Guide to Microteaching

Microteaching is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, simulated classroom environment. The method,  also used for retraining or fine-tuning the skills of practicing teachers,  was developed in the late 1950s and early 1960s by Dwight Allen at Stanford University. How Microteaching Works Microteaching sessions involve one student teacher, the class instructor (or school supervisor), and a small group of peers. These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment  before putting them into practice with students. Using the teaching method, which was revised and simplified in the late 1980s and early 1990s, student teachers conduct a short lesson (usually 5-20 minutes in length). Microteaching  sessions focus on one teaching skill at a time. This singular focus provides the opportunity for student teachers to master each  technique by  planning and teaching the same lesson multiple times, making  adjustments based on peer and instructor  feedback.   Benefits of Microteaching Microteaching provides ongoing training for student teachers and retraining for classroom teachers in a simulated environment. These practice sessions enable student teachers to perfect their teaching techniques before applying them in the classroom. Microteaching sessions also allow student teachers to prepare for a variety of classroom scenarios, including working with students of different skill levels and socioeconomic backgrounds. Lastly, microteaching provides valuable opportunities for self-evaluation and peer feedback. Disadvantages of Microteaching Microteaching is considered one of the most effective techniques for teacher training, but it does have a few drawbacks. Most significantly, microteaching requires the presence of an instructor and a group of peers, which means that not all student teachers (or current teachers) can consistently complete microteaching sessions. Ideally, microteaching sessions are repeated multiple times so that the student teacher can refine his or her skills. However, in larger education programs, there may not be time for all student teachers to complete multiple sessions. The Microteaching Cycle Microteaching is accomplished cyclically, allowing teachers to practice new skills in order to attain mastery. Classroom Instruction First, student teachers learn the basics of  an individual through lectures,  textbooks, and demonstration (via an instructor or video lessons). Skills studied include communication, explanation, lecturing, and engaging students. They may also include organization, illustrating lessons with examples, and answering student questions. Lesson Planning Next, the student teacher plans a short lesson that will enable her to practice these new skills in a mock classroom situation. Though the classroom environment is simulated, teachers should consider their presentation an actual lesson and present it in an engaging, logical, and understandable manner. Teaching and Feedback The teacher conducts the lesson for her instructor and peer group. The session is recorded so that the student can watch it later for self-evaluation. Immediately following the microteaching session, the teacher receives feedback from her instructor and peers. Peer  feedback should be specific and balanced (include  observations on strengths as well as weaknesses)  with the goal of helping the student teacher improve. It’s helpful for peers to focus on their personal experience using â€Å"I† statements and to provide specific detail in their feedback. For example, when providing constructive criticism, I had trouble hearing you at times is more helpful than â€Å"You need to speak louder.† When offering praise, â€Å"I felt confident commenting because you made eye contact with me† is more helpful than You engage well with students.† Re-plan and Reteach Based on peer feedback and self-evaluation, the student teacher plans the same lesson and teaches it a  second time. The goal is to incorporate feedback from the first  microteaching  session to  master the  skill being practiced. The second teaching session is recorded just like the first. At the conclusion, the instructor and peers offer feedback, and the student teacher can watch the recording for self-evaluation. Microteaching often results in better-prepared, more confident teachers with a strong working understanding of the skills they need in the classroom.

Search for Identity in Amy Tans The Joy Luck Club Essay...

nbsp;Search for Identity in The Joy Luck Clubnbsp;nbsp;nbsp; Imagine, a daughter not knowing her own mother! And then it occurs to me. They are frightened. In me, they see their own daughters, just as ignorant, just as unmindful of all truths and hopes they have brought to America. They see daughters who grow impatient when their mothers talk in Chinese, who think they are stupid when they explain things in fractured English. (Tan 40-41) Amy Tan frames The Joy Luck Club with Jing-mei Woos search for identity. When Jing-meis mothers friends tell Jing-mei that her sisters have at long last been found and insist that she tell her sisters about their mothers life, Jing-mei emotionally replies that she does not know her†¦show more content†¦By ignoring their mothers, these daughters do not see the similarities between themselves and their mothers, for their mothers have also rejected Chinese traditions, particularly those that repress women. After witnessing her mothers tragic fate, An-Mei has come to America determined to raise her children to have choices. Lindos early arranged Chinese marriage has taught her to value America where nobody says you have to keep the circumstances somebody else gives you (254). Jing-meis mother believed you could be anything you wanted to be in America (132). Ying-ying belatedly realizes that her lifetime of keeping her mouth closed so selfish desires would not fall out (67) has m eant that she has lost herself. In all four cases, it is when the daughters recognize these similarities that they start to understand not only their mothers, but also themselves. Lena knows that she and Harold have marriage problems. However, it is Ying-yings irritating questions and determination to share her painful past with Lena, so that Lena will stand up for herself, that allows Lena to finally confront Harold. Like Ying-ying, An-mei has tried to teach her daughter Rose to stand up for herself. Roses inability to make choices indicates that she too has rebelled against her mothers ways. However, when Rose responds with her mothers phrase You mean you were doing monkey business with someone else? (194) to TedsShow MoreRelated Essay on Search for Identity in Amy Tans The Joy Luck Club1103 Words   |  5 PagesSearch for Identity in Joy Luck Club      Ã‚   Each person reaches a point in their life when they begin to search for their own, unique identity. In her novel, Joy Luck Club, Amy Tan follows Jing Mei on her search for her Chinese identity – an identity long neglected.    Four Chinese mothers have migrated to America. Each hope for their daughter’s success and pray that they will not experience the hardships faced in China. One mother, Suyuan, imparts her knowledge on her daughter throughRead More The Search for Identity in Amy Tans The Joy Luck Club Essay3982 Words   |  16 PagesThe Search for Identity in The Joy Luck Club  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚   When Chinese immigrants enter the United States of America, it is evident from the start that they are in a world far different than their homeland. Face to face with a dominant culture that often times acts and thinks in ways contrary to their previous lives, immigrants are on a difficult path of attempting to become an American. Chinese immigrants find themselves often caught between two worlds: the old world of structured, traditionalRead More Search for Self in Amy Tans The Joy Luck Club Essay1058 Words   |  5 PagesThe Search for Self in The Joy Luck Club       Amy Tans novel, The Joy Luck Club, presents a character with a divided self. One buried half of the self represents the mother, the mothers Chinese heritage, and the cold obedience she tries to instill in her daughter caused by her tragic past. The other half of the self represents the daughter, the daughters American heritage, and the endless indignation she uses against her mother in ignorance of her mothers tragic past and her own ties toRead MoreAnalysis Of Two Kinds By Amy Tan1567 Words   |  7 PagesOne of the most complex relationships is that of a mother and daughter. Amy Tan is an author who writes about her life growing up as an Asian-American in Chinatown. Her novel The Joy Luck Club is a series of short stories about Chinese mothers and their assimilated daughters. One of these stories is â€Å"Two Kinds,† which looks into the life of Jing-Mei Woo and her struggle to gain a sense of self. Some key themes in The Joy Luck Club are the generational and intercul tural differences among Chinese-AmericanRead MoreThe Struggles Faced in the Color Purple and the Joy Luck Club1856 Words   |  8 PagesThe Struggles Faced in The Color Purple and The Joy Luck Club A common bond of struggle links the novels The Color Purple by Alice Walker and The Joy Luck Club by Amy Tan. Rape, suicide, death, war, oppression, and racism invade the two novels. In The Color Purple, Celie overcomes racism, violence, and other issues to find dignity and love. In the Joy Luck Club, the daughters struggle for acceptance, love, and happiness. Though the characters endure many hardships they survive not only by not becomingRead More The Struggles Faced In The Color Purple And The Joy Luck Club1809 Words   |  8 Pages The Struggles Faced in The Color Purple and The Joy Luck Club A common bond of struggle links the novels The Color Purple by Alice Walker and The Joy Luck Club by Amy Tan. Rape, suicide, death, war, oppression, and racism invade the two novels. In The Color Purple, Celie overcomes racism, violence, and other issues to find dignity and love. In the Joy Luck Club, the daughters struggle for acceptance, love, and happiness. Though the characters endure many hardships they survive not only by not becomingRead More Movie Essays - Comparing the Novel and Film Version of Joy Luck Club1811 Words   |  8 PagesComparing the Novel and Film Version of Joy Luck Club   Ã‚   Wayne Wangs adaptation of Amy Tans Joy Luck Club combines literary and cinematic devices by adopting the novels narrative techniques and strengthening them through image and sound. The adaptation exemplifies not a destruction or abuse of Amy Tans novel, but the emergence of a new work of art, not hindered but enhanced by the strengths of its literary precursor.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Incorporating her familys own experiences as ChineseRead More A Comparison of Women in Amy Tans The Joy Luck Club and Kitchen Gods Wife877 Words   |  4 PagesWomen in The Joy Luck Club and The Kitchen Gods Wife  Ã‚        Ã‚   One of the common themes in both The Joy Luck Club and The Kitchen Gods Wife is strong women. All the women in both generations in each book gain strength through different experiences. These experiences range from a war-ravaged China to the modern day stresses of womanhood. Though different experiences have shaped each woman, they are all tied together by the common thread of strength.    The Joy Luck Club portrays strongRead More Relationships Between Mothers and Daughters in Tans The Joy Luck Club1457 Words   |  6 PagesRelationships Between Mothers and Daughters in Tans The Joy Luck Club â€Å"Now the woman was old.   And she had a daughter who grew up speaking only English and swallowing more Coca-Cola than sorrow.   For a long time now the woman had wanted to give her daughter the single swan feather and tell her, â€Å"This feather may look worthless, but it comes from afar and carries with it all my good intentions.†Ã‚   And she waited, year after year, for the day she could tell her daughter this in perfect AmericanRead MoreThe Joy Luck Club, The Bonesetter s Daughter, And The Kitchen God s Wife3745 Words   |  15 PagesFor the past few decades, waves of immigrant families come to the United States in search of a new home. People from all over the world who have escaped their native country wanting to have jobs in order to support their family and live the â€Å"American Dream†. The U.S. Demographic History states, â€Å"In any event, 1965 initiated a second ‘Great Wave’ of mass immigration, which continues today. During the 19 90s, legal immigration averaged 900,000 annually, increasing to about one million per year during

Professor Tocker Free Essays

Shop This project has to do with price elasticity, which is a measure used in economics to show the responsiveness of the quantity demanded of a good or service, in regards to the quantity demanded for a good or service to a change in its price. It will also give the percentage change in quantity demanded in response to a change in price. (wow. We will write a custom essay sample on Professor Tocker or any similar topic only for you Order Now coursesmart. com/97812568314/page 551). A measure of the relationship between the change in quantity demanded of a particular good and a change in its rice relates to prices sensitivity. If a small change in price is accompanied by a change of quantity demanded, the product will be elastic. A product that is inelastic is when a large change in price is accompanied by a small change in the quantity demanded. Elasticity is sensitive to change in price, the degree to which demand for a good or service, in this case the flowers I am selling, varies with its price. It has to do with sales, when sales increase with a drop in price and decreases with the rise in price. Things like appliances, cars, and other non-essential, or luxury items, show elasticity of demand, it is because they are not essential items such as medical supplies, food, or etc. (www. businessdictionary. com/definition/ elasticityofdemand. html) Inelastic demand is when a demand for a product doesn’t increase or decrease with a fall or rise in its price; an increase in price would increase the revenue regardless of a fall in the quantity demanded. Inelastic examples would be groceries, gasoline, etc. things that are necessities. The ercentage change in quantity demanded is less than the percentage change in price. It is also unresponsive to changes like demand, when it falls to increase in proportion to a decrease in price. (Tocker, R. (November 26, 2013) Econ 212 2 203 3 [chat 4]. Retrieved from Colorado Technical University Virtual Campus. ECON212 13048-02 Principles ot Microeconomics: nttps://campus. ctuonline. edu) The price of a laptop increases by 20% and there is a 40% drop in quantity demanded of the laptop. Then formula would be: Formula = Percent of change in Quantity demanded of Laptop Percentage of change in Price of Laptop Quantity Demand 40% = 4 = 2 Price Increased 20% 2 Since the result is greater than 1, the demand for the laptops is elastic, and the effect on total revenue of an increase in price which will mean that the total revenue will fall. Inelastic demand is Just the opposite of elastic demand, because consumers will buy it regardless of price. Formula = Percentage of quantity Demanded of Cigarettes Percentage of price increase of Cigarettes Demanded The price of cigarettes increased by 10%, and there is a 5% drop in the quantity emanded. Quantity Demanded 5% Price Increased 0. 10 Since the result is less than 1, the demand for cigarettes is inelastic and the effect on total revenue on a decrease in price, which will mean that revenue rises, then total revenue will be unchanged. (wrww. economicsrevealed. co. uk) I think bridge tolls are inelastic, people will pay them regardless of price; it helps to maintain roads and reduce traffic congestion this is something people will Just add to their daily expenses for getting to and from work. As far as beachfront property is oncerned, I think many people would love to own beachfront property; however, it is not a necessity this would be a luxury, which is elastic. Gourmet coffee and cell phones could be both either elastic or inelastic, depending on if you believe it is a necessity or a luxury. My personal opinion is that it is a necessity, but the applications and downloads that are available to you are a luxury, an added feature is something your do not need. I could not imagine being without my cell phone, but I don’t want to pay for all the extra apps that are available. I honestly believe that gasoline is inelastic because you need it to travel, getting back and forth to work, etc. Regardless of what price the gas may be we will pay it in order to get to our destination. Owning and running a floral shop, I have to look at the supply and demand. While Valentine’s Day is when roses are in high demand, but supply is low; however, you also have a higher demand in flowers during Christmas and Hanukkah, Mother’s Day, Easter, and Memorial Day. The best time for me to raise prices would be in February, ecause of the high demand; again in May to deal with the demand for Mother’s Day, Memorial Day and weddings throughout the summer months. How to cite Professor Tocker, Papers

Psychology for Educators Health Sciences

Question: Discuss about the Psychology for Educators for Health Sciences. Answer: Introduction: The ability of the individuals to think and act rationally is the chief facet that characterizes them. Human beings being the social animals grow up in an atmosphere that influences them every now and then. Although certain traits in them are innate, most of them are developed at the later stages of their lives in accordance with the emotional, social educational and professional aspects that pose a significant impact upon them. A childs development is very much affected by the surrounding atmosphere in which he or she grows up. Mud can be moulded in various ways and can be given different shapes as required, in the similar manner a childs behaviour and personality can be rendered different shapes during the tender years. Therefore, be it positive or negative, the development of a child is highly dependent upon the factors that surround them. The family in which a child is born, the attitudes of the parents in nurturing the child and the economic standing of the family are the most important factors that affect the psychological and physical development of the child. In accordance with the views of Social Constructivism devised by Lev Vygotskys, which is termed as Social Constructivism it, becomes evident that the children are highly influenced by the culture in which they are born. The theory of social constructivism shared most of the views as portrayed by Piaget regarding the child development. The theory focuses much more upon the impact that a society has over the children. According to Lev Vygotsky, the children require an adults presence in learning about the true aspects of life (Estes, 2014). Discussion: A child at the very beginning remains completely unaware about the facts of life and the entire world. At the first instance, the family is the first and foremost tutor who teaches the child the factual aspects of life, how to deal with the other members of the family and with the outside society along with the fundamental values of life. Gradually, the outside social institutions influence the child. As and when the child enters the domain of learning, he encounters the society that assists in the development of personality of the child (Drnyei Ushioda, 2013). Interactions among the individuals play a very vital role in determining the psychological development of every child. The development both at the social and psychological levels both becomes integral in constituting the mental make-up of a child, according to the social constructivism theory proposed by the Lev Vygotsky (Vygotsky, 2014). The concept of behaviourism becomes applicable largely while discussing idea that the individuals should be subjected to the learning and training practices that would help in enriching and bringing forth their latent qualities or rather abilities. According to this very notion of behaviourism, we come to know the fact that education or carious learning practices become responsible in shaping the attitude of the individuals. It only takes into account how the external behaviour of the individuals are affected and not the internal or the covert behavioural approach of the individuals (Renninger et al. 2014). The theories of several psychologists portray different philosophical and psychological assumptions. According to the opinion of John Locke (1700s), the mind of an individual human being, when he is a newborn child remains entirely blank like a black board or a black slate that is named by him tabula rasa. It is only after the gradual experiences that the child is able to gain kno wledge. His senses start working with each of the instance ad he or she is continually shaped. According to Ivan Pavlov, one of the well-known psychologists, the methods of classical conditioning can be applied in order to educate and condition the reflex actions of the individuals. Pavlov had undertaken the experiment on the process of salivation of a dog. The dog has been conditioned in such a way that contiguity has been produced. Whenever the dog sees the food, it starts salivating, which is an automatic process. Now, if the food is presented to the dog along with the ringing of the bell simultaneously, then it will gradually condition the reflex action of the dog. Henceforth, the dog will salivate as and when the dog hears the sound of the bell even if the food is not presented simultaneously. Thus, contiguity is the process of learning by association. Therefore, according to Pavlovs theory, it can be stated that the individuals can be conditioned to learn particular responses, even their involuntary actions can be influenced upon. In terms of B.F. Skinners Behaviourism of Consequence, or operant conditioning, the repercussions that certain activities produce determine largely the behaviour of the learners. This concept gets associated with the three steps that involve response and reinforcement. When the individual learners at a school are given opportunities to express their opinions as well as encouraged with rewards and recognitions as a result of good performance, their behaviour illustrate a positive response. On the other hand, punishments will pull out only negative response from the individuals. Thus, reinforcement would likely produce the desirable results rather than the punishments. Similarly, E.L. Thorndike is of the opinion that the learners can learn effectively through the Trial and Error learning theory. It is based on the age-old concept that an individual learns via mistakes and repeated practices. Therefore, a child can effectively learn a certain aspect through repeated trials (Illingworth, 2013). Motivation is one of the most important parts that comprise the emotional intelligence of the individuals. The emotional intelligence is formed together with the emotions and intelligence. When a child grows up and meets various factors of cognition, he develops the capability to regulate his emotions in accordance with the situations. Motivation is the foremost requirement that helps in shaping the behaviour and actions of the individuals. The Expectancy -Value theory states that when the individuals expect to reach their aims and possess interest in certain activities, then they can easily be inspired to set their goals accordingly and go forward with their respective tasks (Carter McCarthy, 2014). A child is easily motivated when he gets the opportunity to satisfy his needs and the situation is such that it suits his demands. When a teacher approaches, the students present in a class, he or she should get acquaint with the needs and attitude of the children. Intrinsic motivation is very much effective in regulating the positive behaviour among the individuals. An individual student may be interested in specific subject and may enjoy learning the same, which may likely fetch him good marks. Intrinsic motivation is thus very important in making the students achieve their respective purpose. Whereas, the factors that trigger the extrinsic behaviour constitute the rewards and incentives, which may motivate the individuals or may not. An educator must always be very alert while deciding the motivators for stirring extrinsic motivation among the learners. Application of extrinsic motivators should be judicious enough so that all the students or the learners engaged in a particular situation are able to feel that they are treated equally and on the basis f their merit and skills, excluding any kind of bias. On one hand, the extrinsic motivators can proficiently raise the possibility of gaining success among the learners. It is a quite usual fact that that we frequently visualize in the educational institutions, especially at schools, that the learners get instigated to perform in their best possible ways as and when they are rewarded , their urge to perform well rises largely(Arndt, 2016). However, often partiality and bias enter the environment and the teachers maintain discrimination among the students instead of judging them in a justifiable manner and giving them the space to explore the possibilities and cherish them. These situations create a adverse or negative consequences out of the attempts to extrinsically motivate the students. Teachers should always strive and make attempts to generate curiosity among the students that can approach their fantasies and wishes. An optimistic attitude on the part of the educators is very important, which will in turn create an urge in the learners to work hard and learn in a cooperative environment. From the given case study in module 2, we come to know that both Jessica and Matt would like to motivate their students, but in different ways. Jessica likes to give her students the opportunity to make verbal presentations on the chosen topic and express their opinions freely after and conduct discussions with their fellow classmates on the same, rather than imposing her own views on them (Brodzinsky Pinderhughes, 2013). On the other end, Matt is of the opinion that rewards in the form of marks can be given to the students depending upon their performance levels so that they try hard to perform well and give their best (Halfon et al.2014). Piaget has viewed children as independent discoverers and learners. He assumes them as little scientists who if left to act on their own without being dependent can discover various facts of life that can help them progress in their lives. He says that children should be allowed to explore and learn in the process. This is associated with the theory of constructivism which says that the children should be encouraged to involve in self regulated learning. The children should be taught in such a way which can match their abilities and they can identify themselves with the same. Piaget has made a commendable contribution to the world of psychology by stating that a child passes through 4 different stages of development. They are Sensori -motor stage, Pre operational stage, Concrete operational stage and Formal operational stage. In the first two stages, the child passes through very tender years and is hardly able to take part in the logically reasoning certain aspects, the child only observes objects and activities around and tries to firm his images accordingly. He is of the opinion that the children since 7 years of age can start understanding and applying the basic logical theories. From 7 to 11 years of age the children come under the concrete operational stage. During this stage, the children can understand conservation and other logical operations and they can try to solve some complex problems. From 11 years of age the children come under the purview of formal operational stage in which the children start entering the adolescent period and can think in a more complex manner as well as find solutions to the problems. They can think even in the abstract ways (Monk et al. 2013). Thus, children should be given adequate scope to develop knowledge and discover the factual aspects of life on their own. However, at the same time we should take into consideration Lev Vygotskys view regarding social constructivism, that says that the social and cultural development play a very important role in shaping the entire personality development of an individual. Lev Vygotsky, also made an outstanding contribution in the arena of education along with the Swiss psychologist Piaget. This Russian psychologist had devised the Social Constructivism theory. He put forth his opinions that a child requires the immediate assistance from the elders members of the society in order to proceed in his or her life. The culture and the customs in which he is born highly influence the positive and negative growth of the child (Adan, 2014). In the given case study in Module 4,it is shown that the Ann who is an education student is trying to incorporate her own methodology in dealing with the students in an Early Childhood centre. She wants to make children perform their activities on their own and come up with certain questions or queries if there are any. However, Ms. Brown, who is the supervising lecturer at the university in which Ann is also engaged, come up with the ideas that defy those of Ms. Brown. Ms. Brown represents or favour the concept stated by Piaget. Therefore, according to Ms. Brown an educator should give enough space to the learners to form their own views rather than interrupting or coming in between their own discoveries or independent view points (Lewis, 2013). Whereas, Ann wants the students to form and develop their own queries while studying, along with the help from the educators or the teachers who guide them. Now, what we see is that this approach of the both the educators may be perfect for the students to pursue their studies unhindered (Barrett, 2016). However, it is Anns position that should be favoured. It is because students or the learners should be given the opportunity to ask questions to their teachers while at the same time discussing among themselves on any particular topic. It creates a healthy atmosphere in the classroom. The students can feel free to interact with each other as well as with their teachers, which required the most. Emotional Intelligence grows in a child as and when he learns to develop that level of cognition that can regulate his or her feeling or intense outflow of emotions (Dabbagh Kitsantas, 2012). It is the knowledge and innate abilities of the individuals that help the students to engage their emotions effectively in the correct manner. This is how the individual learners should fix their emotions. Social relationship and emotions therefore, depend upon each other (Drnyei Ushioda, 2013). The children spend most of their time in the classrooms or in their schools; therefore it becomes the responsibility of the teacher, as I feel to pay heed to the emotions of the children. In the case study which is given in the module 5, it becomes clear that Ms. Love was in favour of encouraging the students through their active participation in different activities that can produce a cooperative and emotionally healthy atmosphere. The methods used by Ms. Love in engaging the various activities according to their likes and dislikes can make them learn not through compulsion that they have to learn. She made the students express themselves with the starters like, I work best when I am...:, When I work on my own I feel.... Thus, individual stances are given the chief value instead of over burdening them to think and react as per the norms of the institution or the educational needs. Ms. Loves point of view and strategies, I feel should be followed in gaining success on the part of any educational institution that strives to form productive relationship between the educators and the learners. Creativity becomes the chief means through the learners can use emotions in productive purposes. Creativity does not remain confined to any particular group of individual or individuals. Creativity defies perfection and it involves various facets. It is not confined to any particular arena, it may switch over from one thought process to another. Therefore, creativity involves confronting experiments, challenges and risks. Conclusion: Thus, it becomes evident and we can infer that both the relationship and between the learners and the educators and its mode determine largely the extent of the social and psychological development of the individuals, that effectively shapes the future progress of a child or an individual learner. References: Monk, C., Georgieff, M. K., Osterholm, E. A. (2013). Research review: maternal prenatal distress and poor nutritionmutually influencing risk factors affecting infant neurocognitive development. Journal of Child Psychology and Psychiatry, 54(2), 115-130. Vygotsky, L. S. (2014). 3 Genesis of the higher menta functions. Learning to think, 32. Illingworth, R.S., 2013. The development of the infant and the young child: Normal and abnormal. Elsevier Health Sciences. Halfon, N., Larson, K., Lu, M., Tullis, E., Russ, S. (2014). Lifecourse health development: past, present and future. Maternal and child health journal, 18(2), 344-365. Arndt, E.J., 2016. Factors affecting the development of second grade spelling at the teacher, student, and word level. Barrett, M. (2016). The development of language. Psychology Press. Adan, A. I. (2014). Factors influencing child language development in secondary schools in Mandera sub county. Torrazza, R. M., Ukhanova, M., Wang, X., Sharma, R., Hudak, M. L., Neu, J., Mai, V. (2013). Intestinal microbial ecology and environmental factors affecting necrotizing enterocolitis. PloS one, 8(12), e83304. Lewis, M. (2013). Origins of intelligence: Infancy and early childhood. Springer Science Business Media. Smith, P. K., Cowie, H., Blades, M. (2015). Understanding children's development. John Wiley Sons. Brodzinsky, D., Pinderhughes, E. (2013). Parenting and child development in adoptive families. Handbook of parenting, 1, 279-311. Breen, M. P. (Ed.). (2014). Learner contributions to language learning: New directions in research. Routledge. Carter, R., McCarthy, M. (2014). Vocabulary and language teaching. Routledge. Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Publishing. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., Howe, A. (2013). Creative learning environments in educationA systematic literature review. Thinking Skills and Creativity, 8, 80-91. Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge. Estes, W. K. (2014). Handbook of Learning and Cognitive Processes (Volume 4): Attention and Memory. Psychology Press. Corno, L., Anderman, E. M. (Eds.). (2015). Handbook of educational psychology. Routledge. Drnyei, Z., Ushioda, E. (2013). Teaching and researching: Motivation. Routledge. Renninger, A., Hidi, S., Krapp, A. (2014). The role of interest in learning and development. Psychology Press.