Chapter 1 Learning about Children 1 Key Terms

Chapter 1 Learning about Children 1

Key Terms • • • Child development Development Environment Epigenome Genes Genetics Heredity Individual life cycle Intellectual development Physical development Social-emotional development Stressors Academic Terms • Domains • • Growth Potential 2

Lesson 1. 1 – Guided Notes Write the questions on your paper and answer as you take notes. 1. Define the term child development. 2. List and describe the domains of child development. 3. Name the six stages of the individual life cycle that involve children and give the average ages for each stage. 4. What are the two main factors that influence growth and development? 5. What does epigenome mean? What can the epigenome do? 3

What is Child Development? • Development is the gradual process through which babies become adults. • Development begins at conception and continues until death. • Child development is the scientific study of children from conception to adolescence. 4

• Child development is concerned with the whole child and the process or changes that occur in both growth and behavior. • Growth is a change in size, such as height, or in quantity, such as vocabulary. • Child development teaches teens and adults how to care for children. 5

Domains of Child Development • Physical development-involves growth of the body and the development of large and small motor skills. • Intellectual development-includes how people learn, what they learn, and how they express what they know through language. • Social-emotional development-concerns interactions growth people and social groups, disposition, and emotions. 6

Physical Growth & Development -How children's bodies growth and mature. -How children’s large and small muscles development and aid movement. -How children’s motor skills aid perception and vice versa. 7

Intellectual Development -How children learn. -What children learn. -How language skills develop. 8

Social Development -How children develop and sustain relationships with others. -How children develop a sense of self. -How children become dependable. -How children develop morals and character. 9

Emotional Development -How children identify and understand their feelings. -How accurately children can read the emotional states of others. -How children manage strong emotions and express their feelings in constructive ways. 10

Individual Life Cycle • Individual life cycle is a description of the stages of change people experience throughout life (from birth through old age). • Each state of life has unique opportunities, achievements, and challenges. 11

Prenatal Begins at conception and ends about 9 months later at birth. The rate of growth is the fastest at this stage. Even before birth the baby can recognize the mom’s voice patterns and react to strong stimuli. 12

Neonatal Extends from birth to 1 month. The baby physically adapts to life outside the mother’s body. 13

Infancy Begins at 1 month and continues to 12 months. The infant develops the foundation for motor, thinking, language, and social skills. 14

Toddler Begins at 1 year old and ends at 3 year old. The child makes great strides in motor, thinking, and language skills and begins to test his or her dependence on adults. 15

Preschool Begins at 3 years and ends at 6 years. The child becomes more self-sufficient, spends many hours in play exploring the physical and social world, and begins to develop knowledge of self. 16

School Age (middle childhood) Begins at 6 years and ends at 12 years. Achievement is the central goal. Master reading, writing, and math. 17

Factors that Influence Growth and Development Two main factors that influence growth and development. 1. Heredity includes all the traits that are passed to a child from blood relatives. 2. Environment includes all the conditions an situations that surround affect a child. 18

Heredity • Babies inherit about 23, 000 genes from their parents. • Genes are sections of the DNA molecule found in a person’s cells that determine his or her individual traits. 19

• Genetics is the study of the factors involved in the passing of the traits in living beings from one generation to the next. – Genes determine body features, such as blood type, facial structure, and color of hair, eyes, and skin. – Genes affect height, athletic ability. 20

Environment • Everyone live in both a physical and social environment. • The unborn baby live in a physical environment that is dependent totally on the mom. ● After birth, physical conditions, such as food and rest are part of the environment. • The social environment affects the way a child grows and develops in every developmental domain. 21

Heredity Affected by Environment • Epigenome which mean above the gene, consists of chemicals that can turn genes on and off. – It is built through positive and negative factors from the environment. – Positive factors cause the chemical compounds to turn on genetic potential making the person all they can be. – Negative environmental factors cause harm in all domains of growth and development. 22

• Stressors are situations that cause worry and anxiety. • The epigenome can change throughout life, most lasting effects are what happen from conception to 12 months. • Stress can be beneficial and harmful depending on the level of stress and how often and how long the body’s stress system is turned on. • Adverse experiences care not erased, but affect the person’s overall well-being for the rest of her/his life. 23

Key Terms Age norm Developmental acceleration Developmental delay Principles of growth and development • Sequenced steps • Teachable moment • Theory • • Academic Terms ● ● ● Codified Confirm Constancy Disprove Interrelated Motivation 24

Lesson 1. 2 - Guided Notes Write the questions on your paper and answer as you take notes. 1. List the key principles of growth and development. 2. What is a teachable moment? Give an example. 3. Differentiate between developmental acceleration and developmental delay. 4. What is a theory? 5. List three major child development theory categories. http: //www. g-wlearning. com/childdevelopment/9781631260384/student/ch 01_02/review. htm 25

• Every science works on certain principles-basic truths or assumptions. • In child development, you know that each child is unique. • Through research there are basic patterns of growth and development called principles. They are: Universal (apply to all children), Predictable (will occur in future observations), Orderly (patterns are sequenced and will occur at approximate times). 26

Principles of Growth and Development • Each person is unique, yet people are more alike than different. • Principles of growth and development are patterns in the way people generally grow and develop. 27

Consistent Gradual & Continuous Interrelated Principles of Growth & Development Different Rates Sequential Steps 28

Constant • Constancy is unchanging. • New growth, knowledge, and skills are always built on those already acquired. • People often live in the same environment for years. 29

Gradual and Continuous • A child does not grow or develop overnight. • Development does not reverse overnight. • Setbacks in development can be overcome with correct intervention and effort. 30

Sequenced Steps • Sequenced steps are a set order and are called milestones or stages. • The milestones have been codified (arranged in orderly way) through years of observation. • The sequence lead to greater complexity of behaviors, like scooting to skipping, thinking in prelogical or logical terms. 31

• Teachable moment is an optimal time when a person can learn a new task. Father teaching son to drive • Teachable moments occur when the body and mind are physically ready, when caregivers encourage and support the child and when the child feels a strong desire to learn. 32

• Waiting too long after the teachable moment occurs may cause problems. • The child may have trouble learning the skill as an adult. 33

Different Rates • All people change with time. Some people enter a stage earlier and some later that the typical age. • Age norm and can be expressed as an average or age range. • Developmental acceleration occurs when a child performs like an older child. 34

• Development delay occurs when a child performs like a younger child. • Motivation, a child’s desire to achieve, also make growth and development rates vary. – Some children are eager to achieve. – Some children are poorly motivated. 35

Interrelated • The domains (physical, emotional, social, intellectual) of child development are interrelated. • Interrelated, they interact in complex ways. • For instance, the teacher’s job is to improve children’s intellectual growth. If children come to school hungry or sleepy, however, they will not do well in learning activities. 36

Theories of Growth and Development • A theory is a set of statements offered as a possible explanation for a phenomenon, such as child growth and development. • Confirm, prove accurate. • Disprove, show to be wrong or false. 37

• Stop here Mrs Mc. Cann, future slides intro theorist! 38

CHILD DEVELOPMENT THEORY CATEGORIES 39

Arnold Gessell (1880 -1961) Maturational Believed that physical and intellectual development was determined by heredity and biological maturation. His theory established many of the age norms and ideas about “readiness. ” 40

Sigmund Freud (1856 -1939) Psychoanalytic He believed personality (and mental health) was determined by how children coped with their physical drives. He examined how children regulate their desires and take on social norms. His theorist primarily used by psychiatrists. 41

Erikson (1902 -1994) Psychosocial Concerned about conflicts that occur between a child's needs and social demands. He believed that people who can cope with each conflict develops a healthy personality and vice versa. His theory used in preventing and treating mental health problems. 42

Learning B. F. Skinner (1904 -1990) Albert Bandura (1925 -present) • Focused on how the environments affect observable behaviors, not internal changes, such as personality and how you learn. • They studied how behaviors can be reinforced (made stronger) or extinguished (stopped). • Learning theories are mainly used in behavior modification or intervention methods for children having learning or behavioral problems. 43

Jean Piaget (1896 -1980) Cognitive Development Believed children think differently at different ages. Thought children constructed (built) their knowledge through experiences. As children learn new ideas, their minds adapt (change). This theory totally changed child development. 44

Lev Vygotsky (1896 -1934) Sociocultural He believed some knowledge was a personal construction, but much was a social construction (taught by people on one’s culture). His ideas of mentoring or tutoring learning is used in many schools today. 45

Urie Bronfenbrenner (1907 -2005) Ecological Systems Noted that children’s development is influenced by heredity & environment (family, friends, schools, workplace, and general culture). His theory has made people more aware of how the many contexts (systems) affect child development. 46

Child Development Theorist • Use the handout and take notes as you watch the video about theorist. 47

Child Development Theorist Directions: About the Project: • Student will be put into groups to work on this project. Each group will represent a Panel of Experts on a child development. Each group will present their information to the class on the due date of the assignment. Each group member will select a group role and participated in the project. Instructions for Project BE CREATIVE, BE CREATIVE • Your group will research all information regarding your theorist via (class notes, internet, news articles, etc. ). • Game activity (Hollywood Squares, Family Feud, Who Wants to be a Millionaire, Are You Smarter Than a 5 th Grader, Wheel of Fortune, Theorist is Right, Jeopardy, Charade) as it relate to your theorist and theory they developed. • Skit Activity can be a talk show, newscast, set up like a You. Tube video. • Include in the activity – name of theorist – name of theory – birth & death date of theorist – where was theorist born – information regarding theory (explain it thoroughly) – schools attended • The game must incorporate all your group members. There are some game simulators on the internet. • Skit…all the group members must participate. • In class days to work on project January 27 & 29. What you don’t finish in class you must complete on your own as homework. • Each group will present on Monday, February 1. Presentation must last 20 minutes. 48

Lesson 1. 2 Assessment Write the questions on your paper and answer as you take notes. 1. List the key principles of growth and development. 2. What is a teachable moment? Give an example. 3. Differentiate between developmental acceleration and developmental delay. 4. What is a theory? 5. List three major child development theory categories. http: //www. g-wlearning. com/childdevelopment/9781631260384/student/ch 01_02/review. htm 49

Lesson 1. 3 Studying and Observing Children 50

Key Terms • • Child-centered society Direct observation Indirect observation Self-actualization Academic Terms ● ● Advocates Empathize Hierarchy Irreducible 51

Objectives • After studying this lesson, you will be able to: – Recognize the benefits of studying children. – Assess Abraham Maslow’s hierarchy of human needs. – Explain Brazelton and Greenspan’s seven basic needs of all children. – Develop observation skills. 52

Lesson 1. 3 Guided Notes 1. List four benefits of studying children. 2. According to Maslow, what type of needs are included in a person’s basic needs? Higher needs? 3. List three of the seven irreducible needs of children as identified by Brazelton and Greenspan. 4. What is the primary responsibility of caseworkers for CPS? 5. Differentiate between direct observation and indirect observation. http: //www. g-wlearning. com/childdevelopment/9781631260384/student/ch 01_03/review. htm 53

Benefits of Studying Children • Learning about children will help you to better understand yourself not and as your continue to develop. • One of your future goals may be to become a responsible parent. • You may even be interested in a career in a child-related field. • All adults-regardless of parenthood or career-have responsibilities for protecting children. 54

Understand Yourself • Adults are nor fully aware that who they are today is a result of the children they once were. • As you study children, you can gain insight into your own growth, development, and values. 55

Be a Responsible Parent • Parenting is a mind-boggling task. How much adults know about children, can determined the kind of parents they become. • By studying children, parents know their children’s needs at each stage of development. 56

Maslow’s Hierarchy of Needs • Abraham Maslow, a noted psychologist, was one of the first researchers to study human needs. • Hierarchy is rank order. Maslow called this model the hierarchy of human needs. 57

1 st Four Levels • Basic needs which are inborn needs. • First level includes all physical needs. Other 3 Levels • Psychological needs related to feelings of security, love and acceptance, and esteem. 5 th Level Self-actualization needs Self-actualization means to grow and feel fulfilled as a person. Include the drive to purse talents and hobbies, gain skills, and learn more about the world. 59

Maslow’s Hierarchy of Human Needs Directions. : Each group will design a poster of the Hierarchy of Human Needs. Make sure it is labeled correctly. Then add pictures (examples) that represent each level. Must have at least 5 pictures per level. Rubric • Paper headed correctly • Diagram/drawing of hierarchy • Labeled • Pictures 10 pts. ____ 15 pts. _____ 25 pts. _____ 50 pts. _____ 60

Brazelton and Greenspan’s Irreducible Needs • Irreducible needs of children. • Irreducible means impossible to make smaller or simpler. 61

• Ongoing nurturing relationships. – A nurturing relationship is critical for all development. – If this relationship is absent or interrupted, children are apt to develop disorders in their intellectual, social, and emotional development. • Physical protection, safety, and regulation. – Protects them from physical and emotional harm. 62

• Experiences tailored to individual differences. – Parents need to match the child’s strengths and weaknesses with their experiences. • Experiences that are developmentally appropriate. – Experiences tailored to his or her stage of development.

• Limit setting, structure, and expectations. – Children need both structure and discipline in their lives. • Stable communities and cultural continuity. – Parents and others who work with children must work together, not compete. Protecting the future. To protect the future for one child, people must protect it for all. 64

Work with Children • Anyone preparing for a child-related career should know some about all aspects of children’s growth and development. 65

Protect Children’s Rights • People live in a child-centered society-a society that sees children as important, cares about their well-being, and works to meet their needs. • All children should have the chance to grow in a environment that promotes their health and well-being. 66

• Each state makes laws and policies to protect children. • Each state has a department concerned with children’s welfare and the obligations and responsibilities of parents. • These state departments are called. – Department of Human Services – Child Protective Services 67

• For example, laws exist regarding the quality of child care programs, school attendance, child labor, and illegal drug sales to help protect children and society. • Children are treated differently than adults in court. • Advocates are people who actively support a cause of children’s rights. 68

Observing Children • Observation is the oldest, most common , and best way to learn about human behavior, including the behavior of children. 69

Why Observe Children • By observing children, you can learn about their growth and development. • To observe children, you must focus on a taskwhat you want to learn. 70

Ways to Observe • Direct Observation means watching children in their natural environments. • The environment include home, play groups, child care programs, schools and public places, such as shopping centers, parks and restaurant. 71

• Indirect Observations which include asking questions of parents, teachers, or children. • Also include observing products children make, such as artwork, or the stories children dictate or write. • Studying test scores is an indirect observation. 72

Observing Young Children • As you watch the video take notes. • https: //www. youtube. com/watch? v=t 1 Xtr 3 RKj. Gc 73

Observing Young Children • As you watch the video answer the questions. • https: //www. youtube. com/watch? v=YJkg. Ye_ohk 0 74

Lesson 1. 3 Assessment 1. List four benefits of studying children. 2. According to Maslow, what type of needs are included in a person’s basic needs? Higher needs? 3. List three of the seven irreducible needs of children as identified by Brazelton and Greenspan. 4. What is the primary responsibility of caseworkers for CPS? 5. Differentiate between direct observation and indirect observation. http: //www. g-wlearning. com/childdevelopment/9781631260384/student/ch 01_03/review. htm 75

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