Learning Development and Classroom Management

Learning Development and Classroom Management
Name
Institution

Abstract
Classroom development management is the process of monitoring how a child develops through the different stages of life. It is essential that the teachers promote healthy development and identify problems in the child in case they exist. Standardized processes of growth include the great ability of a teacher to be sensitive to various milestones and cognitive processes. They are a diverse framework that can be used to develop a classroom management strategy that is appropriate for multiple developments. This is applicable in different stages of development as they show various signs that can be used to tell the social and emotional needs of a child. During each stage of development, infant, toddler, school-age and adolescent, the child undergoes changes that have to be identified as they can tell in case the child has a problem. As a teacher, it is important to use teaching as a cognitive development study program while monitoring the development of a child. Other surveillance programs may also be crucial especially those that are developed at home. The chart below shows needs to classroom management strategies that are appropriate for different stages of development. These strategies show cognitive social and emotional skills put together during each stage of development.
Keywords: Classroom management, stages of development, development process, cognitive development, physical development.
A chart showing classroom management strategies that are appropriate for each stage of development
 Stage of development  Developmental and management strategy  How the management strategy can support physical, cognitive, social, and emotional needs
infant/Baby (0-2 years) Does the child track objects with eyes?
Coordination of sucking swallowing and breathing sequences- tongue is a movement of the language and other coordination patterns
– sleep four between four to ten hours’ interval
The child is communicating anger, fear and other forms of discomfort by crying.

The child may have difficulty in breastfeeding.
The child may have difficulty while trying to sleep.
The child may be prone to crying too often
The child is playing for 2 to 3 minutes using the same toy
The child is reaching for objects that are nearby
The child tracks objects with their eyes
The child is drinking from a cup
The child is holding the bottle independently without needing any assistant
Detailed use the tongue to move the food around their mouth the child can easily feed-thru pieces of food.  The child may be facing difficulty in waking up at night
The gel may have trouble socializing with parents
The child Hospira understanding and struggles to copy or land from others
The child has difficulty in feeding
 Toddler/Preschool (2-5 year) The child differentiates between edible objects and non-edible objects
The child looks at the right spot when they want to see hidden objects.
The child plays next to other children
The child imitates behaviors of other adults (Aloe, Amo, and Shanahan, 2014).
The child engaged in imaginary playing styles
The child has awareness about teachers’ approval of the actions
Mail regularly settle themselves when they know it’s time to sleep The child may be having difficulty in socializing with other people
The child has delayed cognitive skills
The child has difficulty in learning self-care underdevelopment
The child has developed eating abilities.
School age (6-12 years) The child opened their lunch boxes, zip the bag appropriately and packaged their food
The child and cope up with the busy environment created by the others
The child can easily tell the time
The child can feed themselves without any problem (
The child can play with others within a group
The child can successfully talk and ask questions in the group
The child can tolerate different kinds of food
The child can display new skills in playing and inventions
The child can perform tasks appropriately when they are asked by the teacher The child may have difficulties in socializing in future or currently
The child may be having poor concentration skills and attention to details
The child may be having difficulties in following instructions given at school or home
The child may be expressing their thoughts and ideas in a way that is written or in verbal form (Levin, and Nolan, 2014).
The child may be having difficulty into the writing different types of skills
The child has poor motor skills that are delayed
The child may be having problems in coping with the busy environment
Adolescents/Teenagers (13-18 years)  The child can successfully answer questions that have been asked
The child can cope up with the working atmosphere of the children around them
The child can successfully integrate with others and play in groups
the child time answer questions in class and answer them correctly
The child seeks attention from others where they do not get it
The child likes to dominate others especially in a discussion
The child is comfortable in a group without fearing them
The child pays skin attention to the instructions given by the teacher The child is showing signs of intelligence
The child is a social child and does not fear to be in a group
The child has better cognitive skills and attention paying skills
Which may be antisocial and more introvert
The child is clever and can grasp, or they have been told
The child is an attention seeker.
The child of leadership qualities

References
Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. Pearson. One Lake Street, Upper Saddle River, New Jersey 07458.
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, 26(1), 101-126.