This artefact shows evidence of my knowledge regarding physical, social and intellectual development and characteristic of students. This is evident through the entire learning journal where I have identified the physical development of the child’s brain and subsequent development of learning behaviours. The artefact shows my understanding of changes and growth to neural pathways and the ways in which they are linked to developmental milestones. For example, in early to middle childhood, I have noted that children should exhibit improved self-control, ability to control urges or follow rules and directions.

In middle childhood, students’ intellectual behaviours change as they begin to incorporate the use of emotional and body signals, express diversity in their thinking, and orally articulate individual ideas with self-assurance and precision.

The artefact highlights my understanding of adolescent behaviour such as risk-taking, heightened emotions, shifting or conflicting social behaviour, greater autonomy, and independence.

I have also discussed various theorists and their view on the way in which students learn. For example, Week 3 of the learning journal discusses and reflects on Piaget’s theory of cognitive development, Week 4 investigates and reflects on socio-cognitive development with strong reference to Vygotsky’s theory of socio-cultural development and scaffolding as a means for effective learning.

The weekly reflections highlight the importance of this knowledge and its implications for teaching.

For examples, knowledge of physical development can be applied to conduct periodic behavioural assessments measured by developmental milestones. Piaget’s philosophy of accommodation will be considered when recognising and responding to the way that children respond and adapt to new information such as building on existing knowledge so that

I can help students to make sense of new information, rather than avoiding or becoming frustrated with it. Understanding of Vygotsky’s ZPD theory has elucidated the importance of providing opportunities for guided participation and discovery in my prospective classrooms.