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Supporting Optimal Development: Understanding and Addressing Group Differences in

Child Development

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Supporting Optimal Development: Understanding and Addressing Group Differences in

Child Development

Background information

Kayla is an only child who is a quiet and reserved elementary school student. She

struggles to learn and participate in cooperative or small group learning activities with her peers,

preferring to work alone. Kayla does not have any strong or close friendships with the other

students in her class and has difficulty engaging her peers in meaningful conversations and

gaining their perspectives. The teacher wants to help Kayla develop her social and perspective-

taking abilities and emotional intelligence, and become a fully integrated member of the

classroom community. Kayla's mother encourages her to do her best in school but does not

provide much support for her to engage in social or academic activities outside of school. Kayla

struggles with academic areas such as reading and math and often gives up on challenging tasks,

believing that she cannot improve in areas where she has done poorly in the past. The teacher is

concerned that Kayla's sense of self-efficacy, motivation and academic achievement may decline

if action is not taken. The case highlights group differences, including social and academic skills,

motivation, and self-efficacy. (from the Application Case Vignette)

Description of Concepts

Group differences in child development are important to consider in order to better

understand the various factors that may impact a child's educational experience. According to

Ormrod et al., cultural and ethnic differences can have a significant impact on how children view

the world and interact with others. The cultural practices and beliefs of a child's family and

community may influence their communication style, values, and aspirations (Ormrod et al.,

2019, p. 107-109). Intersectionality, which takes into consideration a child's multiple identities,
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such as race, ethnicity, gender, and socioeconomic status, can provide a more comprehensive

understanding of how these different factors intersect to shape a child's experiences.

Socioeconomic differences, which encompass family income, parental education, and

parental occupation, can also have a significant impact on a child's development. Based on

research, students from higher socioeconomic backgrounds may have greater access to resources

such as high-quality education, healthcare, and extracurricular activities. They may also have

more opportunities to travel and experience diverse cultures (Ormrod et al., 2019, p. 133).

Conversely, students from lower socioeconomic backgrounds may face greater economic and

social challenges that can impact their academic achievement and overall development.

Inclusion is an approach that seeks to address group differences by promoting the

integration of students with disabilities and diverse backgrounds into regular classrooms. Ormrod

et at note that, inclusion encourages collaboration between special education experts and regular

classroom instructors to support the education of all children, regardless of their abilities or

backgrounds (Ormrod et al., 2019, p. 161). This approach recognizes the importance of

providing equal educational opportunities to all children, while also recognizing the unique

needs and abilities of each child.

Concepts Application and Evaluation

In the case of Kayla, her cultural background might impact her academic and social

development. As Ormrod et al. suggest, one's culture shapes one's values, aspirations, and

abilities, as well as one's communication skills and sense of self. It is important for teachers to

understand their students' cultural background to provide meaningful and relevant instruction.

The teacher in Kayla's case has recognized this and attempted to learn more about her cultural

background, although this has been a slow process. Kayla's cultural background may also
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influence her preference for individualized instruction and difficulty in participating in

cooperative or small group activities. However, cultural and ethnic differences alone cannot fully

explain Kayla's struggles with academic and social development. While her cultural background

may be a factor, there could be other reasons behind her difficulties. For example, she has not

scored highly on achievement tests and has difficulty with challenging tasks. Additionally, her

lack of close friendships and difficulty collaborating with peers could be due to a range of factors

beyond her cultural background.

Kayla's socioeconomic status could also have an impact on her academic and social

development. As Ormrod et al. suggest, a student's family income can influence their academic

achievement. Students from lower socioeconomic backgrounds are more likely to drop out of

school, and Kayla's teacher is worried that her sense of self-efficacy and motivation could

decline if action is not taken. However, while socioeconomic status could be a factor in Kayla's

difficulties, it is important to recognize that it is not the sole factor. For example, Kayla's

struggles with cooperative learning and social interactions with peers may not be solely due to

her socioeconomic status. Additionally, while her mother may not provide much support for her

engagement in activities outside of school, there could be other reasons for this beyond her

socioeconomic status. Therefore, while it is important for teachers to understand their students'

socioeconomic background, it is also important to recognize that other factors may be at play.

Solution Strategies

In order to address the cultural and socioeconomic differences present in Kayla's case,

one potential instructional strategy is to promote cultural competence and sensitivity in the

classroom. Teachers can do this by learning about and acknowledging the diverse cultural

backgrounds of their students, and by providing opportunities for students to share and celebrate
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their unique cultural identities (Ormrod et al., 2019, p. 117). This can include activities such as

sharing family traditions or learning about different cultural holidays and celebrations.

Additionally, teachers can work to provide equitable learning opportunities for all students,

regardless of their socioeconomic background. This can include ensuring that all students have

access to the necessary resources and materials to succeed in the classroom, and providing

additional support and resources for students who may need extra assistance. Another strategy is

to implement cooperative learning activities that promote positive interdependence and

collaboration among students, while also taking into consideration the diverse needs and

backgrounds of each student. This can involve carefully selecting and grouping students to

ensure that everyone has a role to play and can contribute to the group's success, while also

providing clear guidelines for effective communication and conflict resolution. While these

strategies are important in promoting a positive learning environment that addresses cultural and

socioeconomic differences, it is also important to acknowledge that they are not a one-size-fits-

all solution. Teachers must also be flexible and willing to adapt their instructional strategies

based on the unique needs and strengths of each individual student, such as in Kayla's case. By

doing so, they can help to ensure that all students have the opportunity to reach their full

potential and become fully integrated members of the classroom community.

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Reference

Ormrod, J.E. and Anderman, L.H. (2019) “Chapter 4: Group Differences and Chapter 5:

Individual Differences and Special Educational Needs,” in E.M. Anderman (ed.)

Educational Psychology: Developing Learners. Tenth Edition. Hoboken, New Jersey:

Pearson Education, pp. 106–188.