Stage Theory Of Development Research Articles

Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education

Purpose This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.Design/methodology/approach This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.Findings We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.Originality/value Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.

Why do you call me good? Transformative learning in the story of the rich young man

ABSTRACT In this article Mark’s (10. 17-31) story of the rich man who approaches Jesus with a question is viewed as a teaching-learning transaction and is analyzed through the lens of transformation theory and research. The man’s emotional response to Jesus’ answer is characterized as a disorienting dilemma, the disruptive and unsettling experience that often triggers the critical reflection necessary for transformative learning to occur. Developmental stage theory is employed as a means of understanding what prompted the young man to ask his question and why Jesus responded to him as he did. The possibility that the man was transformed as a result of his encounter with Jesus is considered from the perspective of transformative learning theory.

Broad strokes towards a grand theory in the analysis of sustainable development: a return to the classical political economy

ABSTRACT This article aims to provide some broad strokes towards an analytical and methodological framework for the analysis of sustainable development. This is done by calling sustainable development's scholars to return to the multilayered legacy of the classical political economy and conceive sustainable development in both historical and transhistorical terms. It is argued that a return to the tradition of the classical political economy, through the lens of Smith’s, Mill’s and Marx’s stage theories of development, provides a powerful theoretical framework able to contextualise, develop and integrate the multiple, diverse, and middle-range contemporary strands in development studies. The classical political economy provides an analytical backbone of certain elements, including the important role of history, the necessity of an interdisciplinary approach, and the analytical priority of social classes that could be critical in enriching sustainable development studies. Students and scholars of international development would benefit from this worthwhile exercise that distinguishes in a succinctly and methodically manner between the current state of development studies and classical political economy perspectives on economic development.

한국 근대 사회운동의 계승관계에 대한 고등학교 한국사 교과서 서술 분석 - 동학농민전쟁과 의병운동을 중심으로 -

When we analyze [Donghak Peasant Revolution Participation White Paper] and [Independence Patriots Achievement Record], severance was more common than succession in terms of the succession of personnel from Donghak to Righteous Army. Also, the Confucian students, who were the central force of the Righteous Army, were generally hostile to Donghak. Therefore, it is necessary to reconsider the schema of simply connecting the genealogy setting of the modern and contemporary social movement history from Donghak to Righteous Army.BR However, we should not completely deny the succession from Donghak to Righteous Army altogether and determine the succession from anti-Donghak to Righteous Army, e ither. As mentioned in this paper, there was no Righteous Army leader in then northern Gyeongsang-do area who was from anti-Donghak party and there were several cases that some former Donghak participants joined the Righteous Army. These mean that there were people who crossed between different forces in the local communities. However, the existence of people in the intersection of those two forces and defining the succession of personnel between the two powers is another matter. This is because the aspect of the succession of orientations between the two forces must also be considered.BR In conclusion, the dichotomy between the progressive succession and severance from Donghak Peasant War to the Righteous Army Movement must be overcome. The reality of the time was not simply the succession based on the developmental stage theory, nor was it a complete segmentation. It is necessary to accurately recognize the concrete reality of the time where some forces were intertwined, even though they were mostly opposed, and their boundaries were not fixed but variable. On this basis, we will be able to figure out the succession and historical position of the modern and contemporary social movements history in Korea more correctly.

Consciousness Development in Rastafari: A Perspective from the Psychology of Religion

AbstractThis paper explores a Rastafari perspective on consciousness development and relates this to developmental stage theories of consciousness evolution from the psychology of religion. The empirical material is from fieldwork on an online Rastafari community with global reach but run by a group based in Trinidad. The people on this particular forum align with the “spiritual, but not religious” trend in contemporary religiosity, which means they are more focused on interior questions of consciousness raising than on religious externals. This paper interprets empirical material from the dialogues on this forum in light of Rastafari theorist Dennis Forsythe. It compares this Rastafari theory of stages of consciousness, symbolized by the animals Anancy, lion, and lamb, to developmental theories of consciousness evolution. These are drawn from psychology and the psychology of religion (Maslow 1970; Kohlberg 1981; Fowler 1981; Gilligan 1982; Wilber 2007), which focus on preconventional, traditional, modern, pluralist, and integral stages.

STRATEGIES BASED ON CHILD DEVELOPMENTAL STAGES TO PREVENT CHILD SEXUAL ABUSE

Purpose: Cases of child sexual abuse are becoming a serious social problem in Indonesia. The rising number of child sexual abuse cases from year to years are reported in various related institutions. It makes worried to the all of community because they can not keep an eye on their children for 24 hours.
 Methodology: The design of this study is qualitative research with literature review and theoretical review in which will looking for the right strategies for preventing child sexual abuse base on child developmental stage theory.
 Results: The results of research show that the place of child sexual abuse occurs not only in quiet places, even at home, as well as in the school where the child is studying .The gap between the child’s knowledge of how to protect themself from the threat of sexual abuse has led to the need to establish a program of preventing child sexual abuse and needs the right strategy for preventing child sexual abuse based on their developmental stages, so the cases of sexual abuse in children can be minimized.
 Implication: One effective strategy to minimize cases of child sexual abuse is self-protection training program. This program lead to equip children with knowledge to identify patterns of sexual abuse and how to deal with them. This program also primarily aimed at every child who is vulnerable to becoming a victim of sexual abuse. That is why a special appropriate strategy for the prevention of child sexual abuse is required for children. In the future, every child will get information on the prevention of sexual abuse more accurately based on the their stage of development.

Protective Policies in Frederich List

List is the most important advocate of protectionist customs in Germany in the first half of nineteenth the century. List buys into the notion defending that there is not any political and economic law relevant to all times and people by contrast with the idea of Classic School’s individual remark. He pioneers the History School with this notion. Taking care of history and seeing nation as a living organism is the most significant difference between List and Classics. List adopts the idea of protectionist customs; theory of development stages constitutes List’s starting point of trade politics. It is also seen that List and Classics have different notions about productive powers. While List defends that welfare of a nation depends on its ability on “production of values”, Classics advocate that welfare of a nation depends on to “have values”. National economy can reach a higher level of development by developing their own protective powers using protective precautions. This study seeks to draw the foundation of List’s theory and compares it to the Classics’ values.In this article, the purpose of List is to try to evaluate critically from the classical doctrine and the basic framework of theory of place and importance in thought history.

Television and Content Censorship: The Impact of Violent Content on the Developmental Stages in the Personality of the Nigerian Child

Erik Erikson’s theorization of the psychosocial developmental stages of humans, reveal the fragility of children with special attention to their biological and psychosocial characterization. The adolescent age is the period where the child is adventurous, curious and eager to explore, as he becomes fascinated with the media and begins to try out behaviours and lifestyles of his opinion leaders. The Nigerian child is more or less enthralled about foreign movies, shows and musical videos characterized by violence, thuggery, gangsterism, drug abuse, obscenity, and even promiscuity which are sometimes too much information for him to handle given his developing, immature and fragile psychology which makes it easy for these contents to influence his behaviour in every stage of his personality development as he is exposed to them. This Too Much Information (TMI) seems to be a product of media imperialism as local television contents in Nigeria, camouflaged in the concept of Americanisation and westernisation and devoid of censorship, are persistently consumed by adolescents in Nigeria. Hinged on Erikson’s theory of personality developmental stages in a child and Bandura’s social learning theory, this paper employs secondary data and a critical document analysis of previous research works to objectively opine and conclude that exposure to too much information (violent contents) on television can influence the psychosocial development of the personality of the Nigerian child.

Children's implicit understanding of the stress-illness link: Testing development of health cognitions.

ObjectiveInnate knowledge and developmental stage theory have been used to explain children's understanding of concepts relating to health, illness, and stress. The aim of this study was to investigate the degree to which children demonstrate unconscious cognitive associations between the concepts of stress and illness.DesignThe study employed an experimental design using an age appropriate implicit association task.MethodsThirty‐two children (5–11 years of age) completed the Preschool Implicit Association Test (PSIAT), a computer‐based measure of reaction time to consistent (stress and illness) and inconsistent (stress and health) concept pairings.ResultsWhilst age group had a significant effect on reaction times (older children generally displaying faster reaction times than younger children), those as young as 5–6 years of age were able to demonstrate implicit associations between stress and illness using the PSIAT. There was also some indication that this association peaks at around 7–8 years of age.ConclusionsFindings support a combination of developmental stage theory and the innate theory of children's understanding. Whilst sample size is small, this study is the first to apply the PSIAT to the context of implicit cognitive associations between stress and illness in children. Findings have potential implications for the delivery of interventions to facilitate health promotion and development of positive health behaviours in children and indicate that even children as young as 5–6 years have some ability to relate to the concept that stress may influence illness. Statement of contribution What is already known on this subject? The way in which children understand health and illness is commensurate with their developmental stage and experience of illness. Children also appear to have a degree of innate understanding of health and illness and their causes. Furthermore, recent work suggests children have some innate understanding and knowledge of the concept of stress. What does this study add? This is the first study to use an implicit association task to assess children's understanding of stress and illness.Implicit stress–illness associations were seen in children as young as 5–6 years of age.Whilst sample size was small, this proof‐of‐concept study bridges disciplines to further understanding of health.

기독대학생의 진로태도성숙에 영향을 미치는 변인들 간의 경로분석

기독대학생의 진로태도성숙에 영향을 미치는 변인들 간의 경로분석

장 삐아제의 인지발달 단계를 기초로 한 아이들의 죽음인식과 죽음교육

본 논문은 장 삐아제(Jean Piaget)의 인지발달 이론을 바탕으로 각 단계별 아이들의 죽음인식에 대한 연구와 이를 바탕으로 아이들에게 죽음에 대해서 어떻게 설명하고, 상실로 인해서 슬픔을 겪는 아이들을 어떻게 돌봐야 하는지에 관심을 두고 있다. 특별히, 이 논문에서는 삐아제의 인지발달 단계 중, 전조작기(3-7세)와 구체적 조작기(7-12세)에 초점을 맞추어서 설명을 한다. 이 두 시기는 구체적인 사고를 위한 준비 단계임과 동시에 마지막 단계인 형식적인 조작기로 향하기 위한 예비단계이기도 하다. 삐아제는 형식적인 조작기, 즉 13세 이후의 아이들의 인지는 어른들이 사고하는 것과 비슷하다고 한다. 그런 점에서 어린 시절의 인지발달은 성인이 되어서의 사고에도 영향을 미친다는 것을 알 수 있다. 특별히, 발달 단계별 아이들의 죽음에 대한 인식을 이해하는 것은 가정과 학교, 교회공동체에서 어떻게 죽음에 대해서 가르쳐야 하는지에 대한 발판을 마련해 준다. 또한, 부모나 조부모를 상실한 아이들을 어떻게 돌보고, 그 상실의 초기에 느끼는 분노, 슬픔, 죄책감, 절망 등의 감정에서 회복하는 데에 도움을 줄 수 있다. 이러한 도움을 위해서 부모와 선생님들이 먼저 죽음에 대한 바른 교육을 받고, 아이들의 발달단계에 따라서 죽음에 대해서 직접적으로 이야기하고 가르치는 것이 필요하다. 본 논문에서는 가정, 학교, 신앙공동체에서 아이들과 죽음에 대해서 어떻게 이야기하고 가르쳐야 하는지를 제시하고 있다.

The act and artifact of drawing(s): observing geometric thinking with, in, and through children’s drawings

In mathematics education, as in other domains, drawing serves as means to access, assess, and attend to children’s understanding. While theoretical accounts of drawings are often based on developmental stage theories, we examine insights gained by considering children’s geometric thinking and reasoning from embodied cognitive perspectives. We ask, what if the act of drawing serves as a means by which children become aware of geometric concepts and relationships, rather than being viewed as a product of that awareness? In this paper, we examine three vignettes and inquire into the ways that children come to draw in geometric contexts. We suggest that the children’s choice to draw as a mode of thinking, the different ways they draw, the manners in which they attend to the mathematics as they draw, and the conceptions that arise with their drawings, contribute in significant ways to their geometric understanding.

Clinical Education in the Health Professions

Edited by Dr. Clare Delany and Dr. Elizabeth Molloy, Clinical Education in the Health Professions is a well-constructed resource that recognizes the complexity of teaching and learning in the clinical environment. It provides theory, context, and examples that demonstrate why the role of the clinical educator should be “recognised and promoted as one that empowers students to be active, engaged and mature learners” (p. vii). The book is well organized; tables and diagrams summarizing information within the text are supplemented by practical examples in a user-friendly format. Each chapter begins with theories relevant to the content in that chapter, followed by guidance on using theory in curriculum design and research, and then uses theory to drive practical examples in clinical education. The text is organized into three parts: “Examining Knowledge—Theoretical Perspectives about Knowledge Construction”; “Sharing Knowledge—Communities and Culture in Education”; and “Applying Knowledge—Teaching and Learning Practices.” Part 1 includes an important chapter on critical reflection (Delany and Molloy), which sets the tone by describing clinical educators' valuable role in fostering the development of reflective health care professionals. The authors' use of examples and discussion on modelling iterative critical reflection is key in clinical education. Part 2 includes a chapter on inter-professional education (IPE) (Davidson, Smith, and Stone), now a focus of many health professional education programmes. Davidson and colleagues describe the history of IPE and present definitions contrasting IPE with multi-professional education in a clear, succinct, and very useful matrix on the various degrees of “inter-professionality.” This chapter also includes case examples of IPE in practice. Part 3 includes several useful chapters; in my opinion, the chapters on clinical reasoning (chapter 7, by Ajjawi and colleagues) and on giving and receiving feedback (chapter 8, by Molloy) are particularly useful to clinical educators and administrators of clinical education, as both are challenging concepts for clinical educators. Chapter 7's description of a stage theory of expertise development and of different models of clinical reasoning, reinforced with examples, help to clarify a complex concept. In chapter 8, I found the tips and resources on how clinical education can foster clinical reasoning very pertinent, and particularly enjoyed the component on reconceptualization of feedback as well as the authors' recommendations, which I believe will inspire clinical educators to take a positive view of giving and receiving feedback and encourage them to empower students to be active, engaged, and mature learners. Overall, Clinical Education in the Health Professions provides a comprehensive review of educational and other relevant theories, demonstrates how theory can inform curriculum design, and provides practical examples to show how readers can apply the concepts to their own clinical education practice. This is a valuable reference for any health professional involved in clinical education, and especially for those who lead and design clinical education in health professional curricula.

Milestones of Critical Thinking

Critical thinking is essential to a health professional's competence to assess, diagnose, and care for patients. Defined as the ability to apply higher-order cognitive skills (conceptualization, analysis, evaluation) and the disposition to be deliberate about thinking (being open-minded or intellectually honest) that lead to action that is logical and appropriate, critical thinking represents a "meta-competency" that transcends other knowledge, skills, abilities, and behaviors required in health care professions. Despite its importance, the developmental stages of critical thinking have not been delineated for nurses and physicians. As part of a task force of educators who considered different developmental stage theories, the authors have iteratively refined and proposed milestones in critical thinking. The attributes associated with unreflective, beginning, practicing, advanced, accomplished, and challenged critical thinkers are conceived as independent of an individual's level of training. Depending on circumstances and environmental factors, even the most experienced clinician may demonstrate attributes associated with a challenged thinker. The authors use the illustrative case of a patient with abdominal pain to demonstrate how critical thinking may manifest in learners at different stages of development, analyzing how the learner at each stage applies information obtained in the patient interaction to arrive at a differential diagnosis and plan for evaluation. The authors share important considerations and provide this work as a foundation for the development of effective approaches to teaching and promoting critical thinking and to establishing expectations for learners in this essential meta-competency.

An Inquiry from the Perspective of Teaching Methods into Connecting Early Childhood Education with Elementary Education: A Critical Examination of Developmental Stage Theory

An Inquiry from the Perspective of Teaching Methods into Connecting Early Childhood Education with Elementary Education: A Critical Examination of Developmental Stage Theory

Barnets motorik och personlighetsutveckling

SUMMARYDevelopmental psychology investigations in western countries have not been very closely connected with solutions of the main problems of preschool education. The article aims at the promotion of physical and movement education by treating the problems of motor development of 3–6-year-old children as an integral part of early education. It is mainly based on the theory of child development and developmental stages created in the Soviet Union and the German Democratic Republic. Motor development is seen as an integral part of the all-round development. Particular attention has been paid to motor development and play as the dominant activity of preschool children. Besides this, the connection of motor learning to teaching is discussed.

Measuring the emotional development of adults with ID

Purpose – This paper demonstrates that it is both possible and useful to measure the emotional developmental stage of people with intellectual disability. Design/methodology/approach – A tool was designed, based on a stage theory of development and tested for reliability and validity. Findings – The tool was found to be both reliable and valid. Originality/value – This is new work with no predecessor.

TEACHING MATHEMATICS WITH PIAGET'S THEORY

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

Investigating Young Children's Talk about the Media

This study was an investigation into the ways in which two classes of six- and seven-year-old children in Hawaii talked about the media. The children were shown video clips from a variety of media and asked to respond both orally and in writing. The qualitative data gathered in this study were researcher notes, video and audio-taped focus group interviews with the children, and their written responses to open-ended questions about the media clips they viewed. The results suggest that these children were more media savvy than commonly assumed, and already grasped basic understandings of key media concepts. Drawing upon Foucauldian theory, we argue for the need to move from the dominant model of developmental stage theory in media education, based on a deficit view of the child, to a strengths-based approach that recognizes and validates young people's varying experience with and knowledge about the media, and their agency when interacting with it.

Do We Still Need Stage Theories of Development?

Do We Still Need Stage Theories of Development?