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Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, £ 34.95
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Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
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Human Development and Learning, 2006.
An analysis of the factors that influence the ways that individuals develop in society.
1,074 words (approx. 4.3 pages), 4 sources, APA, £ 26.95
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Abstract
This paper discusses the different criteria that affect the way that individual beings develop themselves. It looks at the way that human development is defined or is greatly influenced by religion, history and environment. The paper then discusses the various differences that can be found in human development as differentiated by the these specific factors.
Table of Contents:
Human Development in Relation to their Social Environment
Age and Rites of Passage
The Family
Social Stratification and Division
The Law
Observation
From the Paper
"As societies advanced and progress, laws were created and enforced to address the deviant behaviors of individuals in society. Deviance refers to the non conformity of an individual with the society's social, moral or legal rule. The notion of crimes came into being as a result of the establishment of laws and the legal system. Punishments are imposed that vary in gravity according to the weight of a crime. Laws aimed to create peace and harmony in societies. As societies are flooded with different people from different culture, laws evolve to accommodate and protect their rights. Among countries, treaties are signed to avert aggression against each other. On the other hand, sanctions are imposed on countries that are perceived to be a threat to world peace and security."
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Psychological Theories of Human Development, 2008.
An analysis of the psychoanalytic, learning, humanistic, cognitive and ethological theories of human development.
1,853 words (approx. 7.4 pages), 12 sources, APA, £ 42.95
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Abstract
This paper discusses some of the main theories of human development that focus on cognitive development, environmental influences and a combination of the two. It looks at theories that include psychoanalytic, learning, humanistic, cognitive and ethological. The paper focuses on the theory that best aligns with the writer's own approach to teaching - Albert Bandura's theory of learning and social cognition.
Table of Contents:
Introduction
Psychoanalytic Theory
Learning Theory
Humanistic Theory
Cognitive Theory
Ethological Theory
Theorist who's Beliefs Align with My Approach to Teaching
How this Theory Directly Applies and Relates to the Classroom
Conclusion
From the Paper
"The work of Albert Bandura has emphasized the role of environmental influences in shaping behavior patterns so much so that he has laid the responsibility for creating positive environments for child development directly at the feet of parents, teachers, and other caregivers. The principles of social learning through modeling and reinforcement have also made adults, especially teachers, very aware of the role they play in modeling behaviors for children. During the school year, school age children spend more hours at school than at home, therefore, the behavior of their teachers is extremely important in relation to social learning and behavior modeling. Additionally, Bandura's view that individuals have partial control over the environment around them by their reaction to it has great implications for the classroom. It can be surmised that when children feel comfortable and at ease in the classroom they will excel. Especially if these children do not feel powerless, but instead feel as though they have some control, however minor, over the environment."
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Theories of Human Development, 2008.
This paper explains eight different theories of human development.
957 words (approx. 3.8 pages), 15 sources, APA, £ 23.95
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Abstract
The paper discusses the main theories of human development, including environmental versus epigenetic theories, Freud's psychoanalytic theory, Watson's behaviorist theory and Skinner's classical conditioning theory. The paper also examines Bandura's social learning theory, Piaget's cognitive theory, Maslow's concept of humanism and Kohlberg's seven stages of moral development.
Outline:
Introduction
Environmental versus Epigenetic Theories
Psychoanalytic Theory
Behaviorist Theory (Watson)
Classical Conditioning
Social Learning Theory
Cognitive Theory
Humanism
Stages of Moral Development
Conclusion
From the Paper
"There has always been a substantial disagreement between 'nature versus nurture.' Epigenetic theories assume that the human is primarily influenced in his/her development by genetic factors (Ojiem, 2006), while environmental theorists emphasize the influence of environmental--'nurture'--as the primary influence on development.
"Most recent works have cited the combination of the two (Groduitskii, 2001) as providing an influence on overall development."
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Cognitive Development vs. Learning Theory, 2003.
A comparison between cognitive development theory and learning theory.
1,150 words (approx. 4.6 pages), 6 sources, APA, £ 28.95
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Abstract
This paper compares and contrasts cognitive development and learning theory. The paper first describes the concepts of each theory. Then the paper examines how the two theories differ in their orientation and focus. Finally, the paper discusses ways in which the two theories overlap.
From the Paper
"This research paper presents a comparison of cognitive development and learning theory. Articles from recent professional literature pertaining to the two theories are reviewed and findings related to the theories..."
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Learning and Development, 2008.
This paper discusses the interaction between learning and development.
2,564 words (approx. 10.3 pages), 8 sources, APA, £ 55.95
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Abstract
In this article, the writer notes that teaching school-aged children is an involved and psychological process, involving a variety of problems that must be overcome in order to ensure success. The writer discusses that the underlying principles of this issue were initially expressed in three simple yet specific theoretical positions: the assumption that processes of child development are independent of learning; that learning is development; and that the relationship between learning and development subdues the conflicts of the other two principles by joining with them. However, the writer notes that more recent thinking has trended in a different direction - toward the notion of various levels of development relative to learning. The writer concludes with the opinion that no schoolchild can adequately be taught unless the curriculum focuses on zones of proximal development.
Outline:
Introduction
Early Thinking on Child Learning
Theoretical Position 1: Child Development Processes are Independent of Learning
Theoretical Position 2: Learning Is Development
Theoretical Position 3: The Relationship Between Learning and Development Counters the Extremities of the Former Two Principles by Joining Them
The Zone of Proximal Development Position
Conclusion
Reference List
From the Paper
"Such thinking seems to suggest that the human mind is not, as was once thought, a complex combination of general capabilities including observation, attention, judgment, memory and so on, but rather an extensive, largely independent set of separate capabilities. Learning does not affect one's overall ability to focus attention on subject matter, but rather it improves ones ability to focus better on the learnt matter.
"This thinking, made famous by Thorndike, has been opposed by both Koffka and the Gestalt School, proponents of the third theoretical position. Rather, these latter critics propose that learning is never specific, but is interactive and general. Learning of a specific operation, the researchers attest, stimulates a structural network of a kind that can be applied to other forms of learning. Learning is not simply the process of habit, acquiring skills, nor based on simple identity: it is complex."
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Human Learning, 2006.
This paper discusses the individual, social and biological aspects of human learning and cognitive development.
1,410 words (approx. 5.6 pages), 9 sources, APA, £ 33.95
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Abstract
This paper explains that one of the most significant arguments in regard to cognitive development is "nature vs. nurture": Does genetics or external environment play a greater role in human learning? The author stresses that a person's cultural, religious and social background provides powerful stimuli, which drive the developing human to act in a certain manner, especially in issues of ethics. The paper presents the seven stages of analytical or reflective thinking created by Patricia M. King and Karen S. Kitchener to study the cognitive development of school-age children.
From the Paper
"Contemporary American society relies to a considerable extent on a system of formal education in order to inculcate in children those things society believes they must know and understand. A similar approach is employed in most other technologically advanced nations. While pre-industrial societies do not generally rely to the same extent on formal educational systems, all human cultures possess some idea of age-appropriate behavior and age-appropriate learning . In a hunter-gatherer society, for example, very young children will stay around the camp and perform simple tasks associated with family and the household."
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Cognitive Development Theory and Social Learning in UK Education, 2001.
A discussion on Piaget's and Bandura's child development theories.
1,070 words (approx. 4.3 pages), 3 sources, £ 26.95
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Abstract
This paper compares Piaget's theory of cognitive development to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper
"In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children?s acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society?s educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children?s development of the ability to handle language (in particular, in the area of literacy)."
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Krutch's "Human Nature and the Human Condition", 2005.
An overview of Joseph Wood Krutch's "Human Nature and the Human Condition"
3,375 words (approx. 13.5 pages), 1 source, APA, £ 85.95
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Abstract
This paper presents a review of Joseph Wood Krutch's "Human Nature and the Human Condition". The paper discusses the author's main themes, provides a summary of the work, and addresses the strengths and weaknesses of the collection of essays as a whole.
From the Paper
"Throughout history human beings have attempted to produce theories of knowledge and learning. Some of the most basic questions such theories have attempted to answer concern what knowledge is, where knowledge comes from and how we know what is true. Plato theorized that only things that do not change, that are immutable can be known. Limitations of the human senses and perception have always played into theories on knowing. So too has human capacity for ration and more..."
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Human rights vs. Human Nature, 2006.
A discussion regarding the justification of war and the issue of human rights versus human nature.
1,800 words (approx. 7.2 pages), 10 sources, £ 50.95
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Abstract
This paper reviews the question of justifying military intervention on the basis of protection of human rights, pointing out that such a question requires a prior assumption. The paper clarifies this assumption to be that countries are capable of benevolent, disinterested altruism. History refutes this assumption. The paper further discusses how individuals and groups within a country may very well have the best intentions to bring relief to the suffering citizens of a brutal dictatorship or civil war; but countless examples, from Vietnam, to Latin America, to Rwanda, to present day Iraq, show a road to hell paved with such good intentions. The political and military forces involved in such maneuvers, by their very nature, preclude truly altruistic actions.
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Human Rights And Human Trafficking, 2006.
A discussion on human trafficking and the international response to the problem.
5,084 words (approx. 20.3 pages), 5 sources, MLA, £ 90.95
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Abstract
The paper discusses how human trafficking has increasingly become a problem for many countries throughout the world, with people being taken from their families, homes and communities and ensnared in a life of servitude to others in a strange and foreign country. The paper focuses on the question of whether there is enough being done to combat the increasing problem of human trafficking. The paper examines the international community's response to the problem. The paper details various countries and communities and how they have been effected by human trafficking.
Outline:
Objective
Introduction
Overview Of Human Trafficking Throughout The World
Haiti
Honduras
Hong Kong
India
Bulgaria
The Netherlands
Pakistan
Russia
Uganda
Poland - The Press And The Perspective In Media
Mexico - 20,000 Child Victims
Mongolia - 200 Mongolian Children Exploited As Prostitutes
Other Countries
What Is Being Done To Combat This Problem?
Bibliography
From the Paper
"According to a separate report, "Migrant trafficking and smuggling has become a global business generating huge profits for traffickers and organized crime syndicates." (Counter-Trafficking, 2006) In fact in a study conducted by IOM reports "...an estimated 15 to 30 million irregular migrants worldwide." (Counter-Trafficking, 2006) Sadly a report of the U.S. Department of Justice states that an estimated "...700,000 women and children are trafficked yearly across borders." (Counter-Trafficking, 2006) The reason stated that so many of these migrants go unreported is due to the inherent "...clandestine nature..." involved in so many of the lives and migration of these individuals."
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Aggression in Human & Non-Human Primates, 1999.
Analyzes nature of violence, differences between humans & non-humans, biological, psychological & social causes, evolution, territoriality, survival and theories.
4,950 words (approx. 19.8 pages), 13 sources, £ 96.95
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From the Paper
"Abstract
This paper is an investigation of the topic of aggression in both humans and non-human primates with an attempt to understand the causes of such aggression and what links exist between the aggressive behaviors of different primate species.
The literature on primate aggression is reviewed and a number of bases for aggressive behavior are put forth, including psychoanalytic, biological, evolutionary and learned. The validity of each of these explanatory paradigms is examined and the evolutionary and social learning perspectives are established as being the most useful bases on which to create theoretical models of primate aggressive behavior.
A substantial amount of attention is paid to possible evolutionary causes of aggression and evolutionarily based links between the aggressive tendencies..:
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Child Development, 2002.
A look at various aspects of child development and learning.
2,400 words (approx. 9.6 pages), 7 sources, £ 63.95
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Abstract
This ten-page graduate paper discusses various aspects of child development and learning. Though a child development normally follows a predictable, sequential pattern, there are certain factors, which contribute to his growth such as genes, environment, peers, etc.
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Classroom Learning Community and Biology, 2002.
A literature review of developing a learning community in the classroom and how this can be applied to biology instruction in high school.
8,524 words (approx. 34.1 pages), 19 sources, MLA, £ 128.95
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Abstract
This paper begins by providing an in-depth definition of a "learning community", summarized as curricular/instructional structure that provides students with opportunities for deeper understanding and integration of the material they are learning, as well as more interaction with one another and with their teachers who are viewed as fellow participants in the learning enterprise. This paper reviews the existing literature on learning communities and applies this literature to high school biology instruction. The review is presented in two parts: An examination of the literature indicating those conditions needed to establish a classroom as a learning community; and a review of instructional strategies that have been successful in getting students to achieve in the biological sciences. The review ends with the formulation of conclusions about developing learning communities in the classroom in general and in the biology classroom in particular, and those instructional strategies that might be best used in the classroom learning community.
From the Paper
"Kellog (1999) reports that the notion of a learning community was originally conceived by Alexander Meiklejohn who, at the University of Wisconsin, gathered both students and faculty together to study and discuss classic Greek literature during their first year of college and compare it to the contemporary American literature information which they studied in their second-year of college. Students were required to connect the ideas they learned in both literature classes. They wrote a paper during the summer between the first and second years and another paper at the end of the second year in which they compared what they had learned. This initial learning community established by Alexander Meiklejohn lasted for about six years. Today the concept of the learning community includes many different models; however, Kellog (1999) notes that, in general, regardless of the type of model used, learning communities produce several benefits to students, to staff and faculty and to the schools using the model. For students, these benefits include: increased academic achievement, improved retention, increased motivation, gains in intellectual development and greater involvement in learning itself."
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