Child 1 Child Growth and Development Week 11

Child 1 Child Growth and Development Week 11

1. Review last week's class session-toddler development. 2. Review assignments due this week on Sunday (i. e. Ch. 15 Learn. Smart, Ch. 10/Positive Discipline Reading Response) 3. Research Paper-Review final groups and presentations 4. Lecture early childhood including class activities.

Questions about this week’s assignments? 7 -day late grace period ASSIGNMENTS DUE DATES POINTS Preparing for Future Assignments: Click on Assignments and review the Piagetian Due later in the semester; Click Tasks and Community Service Activities. If you need help locating an activity and children, please contact me ASAP. Our children's center at Columbia College on Assignments for due date welcomes student observations; please call ahead of time to set up appointment. (Required) Chapter 15 2 Learn. Smart Sunday, Mar. 25 Required) Chapter 10 Reading Response, Book/Positive Discipline Sunday, Mar. 25 ( 10 10

Questions or comments from last week’s class? Summary from last week’s class- Week 8: • Infant and Toddler Development-shared information for each developmental domain • Video, Ronald Mah, Consistent, Responsive Caregiving, Soothing a Baby • Toddler Development • Physical, Cognitive, Psychosocial • Temperament • Disposition or style of approaching and reacting to situations • Video-How temperament is measured • Class Activity • Extra Credit-Children's books form Columbia College Library • Research papers-final groups • Review presentations for research papers

Lecture: Toddler Development • Cognitive (pick up from last week): • Language Development (continued) • Scenario • You are the director in a toddler center. • • A toddler bites another toddler. Both families are upset The family of the toddler that received the bite wants the other child expelled from the center. How do you respond to: • each family (individually)? • the teacher(s) in the classroom? • the children in this scenario? • Hints: • Developmentally appropriate behavior? • Language Development • Philosophy are expelling children/families in need of care and support and acceptance.

Lecture: Development in Early Childhood (3 -5 year olds) • Cognitive • Piaget • Infants and Toddlers (1 st Stage-Sensorimotor Stage) • Early Childhood (preschool) 2 nd Stage-Preoperational Stage (2 -7 years) • More sophisticated-symbolic thought • Symbolic Function • Think about something-absence of sensory or motor cues • Wanting ice cream but not seeing any-concept memory • Not yet using logic-Piagetian tasks • Activity-later in class • Watch videos • Carry out in class

Lecture: Development in Early Childhood (3 -5 year olds) • Cognitive Advances, page 275 • Use of symbols • From memory • Asks about an earlier event-several months can pass • Slice of apple-vacuum cleaner • Understanding of identities • Superficial alterations-do not change person • Teacher dressed-pirate-still teacher • Understanding of cause and effect • Events have causes • Ball rolls from behind wall-looks for person kicked ball

Lecture: Development in Early Childhood (3 -5 year olds) • Cognitive Advances continued, page 275 • Ability to classify • Organize objects, people, events meaningful categories • Toddlers (assimilation, accommodation) • Plastic bears-sort by color or size • Understanding of number • Counting, dealing with quantities • Shares candy and counts pieces for each • Empathy • More able to imagine how others feel • Comforts a friend • Theory of Mind • More aware-mental activity, functioning of mind • Sibling hides cookies in a place where other sibling won't know to look

Lecture: Development in Early Childhood (3 -5 year olds) • Immature Aspects of Preoperational Thought page 276 • Centration • • Focus on one aspect Earlier-understand identities-teacher/pirate/teacher Halloween-scary costume Tall, short, wide glasses, amount of liquid • Irreversibility • Not able to understand, some actions can be reversed, restored to original situation • Child teases sibling-has more juice from juice box (both have same). Pours into tall, skinny glass, pouring into original box-proving it is still same amount • Focus on states rather than on transformation • Not able to understand, significance of transformation between states • Pouring liquid from tall glass to short glass-still same amount • Playdough-ball-snake-ball

Lecture: Development in Early Childhood (3 -5 year olds) • Immature Aspects of Preoperational Thought, continued page 276 • Transductive reasoning • Do not use deductive or inductive reasoning • Deductive-logical process, conclusion based on the concordance of multiple premises, generally assumed to be true • Inductive- often used in applications, involve prediction, forecasting, or behavior. • Difference: inductive reasoning moves from specific instances into a generalized conclusion, while deductive reasoning moves from generalized principles that are known to be true to a true and specific conclusion. • Instead of deductive or inductive-jump from one particular to anotehr and see cause where none exists • Example: sibling a does something mean to his sibling b; sibling b gets sick; sibling a believe he made sister sick. • Egocentrism • Assume everyone else thinks, perceives, and feels as they do • Child needs to turn book she is holding so everyone can see pictures

Lecture: Development in Early Childhood (3 -5 year olds) • Immature Aspects of Preoperational Thought, continued page 276 • Animism • Children attribute life to inanimate objects • Amanda says spring is trying to come but winter is saying, "I wont go! I won't go!" • Inability to distinguish appearance from reality • Confuses what is real with outward appearance • Child confused by sponge, made to look like rock. Child states that it looks like a rock and it really is a rock. • Watch videos of Piagetian Tasks • Carry out tasks with classmates-practice

Lecture: Positive Discipline • Ch. 4, A New Look at Misbehavior • Mistaken Goal Chart, page 71 • activity • Ch. 5, Beware of Logical Consequences • Disguise punishment • Trauma informed approach • Ch. 6, Focusing on Solutions • Solution focused strategy • Positive Time Out • Curiosity Questions, page 134 • What were you trying to accomplish? How do you feel about what happened? What do you think caused it to happen? What did you learn from this? How can you use in the future what you learned? What ideas do you have for solutions now?

• Ask questions or share comments about last week's class sessioninfant development. • Ask questions or share comments about assignments due this week on Sunday (i. e. Ch. 12 Learn. Smart, Ch. 8/Positive Discipline Reading Response) • Participate in class activities, continue to explore toddler development and temperament.

Have a great and productive week! Office Hours: 4: 05 -4: 35 If I have a voice, everyone will hear what I have to say. If I have a voice, I would be treated with more respect. Silent though I seem; I ask you to open your eyes. Look, look again at the expression on my face. Look, and look again. My expression says, I am human, I have rights. Treat me with respect, show me love, listen to me. Let the joys of my heart flow naturally.