learn about children chapter 1 section 1-making a difference in children’s lives section 2-...
Post on 23-Dec-2015
216 Views
Preview:
TRANSCRIPT
Learn About Children
Chapter 1
Section 1-Making a Difference in Children’s LivesSection 2- Studying ChildrenSection 3- Observing Young Children
Chapter Objectives• Explain the best way to learn about children•Identify 3 areas of childhood that researchers have studied•Summarize how children learn and develop important skills•List the stages of development after childhood•Determine why observation is important to the study of child development•Compare and Contrast different methods of observation and interpretation
Understanding Children and Yourself
Learn why children feel, think, and act the way they do. Typical Behavior: way of acting or responding
that is common at each stage of childhood.
Discover caregivers’ importance. Caregiver: A person who takes care of a child
Enjoy children more
Learn about career opportunities
Apply What You Learn
Gain New Skills As you learn about child development try
applying it in real life. Work at local parks or swimming pools
Understand Yourself You may begin to see your childhood
differently as you learn about child development Think about your childhood. What were some
major events?
Views of Childhood
Childhood means different things to different people.
Childhood is a period
of rapid development, dependence on caregivers, and preparation for adult life.
Childhood has not always been considered a separate, important stage in life.
Childhood Past and Present
Health Before the 20th century,
diseases caused deaths among every family; particularly children.
Today Better nutrition Understanding of
childrens’ health Childhood nutrition is
still a concern (i.e. Childhood obesity)
Education Public education for all
children was not common in the US until the early 1800s. Small schools Children with different ages
and abilities were in the same room
Today Children are groupd
according to age and learning levels
Technology has enhanced learning options
Childhood Past and Present
Love
Not changed much is a child’s need for love.
Caregivers work hard to raise children with moral (ethical) values Responsible Independent
Work Early America
Children helped with chores, gathering wood, sewing, and plowing
Until the early 20th century, children were expected to work early in life
Laws were enacted banning children from working in factories or other adult workplaces
Teens hold jobs Laws specify minimum
working age and hours
Childhood Past and Present
Play Play is how children learn. Simple toys still forced a
child to use their imagination.
Sports were not developed until the 1800s Baseball and basketball
Video/computer games first available in 1970s Not much imagination use
Reading books and other traditional toys are still popular
Childhood Past and Present
Dress
Past Children dressed more
formally Infants and toddlers
(both genders) wore long gowns
Older boys wore suits and girls wore dresses
Today Casual clothes for boys
and girls are similar in style
Washable and comfortable
Studying Children
Chapter 1.2
Importance of Childhood Development
Childhood prepares us for adulthood Researchers show that childhood may be the most
important developmental stage throughout life
A child’s brain is not fully developed at birth; it is the least developed of all the organs By age 3, it has already made trillions of cell connections
Scientists have found that a baby’s brain develops in direct response to stimulation Stimulation is any activity that arouses a baby’s sense of
sight, sound, touch, taste, and smell Can improve a baby’s curiosity, attention span, memory, and
nervous system development
What Researchers Have Found
Child development theorists have provided valuable information about how children learn and develop skills by testing theory
Some theories cant be tested (i.e. Erik Erikson’s belief of a childhood crisis)
Past researchers and theorists have laid the foundation of child development and how we build upon it today.
Child Development Theorists
Sigmund Freud(1856-1939)
Believed that personality develops through a series of stages.
Experiences in childhood profoundly affect adult life.
Significance: Childhood is much
more important than previously thought, and its effects are longer lasting
Jean Piaget(1896-1980)
The first to study children scientifically
Focused on how children learned Believed that children
go through 4 stages of learning
Significance: Children must be given
learning tasks appropriate to their level of development
Child Development Theorists
Lev Vygotsky(1896-1934)
Wrote that biological development and cultural experience influence children’s ability to learn
Social contact is essential to intellectual development.
Significance: Children should be given
the opportunity for frequent social interaction.
Erik Erikson(1902-1994)
Personality develops in stages Thought each stage includes
a unique psychological crisis If the crisis is met in a
positive way, the individual develops normally
Significance: Parents and other
caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crisis
Child Development Theorists
B.F. Skinner(1904-1990)
Argued that when a child’s actions have positive results, they will be repeated Negative results make
the actions stop
Significance: Parents and other
caregivers can affect a child’s behavior through the use of negative and positive feedback.
Urie Bronfenbrenner
(1917-2005) Outlined layers of
environment that affects a child’s development, such as the child’s own biology, family/community environment, and society
Significance: Child’s primary
relationship with a caregiver needs to be stable, loving, and lasting.
Child Development Theorists
Albert Bandura(b. 1925)
Said that children learn by imitating others. Disagrees with Skinner Pointed that although
the environment shapes behavior, behavior also affects environment
Significance: Caregivers must
provide good examples for children to follow
Characteristics of Development
Researchers have found that child development follows 5 general rules:1. Development is similar for each individual
2. Development builds upon earlier learning Development follows a sequence (order of
steps)
3. Development proceeds at an individual rate
4. The different areas of development are interrelated
5. Development is continuous throughout life
Influences on Development
Children develop at different rates because each has a unique combination of factors influencing their development. They fall under 2 categories;1. Heredity
Biological transfer of certain characteristics from earlier generations
Blood type, eye color, and hair color for example Nature vs. Nurture concept
Nature refers to heredity Nurture refers to influences and conditions in a child’s
environment
2. Environment People, places, and things that surround and influence a
person (family, home, school, and community)
Self-Esteem in Development
Self-esteem (self-worth) is the value people place on themselves
Researchers have found a link between low self-esteem and poor school performance
Children who have high self-esteem are more likely to show enthusiasm for learning, form friendships, and make healthy choices.
Stages in Life AFTER Childhood
Adolescence Teens work on 3
developmental tasks: creating an identity, becoming independent, and pursuing education/careers
Young Adult Hood Finishing education and
begin working Getting married
The Thirties Establishing roots, finding
stability in life and relationships
Middle Age 40-55 years of age Parents adjust as their
children become more independent
Late Adulthood 55-75 years of age Retirement
Very Late Adulthood 75 and beyond Health problems are
more common
The Human Life Cycle is a set of stages of human development that each present different challenges. Each stage is met with a developmental task (a skill to attain)
Observing Young
ChildrenChapter 1.3
Knowing how to record what you observe will later give you insight into
children's developmentObjective vs. Subjective
Examples of Observations
Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.
What differences do
you see between these
two observations?
Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.
Observation A
Observation B
Subjective Observations
Observation A is Subjective
Subjective means to rely on personal opinions and feelings, rather than facts, to judge an event.
Based on false assumption that the observer knows what is on the child’s mind
Can be misleading Do not record facts
Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.
Objective Observations
Observation B is Objective
Objective means something is factual, and leaves aside personal feelings and prejudices
Observer describes what is actually seen or heard
Analyzing this observation later will help determine why those actions occured
Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.
Types of Observation Records
1. Running Record Record everything observed for a set period of time, such as every
15 minutes. Used for observers who are just getting to know the child and
observing social interation
2. Anecdotal Record Report of a child’s actions that concentrates on a specific behavior
or area of development EX: Every day for 2 weeks, the observer would record how a child
behaves upon arriving at the center
3. Frequency Count Tally of how often a certain behavior occurs. Used for trying to
change an unwanted behavior. A baseline isa count made before any steps are taken to try to
change the behavior
4. Developmental Checklist List of skills children should master or exhibit at a certain age
How to Act While Observing Two different ways:
Formally Something you set up with a child care
center or family Informally
Where you do not make yourself so obvious Could be while you are sitting at a mall
or airport watching children
Avoid making quick judgments about children
Whether observing formally or informally, you do not want to be noticed; blend into the environment.
How To Take Notes During an Observation
Know your purpose Ask yourself what are you supposed to observe
Identify the when, what, who, and where Take notes of the physical features of the setting. Who was
there? What activities were going on?
Be descriptive Think of it as taking a picture of what you are seeing
Make comparisons Look for similarities and differences
Uncover the data Record as much factual information as you can
Review and clarify Read through your comments and make clarifications if
needed
How to Interpret Observations
Transfer notes to a final report so that it is neat and easily read. Some reports are attached to a child’s file for future references.
Interpretation: analysis an observer forms and expresses about what was observed
During observation you had to remain objective, now you can form your own ideas and express them
Confidentiality: is the protection of another person’s privacy by limiting access to personal information You may only share the findings to the child’s parents or your
child development teacher. It is not ethical to discuss children outside of class.
top related