Lauren Brine Student ID: 110231802
Year Level observed: Reception/Year 1 School:
Theory Key Concepts of the Evidence – what have you observed? How does this inform your teaching? E.g
theory classroom set-up, concrete materials, time
allocation, practices
Piaget’s Constructivist learning, Accommodation: This informs my pedagogy as it supplies me with a
Cognitive developing schemas, range of different stages that a child will be moving
Development (assimilation/accommod 1. Children add the idea of big and little letters to their through. I would then alter my teaching practices to
Theory ation /adaptation) scheme of writing. further include these important developments that
2. Child learning English adding new words to their each child is going through.
Equilibrium/Disequilibri scheme of language.
um
Pre-operational:
Stages of dev –
Animistic Thinking
Sensorimotor – N/A
3. Blocks are bridges
Pre-operational: socio- 4. Creating phones and computers out of tissue boxes
dramatic play, and other recycled materials
combination of schemas,
animism, representations Centration
of reality, categorising, 5. Constantly return to teacher to clarify instructions or
egocentrism, centration, teacher has to constantly walk around the room to
non-transformation, keep children on task. They will begin to play or
irreversibility colour in when unsure.
Concrete-operational : Semiotic Function
concrete operations
(materials), inductive 6. Children use Jolly Phonics sounding out the word
and deductive reasoning, as they write it down
conservation,
compensation,
reversibility,
compensation, seriation,
logical and spatial
reasoning
formal operational:
abstract reasoning,
hypothetical thinking,
Lauren Brine Student ID: 110231802
idealism, egocentrism,
criticism, personal fable,
imaginary audience
Vygotsky Social mediated 7. Child that is an EALD learner struggles to This informs my pedagogy as I would utilize older
learning, More communicate with the other children due to his students within my teaching practices as more
knowledgeable others, cultural tools. The other children are very accepting knowledgeable others. This will allow the students to
Scaffolding and help them with their own socialize in different roles and will build their
confidence in their abilities.
ZPD, Cultural values of Knowledgeable Others
learning, Cultural tools,
socio-dramatic play, 8. Pairing Year 1’s to act as Mentors to Receptions
Language (social, 9. Collaborative tables
private, inner speech), Private Speech
10. Children say the word out loud as they write it down
11.
Behaviourism Classical and operant Positive Reinforcement This informs my pedagogy as I was able to observe
conditioning, Positive the overwhelming affect that positive reinforcement
and negative 12. “I love the way that [student] is sitting quietly with had within the classroom. By making a positive
reinforcement eyes this way” comment on one particular student all the other
(schedules of 13. Punishment: a star will be removed off their chart or classmates will copy what they are doing in hopes for
reinforcement), they will have to spend some of play time (recess and the same praise. By using this in my teaching
lunch) inside with the teacher practices I hope that I will be able to get the students
Punishment to model the appropriate behaviors within the
Reciprocal determinism classroom.
Lauren Brine Student ID: 110231802
Bandura’s Social Observational learning, Role-modelling
Cognitive
Theory Role-modelling, 14. Use of teacher example to illustrate to children what
they should be doing
Attention, retention, 15. Using Year 1’s to help mentor Receptions
reproduction,
motivation, triadic Observation Learning
reciprocal causation 16. ‘Try Paper’ the teacher writes a word that the
(personal, social, child is unsure of how to spell and the student
behavioural factors), observes them and copies.
self-efficacy, self- 17. The teacher reads out loud and the students read
regulation along out loud.
18. The teacher outlines to the children the activity that
they will be completing and then walks around the
room giving positive encouragement to students as
they complete different stages of the task
19. Once child was playing on a tablet while others were
drawing on some see through paper. Once the child
shared a cool prize that they had won in the game
they were playing, the other children slowly moved
onto the tablets.
Triadic Reciprocal Causation
Personal Characteristics
20. Beliefs- Catholic Studies (practice of the school)
21. Self-regulation: somewhat lacking the children have
to be told to do work sitting on floor talking when
they could be packing their bags as they were asked.
22. Goals: the children lack goals to complete work.
They have a goal to finish work once there is a
reward at the end.
23. Emotions: the students emotions play a large part in
the children knowledge and learning, what they
decide do happy they will do the work
collaboratively, however, when upset or annoyed are
difficult to keep on task and will fiddle with the ‘try
paper’ or over sharpen their pencils. Furthermore, the
children are still developing their recognition of
emotions as the teacher had to have a conversation
with the students explaining how they made another
Lauren Brine Student ID: 110231802
child cry, which is an act that they should apologize
for.
Social Environment
24. Instruction: the teacher supplies step by step
instructions for the children, but will have to
constantly remind them what they are supposed to be
doing,
25. Modelling other people: models the teacher in
writing and speaking, they model each other if
once child is rewarded for something than other peers
will model the behaviour (one child is praised for the
work they have done, everyone on that table moves
to see what they have done and copies
26. Physical Setting: Collaborative tables, bright
colourful walls and artwork displayed all around
children proudly show their work to parents and
visitors, open classroom, the table groups remain the
same every term to create a sense of routine
27. Consequences: get a star off your star chart, take time
off play time at lunch.
Behavioural Patterns
28. Motivation: children will complete work faster is
given a reward or promise at the end a reward can
range from a high-five to free time drawing
afterwards.
29. Self-evaluation: the children try to write a word on
‘Try Paper’ and show the teacher, the teacher asks if
what they wrote is right the child then re-evaluates
what they wrote and may offer ways that the teacher
may change what is written to make it correct
30. Persistence: lacking, children need to be constantly
reminded and motivated to complete tasks,
collaborative tables do heighten persistence as it
almost becomes a competition for the children to
finish
31. Choices: at free activity time children have free
choice on what activity they will like to do but seem
to stay at the activity that is positioned at their table.
Lauren Brine Student ID: 110231802
Attachment Relationships Relationships: child grips onto mothers leg when she comes to This effects my teaching practices as I would attempt
Theory Security take him to school, when shy hides behind parents leg to incorporate the parents into the classroom at the
Sense of belonging start of the year and slowly decrease their presence in
Class climate the classroom. This way the child is slowly separated
from their parent/caregiver and it won’t come as such
a shock when they are left at school.
Erikson Initiative vs Guilt (3-6) Initiative vs. Guilt
– make believe play,
ambition, responsibility, 32. Children utilize make believe play during recess,
free exploration lunch and free time.
o Princesses
Industry vs Inferiority o Cars
(6-11) – cooperation, 33. Free exploration
goal directed learning, o The free activity time gives the students the
opportunity to achieve opportunity to explore their physical and
success social environment. Children are able to
freely explore materials and different levels
Identity vs Role
of collaboration.
Confusion (12-
adolescents) – self-
exploration and
experimentation of
social, moral and
political beliefs,
dreams, career and how
they want to be seen by
the world
Bronfenbrenner' Nested environments Parent Teacher relations This informs my pedagogy as I would set up my
s Bio-ecological School context teaching practices to incorporate these elations and
Systems Theory Parent/teacher relations 34. Parents come in to aid teacher in assessing students the many different cultures within my classroom.
Child/teacher relations reading and completing activities Furthermore, I would set up my classroom to
Cultural values of Cultural Values of Learning incorporate these different cultures in a range of
learning (curriculum) different ways.
Government initiatives 35. Teacher incorporates all cultures within family
and laws themed tasks that the children have been completing.
Lauren Brine Student ID: 110231802
The teacher showed the students a video about the
amazing differences in families (how they come in
all different shapes and sizes)
Information Short term memory: Working Memory
Processing sensory register,
Theory attention 36. During reading, working memory is allocated to the
process of decoding and understanding words.
Working memory: 37. Jolly Phonic: re-calling words that have the focus
focus, processing, phonic. For example: words that contain the ‘ch’
rehearsal, cognitive load such as – ‘chair’ and ‘teacher’.
38. Focus: children need assistance in focusing due to
Long term memory: their short attention spans. Teacher has to constantly
transfer, storing and remind the students of the activity and walk around
recalling information, the classroom to ensure focus.
reconstruction, meaning
Memory deficits (special
needs)
All theories contribute to helping us understand children’s and young people’s learning and development. Educators construct a teacher identity and inform
their practice based on their understanding of all theories. No educator draws on a single theory to inform their teaching, rather their practice will reflect
concepts from each.
