Development refers to the complex pattern of growth and change that occurs in a lifetime. The perspective known as the “life-span” approach states that development is lifelong; in that change is, “multidirectional, plastic, multidisciplinary, contextual,” and most importantly, continual (Santrock, 2012). This approach particularly resonates with me, because as a teacher I am always learning from student interaction and from those around me. Furthermore, I can draw parallels between the life-span perspective and psychologist Carol Dweck’s idea of the growth mindset. Both the life-span approach and the growth mindset diverge from traditional approaches by asserting that the ability to develop is not fixed, in other words we can always grow (Dweck, 2006). Carol Dweck further explains that the growth mindset creates a desire to learn, and a resilience which empowers students to believe in themselves.
My favourite moment as a music teacher, is when my students feel comfortable and confident enough to embrace challenges. In my Beethoven orchestra group at Glacier Valley we started saying “this is my jam,” when we reach a difficult concept in class, such as a new note on the staff. Likewise, in my first grade violin classes, I’ll tell the students to smile if it is hard work. I notice that the growth mindset positively impacts student behaviour and practicing habits because they are more willing to try new things, both in and out of the classroom.
Of course, in order to create these positive learning experiences it is important that I have an understanding of human development. In particular, an understanding of the developmental stages in order to hold students accountable for appropriate expectations. The application of developmentally appropriate practice or DAP, which is designed to help students reach their developmentally appropriate potential, is essential for music specialists who see students of a wide range of ages on a daily basis (Lowrey, 2010).
Knowing what is typical at each age, is an important part of my preparation and lesson planning. For an example, children respond to music through movement from a very young age. By kindergarten, children are able to move their bodies in relation to the pitches of the song, they are able to be rhythmically accurate, but, their singing is marked by an “unstable sense of tonality” (Dalcrose). For that reason, my kindergarten lesson plans include rhythmic songs with limited melodic ranges and lots of movement. Later, in third or fourth grade we introduce musical notation, a broadened melodic range, and the concept of harmony (NAEA 2015). In terms of music education, it is critical to properly scaffold curriculum. But regardless of the subject matter, psychologists like Jean Piaget point out that students develop gradually through a series of stages which are never skipped (Seifert & Sutton, 2010). Therefore, it is essential that all educators meet their students where they stand developmentally.
As I strive to broaden my knowledge in area of brain based learning and development, I am convinced not by the text, but by the way that this knowledge greatly enhances my ability to make a difference in my students’ lives. In the last few years I have been involved in several school and community programs including; Young Native Fiddlers (YNF), the Selkirk Whole Child String Program (SWCS), and Juneau Alaska Music Matters (JAMM), all of which make use of music to empower underprivileged youth. To effectively run a music program for social change, teachers and mentors need to understand the specific challenges of social-emotional, physical, and cognitive development amongst the program participants.
At times, I am disheartened by the overgeneralization that I see amongst widely known perspectives about cognitive development. In particular, I have a bit of a problem with the term, a “typical” student, from what I have seen, there seems to be no such thing. Socially and emotionally, students face such diverse issues. My hope is that every student feels validated and valued. Therefore, I believe in treating each of my students on an individual basis, not just based on what is developmentally appropriate, but keeping in mind everything else that goes on in their lives.
Erikson describes the issues that our students face as crises which take into consideration the impact of external factors, such as family, neighbourhood, culture and community. According to Erikson, school-aged children are prone to low self-esteem due to “unresolved feelings of inadequacy and inferiority among peers” (Seifert & Sutton, 2010). As a teacher I feel like it is my responsibility to say things that make students feel good about themselves, but also to support interactions, relationships and learning experiences so that students feel competent.
In reality, the role of an educator is to go beyond reaching the students. In fact, I have found that building self-esteem in students has everything to do with building community. Therefore a teacher’s role is to reinforce development from a cultural and social standpoint. Vygotskian’s work, gives us an example of a theory regarding the role of sociocultural context in child development (Berk & Winsler 1995). As educators in Alaska, we are responsible for providing a learning environment that supports the desires of parents and community. If we are not teaching and learning through the local culture and local perspective, then we are not part of the solution in building culturally responsive schools (ANKN, 2010). Thus, I make an effort to get to know my students’ families, I strive to learn about the values, expectations, and influences that impact my students lives at home and in the classroom. Developmentally appropriate and culturally aligned teaching is of great significance to my teaching as I try to create meaningful, and relevant, learning experiences for each child.
References:
Alaska Native Knowledge Network (2010). University of Alaska Fairbanks,Web. 05 Oct. 2015.
Berk, Laura E., and Adam Winsler (1995). Scaffolding Children's Learning: Vygotsky and Early Childhood Education. Washington: National Association for the Education of Young Children, Print.
Dweck, Carol S. Mindset (2006). The New Psychology of Success. New York: Random House Publishing
Lowrey, K. Alisa (2010). "Developmentally Appropriate Practice." Encyclopedia of Educational Reform and Dissent: 05 October, 2015. Web.
NAEA - National Art Education Association." NAEA Standards • National Art Education Association. Web. 05 Oct. 2015.
Santrock, John W. A (2012). Topical Approach to Life-span Development . New York: McGraw-Hill Publishing
Seifert, Kelvin, and Rosemary Sutton (2010). Educational Psychology. 2nd ed. U of Florida