Chapter 1 Learning About Children Child Development Early

Chapter 1 Learning About Children Child Development: Early Stages Through Age 12 by Celia Anita Decker 1 1

Vocabulary • Students will write the vocabulary in their notebooks. • https: //quizlet. com/219127538/flash cards 2

Objectives • After studying this lesson, you will be able to: – Define the term child development. – Describe the four domains of child development. – Summarize the six stages of the individual life cycle that involve children. – Explain how heredity and environment influence growth and development. 3

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

Lesson 1. 1 Understanding Children 5

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. 6

• 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. 7

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. 8

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. 9

Intellectual Development -How children learn. -What children learn. -How language skills develop. 10

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. 11

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. 12

The Individual Life Cycle 13

• Individual life cycle is a description of the stages of change people experience throughout life (from birth through old age). • Each stage of life has unique opportunities, achievements, and challenges. 14

Prenatal Stage • 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. 15

Neonatal Stage • Extends from birth to 1 month. • The baby physically adapts to life outside the mother’s body. 16

Infancy Stage • Begins at 1 month and continues to 12 months. • The infant develops the foundation for motor, thinking, language, and social skills. 17

Toddler Stage • Begins at 1 year old and ends at 3 years old. • The child makes great strides in motor, thinking, and language skills and begins to test his or her independence on adults. 18

Preschool Stage • 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. 19

School-Age Stage • Begins at 6 years and ends at 12 years. • Achievement is the central goal. • Master reading, writing, and math. 20

Individual Life Cycle Directions: You will create a Layer Look Book to make a book about the Individual Life Cycle. The cover page must have your name, class period, title. The stages must be in sequential order with a picture and information in your own words that discuss each stage. Review your notes for information the ILC (prenatal, neonatal, infancy, toddler, preschool and school age). Due at the beginning of class FRIDAY. • • Rubric for Grading Assignment Page Returned Proper Heading ILC in Order Picture for each Stage Explanation for each Stage Correct Explanation Turned on Due Date 10 pts / _____ 20 pts / _____ 12 pts / _____ 24 pts / _____ 12 pts / _____ 21

Factors That Influence Growth & Development 22

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. 23

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. 24

• 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. 25

Environment • Everyone lives in both a physical and social environment. • After birth, physical conditions, such as food and rest are part of the environment. • The unborn baby lives in a physical environment that is dependent totally on the mom. • The social environment affects the way a child grows and develops in every developmental domain. 26

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. 27

• Stressors are situations that cause worry and anxiety. • The epigenome can change throughout life, most lasting effects are what happen from conception to • Stress can be beneficial 12 months. and harmful depending on the level of stress and how often and how long • Adverse experiences affect the person’s overall the body’s stress system well-being for the rest of is turned on. her/his life. 28

Child Development Basics • As you watch the video, on a separate sheet of paper write 10 facts about theorists. 29

Lesson 1. 1 Assessment 1. Define the term child development. 2. List and describe the four 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? 30

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. 31

Lesson 1. 2 Recognizing Principles & Theories of Growth & Development 32

Objectives • After studying this lesson, you will be able to: – Identify key principles of growth and development. – Assess how milestones aid people who are working with children. – Give examples of the major principles of growth and development. – Explain how child development research can become a theory. 33

• Every scientist 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). 34

Principles of Growth & Development 35

• 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. 36

Constant Gradual & Continuous Interrelated Principles of Growth & Development Different Rates Sequential Steps 37

Constant • Constancy is unchanging. When a persons growth & development does not change. • New growth, knowledge, and skills are always built on those already acquired. • People often live in the same environment for years. Ex. : traits that children possess today are a good hint –but not proof – of traits that will be present in the future. 38

Gradual & 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. • Changes that happen in little steps. Ex. : learning to walk (pull up, crawl on all fours, stand to feet, stand without support, take a step. ) 39

Sequenced Steps • Sequenced steps are a set order of tasks and are called milestones or stages. • The milestones have been codified (arranged in orderly way) through years of observation. • The sequence leads to greater complexity of behaviors, like scooting to skipping, thinking in prelogical or logical terms. 40

• Teachable moment is an optimal time when a person can learn a new task. • 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. 41

• Waiting too long after the teachable moment occurs may cause problems. • The child may have trouble learning the skill as an adult. 42

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. 43

• Developmental 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. 44

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. 45

Theories of Growth & Development 4646

• A theory is a set of statements offered as a possible explanation for a phenomenon, such as child growth and development. • Confirm means to prove accurate. • Disprove means to show to be wrong or false. 47

Child Development: Theory Categories 48

Arnold Gesell (1880 -1961): Maturational • A psychologist, pediatrician, & professor at Yale Univ. • 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. ” 49

Sigmund Freud (1856 -1939): Psychoanalysis • 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. 50

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 is used in preventing and treating mental health problems. 51

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. 52

Lev Vygotsky (1896 -1934): Sociocultural • He believed that social interactions lead to continuous step-by-step changes in children’s thought and behavior that can vary greatly from culture to culture. • Some knowledge was a personal construction, but much was a social construction (taught by people in one’s culture). • His ideas of mentoring or tutoring learning is used in many schools today. 53

Abraham Maslow (1908 -1970): Psychological Hierarchy of Needs • One of the first researchers to study human needs. • Believed that human development is a result of meeting personal needs. • His theory states all people work to fulfill basic needs and then higher-level needs. 54

It’s a Pyramid! • Hierarchy is rank order. Maslow called his model the Hierarchy of Human Needs. 55

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1 st Level • 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. 57

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 4 pictures per level. Rubric • Paper headed correctly 10 pts. ____ • Diagram/drawing of hierarchy 15 pts. _____ • Labeled 25 pts. _____ • Pictures 50 pts. _____ 58

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. 59

Lesson 1. 3 – Guided Notes Write the questions on your paper and answer as you take notes. 1. List three benefits of studying children. 2. List the seven irreducible needs of children as identified by Brazelton and Greenspan. 3. What is the primary responsibility of caseworkers for CPS? 4. Why observe children? 5. Differentiate between direct observation and indirect observation. 60

Lesson 1. 3 Studying & Observing Children 61

Objectives • After studying this lesson, you will be able to: – Recognize the benefits of studying children. – Explain Brazelton and Greenspan’s seven basic needs of all children. – Differentiate between direct observation and indirect oberservation skills. 62

Benefits of Studying Children • Learning about children will help you to better understand yourself. • 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. 63

To Understand Yourself • Adults are not 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. 64

To 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. 65

Brazelton & Greenspan’s Irreducible Needs • Two noted researchers and physicians, T. Berry Brazelton and Stanley I. Greenspan researched the basic needs of all children. • They identified 7 needs children must meet to thrive and flourish for a lifetime, which they called the irreducible needs of children. • Irreducible means impossible to make smaller or simpler. 66

These needs included: • 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. 67

• 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. 68

• Limit setting, structure, • Stable communities and expectations. cultural continuity. – Children need both – Parents and others structure and discipline who work with in their lives. children must work together, not compete. Protecting the future. To protect the future for one child, people must protect it for all. 69

Working with Children • Anyone preparing for a child-related career should know some about all aspects of children’s growth and development. 70

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 an environment that promotes their health and well-being. 71

• 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 72

• 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. 73

Observing Children • Observation is the oldest, most common , and best way to learn about human behavior, including the behavior of children. 74

Why Observe Children? • By observing children, you can learn about their growth and development. • To observe children, you must focus on a task, what you want to learn. 75

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. 76

• 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. 77

Observing Young Children • As you watch the video take notes. • https: //www. youtube. com/watch? v=t 1 Xtr 3 R Kj. Gc 78

Lesson 1. 3 – Assessment Write the questions on your paper and answer as you take notes. 1. List four benefits of studying children. 2. List the seven irreducible needs of children as identified by Brazelton and Greenspan. 3. What is the primary responsibility of caseworkers for CPS? 4. Why observe children? 5. Differentiate between direct observation and indirect observation. 79

The End 80