ifferences and commonalities. In short, there are few dimensions of education in which teachersÆ knowledge of human development is not important. However, there are cases in which teachers do not have a sufficient understanding of human development and this can lead to various problems. These problems are discussed in the next section of the paper.
Problems Arising when Teachers are Not Knowledgeable About Developmental Principles
Matthews and Keating (2004) state that lack of knowledge about human development in general and about developmentally appropriate teaching in particular can create a wide variety of problems for both teachers and students. First, teachers who do not understand the need for developmentally appropriate instruction and materials can often feel swamped or lost, developing a sense of malaise and cynicism about school effectiveness.
Second, Matthews and Keating (2004) note that if teachers do not understand certain developmental characteristics such as that of multiple intelligences, they can often under-estimate (as well as over-estimate) the competency of children, not realizing that while students may be above the norm in one area of intelligence, they may need assistance, even remedial help, in yet another area. Third, classroom teachers with little knowledge of human development/developmentally appropriate instruction often fail to take psychosocial and socioemotional factors into account when considering students cognitive processes and it is only through such considerations that teachers can maximally motivate students and engage them in the learning process.
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