JXT2, Educational Theory, Task 1 JXT2, Educational Theory, Task 1 J Introduction My

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JXT2, Educational Theory, Task 1 JXT2, Educational Theory, Task 1 J Introduction My instructional setting is not your typical middle school class. I am a band director that teaches beginning ban... d students how to play musical instruments. We start from ground zero, square one. I usually have larger than average classes as well making human development theories an important consideration for my curriculum and my instruction. Human Development Theories I will be evaluating the appropriateness of Eriksons Psychosocial Development theory and Vygotskys Sociocultural Cognitive Development theory in relation to my instructional setting. One of the main tenets of Eriksons theory is that the personality develops over the course of ones lifespan and that the personality develops through eight stages: Trust vs. Mistrust (birth to 1 year), Autonomy vs. Shame and Doubt (2 to 3 yrs, preschool), Initiative vs. Guilt (4 to 5 yrs, preschool to kindergarten), Industry vs. Inferiority (6 to 11 yrs, elementary to middle school), Identity vs. Role Confusion (12 to 18 years, middle school to high school), Intimacy vs. Isolation (young adulthood), Generativity vs. Stagnation (middle age), and Integrity vs. Despair (old age). Of particular interest to my instructional setting are the Industry vs. Inferiority stage and the Identity vs. Role Confusion stage since all of my students ages fall within these two stages. This fact makes the other six stages in Eriksons theory somewhat useless. In my beginning band classes I w. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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