Changing Conceptions of Childhood Changing conceptions of childhood

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Changing Conceptions of Childhood

Changing Conceptions of Childhood

Changing conceptions of childhood Historical Background Poverty; high mortality rates Child abuse common Norms:

Changing conceptions of childhood Historical Background Poverty; high mortality rates Child abuse common Norms: Child labor; child abandonment among poor 17 th & 18 th centuries: philosophers’ visions John Locke Humans born a “tabula rasa” Jean Jacques Rousseau Infants are innocent We should lovingly nurture babies These practices not instituted until early 20 th century

Changing Conceptions of Childhood Late 19 th Century: kinder, gentler view of children Childhood

Changing Conceptions of Childhood Late 19 th Century: kinder, gentler view of children Childhood protected, dependent life stage Universal education: primary school mandatory 20 th Century: Adolescence: identified by G. Stanley Hall Stage of “Storm and Stress” between childhood and adulthood In the 1930 s, President Franklin Roosevelt ordered high school attendance as mandatory. Emerging Adulthood: newest life stage Age 18 to late 20 s Time for personal exploration

JEAN PIAGET 1896 – 1980 ‘GENETIC EPISTEMOLOGY’

JEAN PIAGET 1896 – 1980 ‘GENETIC EPISTEMOLOGY’

COGNITIVE STAGES Through observation noticed that children make similar errors in cognitive tasks Mental

COGNITIVE STAGES Through observation noticed that children make similar errors in cognitive tasks Mental structures; Cognitive systems that organize thinking into coherent patterns so that all thinking takes place on the same level of cognitive functioning. Maturation: Innate biologically based program is the driving force behind development. In contrast to behaviorists, believed that children also construct their learning.

Piaget’s Theory of Cognitive Development Piagetian key terms: Schemes-cognitive structure for processing, organizing and

Piaget’s Theory of Cognitive Development Piagetian key terms: Schemes-cognitive structure for processing, organizing and interpreting information Assimilation-new existing scheme information is altered to fit an Accommodation-changing new information a scheme to adapt to the

Piaget’s Sensorimotor Stage Sensorimotor stage Composed of 4 substages

Piaget’s Sensorimotor Stage Sensorimotor stage Composed of 4 substages

Object Permanence Object permanence -objects continue to exist even when not aware of them

Object Permanence Object permanence -objects continue to exist even when not aware of them Under 4 -8 4 months no understanding months-some uncertain about existence 8 -12 months-Developing awareness Will still make A not B error

Piaget https: //www. youtube. com/watch? v=0 Xwj. Iru. MI 94

Piaget https: //www. youtube. com/watch? v=0 Xwj. Iru. MI 94

Evaluating Piaget’s Sensorimotor Theory Criticisms include Underestimating infants ability especially regarding object permanence Renee

Evaluating Piaget’s Sensorimotor Theory Criticisms include Underestimating infants ability especially regarding object permanence Renee Baillargeon and researchers tested infant abilities using the violation of expectations method. Children look longer in the spot, even though don’t grab for the object there. https: //www. youtube. com/watch? v=u 2 ov. HFt 5 YXc Object permanence may reflect memory development Cultural limitations as well

SEX and Gender: Are they the same? http: //www. youtube. com/watch? v=ep. DPui 27

SEX and Gender: Are they the same? http: //www. youtube. com/watch? v=ep. DPui 27 QZQ a. What do you think about the child in relation to her desire to be a girl? b. Do you agree of not agree with the mothers choices? Why or why not? c. What does this video suggest to you about gender and children in relation to issues of socialization, personal choice in gender identification and technology? d. What would you do if you were the child’s parent? e. As a parent how much should you follow and support your child's feelings, desires and wants?