The Importance of Human Development Course For Teachers

1. The Importance of Human Development Course For Teachers Group 16: Fadhilah Aini Bt Daud (0516384) Aireen Aina Bt Bahari (0515444) ‘Alyaa Zahidah Bt Mohd Zuhari (0511188)

2. In order for teachers to meet the challenges of educating our children to the fullest, they must have a background in how these processes work together and how to tailor instruction to meet each child’s unique readiness to learn. • Without an adequate understanding of development and learning, teachers often miss the window of opportunity when the child is most ready to learn.

3. Introduction • Research in psychology and in education in the last twenty years has shown that the process of learning is strongly intertwined with the process of development. • For example, a child’s learning to read and write cannot be separated from the child’s past development and experience, the developmental stage the child is in at the moment of instruction, and the child’s family and cultural background.

4. As a result, instruction is aimed either too high—leaving many children behind—or too low—boring and failing to challenge others.

5. About H.D • This course offers a multidisciplinary approach to the study of human development throughout the life cycle, with particular emphasis on enhancing growth and development. • We will examine how early brain and child development are linked to lifelong learning, health, and well-being, and will develop child-care and human-relationship skills through practical experience in a community setting.

6. This COURSE enables students /future teachers to study, from a variety of disciplinary perspectives; • The ways children and adolescents learn and develop; • The dynamics of the teaching-learning process; and • The psychological, philosophical, historical, social, and cultural dimensions of human development and education

7. A strong background in human development can enable teachers to foster optimal development and nurture learning for children from infancy through adolescence.

8. GOALS/AIMS • Promote an understanding of human development across the life span in contexts including families, schools, and social institutions • Emphasize cognitive development and learning and how these principles can be applied in educational settings • Encourage maximizing the biological potential of the individual throughout the life span

9. Foster the understanding of socialization and adjustment to biological and environmental change • Teach theories, empirical methods, and analytic tools for evaluating research in human development and cognition, and for finding solutions to educational and social problems

10. Stress the integration of theoretical interpretations and empirical findings, which bear upon human development in the life span. • Integrate knowledge about personality development and psychological functioning in various cultural settings

11. Why TEACHERS? • Are explicitly committed to promoting social justice, both in schools and in society at large. • It also provides future teachers with the opportunity to reflect on their own educational experiences and to think critically and creatively about the process of education and its place in society.

12. Theoretical Perspectives on Human Development Sigmund Freud’s Psychodynamic Theory. The lectures discuss this theory, including such concepts as the Oedipus Complex and Freud’s five stages of psycho-sexual development. Although now widely disputed, Freudian thinking is deeply imbedded in our culture and constantly influences our view of human nature.

13. Erik Erikson’s Psycho-Social Theory. This is the theory that gave rise to the term "identity crisis." Erikson was the first to propose that the "stages" of human development spanned our entire lives, not just childhood. His ideas heavily influenced the study of personality development, especially in adolescence and adulthood.

14. Albert Bandura’s Social Learning Theory. This theory modified traditional learning theory developed by such behaviorists as B. F. Skinner, which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Bandura’s approach is influential in such areas as the effect of media violence on children, and the treatment of problem behaviors and disorders.

15. Jean Piaget’s Cognitive-Developmental Theory Piaget’s influence created a revolution in human development theory. He proposed the existence of four major stages, or "periods," during which children and adolescents master the ability to use symbols and to reason in abstract ways. This has been the most influential of the six major theories. In the 1970s and 1980s, it completely dominated the study of child development.

16. Lev Vygotsky Cognitive-Mediation Theory. Alone among the major theorists, Vygotsky believed that learning came first, and caused development. He theorized that learning is a social process in which teachers, adults, and other children form supportive "scaffolding" on which each child can gradually master new skills. Vygotsky views have had a large impact on educators.

17. Developmentalistsbelieve that learning is different depending on ... The developmental level of the learner The way the learning setting is perceived The way it is interpreted The outcomes of the process Overall......

18. The memory a child has of an activity is conditioned by the developmental view of the problem that the child holds. • “two children (at different levels) may experience the same event; and very different things may be related and recorded in memory. Obviously, this will control what they are later able to reproduce.”

19. Malaysia Context • National Philosophy Education • The Philosophy of Teacher Education

20. National Philosophy Education Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on firm belief in God. Our efforts are focused towards creating Malaysian citizen who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well-being and able to contribute to the harmony and prosperity of the family, the society and the nation at large.

21. Malaysia Educational System emphasizes at all levels of schooling, a holistic (intellectual, spiritual, physical and emotional) approach to quality human development to ensure development from all domains - cognitive, affective, and psychomotor.

22. The Philosophy of Teacher Education • The teacher, who is noble in character, progressive and scientific in outlook, committed to uphold the aspirations of the nation, and cherishes the national cultural heritage, ensures the development of the individual and the preservation of a united, democratic, progressive and disciplined society

23. Teachers in Malaysia • The teacher is a professional, an educator and a practitioner in knowledge and skills. • He/she is an effective practitioner and analyst who, through teacher education, is competent in applying his/her theoretical knowledge in various pedagogic contexts. • He/she provides education for discipline, for knowledge, for character, for life, for growth, for personal fulfillment and aesthetic refinement.

24. He/She understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. • He/she also understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.