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首页 > 论文代写案例 > 英国论文代写波顿大学: 与儿童发展有关的个案研究

英国论文代写波顿大学: 与儿童发展有关的个案研究

英国论文代写: 与儿童发展有关的个案研究



英国论文代写波顿大学: 与儿童发展有关的个案研究

基于儿童早期发展对儿童文化,社会和认知发展的重大影响,已经给予了很多关注。已经实施了指导方针,以确保在与发育水平的儿童接触时始终实施最佳做法,以确保取得更好的成果。发展适宜实践(DAP)是长期以来用于指导学习者和教师参与儿童发展过程的准则之一。然而,由于世界各地的社会,政治和文化结构发生了变化,有人呼吁开发更多样化的发展结构,以更广泛的视角捕捉所有需要的方面。尽管有这些要求改变的想法,但DAP指导方针仍被视为提供有效儿童早期发展的重要工具,但批评者认为它在使用方面有其局限性。后现代主义方法已被开发出来,据说它提供了比儿童早期发展更好的方法。几位理论家支持这种新方法,声称它有效地满足了学习者和教师的要求。因此,Jarid的案例将用于调查DAP和后现代关于教学实践的观点。

 

英国论文代写波顿大学Case Study in Relation to Child Development

Early childhood development has been given a lot of concern based on the significant influence it has on the cultural, social, and cognitive development of children. Guidelines have been implemented to ensure that best practices are implemented at all times when engaging with children at developmental levels to ensure better results. The Developmental Appropriate Practices (DAP) is one of the guidelines that have been used for a long time to guide learners and teachers through the processes involved in childhood development. However, due to the changes in societal, political, and cultural structures around the world, there have been calls to develop a more diverse development structure that captures all the required aspects in a broader view. Despite these calls for change, the DAP guideline is still viewed as an important tool in providing effective early childhood development, but critics feel that it has more limitations than benefits in its use (Adcock, & Patton, 2001). The post-modernist approach has been developed which is said to offer a better approach in early childhood development than that of DAP. Several theorists have supported this new approach stating that it effectively meets the requirements of both learners and teachers. Therefore, Jarid’s case will be used in the investigation of the DAP and post-modern viewpoints in regards to teaching practice.



英国论文代写波顿大学: 与儿童发展有关的个案研究

制定适当的发展实践的唯一目的是确保有效的儿童发展。在Jarid的案例中,他之前在英国定居之前的经历让他接触到了可能影响他儿时发展的各种文化,价值观和其他方面。因此,就Jarid案例使用DAP指导方针而言,它将带来一些好处和挑战。在实施过程中,DAP被认为可以满足学习者在当前状态下的情绪,身体,社交和认知发展方面的考虑。因此,在与Jarid的互动中,教师必须确定他目前开展活动的状态,以便教师确定他的发展水平。一旦他的现状得到评估,老师将会让孩子参与到活动中,从而在情感,身体和认知方面帮助他们发展。这最好通过为既有挑战性和可实现性的儿童制定目标来实现。因此,通过考虑孩子的现状,教师可以确定他们的限制,并将这些限制用于制定儿童目标。因此,DAP指南通过确定他们的能力并通过各种目标和挑战努力发展他们来帮助孩子。因此,在英国,评估他目前的状况时,将考虑Jarid的先前经验。老师会考虑到他所遇到的所有发展方面,并找到一种方法将他们融入到他的童年发展实践中。因此,DAP系统通过教师发起的各种活动促进儿童发展。


英国论文代写波顿大学Case Study in Relation to Child Development

Development appropriate practices were developed with the single aim of ensuring effective child development. In Jarid’s case, his prior experience before settling in UK had exposed him to a variety of cultures, values, and other aspects that might have influenced his childhood development. Therefore, in regard to the use of DAP guidelines in the case of Jarid, it will present some benefits as well as challenges. In its implementation, DAP is believed to meet the learners in their current state where their emotional, physical, social, and cognitive development aspects are taken into account. Therefore, in the interaction with Jarid, the teacher will have to identify his current state in which activities will be developed that will enable the teacher determine his level of development. Once, his current state has been assessed, the teacher will then engage the children in activities that will help develop them emotionally, physically, and in cognitive aspects. This is best achieved by establishing goals for the children that are both challenging and achievable (Copple, & Bredekamp, 2006). Therefore, by taking into account the current status of the child, a teacher can identify their limits and these will be used in the development of goals for the children. Therefore, the DAP guideline benefits the child through identifying their capabilities and working towards developing them through various goals and challenges (Copple, & Bredekamp, 2009). Therefore, in the UK, Jarid’s prior experience will be considered when assessing his current status. The teacher will take into account all the developmental aspects that he has come across and find a way in which they can be incorporated into his childhood development practices. Therefore, the DAP system, enhances childhood development through a variety of activities that are initiated by the teacher.



英国论文代写波顿大学: 与儿童发展有关的个案研究

另一方面,DAP准则在实施中面临挑战。在DAP准则下的学习过程中,只有老师给予指示,而学习者进行以下操作。这被认为仅仅是一种片面的学习过程,而不是一个双面的学习过程。学习者和老师都获得了彼此的新见解,并将以平等的姿态举行。显性/压迫者方法通过DAP模型显示,其中教师是压迫者而学习者是被压迫者。在这方面,学习者被视为需要建模和调整以适应给定指导方针的主题。有人说,行动方案更注重结果,它忽视了儿童发展的基本原则。因此,针对其中的一些批评,DAP指导方针已经多次修订,以满足一些建议。然而,为了保持其基本原则并采纳新的想法,DAP模型变得更加复杂,因此在其实施中具有挑战性。因此,特别是在世界各个方面更加多样化以及儿童发展的有效性得到高度调查的情况下,DAP的使用变得更加有限。因此,在这种情况下,Jarid可能会受益于他的老师遵循DAP模型,但老师不会从Jarid的经验中受益。但是,Jarid将能够根据他的能力在各个方面发展。


英国论文代写波顿大学Case Study in Relation to Child Development

On the other hand, the DAP guidelines faces challenges in its implementation. In the learning process under the DAP guidelines, directions are only given by the teacher while the learner does the following. This has been argued against as merely a one-sided learning process instead of being a two-sided learning process. Both the learner and the teacher are gaining new insights from each other and are to be held in equal regards. The dominant/oppressor approach is shown through the DAP model where the teacher is the oppressor while the learner is the oppressed. In this regard, the learner is viewed as a subject that needs modeling and adjustment so as to fit the given guidelines. It has been stated that the DAP is more results oriented that it ignores the basic fundamentals of childhood development. Therefore, in regards to some of these criticisms, the DAP guidelines have been revised a number of times to meet some of the suggested recommendations. However, in a bid to maintain its fundamental principles and adopt new ideas, the DAP model has become more complex hence challenging in its implementation. Therefore, DAP has become more limited in its use especially in a time when the world is more diverse in various aspects and the development of children is highly investigated on its effectiveness (Lubeck, 1998). Therefore, in this case, Jarid may benefit from his teacher in following the DAP model, but the teacher will not benefit from Jarid’s experience. However, Jarid will be able to develop in various aspects according to his capabilities.



英国论文代写波顿大学: 与儿童发展有关的个案研究

关于后结构主义理论,它侧重于探索基于儿童发展的不同形式的知识。后结构主义理论证实,没有绝对的事实,因此,可以通过不同的方式探索为教育儿童提供的指导方针,以确保实现主要目标; 有效发展儿童。在Jarid的情况下,他是一个5岁的人,他不熟悉英国的文化和生活方式,这与其他可能在英国出生和长大的同龄人不同。因此,贾里德在采用新文化和生活方式方面面临着许多挑战,以便像他的同龄人一样能够发展。在课堂上,Jarid可能会因为上课的方式而被收回,并且由于缺乏足够的语言和沟通技能方面的知识,他可能没有像其他同班同学一样发展。因此,在应用后结构主义理论时,教育工作者应该探索可能与Jarid一起工作的各种知识形式,以确保他不会落后。如果教育者实施一种广义的教学方法,Jarid将会处于非常不利的地位,因此可能会显着影响他的发展。因此,如果教育者意识到Jarid没有有效地回应教学过程或活动,教师可以超越所提供的指导方针,以确保Jarid缺乏沟通和语言技能不会影响他的发展


英国论文代写波顿大学Case Study in Relation to Child Development

In regards to post-structuralist theory, it focuses on exploration of different forms of knowledge that are based on childhood development. The post-structuralist theory confirms that there are no absolute truths and therefore, guidelines provided for educating children can be explored in different ways to ensure that the primary aim is achieved; effective development of children. In the case of Jarid, he is a 5-year old who is not familiar with the culture and lifestyle of UK unlike other children of his age who may have been born and grown up in the UK. Therefore, Jarid faces numerous challenges in regard to adoption of the new culture as well as the lifestyle in order for him to be able to develop like his fellow age mates. In class, Jarid might be a bit taken back by the way classes are conducted and due to his lack of sufficient knowledge in language and communication skills, he might not be developing at the same rate as the rest of his class mates. Therefore, in the application of the post-structuralist theory, the educator should explore on various knowledge forms that might work with Jarid so as to ensure that he is not left behind (Osgood, 2006). If the educator implements, a generalized teaching approach, Jarid will be greatly disadvantaged hence may affect his development significantly. Therefore, if the educator realizes that Jarid is not effectively responding to the teaching processes or activities implemented, the teacher can go beyond the provided guidelines to ensure that Jarid’s lack of communication and language skills does not affect his development.



英国论文代写波顿大学: 与儿童发展有关的个案研究

另一方面,儿童发展中的社会文化理论则主张使用儿童的文化和社会互动来实现有效的发展。社会文化理论是通过教育者和学习者在促进交流发生的社会环境中互动来实现的。因此,就Jarid的案例而言,社会文化理论的使用将基于教育者对Jarid先前经验的理解。经验往往影响个人的文化和社会方面,所以在Jarid的情况下也是如此。因此,通过了解Jarid之前的文化和社会经验,教育者将更有能力根据Jarid的文化而不是教育者的文化进行开发。因此,教育工作者将能够根据Jarid之前的经验转变学习经验。Jarid通过不同的欧洲国家和参加各种学校,这需要实施各种教学模块,以确保满足Jarid的文化和社会需求。因此,在这种情况下,教育者必须依靠孩子的文化和社交方面,他们必须与之互动,从而促进发展。正如社会文化理论所言,教育者在儿童早期发展中起着重要作用。但是,他们的作用仅限于帮助孩子完成他们需要帮助的任务。儿童有能力取得一定程度的成就,因此在他们似乎陷入困境的水平上,教育工作者需要帮助他们的领域。关于贾里德的情况,与其他同学不同,他的文化体验在各个方面都有所不同,因此,需要教育工作者在发展过程中考虑到他以前的经验。


英国论文代写波顿大学Case Study in Relation to Child Development

On the other hand, the social-cultural theory in childhood development asserts the use of culture and social interaction of the child to achieve effective development. The social-cultural theory is implemented through the interaction of the educator and the learner in a social environment that promotes exchange to occur (Matthews, 2007). Therefore, in regards to Jarid’s case, the use of social-cultural theory will be based on the educator understanding Jarid’s prior experience. Experiences often influence individual’s cultures and social aspects and so the same is applied in the case of Jarid. Therefore, by being able to understand the prior cultural and social experiences that Jarid had been through, the educator will be better placed to initiate development based on Jarid’s culture and not that of the educator. Therefore, the educator will be in a position to transform the learning experience in response to Jarid’s prior experience. Jarid having been through different European countries and attending various schools, this would require implementation of a wide range of teaching modules that will ensure that Jarid’s cultural and social needs are met. Therefore, in this case, the educator has to rely on the child’s cultural and social aspect in which they have to interact with, hence enhancing development. As the social-cultural theory asserts, educators have an important role to play in the early development of children. However, their role is limited to helping the child to accomplish tasks in which they need assistance. Children have the capability of achieving some level of accomplishments, hence at the level where they appear to be stuck, is the area where educators are to help them (John-Steiner, & Mahn, 1996). In regard to Jarid’s case, unlike his fellow classmates, his cultural experience is different in various aspects, and therefore, it will require an educator to take into consideration his prior experience during the course of development.



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