Theories

The early childhood frameworks are based on five theories: psychoanalytical behavioral and social learning, cognitive development, biological, and systems theory. The psychoanalytical theory suggests that children grow in stages.

Behavioral and social learning theories focus on environmental reinforcement and modeling. Cognitive development focuses on knowledge and intelligence acquisition through cultural and social influences.

Development is a biological process primarily determined by genetics, nutrition, and physical and mental exertion with the biological theory. When relationships between people and systems in the environment shape child development, this forms the basis of the system theory.

Annotated Bibliography

Ahn, J. N., Hu, D., & Vega, M. (2019). "Do as I do, not as I say": Using social learning theory to unpack the impact of role models on students' outcomes in education. Social and Personality Psychology Compass, 14(2). https://doi.org/10.1111/spc3.12517

Under the social and behavioral learning theory umbrella, Ahn et al. (2019) discuss two

role model theories. During learning, four components are involved: attention, retention,

motivation, and motor reduction. Children learn to associate the proper behaviors with

the models provided (Ahn et al., 2019). Observing a model of the desired behavior

helps produce the desired new behavior. An example of a role model is a successful

woman who has achieved multiple professions or a scientist who overcame adversity.

Students at a high school were given a text to read that discussed an invention and the

obstacles the scientist endured. The overall performance and grades of the students

improved in their science courses. The scientist became role models in their success,

including social learning's component processes (Ahn et al. 2019). What students

perceive as good or bad, successful or not, determines the impact the curriculum may

have on their success. The social learning theory is only a small component that can

help bridge the gap in how students process information. Limitations exist regarding the

amount of good role-modeled behavior students can receive.

Burns, M. K., Warmbold-Brann, K., & Zaslofsky, A. F. (2015). Ecological systems theory in school psychology review. School Psychology Review, 44(3), 249–261. https://doi.org/10.17105/spr-15-0092.1

Ecological systems theory (EST) has been proposed as a paradigm for providing successful school Psychology services. Past research assessments have a lack of consistency between methodologies. The current study looked at publication published in School Psychology Review (SPR) during 2006-2015 and compared the techniques. Data for each showed an increasing trend. From an EST standpoint, the research could improve practice and focus practitioners on promoting system-level concerns. School psychologists will always be champions for the most vulnerable students, a job that we should always safeguard, promote, and celebrate. Limitations to the research include time. Time was not factored in the framework.

College, W., & Powell, T. (2009). Intervention Efficacy of a Social Learning Curriculum to Improve Social Skills of At-Risk Kindergarten Students preview.

The goal of this project is to gather data on the impact of social and emotional competencies and see if a brief, social-cognitive model of social skills intervention can improve the social and behavioral adjustment of students in low-income. These urban kindergarten classrooms have below-average social skills (at-risk). The dissertation's research question was whether students who demonstrated below-average social skills improved their attendant behavior after participating in The Incredible Flexible You program? Research question two was Will students identified as demonstrating below-average social skills strengthen their ability to monitor their behavior after participating in The Incredible Flexible You program? Research question three was Will students identified as demonstrating below-average social skills enhance their overall social skills after participating in The Incredible Flexible You program?

Deaton, S. (2915). Social Learning Theory In The Age Of Social Media: Implications For Educational Practitioners.

This research was carried out for the following reasons: 1. To better grasp how social learning theory can be used in the classroom using social media. 2. To summarize the current literature on Social Learning Theory and social media and offer classroom practice recommendations. Educators at all levels have a great chance to engage students in a new paradigm of human contact and social learning through social media.

Social media applications have been used in the classroom to encourage critical thinking and reflection. Social learning elements may improve if educators can harness the potential of social media. Educators may be able to affect student accomplishment through current Educational Technologies positively.

Drolet, J., Wu, H., Taylor, M., & Dennehy, A. (2015). Social Work and Sustainable Social Development: Teaching and Learning Strategies for "Green Social Work" Curriculum. Social Work Education, 34(5), 528–543. https://doi.org/10.1080/02615479.2015.1065808

The goal of the project is to (1) to imagine new teaching approaches and innovations appropriate for complex, interconnected, and systemic problems; (2) to design teaching methods in consultation with practitioners that facilitate student understanding of the role of social work in sustainable social development; (3) to develop visual teaching tools to foster student learning on complex issues; and (4) to integrate participatory learning activities in the classroom using case studies developed by students for students; to evaluate innovative teaching methods and innovations on a formative and summative basis This article intends to share teaching approaches with social work educators, scholars, and practitioners, such as mind maps, case studies, guest speakers, and evaluation methodologies, to create capacity within social work education to address environmental justice and sustainability.

Ewing, M., & Sadler, T. (2020). Socio-scientific Issues Instruction An interdisciplinary

approach to increase relevance and systems thinking.

Significant, authentic, and relevant science engagement is becoming increasingly important in the science classroom. Using socio-scientific themes in instruction is one method of developing these opportunities. Sociocultural concerns are both scientific and social areas known as socio-scientific issues. A school is an example of a social structure that comprises component pieces (e.g., students, teachers, administrators). Lessons in science schools frequently end with using scientific systems to explain phenomena. Students' knowledge and application of systems should be stretched outside of science to include social systems if we want them to grasp how science is applied in the real world and the current challenges they will encounter in the news.

Gerber, A. J., & Knopf, L. E. (2015). An Empirically-Based Psychoanalytic Curriculum. Psychoanalytic Inquiry, 35(sup1), 115–123. https://doi.org/10.1080/07351690.2015.987597

Even though psychoanalysts have debated modifications to psychoanalytic curricula for decades, including incorporating psychoanalytic research knowledge and practice, little has changed. This stagnation, particularly the failure to include research into psychoanalytic training, has harmed the field in various ways, including alienating more research-oriented practitioners and hindering psychoanalysis from keeping up with contemporary trends and evidence-based medicine. The reasoning and model for an empirically based psychoanalytic curriculum are presented in this article, which will make psychoanalytic education more inclusive and responsive to practical and ethical needs for evidence-based treatments. To combat the authoritarian legacy of psychoanalytic curricula, a diverse curriculum that drastically alters Freud's significant writings is vital, particularly in the early phases of candidates' study. Candidates should read theoretical texts from traditions that are derived from but distinct from traditional psychoanalysis.

Ghazi, S., Umar, A., Khan, Karimullah, & Khan, D. (2014). Formal Operational Stage of Piaget's Cognitive Development Theory: An Implication in Learning Mathematics Gulap Shahzada. Journal of educational research, 17(2).

The goal of this study was to apply Piaget's Cognitive Development Theory to learning mathematics at the Formal Operational Stage (12-16 years). This research was conducted in the form of a survey. The findings of the study revealed that students aged twelve to sixteen can accomplish classification, intersection, ratio & proportion, and geometry to some level, but that pupils in Piaget's formal operational stage (12-16 years) cannot do factorization or transitivity. In terms of Classification, Intersection, Ratio & Proportion, and Transitivity, urban students outperformed rural students, while rural students outperformed urban students in Factorization and Geometry.

The study included 200 students ranging in age from twelve to sixteen years old. The mean, standard deviation, and t-test were utilized as statistical tests for data analysis.

Goldstein, H. (1969). Social learning for the educable mentally retarded l construction of a social learning curriculum. 1.

According to the Social Learning Curriculum, the classroom, house and family, and neighborhood are microcosms of the community and extra-community. The student has time to learn in-depth and experience the reality of growing up in a complex culture by focusing the Curriculum on the developmental sequence's social, psychological, and physical components. The framework for a comprehensive social learning curriculum for students with disabilities is represented by the Curriculum construct described in this article.

Hinde, E. R., & Perry, N. (2007). Elementary Teachers' Application of Jean Piaget's Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona. The Elementary School Journal, 108(1), 63–79. https://doi.org/10.1086/522386

The theories of Jean Piaget on cognitive development are used to oppose Arizona's proposed social studies standards. We discuss Piaget's work and the developmentally appropriate methods of the National Association for the Education of Young Children related to primary-school children's capacity to study history. The author discusses recent studies on children's ability to acquire history and research on the opposing curricular frameworks of growing communities and core knowledge. I concluded that children could learn history from either curricular framework as long as teachers use developmentally appropriate approaches.

Maw, S. J., Mauchline, A. L., & Park, J. R. (2011). Biological Fieldwork Provision in Higher Education. Bioscience Education, 17(1), 1–14. https://doi.org/10.3108/beej.17.1

Many biology degree programs include fieldwork as a required component. The relevance of fieldwork is expressly stated in the QAA standards statements, yet no amount of field provision is expected. Previous research has shown that fieldwork is critical to acquiring both concept and transferrable abilities. The findings reveal fieldwork done by students is not decreasing and that, on the whole, programs include adequate quantities of fieldwork. The majority of the programs required fieldwork in the United Kingdom. Tutors were extremely clear about the benefits of fieldwork and the importance of being proactive to keep it available.

Mayes, C. (2009). The psychoanalytic view of teaching and learning, 1922–2002. Journal of Curriculum Studies, 41(4), 539–567. https://doi.org/10.1080/00220270802056674

The research looks at various educational themes that have emerged through reading various psychoanalysts over the last eight decades. In general, psychoanalysts say that teaching and learning must include the teacher and student in all of their psychodynamic complexity as emotional and ethical beings to be true. Psychodynamic ideas of transference, counter-transference, and object relations have figured intensely in the psychoanalytic debate about education.

Moore, J., & Alouf, J. (1984). Theory and Research in Social Education Summer. 2, 49–64.

Local school decision-makers must consider the following factors when developing a K-12 social studies curriculum: (1) developmental features of children and adolescents; (2) reasoned articulation of social studies information; and (3) practice in the application of social studies skills. Using the concept cluster approach to social studies curriculum building has various advantages. School districts can link local concerns to real social studies problems, for starters. Local teachers and supervisors can create a distinctive social study conceptual fabric to establish acceptable techniques (skill development) and substance generalizations as curriculum outcomes.

Murillo, F., Universidad, B., Hurtado, A., & Pontificia, M. (2006). Bildung, psychoanalysis, and the formation of subjectivity in the educational experience.

This study takes up the question of formation and questions how subjectivity could be produced through educational experience, working from a re-conceptualized field of curriculum. The German concept of Bildung, which views education as a process of formation or "becoming oneself," can help us reconsider educational experiences today to recapture subjectivity and its feeling of existential meaning. So, the primary question of this Inquiry is: How does subjectivity, our unique expression of "who we are," develop from our educational experiences?

Prinou, L., Halkia, L., & Skordoulis, C. (2011). The Inability of Primary School to Introduce Children to the Theory of Biological Evolution. Evolution: Education and Outreach, 4(2), 275–285. https://doi.org/10.1007/s12052-011-0323-8

The following research questions were addressed in this study: (a) How is biological evolution depicted in official primary school education documentation, such as scientific curricula and textbooks in Greece, from the past to the present? and (b) what are the perceptions of Greek primary school teachers about evolutionary theory and associated topics that they must teach? In Greek primary education, intuitive conceptions are not only not "confronted" but also "affirmed," according to our findings. The study found that until 2000, references to concepts related to species evolution were relatively restricted and scattered in both primary school curricula and textbooks.

Stabback, P. (2016). What Make a Quality Curriculum? Unesco.org. https://unesdoc.unesco.org/ark:/48223/pf0000243975

A study investigated the barriers to successfully implementing a competency-based curriculum in Machakos County, Kenya. The research looked at the content and subject demarcations, underlying assumptions, goals, teaching approaches, assessment methods, and teachers' underlying beliefs and expectations. The study found that teachers were not fully prepared for the implementation of the new curriculum; infrastructures were insufficient for the successful execution of competency-based curriculum; and that the government rushed to implement CBC in schools without first addressing issues such as understaffing, absence of adequate of teaching and learning material, and an unfriendly education and learning environment.

Stammers, L., & Williams, A. (2019). Recognizing the role of emotion in the classroom; an examination of how the psychoanalytic theory of containment influences learning capacity. Psychodynamic Practice, 25(1), 33–43. https://doi.org/10.1080/14753634.2018.1563498

The focus of the research is to raise awareness among educators of the intricacies of the classroom environment, particularly the conscious and unconscious forces at play. The researcher decided to look at containment as one component of the psychoanalytic developmental framework for thinking about relational effects in the classroom and the significance of the relational context of learning. Emotion is a crucial element of learning, according to a psychodynamic perspective, and it appears necessary to consider this for the well-being of both children and teachers.

Von Bertalanffy, L. (1972). The History and Status of General Systems Theory. Academy of Management Journal, 15(4), 407–426. https://doi.org/10.5465/255139

Von Bertalanffy defined system theory and provided mathematical descriptions of system properties such as wholeness, sum, growth, and competition. It is derived from system descriptions using simultaneous differential equations. As previously stated, general systems theory is a model of certain broad aspects of reality. It is, however, a methodological maxim in that it is a way of seeing things that were previously overlooked or bypassed. And, as with any scientific theory.

Watagodakumbura, C. (2017). Principles of Curriculum Design and Construction Based on the Concepts of Educational Neuroscience. Journal of Education and Learning, 6(3), 54. https://doi.org/10.5539/jel.v6n3p54

Educational neuroscience knowledge can also be used effectively for instructional design or conveying important messages to learners in learning support material. Educators can also be better directed in developing appropriate assessments to prepare learners for active and deep engagement in the teaching-learning process, developing independence and discovering learning skills. Educational practitioners and policymakers can also promote inclusive practices by appropriately directing, designing, and constructing a curriculum that considers the characteristics of right cerebral hemispheric oriented visual-spatial or gifted learners. Overall, embracing emerging educational neuroscience principles can help education professionals make more informed decisions during curriculum design and construction.

Watkins, D., & Zhang, L. F. (2001). Cognitive Development and Student approaches to learning—an investigation of Perry's theory With Chinese and US University Students.

Evidence of a cross-cultural relationship between student approaches to learning and stages of cognitive development. Cognitive development and student approaches had predictable relationships. The findings revealed that extracurricular activities had a long-term impact on Americans' cognitive development. Cognitive development occurs as a result of confronting and resolving cognitive dissonance.

Zhu, X., Lee, Y., & Simon, H. (2003). Cognitive Theory to Guide Curriculum Design for Learning from Examples and by Doing. JI. Of Computers in Mathematics and Science Teaching, 22(4), 285–322.

The cognitive theory does not offer a magic formula for teaching. Applying these principles necessitates a careful examination of the structure of the tasks that students are learning to perform and serious efforts to model the student's strategies. Nonetheless, we are encouraged that cognitive theory has progressed to the point where it can provide useful heuristics for practical pedagogy.