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Addressing Challenges of Technology and Diversity

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Key Principles to Philosophy and the Theory of Education

The aim of the research is to address the challenges of the technology and diversity in terms of the child education specifics, including the philosophy of the learning process among the children of the 5th grade. Thus, the overall idea of the research is to find the most appropriate ways of helping children in facing the challenges of the contemporary world. The core value of the paper is to practice the assessment and child approach to education, as well as the philosophy of different children towards the learning abilities, therefore the ways to create a personality of the 21st century (McDevitt and Ormrod, 2004).

The research focuses on the educational background, with the aim to help children to achieve the results of personal effectiveness, teach them to be social, educate them on all the levels of life and finally offer support in personal growth and professional development. In addition, the goal of the research is to experience the outcomes of the conventional psychology, including the behaviour of children and their performance, learning individual differences of various children, go deeper into the means of personality and reveal the key interests and learning abilities (Morrison, 2009).

At the same time, the research addresses the need of developing special skills and talents that are required for the psychology and its practice towards motivation, examine different learning theories and methodologies and apply them to treat children as effective as possible. In other words, the paper approaches the ways to help children learn their inner abilities and get accustomed to their feelings and behaviour by means of eliminating the educational challenges. The primary importance is to “help children manage their behaviours in terms of the psychological approach to the development of their personality”, and by means to apply the learned psychological models and theories of self-psychology (Campbell, 1992).

The major principles that address the subject area of the 5th grade could be illustrated through the approach of three basic priciples of child philosophy of education, such as the personal identity, personal (individual) values and the overall environment. Therefore, the major aspect of psychological research is the early adulthood time during the period of identity formation (Morrison, 2009).

The context of the educational psychology application has the same implications as they are for the vast majority of children. The identity formation takes time in the process of development in terms of an “environment, family relations, community, personal awareness, the process of education, gender and sexual formation, cultural aspects and many other implications” (McDevitt and Ormrod, 2004).

Children learn throughout their adulthood by means of evaluating the information and understanding their mistakes. By making the right decisions, “children contribute to the revealing since they were born, as they reflect the ability to think critically” about different situations in education and respond accordingly in the most effective way. The gender role does not matter that much for the reason that children still have the same environment and the need to develop their personal identity, and position in the education and society (Campbell, 1992).

Therefore, children should understand that they have the same identity, which has a strong influence on the life and development of personal characteristics of the human beings, despite gender or any other aspect. This affects the lives of children from the position of “understanding of the importance of growth and development”, including sexuality, as this makes a great contribution in the personal values that shape the identity of any human.

The personal values are important for the personal development and formation of an identity. It is important to understand where the personal identity values come from and what benefit they offer to a person who knows his/her personal values. Males and females differ drastically while working on the personal identities; hence, “they have different learning abilities and share slightly different values of life” (Morrison, 2009).

These aspects are very important for the position of both personal identity and educational practice for the reason of any further development of skills and talents. When children learn to identify their personal values, they take full responsibility for their life. Besides, they try to live their values in the best way they can pursue them (Campbell, 1992).

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Thus, “the more children are true about exploring their personal values, the more peaceful and fulfilled their identity and life would be in the future”. This makes sense only if children take care about themselves and the world around. The personal values of any individual whether this is a man or a woman compound his/her vision of life with all the principles of education, general life standards, personal qualities and characteristics (Ellis, 2003).

Every person has his/her own personal values that define his/her identity even though he/she does not realize this fact. It is possible to “reveal the identity patterns by means of connections of the educational practice, including parents, relatives and friends, and from the teachers throughout the lifetime”. Most often, the personal identity values reflect the environment children live in, which influences their perceptions of the process of education and life as a whole (McDevitt and Ormrod, 2004).

The environment always has a strong impact on the formation of identity, comprising places where children live. “By knowing the personal values, children can reveal the identity and have more clues to the life”. In other words, life is set in the way of rules that define actions and decisions children have to take eventually. It is important to find support in life, as it is the only way to live with integrity and harmony for the rest of life (Halpern, 2003).

The Ways to Promote Diversity of Child Education

The rationale for the research in this area of child education addresses the ways to promote the diversity of child perceptions in relation of the children of the 5th grade. The ways to enhance the diversity of child education adhere to the most common educational theories such as the Social Systems Theory, Gardner’s Multiple Intelligence Theory, including the Bloom’s Taxonomy of Thinking Skills, which compound the three traits of the child diversity of the learning process, as well as the child education as a whole (Morrison, 2009).

Social Systems Theory

It will have more effect to understanding the approach of children philosophy of educations if to address the aspects of different theories that have influences on the process of the personal identity. The first theory to address is the Social Systems Theory. This theory illustrates the example of the potential of children in the framework of their life activities. The theory offers to “analyze the aspects of human behaviour in terms of personality and life potential”. The idea of every theory is to learn how to apply it in relation to the personal outcomes. The thing is to master it after a decent period of usage (Ellis, 2003).

In other words, children use the Social Systems Theory in order to examine the general outcome of the social interactions, cross-cultural aspects of negotiations, and developmental abilities. The viewpoint is to help manage the relationships in terms of social environmental factors. In other words, this theory is about the “understanding of hypothesis in terms of educational practice that takes both personal development and professional achievements” (Erikson, 1968).

Gardner’s Multiple Intelligence Theory

“It is of the utmost importance that people recognize and nurture all the varied human intelligences through the process of proper education, and all of the combinations of the children’s intelligences. Children are all so different largely because they all have different combinations of intelligences”. Howard Gardner is recognized for his theory of multiple intelligences in the educational circuit in individualizing the curriculum and assessment of the student. As a teacher molding young minds, one needs to understand how to utilize Gardner’s multiple intelligences in the classroom, as well as how to make the connection will take hard work, acceptance and the willingness to endure in the education practice (Davis, Christodoulou, Seider, Gardner, 2011).

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Gardner describes intelligence as “the ability to find and solve problems and create products of value in one’s culture” and enumerated these intelligences into Visual/Spatial, Verbal/linguistic, Mathematical/ logical, Bodily/kinesthetic, Musical/rhythmic, Intrapersonal, Interpersonal, and Naturalist intelligences; there is also a number nine, Existential Intelligence (Davis, 2011).

An effective teacher knows that every child is an individual. This means that they are unique and has their own potentials and capabilities. Gardner’s Multiple Intelligences theory has rightly described this fact. Equipped with the knowledge of this theory, teachers have no reason to discriminate the opportunities for teachers to re-evaluate teaching styles in order to cater each of the students’ individual differences and needs. Thus, the teachers then must learn to nurture students not just mentally, but physically and emotionally during the overall education process (Erikson, 1980).

The Ways Computer, Mobile and Internet Technologies Influence the

Effectiveness of Child Education

In the world today, the effectiveness of every learning process is impossible without the use of the computer, cell phone, and Internet technologies that could serve as the means of instruments and / or tools that could boost the learning processes of children and young adults in terms of offering a better vision of the instructions, and thus, delivering better and more effective experiences to the young people from the 5th grade (Morrison, 2009).

In other words, there are many ways of using the computer, cell phone and Internet in order to improve the effectiveness and efficiency of the learning process in any educational institution. Therefore, there is a variety of alternative solutions for using the gadgets of the digital age for the educational purposes (McDevitt and Ormrod, 2004).

For example, the computer could be used in terms of the presentation of the instructions regarding any subject that is relevant to the learning schedule. The mobile technologies could be used in terms of the variety of applications that are available through the cell phones. This is true for the reason that they allow the pupils and students to access the information of any kind that is important for their subject and what consequently matters for the overall outcomes of the education of young children. At the same time, the Internet could be used as the source of information for the research activities and the overall educational setting (Campbell, 1992).

Nowadays every possible educational institution is meant to teach their pupils and / or students with the help of the computer, mobile, or Internet technologies as it is a lot easier and more effective. More to it, when learning with the help of informational technologies people get to know more, and that process is kind of more proficient and interactive for the public, which results in the fact of boosting productivity for the vast majority of people. Afterwards as one has finished the education and is going to continue the education or start working, it is impossible to find the favourable application of the learned knowledge and skills both in the learning institution and on the job without knowing a computer (Morrison, 2009).

The Ways to Measure the Student Learning in Terms of Diversity and Technologies

The fact that it is a computer age now is inevitable, and it is rather obvious that no matter how hard people learn to pursue a degree, or how much they have experienced in life without knowing a computer it is not possible to show oneself to the learning resource management team in order to measure the diversity of the learning technologies (Ellis, 2003).

The possible ways of measuring the learning process and manage the education effectiveness and efficiency are through the application of the above mentioned technologies as they could be used in order to control the learning outcomes. For example, the computer could measure the ability to use the available resources through the process of research activities that could be checked with the help of computer. At the same time, the cell phone application could measure the timely delivery of the completed research projects, and finally, the Internet can serve as the basis for measuring the ability of young people to find and evaluate the information in the applied research studies (McDevitt and Ormrod, 2004).

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Yet there are some ways that people could show oneself to the public, but that requires rather more self-esteem and ambition and again computer technology for a simple reason that it is used everywhere, and if people need to promote themselves, they need to do it using an Internet resource and a computer (Halpern, 2003).

Today almost every respected job position has to deal with a computer as all the things people deal with are internet related, and so, should be made in the computer format. This story has no end, in every kind of activity there is a need to use a computer by all means and people could do nothing but accept this fact or refuse to and thus be laid back in all the aspects of a good life (Ellis, 2003).

These days knowing a computer results in prosperity and opposite ends up with deprivation of any kind; no matter how disappointing this is people should cope with it or stop living which is not acceptable, so they are to fight for the better, and soon life will return all the best outcomes they could imagine as such are the laws of nature and such is the life (Morrison, 2009).


To conclude, the paper addressed the philosophy of what education should look like with the driver for the child centered approach. The research examined a number of learning theories that are important for the education of children as well as the implication of the personal development during the educational process (Schraw, 2006).

The paper covered the developmental approach to education from the position of theories, as well as the process of developing of the personality and driving the changes in the personal values of young adults. At the same time, the paper addressed the aspects of the effectiveness of the learning process, and also the educational process as a whole learning practice of teaching young people (Halpern, 2003).

The examples to illustrate the educational outcomes were towards the technological improvements in the learning process through the variety of educational programs and other learning digital technologies. Besides, the research revealed the impact of the self-development on the professional practice of generating new skills of young people. At the same time, the paper covered the educational philosophy from the position of influence on the child education in regards to the final changes in the education of young adults (Ellis, 2003).

The core concerns were the personal growth and professional development of children, as well as the ways to help generate the values through the maturity process. Such an approach is important for the position of education, employment, family life, community and the impact of the society as a whole. All the above findings have a huge impact on the child-centered philosophy of education, as well as the determinations towards the role of teaching and responsibility of young children (Walker, 1982).

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