Case One
From a young age up until adulthood, human beings are expected to develop and progress predictably. The human development stages are rolled up in cognitive development which amalgamates all the skills and knowledge acquired from infancy until adulthood. Consequently, when a child is developing, the expectation is that they will build on what they learned in the previous stage and take it to the next stage. In Treena’s case, the norm is that by the age of 12, she should be confident to speak in front of a group.
Unfortunately, Treena is shy to speak in front of a group but is social when interacting with her friends. One of the major reasons behind Treena’s shyness is that after the infancy stage, she did not develop the requisite level of self-confidence in the childhood stage. She, therefore, has self-esteem issues. It points to a deeper problem that she is not confident in her decision-making. She thinks that her opinions may be wrong, hence is not enthusiastic in expressing them in front of a group.
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One of the ways to eliminate Treena’s shyness is to avoid pushing her into uncomfortable situations without warning. If an instructor wants her to contribute to the discussion, it would be advisable to inform her in advance. In that way, this would give her time to prepare and know what she will say when called upon.
Secondly, Treena’s shyness can also be eliminated through positive reinforcement. Instructors should first encourage her to give a short answer, and give positive comments on her responses in the discussion. Sharing relatable stories of shyness in the instructors past and how they overcame it is also encouraged. With time, Treena will be more confident and will eventually raise her hands to contribute to the discussion. It will, however, take time, so patience is key.
Case Two
With Kelly having little to no interest in biology, it points to a lack of initiative, which is a critical trait that should be acquired in human development. Without initiative, it is impossible for a child to develop a sense of self-initiative and have to motivation to do things on their own. Often, the lack of self-initiative comes about when a parent discourages a child from engages in some activities. In his case, there is a high possibility that when he was an infant, his parents discouraged him from taking the initiative in activities that had biology activities in it, hence his current lack of interest.
Kelly also lacks industry and has inferiority when it comes to biology. For parents, there is a high chance that if they discourage a child from engaging in biology-related activities, then they will develop an inferiority complex in biology activities and subjects in their adulthoods. This is what is exactly happening to Kelly has she was not encouraged to developed competency in biology from a young age. He now lacks industry and has inferiority in biology, leading to her lack of interest and failing.
Fortunately, all is not lost. First, I will need to pique his interest in biology. I will, therefore, seek to find out the things and activities in biology that interest him. Without engaging in teaching him the actual biology syllabus and topics, I will first develop his interest in biology. The next step will be to liaise with him to set realistic targets and goals in biology. These realistic goals and targets will include the assignment that needs to be completed and the requisite reading materials. I will start slow and increase with time.
Lastly, I will develop his self-confidence, industry, and competence. When he has the trait to be competent in the subject, he will seek to improve himself. This will also make him self-confident in his ability in biology. Eventually, his grades will begin to improve.
Case Three: Dropout Prevention
In the community I come from, I have witnessed firsthand the effects that dropping out from schools can have on individual, the family, and the society at large. I have had friends, family, and even neighbors who have dropped out of school or attempted to drop out of schools. Fortunately for them, robust attempts were made to prevent them from dropping out of schools.
Cognitive and human development were the core of these strategies used in dropout prevention. All the stakeholders in the life of a child (teachers, parents, mentors, government agencies) have always tried to ensure that the development of children is a success. All the stages of development were therefore focused on and ensured that it was a success before moving to the next stages.
The idea behind dropout prevention was to develop the children in a way that they are able to, in the end, understand the world from both an abstract and physical point of view. They then relate with their peers and can differentiate between right and wrong. Additionally, they are also able to understand the tenet that their choices have consequences.
From my observation, I have, therefore been able to observe that human and cognitive development is the best way to prevent dropout from schools. This is because rather than using force and coercion, developing the human in the right way subtly forces them to remain in school. It is a long-term and sustainable way that has been used in dropout prevention.
