Which Framework Best Describes Individual Differences

Here's a link that I hope is helpful in making choices

http://growandlearn.pbworks.com/w/page/130649850/Models%20of%20Individual%20Differences?mode=embedded

This chart describes 4 types of resources that address "Individual" Differences

Developmental Models
     Piaget
     Vygotsky
     Bjorklund/Sternberg
     Social/Emotional/Affective Models


Curriculum Development Models
     Differentiated Instruction
     Personalized Learning
     CAST
     Agency

Current & Popular Models
     Growth Mindset
     Mindfulness
     Grit
     Habits of Mind


Assessment-Based Models
     Wide range based on Domain, Characteristic(s), Purpose of Assessment
     WISC-R
     Woodcock Johnson Cognitive
     CASEL Assessment site

Grow and Learn Wiki Table of Contents

Here is the Table of Contents as of  December 13 2018

Front Page

TABLE OF CONTENTS

Topic:  Individual Differences

     Models of Individual Differences

     Comparison of Different Models

     Implications of Popular Models for Growth and Learning

Other Topics will Include

     CARE NOTES series

TOPIC:   Development of Language, Literacy and Learning

     Language Development Folder

           Early Language Development (0-5)

           Later Language Development (6-13)

     Literacy Development Folder

     Learning Development Folder

          Social Development Folder

TOPIC: Learning

    Language Learning Folder

    Literacy Learning Folder

    Learning How to Learn Folder

          Social Emotional Learning

PARENTS' ROLES

EDUCATORS' ROLES

ADVOCATES' ROLES

   

AGENCY: Part 4 Capable and Competent:--A Foundation for Child Learning

Capable and Competent: a foundation for child learning and how educators can apply these 6 principles.

All of the following material is directly quoted from the OneChild post  https://one-child.com/466/capable-competent-foundation-child-learning-educators-can-apply-6-principles/  

 “Having a professional pedagogy which includes the concept that children are capable and competent, provides a foundation for learning and development where educators can provide a unique learning environment for every child. The result of this is empowered children who thrive, with the ability to achieve learning outcomes in a variety of contexts.        Supporting a child in their learning is crucial to developing capable and competent learners however, educators need to be mindful of their influence and should aim to be an enabler of learning rather than an enabler of task completion.  It takes a skilled practitioner to provide learning through discovery rather than direction.   Supportive scaffolding with capable learners may be broken down into six stages:

 Identification  Identifying a learning opportunity through observation or responding to call for assistance from a child. 

 Questioning  To understand the problem, ask questions to identify the roadblocks for success.  Questioning is not just for the benefit of the educator’s understanding. It is a strategy to assist a child to discover a more in depth appreciation about the issue at hand and to enable connections to be made to solve the problem themselves, if possible.  What is the problem? What is a potential solution?  What skills/steps are needed to resolve the issue?

 Scaffolding Provide the necessary skills by modelling and explaining how something is done.  Be logical and  linear in the explanation by proving a number of incremental steps to develop a new skill set. Take the lead when the need exists but challenge and be led when the opportunity presents.

 Participation/co-construction  Give opportunity for active participation in the development of a new skill.  Provide sufficient support to enable a successful resolution, but not so much to take away the satisfaction of accomplishing the task or diminish the learning experience.  Encouragement and praise can be used successfully to develop patience, skill acquisition and confidence. 

 Reflection Reflective practice is about the improvement of teaching and the optimization of learning.  Being reflective during and after interactions can provide valuable insight into dealing with successive learning interactions.  During  At what point can the child take the lead?  What is the minimum I can to do to ensure success or a learning opportunity or point of reflection for the child?    After  Was the problem resolved?  How much assistance was given?  Was it too much or not enough to complete the task? What was done well?  Where could improvements be made to what was needed to achieve a task and what I did? 

 Self determination This is the point where a child controls their own actions and learning, having mastered a new skill.  It is most evident when a child can recognise a problem and be assistive while being instructive and sharing their knowledge with their peers.  This is a time for educators to celebrate the success of developing a capable and competent child.

 How to apply this. Recognise that all development though learning cannot be prescribed.  Each experience will be different for each person involved, including the educator and the child.  By providing a fluid learning environment where mistakes can be celebrated and opportunity for discovery are encouraged, will undoubtedly ensure that successful, capable and competent children will grow.”

Agency Part 2: Supporting Agency by Involving Children in Decision Making

LEARNING ENVIRONMENTS, EXPERIENCES AND RESOURCES

Environments that support children’s decision making are set up in ways that provide children with a variety of resources to choose from and allow children to make choices independently of adults. They can be open-ended, allow multiple uses, be used creatively, and involve sustained, shared thinking, and include both manufactured and natural items..

Examples of responsive environments include:

                Having equipment shelving at child height and encouraging children to choose the materials they want to use

                Having areas where children can store works in progress to return to over a period of time

                Setting up play spaces with areas that allow children to choose between quiet and busier areas, solitary play

                Providing space where children can store and independently access their own belongings.

EXAMPLES OF PRACTICE

Supporting agency at a service level:

                Engaging children in decisions about meals and routines

                Involving children in discussions about service policies, procedures and practices

                Developing the service philosophy by engaging with key stakeholders such as children, schools, families and the broader community.

Supporting agency in under two years olds:

                Seeing babies and toddlers as capable of being an active participant in routines, activities and experiences

                Scaffolding language to assist children in expressing feelings

                Using routines as a platform for learning about well being, identity, communication and learning

                Facilitating self-help skills as opposed to doing tasks for children

                Being aware, and responsive to young children’s verbal and non verbal cues

                Being respectful during routines, asking children’s permission to check their nappies, talking to them about putting on a bib and respecting if they are not hungry or need a cuddle to transition from sleep.

Supporting agency in 3-5 year-olds:

                Supporting children to negotiate a resolution rather than solving it for them

                Providing opportunities for children to set goals for learning

                Providing opportunities for children to learn through co-researching with adults

                Offering choices of experiences based on what children are interested in learning about

                Encouraging children to think about fairness and equity within the service, local community and outside world

                Considering a more democratic system of decision making, for example children could explore voting on relevant issues

                Supporting children’s voice within the community and connecting with community planning and consultation in all matters that affect children.

Supporting agency in school age children:

                Promoting learning through leisure and play-based activities that children plan and are relevant to their interests and other learning

                Extending on peer support programs and creating mentoring relationships

                Allowing children opportunities to assess and identify hazards and develop risk assessment strategies

Supporting children to take on the responsibilities of arrival and departure including developing procedures for handling their belongings and greetings educators.

Making Sense of the range of “Key Words” Describing “Affective” Development

As I expanded the TALK blog focus from Language development to Literacy development and then to Cognitive/Affective) development, I encountered a range of “key words” to describe a focus on “affective” development.  This range included: SEL, Self-Management, Self-Regulation, Self-Control, Emotional Development, Emotional Literacy, Self-Awareness, Self-Esteem, Self-Advocacy, Self-Confidence, and even Hot-Cognition.

Although there were many excellent concepts and links to explore, such a range of labels was daunting; and, from my point of view, too expansive to meaningfully explore as I looked at a child’s daily interactions in a range of contexts.

I decided to use a broader single concept to address children’s affective/emotional development in their real world-- including their classroom, home, playground, and neighborhood.

That concept is AGENCY.

                                                                       
               

As I continue the TALK blog, I will begin this week with….

National Quality Standard | Information sheet

SUPPORTING AGENCY: INVOLVING CHILDREN IN DECISION MAKING