Social Learning in the Classroom

The Stages of Psychosocial Development

The stages of mental and social development that a person goes through as they define their overall, healthy development are referred to as psychosocial development. From birth to maturity, a person must go through eight phases of psychosocial development in order to be considered healthy. These psychosocial development phases are important for teachers to study, comprehend, and embrace since they have a big impact on how students develop socially in a classroom.

The Purpose Stage

Because they have an impact on students’ social and emotional development in the classroom, teachers find the psychological development theory to be valuable. For instance, in the purpose stage, four to five-year-old youngsters learn how to master their environment by mastering fundamental competences. Such skills can be achieved through activities like counting correctly and systematically in ascending order. Also, during this stage, teachers realize that children opt to develop courage and independence in whatever they do and also developing a sense of judgment on their own. Consequently, teachers should guide the kids to embrace purpose, which acts as a platform for gaining self-confidence from a young age.

The Competence Stage

The competence stage is one of the phases of psychological development, which is commonly identifiable among children aged five to twelve. Children in these stage focus on issues that can help them make it in life. Also, they become self-aware such that they try to act independently and disregard being watched all the time by their parents. Some of the children focus on working hard and smart to prove that they have the ability to do the right things and make valuable decisions. A teacher, in this case, should provide opportunities to pupils to recognize what they can do best (Shaffer & Kipp, 2010). For example, teachers can encourage students to embrace their talent such as drawing pictures, singing, reciting poems, and become active in sports as a way of cultivating their creativity. With time, such children start recognizing their unique talents, which they can use in the future to earn a living. Subsequently, teachers need to identify the individual and unique talents their student possess and help them nurture them such that they feel at ease showcasing them in public. In this case, teacher-pupil, and the pupil-pupil relationship improves positively and in a healthy way.

The Fidelity Stage

Fidelity is also another stage that plays a significant role in influencing positive relationship building and social development in the classroom. As a teacher, psychosocial development theory applied in a classroom can help create an environment where each child feels comfortable when learning new things. Besides, the pupils also feel appreciated, and this contributes to building relationships with their peers without fear (Newman & Newman, 2014). For instance, it is always important to point out and praise students for their good performance. Also, it is advised that a teacher should never criticize pupils about their poor choices openly. Instead, teachers should talk to the students in private and guide them towards finding positive solutions to the problem at hand.

Adolescence and Its Impact

Issues of adolescence also remain significant in the fidelity stage since they affect relationships within the classroom. Students always want to identify many things by themselves. Kids develop a sense of sexual identity as they grow older in the process of transitioning from childhood to adolescence, and later to adulthood. A teacher should use psychosocial development theory to guide the pupils in the directions helping them understand their feelings such that they do not feel awkward when surrounded with their friends. (Shaffer & Kipp, 2010). Consequently, teachers should always create time for guidance and counseling session, which will help the pupils make sound decisions for the present and future’s sake.

Positive Relationships in the Classroom

Application of psychosocial development theory by teachers influence positive relationship within the classroom. When the pupil-pupil and the teacher-pupil relationship is strong, these people find it easy to socialize and share opinions together. Additionally, an excellent class relationship provides a conducive learning environment, therefore, encouraging studies to go on. Consequently, more knowledge and socialization among pupils is easily practiced in such a healthy learning environment.

References

Shaffer, D. D. R. & Kipp, K. (2010). Developmental psychology: Childhood & adolescence:

Childhood and adolescence. Boston, MA: Cengage Learning.

Newman, B. M. & Newman, P. R. (2014). Development through life: A psychosocial approach.

Boston, MA: Cengage Learning.