Application of Theories for Educational Psychology
Introduction
The constructive approaches applied in psychological theories, in education, seek the generalized skills applicable across subject-matter areas. This enables the provision of a unified model as a considerable devising with empirical testing of general theories. The applicable approaches share the extensive conviction that learning and development in children takes place with specifications to situated activities mandated through inter-subjective experiences. The approaches make emphasis on valuable activities tailored with the aim of individual and developmental capabilities of the children in tacit ways. The engagement of children mediated through specified artifacts taking into consideration technology and language with guidance that ranges from plays to explicit instructions and observational opportunities (Woolfolk, 2010).
How the child learns best
The specified activities provide a developing mind inclusive of dynamic with mutually generated context maintained through the contributions and the commitment of the family members. Unique characteristics that assist the boy learn a range from multiple affiliations to the respective tendencies. This is with constraints of the given biological system as shown in the 8-year-old boy showing signs of dysgraphia. This involves the coordination with the cultural and social context with relevant ways that yield unique procedures of cognitive developments that match the conditions of the boy (Woolfolk, 2010).
The devised unique learning procedures make emphasis that the boy actively constructs understanding and knowledge following the corporation he receives from the family. This view suggests that information is directly accessible to the boy. The boy with the given relevant time makes exploration of his own world and makes discoveries of the necessary writing knowledge, reflecting and thinking critically. The created learning environment collaborate the emphasis on mutual efforts of knowing and understanding. The family of the boy should never allow the memorization of information rottenly, but encourages the opportunities of meaningful construction of knowledge with understanding (Woolfolk, 2010).
The reasonable accommodations that would be helpful based on what I learned.
Some of the principal considerable aspects involved in the development and learning of the boy includes:
Instructional planning and goal-setting skills
The effectiveness of the aspect basing on the idea of constructivism suggests that the boy should not just be expansible to learning without strategized procedure involved. There should be an asset of higher goals aimed at helping the boy learn and develop organized plans meant for success in helping the boy. There should also be a development of success criteria. The family should spend considerable timeframe with the instructional planning to organize relevant activities meant to maximize the boy ability in learning. Following the set plans, the effectiveness of the execution should reflect on the means of making learning both intriguing and challenging (Tuckman & Monetti, 2011).
Progress management skills
The significant aspect in theory application regarding education psychology is keeping the learning efforts oriented towards the tasks involved in helping the boy. As an effective family, they should ensure that they establish and maintain an environment conducive for the boy to enable active learning. The creation of this optional environment for learning requires the repertoire of manageable strategies for the establishment of procedures and rules, pacing and monitoring activities with measures for handling misbehaviors (Tuckman & Monetti, 2011).
Motivational skills
Effective family formulating part of the teaching pact should have well established strategies to assist the boy have the necessary self-motivation for learning. There is the belief through education psychologists that it is significant in the accomplishment through the provision of real-world opportunities involved in learning of optional novelty for the boy. The effectiveness involves motivation following the situations necessitating choices in line with specified personal interests. The family will give the boy the relative opportunity for thinking creatively with deep interest in learning. This will also enable the boy improvise on the ability to write and put thoughts together during learning (Tuckman & Monetti, 2011).
Communication skills
According to Tuckman & Monetti, the dispensable to teaching on how to write and generate ideas during learning necessitates skills vital in listening, speaking, overcoming the barriers experienced in the boy to verbal communication with constructive resolution to conflicting ideas during creativity. The communication skills will be critical with the perspective of education psychology with specifications to the aspect of interacting effectively with everyone in the learning surrounding. The parents will have to use goods communication skills when talking to the boy to have an assertive aspect in communication in encouraging the boy through the learning process. The effective effort employed by the boy’s family towards the improvisation of his writing and communication skills is significant (Tuckman & Monetti, 2011).
Technological skills
Technological skills with specifications alter the learning environment within which the learning of the boy is to take place. The conditions associated with the technology inclusive of support and vision from the parents will enable the quick success of the learning process. Clear educational goals with standard contents and learning resources constitute the significant part of the learning procedure. Each of the involved conditions is vital in the learning process to follow the integration of technology aspect into the learning practice (Tuckman & Monetti, 2011).
How a positive relationship can be developed between the child, school, and family to support the learning process
The learning process will involve social processes interrelated to cognitive development between the family, school and the boy. Attention is of the contributing factors considerably vital in the boy’s collaborative learning process. It is critical to the boy’s acquisition of knowledge and skill development involving direct cognitive resources towards the specified information within the setting of the environment. Attention necessitated can be involuntary or voluntary as a significant aspect played in learning development (Woolfolk, 2010).
The process involves the mediation through cultural and social process practiced by the school and the family of the boy. The active application of cognitive skills by both teams in attaining the set goals towards the development of the boy’s learning skills is significant. The social experience of the boy with the learning environment constituting the school and the family will contribute towards learning on how to apply relevant suggested capabilities following the allocation of attention across varying information sources within the set learning environment (Woolfolk, 2010).
The social process contributing to the development of the boy’s writing ability necessitates social inputs. This is with refined strategies for attention regulation especially from the mother. Skills in the allocation of attention with the use of direct action aimed towards the set goals necessitate the engagement in relevant activities that guarantees the boys attention demand. The significant feature involved in the successful intervention strategized programs to the learning attitude employed by the mother and the boy necessitates pertinent features. For instance, reciprocal teaching should be involved to help the boy develop writing and creativity basing on proximal development in the learning procedure (Woolfolk, 2010).
What I learnt
Following the progressive efforts put towards realizing the boy’s efforts in learning, I learnt that memory inclusive in the learning categories, concepts, knowledge, and skills of the family is necessary in the learning process as encouraged by the teams. There should be a consideration of the boy’s memory with specifications to episodic memory. This is in regard to the specified experiences and the semantic type involving skills and concepts developed due to the learning environment (Woolfolk, 2010).
This is significant to the boy’s learning process since social process in the course of the boys learning plays a significant role with the writing development. Explosion of language from the family will help the boy in memory development through an engagement in educative conversations about the learning events to unfold. The early made conversations will enable an active influence on the content of the boy’s learning memory with the development of strategized techniques for the retrieval and organizing of the relevant learning memories (Woolfolk, 2010).
Conclusion
Skill imaging actions with sequences will enable a comprehensive sequential learning process in writing and development of thoughts at differing perspectives. The family active involvement in the process provides the significant foundations necessary for transition. The approaches employed in the learning and development of the boy’s skills marks a significant breakthrough following the family active involvement. The contributions emerge from the recognition of the essentiality involved in learning mainstream within the specified channels. The applicable measures call for conceptualizing and identifying learning definitional features.
References
Anita E. Woolfolk. (2010). Educational psychology. Second international handbook of science education. Dordrecht: Springer.
Tuckman, B. W., & Monetti, D. M. (2011). Educational psychology. Belmont, CA: Wadsworth/Cengage Learning.
