Learner Development 1

Learner Development Framing Statement

Anne Schuerger

ED 698 Master’s Portfolio Spring 2024

University of Alaska Southeast

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The teacher understands ways that learners grow and develop, recognizing that patterns
of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally
appropriate and challenging learning experiences.
An artifact to demonstrate my understanding of learner development is a Child

Observation analysis that I wrote for a child psychology course in the spring of 2020. For this

project I was assigned to observe a child for a few hours and assess their cognitive and socio-

emotional development. The child that I observed, referred to as Z, had just turned two years

old. I compare her temperament and behaviors to the last time I had seen her, almost a year

earlier. I go on to analyze her interest in the environment and people in it. I note Z’s increase in

independence and con dence. I discuss that her socio-emotional development and cognitive

understanding seemed typical but that her language production seemed to be behind. I re ect

on examples of her learning and development citing theorists including Erik Erikson and Jean

Piaget. Erik Erikson (1963) proposed that there are eight psychosocial crises people experience

throughout their lifetime, the rst ve occurring throughout childhood, playing a part a child’s

development and sense of identity (as cited in Slavin, 2012). Jean Piaget’s (1972) theory of

cognitive development proposed there there are four stages of development that a child

experiences which allows them to access new learning (as cited in Slavin, 2012). What makes

re ecting on this assignment so interesting is that Z is now in my kindergarten class this year.

As a teacher, I continue to use the works of Erikson and Piaget as well as others to understand

my students’ growth and development. This can be seen through Z and her current successes

in my classroom.

In my Child Observation I discuss how two year old Z is in Erikson’s (1963) second

stage of psychosocial development, autonomy versus doubt (as cited in Slavin, 2012). I based

this o of her age, having just turned two. Erikson (1963) proposed that a child can experience

the autonomy versus doubt crisis when they are eighteen months old to three years old. I noted

her desire for autonomy and her focus on holding on to things she found as she explored as

additional evidence. As a six year old, Z now is between Erikson’s third and fourth stages of

initiative versus guilt and industry versus inferiority as a he claims that a child experiences
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initiative versus guilty around the ages of three to six and they experience industry versus

inferiority between the ages of six and twelve. Erikson (1994) stated that it is in these stages

that “being rmly convinced that he is a person on his own, the child must now nd out what

kind of person he may become” (p. 115). Entering kindergarten Z came in with con dence, had

built her autonomy through the years, supported by her parents encouragement as well as her

other caregivers in daycare and preschool. She is independent in the rules and routines at

school, initiates conversations with peers and adults, and can make decisions on her own to

solve problems. In my Child Observation I discussed how daycare had in uenced Z’s social-

emotional development since the last time I had seen her. She now demonstrates her

understanding of herself as a student, friend, and a member of our school community. Z is

quick to build relationships with new peers or teachers. She initiates play and easily joins

groups no matter who is in them. She also is motivated to create. Erikson (1994) discusses

how when a child is experiencing the industry versus inferiority psychosocial crisis there is an

emphasis to make things and to make things together. Z has expanded her social world and

wants to demonstrate her abilities to others. I see this when she uses choice time to make

signs, books, menus, and more, usually working with her peers but also content to create

independently. She loves to demonstrate her knowledge when it comes to writing and drawing.

As her teacher I recognize the need to continue encouragement of this desire for industry.

I laughed as reread the section I wrote in my Child Observation about Z’s language

language production. I mentioned that the environment was likely a factor in the limited

vocabulary I observed, noting that it was a beach she hadn’t been to before with people she

hadn’t met and others who she hadn’t seen since she was a baby. Erikson’s (1994) theory of

psychosocial development emphasizes how a child’s environment plays a major role in shaping

their beliefs. An unfamiliar and uncomfortable environment could impact her self-esteem and

limit her interactions with those she doesn’t know well. Knowing Z today I feel that I can

con rm this, she feels safe and comfortable to be herself in the classroom. In my Child

Observation Z was just beginning to experience Piaget’s pre-operational stage of cognitive

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development (Slavin, 2012). She had achieved object permanence and had begun to develop

schema for rocks, a camera, and some language. Today Z is still in the pre-operational stage

but has expanded her ability to use symbols to represent objects and is starting to show signs

of entering the concrete operational stage of problem solving. Her schema continues to grow

as she builds her vocabulary, connecting new words to terms she already knows such as

courage to bravery. She also is able to sort and classify objects based on similar properties,

making patterns with blocks or types of food in our play kitchen. Even now she can be shy at

rst but Z’s oral and written language skills are above grade level and growing every day.

Recently she came up to me while at independent reading excited to show me that she

sounded out the word “Australia” in her book about Koalas. She often tells me about things

that she reads at home with her parents, con rming the strong support and encouragement

she receives at home. Coming into kindergarten she was demonstrating end of kindergarten

skills, knowing all of her letters and sounds, being able to read CVC words, and having strong

phonological awareness through rhyming, segmenting, and manipulating words. Piaget &

Inhelder (1972) emphasized the importance of children making connections to what they

already know and the role this plays in learning. Z is quick to make connections to her

background knowledge when reading or being introduced to new topics, deepening her

understanding of content. She still exhibits egocentrism, thinking that everyone sees the world

as she does, but is starting to be more observant and open to other’s views. Piaget’s work

reminds me to ensure that I am providing developmentally appropriate educational

opportunities to my students and a prosocial environment that encourages the exchanges of

ideas to help guide Z and my other students toward concrete operational ways of thinking. One

way that I achieve these goals is through di erentiated small groups.

Lev Vygotsky’s (1978) theory of cognitive development emphasized the sociocultural

nature of learning (as cited in Slavin, 2012). I support his theory that students “bene t from

cooperative learning arrangements among groups of learners with di ering levels of ability”

(Slavin, 2012, p. 43). I use Vygotsky’s Zone of Proximal Development as a theory and practice
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to promote learning during reading and math groupings. Since Z is above average in reading

she is in my highest ability group. Each member of this group is at varying levels though with

the highest reading at a second grade level and the lowest still working on blending uency

and high frequency word knowledge. This puts Z in the middle and provides her with

opportunities to both receive and provide peer sca olding while developing important

collaboration and cooperation skills. While Vygotsky’s theory stressed the importance of

providing challenge, Sousa & Tomlinson (2011) discussed how teachers should also recognize

the di erence between readiness and ability. Z is above average in math as well as reading but

she doesn’t demonstrate the same kind of con dence and readiness for math as she does in

literacy. The authors stated that “understanding a student’s learning zone for a particular topic

and content area is critical” (p. 89) and that by understanding a students level of readiness,

teachers promote a growth mindset by setting students up for success. Z has strong

mathematical understanding but likes to take her time with math and think deeply about math

processes. Because of this I have her in a group that allows her more time to slow down

instead of feeling the pressure to keep up with other high math students who are quick to

complete tasks. This allows her time to develop self-regulation skills and support herself

through problem solving, leading her to higher order thinking and metacognition.

Re ecting on my Child Observation reminded me how important is to know your

students well. While the works of important theorists guide my teaching I also have to take in

the individual growth and development of each of my learners. In my Child Observation I wrote

that “Overall, Z is a happy kid who is focused on gaining independence and exploring the

fascinating world around her” I nd this to still be true and it is also my most important goal for

all of my kindergarten students. I will continue to use my knowledge of learner development to

understand my students so that I can guide them to successes like Z.

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References

Erikson, E. (1994). Identity: Youth and crisis. W. W. Norton & Company.

Erikson, E. (1963). Childhood and society. Norton.

Piaget, J. & Inhelder, B. (1972). The psychology of the child. Basic Books.

Slavin, R. (2012). Educational psychology: Theory and practice. Pearson Education.

Sousa, D. & Tomlinson, C.A. (2011). Di erentiation and the brain. Solution Tree Press

Vygotsky, L. (1978). Mind in society. Harvard University Press.

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