Diversity in Physical Development
Physical development is one of the integral areas for evaluation in children’s progress, focusing on such aspects as physical growth and gross/fine motor skills. I observed children aged between 5 and 7 during physical education lessons. The teacher aimed at organizing students, doing general physical exercises, and offering several games in which children could compete.
The diversity between the participants was evident: while most were well-developed, there were several overweight or short children. I noticed it was hard for one boy to jump at the same frequency the teacher showed, and other students repeated. At the same time, that boy was good at throwing and catching a ball, and other children were happy to play in his team. One girl also did not raise her hands often because of constant distraction and looking around the hall. All children were instructed to stand in three rows and listen to the teacher.
Several grown-ups were in the room to support and motivate each student. In addition to the primary instructor who stood in front of the children, there were adults between children to repeat the same movements. Some children needed special attention to guide their physical activities, and adults were nearby (Edpublicschools, 2012a).
There was a woman near the girl who was constantly distracted and turned her head to other students, and she reminded her of the movements she had to do at the moment. The overweight boy stood behind the group to have enough place for his activities. He chose that place alone because he did not like other children watching him from behind.
The teacher ignored the inability of all children to do their exercises together, and she continued to show all the necessary activities. During the competition, the children were randomly divided into groups not to distinguish them regarding their interests but to appreciate cooperation and friendship between all participants. The major supports to assist children in accomplishing their tasks were respect, special attention towards those who required it, and clear instructions with visual and verbal explanations.
Diversity in Cognitive Development
Children’s cognitive development can be observed in various activities, including games in class, communication, and memory activities. I observed a class where children of 7-8 years had to complete several simple math tasks in written form. Each child sat at their desk, and the educator offered the box with several objects and a piece of paper with questions and equations to solve.
First, clear instructions and explanations were given to all students, and the teacher underlined that if there were some problems, the students had to raise their hands. Then, a deadline was defined (30 minutes), and all children began completing their assignments. There were 15 children in the group, and five of them raised their hands soon after the teacher allowed the students to start their work.
Two girls wanted to clarify which task they had to do first – with the box or on the piece of paper, which evidenced their inattentive listening. One boy raised his hand without reason as if he wanted to repeat his peers’ activity. Two other boys needed additional help as they had hearing disabilities and wanted to clarify the assignment personally.
To support all children, the teacher helped those with raised hands first and answered their questions to ensure they could start working. Creating a calm classroom environment was also essential so everyone could concentrate on their tasks (Edpublicschools, 2012b). The main supportive strategies included attention to each student, additional explanations when required, and the provision of the same material for each student.
Learners might have their preferences, strengths, and disabilities, and the task of a teacher is to help reveal their best skills and cope with difficulties. Regarding disabilities or attention deficit, every child deserves the right to be honored and never to be singled out (Edpublicschools, 2012b). At the end of the lesson, students turned in their papers, and the teacher thanked them for their work, patience, and attention.
Diversity in Social and Emotional Development
The social and emotional development of children of all ages has to be maintained and supported by any means. In observing a class where 11-year-old children discussed their recent achievements and news, I concentrated on how students developed their self-concept. There was one grown-up who placed children in a circle and identified the central theme of their meeting.
During the first several minutes, some general phrases, ideas, and aspects were covered to help students recognize their areas of interest and possible contributions. Then, the teacher asked the children if they would share their stories or opinions. Among the ten participants, three individuals were eager to talk first.
In a short discussion, they decided who would start and continue. Several students supported the same theme of family issues in their education. One student said, “I am good at Math and English, but I do not like it when my mother pushes me to draw or check other arts.” Another boy admitted, “I like that my parents do not try to interfere in my education, but sometimes, I need their support.”
The teacher asked additional questions about whether or not they wanted their teachers to talk to their parents and improve parental involvement. One of the students rejected that idea quickly, while others considered it a good option. When a student did not want to talk about her family problems, the teacher was interested in having them talk privately, and she agreed.
This observation helps me understand that in the classroom, much depends on how the teacher builds cooperation (The Swift Centre, 2016). However, what children observe and experience at home deeply affects their education, and their self-concepts contribute to their emotional development and academic engagement. I like teachers focusing on students as individuals, not only as learners.
Final Thoughts
In conclusion, I would like to say that these observations helped me realize the worth of cooperation between teachers, children, and their parents. The diversity that is present in groups of typically developing children and children with disabilities, either hearing, attention, or emotional, should not prevent the creation of a fair and safe environment. Teachers gave tasks equally to all children to ensure respect and recognition of every learner in the classroom.
If a person required additional help or explanation, the educator had to recognize this need and support in the most respectful way. It was also necessary not to distinguish children according to their strengths and weaknesses but to make them cooperate and motivate each other. Such practices as individual communication, personal training, and giving examples were beneficial because children got a chance to complete all assignments, and adults identified the problems that could be solved.
References
Edpublicschools. (2012a). Montrose school, K-6: Meeting the needs of the whole child [Video]. YouTube. Web.
Edpublicschools. (2012b). Westglen school, K-6: Universal design for learning [Video]. YouTube. Web.
The Swift Centre. (2016). “Together”: A SWIFT film on integrated educational framework [Video]. YouTube. Web.