Remember to fill out your Table of

ContentsHave your “5 Great

Reasons…” article out.

On a notecard, write your top reason (from the five given in this article) for studying Human Development with an explanation of why you choose that one.

Be prepared to share.

Share and trade. Share and trade. Share and trade.

Post.

“5 Great Reasons to Study…”

History of Child Development

Children over time

How children were regarded (thought of) and treated changed over time

Observation and study of children affected how they were regarded

Cyclical – studies based on other studies affected new ways to analyze children’s growth and development

5th-15th centuries

Life not divided into stages Cared for until they could care for themselves (about 7 years old)

Treated as adults (clothing, jobs, marriage, could be kings, imprisoned or hanged)

Puritan religion influenced how children were viewed

Born evil and needed to be civilized Goal emerged to raise children effectively

Public schools created Special books were designed for children

16th Century (1500s)

John Locke (philosopher) believed in tabula rasa

belief established that children develop in response to nurturing

17th Century (1600s)

“noble savages” - born with an innate sense of morality

develop on own - timing of growth should not be interfered

idea of stages of development was born but not explored

18th Century (1700s)

Human Development as a scienceo Observing children the basis for discovery and theories

THEORISTS:◦Sigmund Freud: Psychosexual (1856-1939)◦Arnold Gesell: Maturationist (1860-1961)◦Maria Montessori: Educational (1870-1952)

19th Century (1800s)

Although many people do not currently agree with his Psychosexual theory, they were the starting point of child development.

Use the video guide to take notes:

https://www.youtube.com/watch?v=nG7yosFQHP4

Freud: Why is he important?

1. What part(s) of Freud’s theory make sense to you?

2. What part(s) confused you?

3. What are three questions you would ask Freud if he were a guest speaker in our class?

On back of video guide

Vocabulary Start at the back of your book going forward

(like Chinese, Somalian, etc.) Create a chart with the following headings:

Daily:Enter the dateWrite the wordWrite the definitionUse the word in a sentence you have created

Date Word Definition Sentence

Belief that the unconscious is the source of our motivations (social development)

Id: At birth the nervous system is little more than that of any other animal, an "it,” acting on instinct

Ego: The it becomes “I” and begins to develop consciousness – recognizing helps and obstacles to reaching wishes

Superego: Two parts: conscience and ego ideal. Characterized by feelings of pride, shame, guilt

Sigmund Freud

Oral: Birth to about 18 months. Anal: Lasts until about age 3-4. Phallic: Last until age 5-7. Latent: Lasts until puberty Genital: begins at puberty

Freud’s Psychosexual Stages

worthy of special attentiontheorists ideas expand around the world

laws began to protect children (labor, abuse)

20th Century (1900s)

• Jean Piaget: Intellectual (1896-1980)• Lev Vygotsky: Social (1896-1934)• Erik Erikson: Social (1902-1994)• B.F. Skinner: Behavioral (1904-1990)• Abraham Maslow: Needs (1908-1970)• Albert Bandura: Social Learning

(1925- )• Lawrence Kohlberg: Moral (1927-1987)

Video: “Child Development Theories”

20th Century Theorists

An orderly set of ideas which describe, explain, and predict behavior

Importance:• To give meaning to what we observe

• As a basis for action – finding ways to improve lives and education of children

Theory

Theory about the development of knowledge (intellectual development)

Schema – existing skills that even infants have (ex. Grab and thrust rattle)

Assimilation – using existing schemas to do new, but related things (ex. Grab and thrust expensive watch)

Accommodation – modifying an old schema to a new object (ex. Squeeze and drop beach ball)

Adaptation – assimilation plus accommodation equals learning

Jean Piaget

Sensorimotor: birth to two years – baby uses senses and motor skills (actions) to learn about the world

Preoperational: Ages 2 to 7 – child learns through activities and perceptions

Concrete Operational: Ages 7 to 11 – child is able to think logically, but still learns best from direct experiences

Formal Operations: Ages 11 to Adult – Individuals are capable of abstract thinking

https://www.youtube.com/watch?v=TRF27F2bn-A

Piaget’s Stages of development

Zone of Proximal Development – Children develop by participating in activities slightly beyond their competence with the help of guiding adults.

Lev Vygotsky

Autonomy: freedom from external control or influence; independence

Initiative: the ability to assess and do things independently

Industry: hard work to achieve something

Inferiority: the condition of being lower in status or quality than another or others

Erikson vocabulary

InfantTrust vs MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment

ToddlerAutonomy vs Shame and DoubtWorks to master physical environment while maintaining self-esteem

PreschoolerInitiative vs GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity

School-AgeIndustry vs InferiorityTries to develop a sense of self-worth by refining skills

Erik Erikson – Social/Emotional

AdolescentIdentity vs Role ConfusionTries integrating many roles (child, sibling, student, athlete, or worker) into a self-image under role model and peer pressure

Young AdultIntimacy vs IsolationLearns to make personal commitment to another as spouse, parent or partnerhttps://www.youtube.com/watch?v=577GqQDMX08

Middle-Age AdultGenerativity vs StagnationSeeks satisfaction through productivity in career, family, and civic interests

Older AdultIntegrity vs DespairReviews life accomplishments, deals with loss and preparation for death

Erikson continued

Operant conditioning theory – we bounce around doing whatever until we receive a stimulus and the stimulus affects future actions Reinforcing stimulus – essentially a reward or

positive result to increase a particular behavior Averse stimulus – essentially a negative result

or punishment to decrease negative behavior

B.F. Skinner -- Behavioral

Known for: Skinner Box., Rat in box bounces around accidentally pushes a pedal, food comes out. Rat gets that pedal = food and continues the behavior

https://www.youtube.com/watch?v=tWtvrPTbQ_c

Abraham Maslow

Needs Theory (Motivation) Some needs take priority over

others Under stressful conditions we

can regress to a lower level Deficit needs are the first four

levels. When we don’t have them, we act instinctively

Expanded his theory later in life

https://www.youtube.com/watch?v=yM8SwZkvCIY

Objective: show understanding of Maslow’s Hierarchy through personal experiences

Give specific examples of trying to meet your needs for each tier from YOUR experience.

Objective: relate Maslow’s theory to behavior in people

For each tier of Maslow’s pyramid, explain what behaviors you might see in people if the needs aren’t met. Use a variety of developmental stages (ages).

Applying Maslow’s Hierarchy to Life

Noted for stages of moral development:

1. Preconventional: children begin life with no sense of right or wrong. However, children learn quickly that certain behaviors are punished and other behaviors are rewarded. (Stages 1-2)

Lawrence Kohlberg

2. Conventional: At about age 9, children learn to behave according to a sense of what others need or want. They will follow rules that have been established and respect authority. The children are now acting in regards to right and wrong. (stages 3-4)

3.Post Conventional: About age16, individuals mature morally. They respect human rights and develop individual principles to guide their behavior. The motivation to act a certain way comes from within. (Stages 5-6)

Lawrence Kohlberg

Which theorist interests you the most right now and why?

Quick Write

Know the theorists and the names of their theories.

Be able to explain:◦Maslow’s theory◦The difference between basic and growth needs (Maslow)

◦Operant Conditioning Theory (reinforcement and averse stimulus)

Theorists quiz: no notes

change in an individual occurs over time follow an orderly pattern moves toward greater complexity

enhances survival

Human Growth and Development

Pre-reading quick write:What are the different possible domains of development in humans?

Process:We are going to use four different sources to gain further understanding about developmental domains.

Developmental Domains

Read the pages Take annotated notes in CN Citing specific text, answer the following

questions:

1. What are the authors’ main ideas about domains of development?

2. What are the domains the author suggests?

3. What year was this written/published?4. Write two questions from this reading that

could be used on a test.

Developing Child pgs. 83-86

Read the article Take annotated notes every section. In your CN, cite specific text to answer the

following questions:

1. What are the authors’ main ideas about domains of development?

2. What are the domains the author suggests?

3. What year was this written/published?4. Write two short-answer questions from this

reading that could be used on a test.

“Six Developmental Domains”

Read the blog entry Take annotated notes for every section In your CN, cite specific text to answer the

following questions:

1. What are the authors’ main ideas about domains of development?

2. What are the domains the author suggests?

3. What year was this written/published?4. Write two questions you would ask this

blogger about their ideas.

“Domains of Early Childhood Development”

Read the article Take annotated notes for every section In your CN, cite specific text to answer the

following questions:

1. What are the authors’ main ideas about domains of development?

2. What are the domains the author suggests?

3. What year was this written/published?4. Write two comparison questions from this

reading that could be used on a test.

“Five Domains for Early Childhood Development”

Get out all four resources and your CN.

Are you ready to analyze the content of the resources?

1. Write each set of domains on post-it notes. (one color per resource)

2. Put the domains given by these resources into same kind groupings (make sure you discuss this as a group using your NOTES and resources to have the conversation)

3. Name your groupings.4. EVERY PERSON IN YOUR GROUP SHOULD

BE ABLE TO EXPLAIN THE REASONING BEHIND YOUR GROUPING

5. Be ready to share your work with the class.

Process: random groups of three/four

All group members need to share Tell us your domain names and the domains from the other authors you put in each category. As you do this, explain your reasoning.

Audience: Write two “thinking” questions you have for each group on a notecard (one notecard per group).

Sharing

Growth – physical changes that are easily observed

Development -- the ability to do things that are increasingly more complex and difficult

Definitions:

Don’t use your notes!1. Match the theorist with their

theory2. Put them in “historical”

order3. Match the elements of each

theory with the theorist/theory

Theorists review

Which theorist interests you the most right now and why?

Write a paragraph

Prenatal: from conception to birth Infancy: birth to 1 year Toddlerhood: 1-3 years Early childhood: 4-6 years Middle childhood: 6-12 years Adolescence 12-19 years Young adulthood 20-35 years Middle Adulthood: 35-55 years Senior adulthood: 55 to death

Growth and Development Stages

Explain one progression of how someone something.

Example: kick legs, bounce up and down on legs with help, crawl/scoot, walk, run, jump, hop on one foot

1. cephalocaudal (cephalo-head, caudal-tail)◦ proceeds from head to foot --lift head, pick up

objects, walk to objects2. proximal to distal

◦ proceeds from near to far --from body trunk outward -- scoot body, wave arms, grab object, and pick up object

3. simple to complex◦ being fed, holding the bottle, feeding self

4. continuous and orderly◦ both legs grow at the same time and rate

Laws of growth

• Tempo of growth is not even.• Different aspects of growth develop at different rates.• Both the rate and pattern of growth can be modified

by conditions within and outside of the body.• Each child grows in his/her own unique way.• Every individual normally passes through every stage

of development.• Growth is complex; all of its aspects are closely

interrelated.• Growth proceeds from the general to the specific.• Each developmental phase has characteristic traits.

Growth and Development

Many forms of problem behavior are normal due to the age in which they occur.

Behavior is caused. Whenever an act results in a feeling of

satisfaction to an individual, the act is likely to be repeated.

Children's concepts grow out of their experiences.

Experimentation is an important part of learning.

The urge to grow is innate.

Growth and Development

When thinking about a child you have been around, what are some of the things you have noticed about their development?

Looking at your own family: comparison paper

Choose a parent or guardian to interview about how they grew up.

Write at least 10 interview questions (experiences, discipline methods, entertainment, chores, hobbies, traditions, routines, etc.)

Interview them and write a 500 to750 word essay comparing your childhood to theirs. (Due Oct 6, Monday.)