Child Growth and Development Week 2 Review last

Child Growth and Development Week 2

Review last week • Discussed the materials required for the course (Ebook/publisher’s access code for A Child’s World) and (Paper copy of book, Positive Discipline) • Reviewed navigation of course including global menu choices (i. e. calendar, ? /Help, etc. ) and our specific course menu choices (i. e. home page, announcements, weekly modules(one-stop shopping; 100% of what you need is housed in each week’s module), etc. ) • Reviewed week 1 assignments • Goal-create a caring community of online learners • Significance and belonging • Predictor of academic success • Feel better-do better holistically

Materials & Assignments – General Information • Books • Paper Copy-Positive Discipline • Ebook/Publisher’s Code/A Child’s World • Additional optional purchase, paper copy, A Child’s World • Log in at least 3 times a week • Review Announcements • Looking ahead: • Activity #2/Community Service/due week 6 • Activity #3/Piagetian Tasks Assignment/week 13 • Week 1 and Week 2 Assignments • Complete 100% of the assignments for the first two weeks • Completed 50% weeks 3 -15 • Complete two-part final during final’s week

Assignments – Week 2 • Attend live session/submit word “attended” for assignment submission • Recorded live session: summary due Sunday • Learn. Smart/A Child’s World, Chapter 2 (Sunday) (need Publisher’s Code/Ebook; free 2 -week trial • Review how to access Ebook and assignments • If gap when have $ to make final purchase, complete assignments ahead • 7 -day late grace, Mc. Graw Hill note shares “no points”; I check after 7 -day late grace, manually enter points • Reading Responses/Positive Discipline/Paper Copy, Chapter 1 (Sunday) • Response to one student by Monday; reason for extra day • Okay to work ahead!

Navigation of Course • Course Menu • Modules-One Stop Shopping • Review week 2 module

Navigation of Course-continued • Misc. • Discussions- “no” edit button; reason-students need to create own thoughts before having access to responses from others. • How to “fix” a discussion: reply to the post you want to fix and add information in the reply box. If whole new post or fixing responses, must be done in 2 -4 minutes of Original Post. The first post is the one that is graded. • Printable calendars, syllabus, etc. If needing help, let me know. • How to access points and comments on graded assignments • Click on Grades; click on Title of assignment; it will open and you will see points and comments

Navigation of Course-continued • Misc. • 7 -day late grace; earn up to 80% of possible points; no questions asked • Canvas Inbox-tutorial • Use spell/grammar check • Retain numbering, letters • Instructor errors: please notify me of errors in the Q & A module; this allows others to see that I was notified and my response

Navigation of Course-continued • Misc. (continued) • Extra Credit: opportunity to design your own extra credit assignment to address your preferred learning style and interests! • Ideas due by week 4; final submission due by week 14 • Extra Credit for week 2: Share where the four (4) calendars are located in our course and a short description of what you clicked on to locate each calendar and what it contains. (150 -200 words) up to 5 points extra credit; due by Sunday, September 9 before 11: 59 PM • To submit: click on Assignments, click on Type in upper right hand corner; click on Miscellaneous Extra Credit Assignment; enter information; submit • Accepts multiple submissions; students see last submission only; instructor sees them all. • Students: click on Account in upper left hand corner to review multiple submissions

Lecture: Ch. 1, The Study of Child Development • Focus of study –processes of change and stability • Conception to late adolescence, starting with a single cell at conception • Began toward end of 19 th century • Ways to study-ever evolving

Lecture: Ch. 1, The Study of Child Development - continued • What developmental scientists study: • Domains of Development – each affects the others. • Physical Development • Growth of body and brain, including biological and physiological patterns of change in sensory capacities, motor skills, and health • Cognitive Development • Pattern of change in mental abilities, such as learning , attention, memory, language, thinking, reasoning, and creativity. • Psychosocial Development • Pattern of change in emotions, personality, and social relationships

Lecture: Ch. 1, The Study of Child Development - continued • What developmental scientists study (continued): • Periods of Development • Social Construct • Page 7: “Concept about the nature of reality based on societally shared perceptions or assumptions. ” • Example: Concept of Adolescence • Earlier times (preindustrial, period before 1760, before machines/tools necessary to perform manufacturing processes-young people considered children in US until left school/home, married, got a job • 1920 s: comprehensive high schools established to meet needs of growing economy and families able to support extended formal education • Teenage years became a distinct period of development

Lecture: Ch. 1, The Study of Child Development - continued • What developmental scientists study (continued): • Five (5) Periods of Development • Each stage-specific developmental needs and tasks • • • Prenatal Period Infancy and Toddlerhood (birth to age 3) Early Childhood (ages 3 -6) Middle Childhood (ages 6 to 11) Adolescence (ages 11 to 20) • Break Out Rooms

Meeting your classmates-continued • Mindfulness-before entering into the breakout rooms and submitting 1 st Discussion • Present in the moment • Awareness of thoughts, feelings, bodily sensations • Calms the parasympathetic nervous system • Serves to slow the heart rate • Three deep breaths (last week) • Breathe in for 5 counts; hold for 5 counts; release for 5 counts • Break out Rooms • Introduce yourself • Each person share a memory of how each domain was supported during childhood or teen years: physical, cognitive, psychosocial development. (Note: a chapter on each domain for each age and stage of development starting at birth. ) • Select a spokesperson to report back.

Lecture: Ch. 1, The Study of Child Development - continued • Influences on Development • Each child is a unique individual • Heredity (genetics) and Environment (nurture) • Nuclear Family; Extended Family • Some societies one predominates over the other • Socioeconomic status (SES) • Culture, Ethnicity, Historical Context

Lecture: Ch. 1, The Study of Child Development - continued • Influences on Development (continued) • Influences may be normative (age graded or history graded) or nonnormative • Normative: characteristic of an event that occurs in a similar way for most people in a group • Normative age-graded influences: time of puberty • Normative history-grade influences: Great Depression or World War II • Nonnormative: influences are unusual events –major impact on individual lives, disturb expected sequence of life cycle • Typical events happening at atypical time of life (death of parent when child is young) • Atypical events (surviving a plane crash)

Lecture: Ch. 1, The Study of Child Development - continued • Influences on Development (continued) • Critical or sensitive periods – certain types of early development • Critical periods – controversial (see page 19, The Research World: Is There a Critical Period for Language Acquisition? ) • Critical period (page 18): “specific time when a given event or its absence has a profound and specific impact on development. ” • Example: a pregnant women receives X-rays, takes certain drugs or contracts certain diseses at certain times during pregnancy, fetus may show specific ill effects. • Sensitive periods (page 18): “time in development when a given event or its absence usually has a strong effect on development. ” • Many aspects of development has been found to show plasticity (“modifiability of performance”) may be more useful to think of sensitive periods • Further research is needed

Lecture: Ch. 1, The Study of Child Development - continued • An Emerging Consensus • Six fundamental points about child development – consensus has emerged (pages 18 and 19): • The interrelationship of domains of development, • The existence of a wide range of individual differences, • The bidirectionality (taking place in opposite directions) of influence (example: baby coos, parent responds, baby wants to communicate more), • The importance of history and culture, • Children’s potential for resilience, • Continuity of development throughout life.

Invited to stay after session for help • Register for two-week free trial • Questions? • Comments!