Reflection 1 - Vygotsky’s Sociocultural Theory

As a pre-service primary school teacher, a comprehensive knowledge of child

development is important for me to effectively support growth of students and understand

children’s strengths and abilities. Vygotsky’s sociocultural perspective of cognition promotes

the idea that interactions between peer’s causes mental (thinking) processes to be constructed

(Woolfolk & Margetts, 2013). With this knowledge, I can see how important it is for me to

achieve healthy child-teacher relationships in the classroom, as each interaction I have with a

student can be an opportunity for the child to develop cognitively. Reflecting on this, it leads

me to be aware that parent/guardian interaction with the child is also critical in this sense; a

child’s learning continues outside of the classroom with their family, where interaction, and

subsequently cognitive development, occurs, whether something is being intentionally taught

or not. According to Vygotsky, these periods when knowledge is co-constructed between

people (interactions), also known as ‘social sources’ of individual thinking, spark high mental

processes in an individual (Woolfolk & Margetts, 2013). This idea has helped me understand

the importance of collaborative activities in primary school settings. As a future teacher, I

believe it is important to ensure that processes of co-constructing ideas are achieved in the

classroom through discussions, activities and tutoring between peers; this will encourage

individual thinking and analysing.

Vygotsky proposed a zone of proximal development (ZPD), which he describes as the

range between the current level of cognitive functioning of an individual, and what can be

achieved through assistance and support from others, also known as scaffolding (Woolfolk &

Margetts, 2013). For me, this indicates that careful observation in the classroom will be

necessary and guided participation will be helpful for the students to learn as independently

as possible. It is important for me to recognise that, as a teacher, I will also have a ZPD;

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willingness to learn from the sources and people (including the students) around me will be

essential if I want to continue to keep my professional ZPD in motion (Scardamalia, as cited

in Shabani, Khatib, & Ebadi, 2010). As a future teacher, I will need to establish what the

children’s knowledge is and help them work towards non-concrete concepts, thus keeping

their ZPD’s in motion.

I agree with Vygotsky’s proposal that cultural tools are important for cognitive

development - use of physical (such as calculators and computers), symbolic (such as

language and the number system) and conceptual tools (such as theories and art) will also aid

individuals in achieving their potential with relation to their ZPD (Woolfolk & Margetts,

2013). Previously, I did not realise how important cultural tools are for children’s cognitive

development; for example, the complexity of the Hindu Arabic number system allow the

children learning it to be complex thinkers (Woolfolk & Margetts, 2013). While Vygotsky

places a lot of emphasis on language as being the most critical cultural tool for cognitive

development, I can see that this may be an issue in a classroom with marginalised individuals

such as students from Aboriginal and Torres Strait Islander heritage and different cultures, or

students with a disability. I will keep this in mind and draw on other prominent cultural tools

for learning.

Vygotsky’s sociocultural theory is helpful and constructive to my teaching

philosophy; I believe it has given me insight into the capabilities of children and how

interactions can improve cognitive development.

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 Reflection 2 - Individual Learner Differences and Learner Needs within Communities

In my future as a Primary school teacher, I will be required to effectively teach a

variety of students, each with their own strengths and weaknesses. Some of these students

will be ‘exceptional learners’ - students who have special talents or learning, intellectual or

physical disabilities (Woolfolk & Margetts, 2013). It will be important for me to identify their

individual differences if I am to successfully teach them in accordance with the curriculum.

Woolfolk and Margetts (2013) place caution on labelling students who have a disability as

this is disrespectful and humiliating, and can restrict the learning of those being labelled.

Although I am aware that labelling can be hurtful, previously I was unsure on alternative

language that could be utilised; Woolfolk and Margetts (2013) suggest the use of ‘person-first

language’, where students who have a disability are identified as a ‘student with special

needs’ rather than a ‘special needs student’. With this knowledge I feel more comfortable

identifying students and focusing on their abilities rather than disabilities. I will need to be

very mindful of the language I use around students, and I must also be conscious of the

student’s language around each other.

It is important to recognise that students with disabilities have rights and I must make

educated decisions that will ultimately result in them being active members of society

(Woolfolk & Margetts, 2013). Due to this responsibility, I believe it is important to build

community partnerships and ensure that families are included in the child’s education. I can

see that my attitude as a teacher towards diversity and inclusiveness will greatly affect how

classes are administered. I will need to ensure that students with disabilities are placed in

appropriate groups during class activities where their strengths and weaknesses are balanced.

I have learned that information will need to be presented in small, simple steps. For talented

students, I would need to safeguard their individual learner needs in the classroom; letting

them tutor their peers would be one method that ensures group collaboration and learning.

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 The success of learning is influenced by individual learner differences, making it

important for me to understand any disabilities or cultural contexts that may affect an

individual’s learning (Matsuura, 2007). I will need to observe students carefully when they

appear to be struggling, adjust teaching techniques accordingly, communicate with parents

and make necessary referrals to other health professionals in the community (Woolfolk &

Margetts, 2013). I have learned that the capacity to recognise abilities and shortcomings is a

valuable skill found in successful Primary school teachers.

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 Reflection 3 - Personal Development and Erikson

In order to become a successful primary school teacher, I need to support children

through different stages of personal development whilst guiding their learning needs. Erik

Erikson’s theory of psychosocial growth focuses on stages of personal development in

relation to the surrounding social environment and individual’s personal experiences

(Woolfolk & Margetts, Educational psychology, 2013). Erikson’s theory has helped me to

understand the significant effect that society, people, and culture have on growing children,

influencing their beliefs and self-identity (Woolfolk & Margetts, Educational psychology,

2013). Knowledge of Erikson’s theory has helped me to recognize the importance of

schooling in relation to a child’s personal growth and development.

As a primary school teacher, I will need to provide support for discouraged students

as they transition through Erikson’s developmental-crisis stage of ‘industry versus inferiority’

(Woolfolk & Margetts, Educational psychology, 2013). During this stage, Erikson believes

that children must either “… deal with demands to learn new skills or risk a sense of

inferiority, failure and incompetence” (Woolfolk & Margetts, 2013, p. 116). In this primary

school phase, children must learn to manage their home and school lives whilst achieving

academically and building peer relationships (Woolfolk & Margetts, Educational psychology,

2013). I will need to provide opportunities for students to set and achieve goals, which will

allow them to develop responsibility and independence (Woolfolk & Margetts, Educational

psychology, 2013). In order to accomplish a sense of industry and duty in students, I would

utilise classroom strategies such as cleaning the whiteboard, watering plants, and working

independently on assignments (Woolfolk & Margetts, Educational psychology, 2013).

The developmental-crisis stage of ‘identity versus role confusion’ occurs during

adolescence and begins in a child’s upper primary schooling years. I believe it will be

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important for me to foster a sense of identity exploration in students to help them answer the

generic question of ‘who am I?’ Each stage is important in the child’s search for identity;

successful resolution accomplishes the necessary foundation for future progress (Jones,

Vaterlaus, Jackson, & Morrill, 2014). Primary school children who learn new skills and

experience success and proficiency, will gain this required foundation for the following

stages that they encounter in high school (Woolfolk & Margetts, Educational psychology,

2013).

Erikson’s theory of child-development has increased my awareness of the impact that

people and society have on personal growth (Woolfolk & Margetts, Educational psychology,

2013). I believe this knowledge will assist me to help my future student’s in their

development during their school years (Woolfolk & Margetts, 2013). It will be important for

me to keep in mind that the timing of a developmental-crisis will vary from child to child and

also between genders. Problems will need to be discovered and resolved in a non-judgmental

manner to promote productive coping-skills in growing children.

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 Reflection 4 – Social Development

Social development is linked with emotional capability; understanding and analysing

personal emotions and the emotional perspective of others assists in social situations

(Woolfolk & Margetts, Educational psychology, 2013). Awareness of social situations is an

important concept for students to grasp if they are to build successful relationships with their

peers. Resilience and confidence are important skills I will need to foster in students as I

believe they are valuable emotional strengths. I can help children feel more confident through

providing a welcoming and trusting classroom environment which is vital for children to feel

emotionally safe, and allows students to interact confidently with their peers (Ungar,

Ghazinour, & Richter, 2013).

Peer interaction impacts student’s development - they influence one another’s values,

beliefs, likes, dislikes and affect each other’s social skills through what they deem acceptable

in their group. Peer culture can have both positive and negative impacts on students learning

and interaction (Woolfolk & Margetts, Educational psychology, 2013). As a primary school

teacher, I will encourage steady and supportive relationships between students as this will

improve student’s social development (Woolfolk & Margetts, Educational psychology,

2013). Children who have inadequate peer support and cannot maintain successful

relationships with peers must be supported by the teacher; I will play an important role in

children’s learning and development as my support can ensure a positive motivation to learn.

Classroom context affects whether there is peer rejection or not; if the majority of children in

a class are reserved, a child who is shy is less likely to be considered ‘different’ and be

rejected (Woolfolk & Margetts, Educational psychology, 2013).

Coping strategies vary between genders as females and males rely on their peer group

for different social support; females are more likely to share their troubles and receive

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support, whereas males tend to keep to themselves (Woolfolk & Margetts, Educational

psychology, 2013). According to Parsons, Frydenberg and Poole (as cited in Woolfolk and

Margetts, 2013), males who utilise social support improve academically, which is confirmed

by results from coping programs. These differences in students result in pro- and anti-social

behaviours. Recognising these behaviours will be important for me as a primary school

teacher so I can assist student’s social development that will enable them to become

successful later on in life.

Woolfolk and Margetts (2013) assert that social customs are context specific; I will

need to be aware of cultural, religious, social, and economic differences in my students. I

realise that as students interact with others outside their family and what they are familiar

with, their ability to maintain social competence will feel complex and confusing (Woolfolk

& Margetts, Educational psychology, 2013). I will need to support children as they

experience conflict with other cultures and different moral or religious standards so that they

maintain their own sense of values, despite the new contexts they are faced with.

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 Reflection 5 – Moral Development

Moral development refers to the growth of morality; understanding what is right and

wrong and making decisions accordingly (Woolfolk & Margetts, Educational psychology,

2013). As a primary school teacher, I will need to foster moral development in my future

students. It will be important to encourage children to make appropriate decisions through

teaching them sensitive reasoning, appropriate behaviour and developing understanding of

emotions (Woolfolk & Margetts, Educational psychology, 2013). Being able to make morally

appropriate decisions relies on a child’s ability to understand contexts in relation to the

emotional perspectives of themselves and others (Woolfolk & Margetts, Educational

psychology, 2013).

I have gained a deeper understanding of the theories of moral development and

understand that children progress through different stages at different ages. As a teacher, I

will need to support my students as they become aware of moral values, rules, and

consequences (Woolfolk & Margetts, Educational psychology, 2013). According to Damon’s

theory of distributive justice (as cited in Woolfolk & Margetts, 2013), young children

develop a sense of fairness at ages five and six; I will need to ensure that things are dealt out

equally in the classroom, and relate equality to numeracy lessons. In the following years,

children develop a sense of merit where they understand that perseverance and effort are

rewarded (Woolfolk & Margetts, Educational psychology, 2013). I will reward good

behaviour and hard work with praise, awards, and progression charts. Damon (as cited in

Woolfolk & Margetts, 2013), expects children to reach a stage of acceptance and

benevolence from age eight, where they begin to understand that some children require more

attention, for example, children with learning difficulties.

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 Theorists such a Piaget, Kohlberg, and Gilligan also address moral development in the

primary school child, but focus on rules, judgement, and justice (Piaget), punishment,

obedience, and societal laws (Kohlberg), survival, goodness, and moral equivalency

(Gilligan), according to Woolfolk and Margetts (2013). Children gradually transition from a

state of acceptance to a state of questioning; I can support this moral development through

encouraging responsible choices, relating subjects to student’s interests, and nurturing critical

thinking (Weinstock, Assor, & Broide, 2009).

I need to ensure that I create a strong sense of classroom community and give students

opportunities to explore their growing moral understanding through practice in different

contexts within the classroom and wider community (Australian Curriculum, Assessment and

Reporting Authority, 2014). I can encourage students to join in community clean up days and

conduct classroom visits to aged care facilities. I will have a significant impact on my future

student’s moral development as children copy and learn by example; I will need to

demonstrate appropriate conduct. I have developed a deep understanding of the professional

responsibilities of a primary school teacher and expanded my knowledge of theories and

child development which will enhance my teaching capability.

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 References

Australian Curriculum, Assessment and Reporting Authority. (2014). Work Studies.

Retrieved from Australian Curriculum, Assessment and Reporting Authority:

http://www.australiancurriculum.edu.au/work-studies/general-capabilities

Flottman, R., Stewart, L., & Tayler, C. (2011). Practice Principle 7: Assessment for learning

and development. Retrieved from

http://www.education.vic.gov.au/documents/childhood/providers/edcare/pracassess.p

df

Jones, R. M., Vaterlaus, J. M., Jackson, M. A., & Morrill, A. B. (2014). Friendship

characteristics, psychosocialdevelopment, and adolescent identity formation. Personal

Relationships, 21(1), 51-67. doi:10.1111/pere.12017.

Matsuura, H. (2007). Intelligibility and individual learner differences in the EIL context.

System, 35(3), 293-304. Retrieved from

http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/journal/0346251X.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development:

Instructional Implications and Teachers' Professional Development. English

Language Teaching, 3(4), 237-248.

Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: what is resilience

within the social ecology of human development? Journal of Child Psychology and

Psychiatry, 54(4), 348-366. doi:10.1111/jcpp.12025.

Weinstock, M., Assor, A., & Broide, G. (2009). Schools as promoters of moral judgment: the

essential role of teachers’ encouragement of critical thinking. Social Psychology of

Education, 12(1), 137-151. doi:10.1007/s11218-008-9068-9.

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Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest,

Australia: Pearson.

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