mistrust of others and lack of self

esteem

1-3 Anal, emphasis on toilet training; first

experience on discipline and authority

Early childhood. Task: To learn self-control and

establish autonomy. Risk: shame and doubt about

own’s capabilities

3-6 Phallic, increase in sexual urges curiosity and

alerts children to gender differences; period is

critical to formation of gender identity

Play Age. Task: To develop initiative in mastering

environment. Risk: feelings of guilt over

aggressiveness and daring

6-12 Latency, sexual urges repressed; emphasis on

education and the beginning of concern for

others

School Age: Task: To develop industry. Risk feeling of

inferiority over real or imagined failureto master tasks

12-20 Adolescence.

20-30 Young adulthood

30-65

65+

Adulthood

Mature AgeOral

Anal

Phallic

LatencyGenital

Behavioral and Social Learning Theories

�Beliefs that describe the importance of the environment and nurturing in the growth of a child.

Albert Bandura

�Stressed how children learn by observation and imitation.

�Believed that children gradually become more selective in what they imitate.

Cognitive Theories

Beliefs that describe how children learn

� Children "construct" their understanding of the world through their active involvement and interactions.

� Studied his 3 children to focus not on what they knew but how they knew it.

� Described children's understanding as their "schemas” and how they use:

�assimilation

�accommodation.

Piaget’s Cognitive Development Stages

� Sensori-motor

� Ages birth - 2: the infant uses his senses and motor abilities to understand the world

� Preoperation

� Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language

� Concrete operations

� Ages 7-11; the child uses logical operations or principles when solving problems

� Formal operations

� Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions

Socio-Cultural Theory

� Agreed that children are active learners, but their knowledge is socially constructed.

� Cultural values and customs dictate what is important to learn.

� Children learn from more expert members of the society.

� Vygotsky described the "zone of proximal development", where learning occurs.

Lev Vygotsky’s Sociocultural Theory

� Zone of Proximal Development:

�Range of tasks a child cannot master alone even though they are close to having the necessary mental skills; they need guidance in order to complete the task

� Scaffolding:

�Framework or temporary support. Adults help children learn how to think by scaffolding, or supporting, their attempts to solve a problem or to discover principles.

� Scaffolding must be responsive to a child’s needs

Teaching children…..

What needs do children have?

Physical needs

Emotional needs

Cognitive needs

Exam practice task