critical analysis

critical analysis DEVELOPMENT DOMAIN: PHYSICAL COGNITIVE --- Piaget Bruner Vygotsky SOCIAL-EMOTIONAL --- Erikson Self-concept Self esteem SPIRITUAL --- Fowler Streib MORAL --- Westerhoff Your lecturer will provide you with the profile of a student within the age group you will be teaching. Using your knowledge of theorists from ES113, you are to write a critical analysis of the student to better understand them and cater for their needs in the classroom. Your analysis needs to include: • The specific theorist/s, domain/s and stage/s the student is displaying in relation to ALL developmental domains covered in lectures. • Justification of your findings by including and explaining the evidence from the student’s case study that led you to this analysis. Ensure you support your arguments with reference to academic readings. • What considerations and adaptations you would make as a teacher to support the students’ experience of learning in your classroom. Give specific examples rather than making generalisations. • Include references to support your ideas • Include a reference list. • Refer to the Rubric to check that your assignment meets all of the necessary criteria. CASE STUDY CRITICAL ANALYSIS PRIMARY SCHOOL SETTING SCENARIO Student: Damian Damian is in Year 6 in a rural school context. His parents own a farm and he has two older brothers and two older sisters. When he isn’t at school Damian and his siblings have to assist with chores around the farm, which he enjoys. He spends his spare time riding dirt bikes around the farm and avoiding doing his homework. Damian’s family has been in the small farming community for three generations and he attends the local state school, just as his father and grandfather did. His teacher has also been in the town for many years and knows Damian’s family well from a variety of community groups they have been involved in together. Both his parents and teachers have described Damian as “a good boy” who does what he’s told and is generally helpful and obedient. Damian does not enjoy school. Since starting Year 6 he has found the increased level of difficulty to be challenging. IN particular, he struggles to concentrate on lengthy presentations by the teacher, and in visualising problems which require hypothetical situations. He has experienced a number of instances when he was unable to complete tasks in sport after initially boasting that he would be the best. He also tries to be “funny” to impress the “cool kids” in the class, without much success. This has resulted in Damian being teased by his peers and he can often be found by himself at lunch times. Finding and maintaining friendships can be challenging. In class, he lacks initiative to engage in learning. A contract has been put in place whereby Damian has chosen to gain for himself, extra time on the computer if he completes his work. When Damian goes with his siblings to his local church youth group on Friday nights, he has fun with the other kids who mostly go to other schools. When the youth leaders asks Damian how he’s adjusting to Year 6, Damian shares his struggle with school work and peers and asks his leader to pray for him.