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Observing Children 1 Cognitive Development and the Classroom Physical Development Task (DT1). Mark Jenkins. Introductions. Seminar Leader – Mark Jenkins mark.jenkins 7060 and SGC 124 Purpose of Today To introduce the concept of childhood - PowerPoint PPT Presentation
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Observing Children 1Cognitive Development and the Classroom
Physical Development Task (DT1)
Mark Jenkins
IntroductionsSeminar Leader – Mark Jenkinsmark.jenkins 7060 and SGC 124
Purpose of Today1. To introduce the concept of childhood
2. To review the key theorists introduced in the lecture in a classroom context
3. To introduce the first directed task (physical development)
4. To begin to think about child observation
Part 1
Introducing Childhood
Conceptions of Childhood What is childhood?
What is a child?
..we need to distinguish between children as human beings and childhood as a shifting set of ideas [Cunningham]
Conceptions of Childhood The most prominent characteristics of a child
according to any definition is that he/she is not (yet) an adult.
Any other parameter of the definition child might change from one society to another, as well as within the same society, from one historical period to another, or from one social group to another.
That is to say despite the strong biological determinants that are an integral part of this definition, the concept of the child is culture-bound
Shamgar-Handelman, L. (1994) “To whom does childhood belong?” in Qvortrup et al Childhood Matters p250
Childhood Therefore Needs to Be Placed in
ContextConsider the children in the following slide.
Look at each in turn, what do they say about the reality of childhood in the modern world?
Diversity in childhood is a concept which, even in your own classroom, is a constant reality for teachers and a reality which teachers have to deal with because… REMEMBER…
EVERY CHILD MATTERS
Part 2
Lecture Review
Lecture ReviewOn your own -
Spend 5 minutes writing down what you can remember from yesterday’s lecture about the
following four theorists/ideas.1. Behaviourist Ideas (such as Skinner)2. Constructivism (Piaget)3. Social Constructivism (Vygotsky)4. Bruner’s Cognitive Theory
Lecture ReviewShare your ideas with a partner
Based on what you have agreed and using the sheet provided consider the primary school classroom
What would you expect to see in the classrooms of today which reflect the underlying ideals of each theory?
Work with a partner and be prepared to share results
Aspects of Theory in Practice-
The Behaviourist Classroom
Children seen as passive receivers of knowledge
Rote learning
Chanting of facts
Rewards systems (such as stickers, house points etc)
Explicit sanctions
The Piagetian ClassroomChildren are seen as active in the learning process
New ideas should be presented to children at a level they are capable of accessing at their developmental level (stages of development)
Learning is supported by action, active learning, play, experimentation
Open ended activities for investigation along with periods of extended play
The Vygotskyan ClassroomA planned curriculum to challenge children’s
current capability (ZPD)
Social interaction, play and conversation are key to learning. Language is central to the Vygotskyan ideal, learning through discussion and analysis.
The teacher is seen as important for fostering a child’s learning – but so to are fellow pupils and significant adults
The Brunerian ClassroomDevelopment can be enabled through experiences
Actively through play Iconically through building and painting Symbolically through numbers and language
Teachers need to carefully scaffold the learning process in order to facilitate the individual progress and development of their children
Whole school curriculum planning is essential for long term development
Part 3
Directed Task 1 – IntroductionPhysical Development
Directed Task (DT 1)Physical Development
The following slides give an overview of the physical development of very young children – the maturation process
Source: Meggitt C. (2007) Child Development: An Illustrated Guide Harlow: Heinemann
Newborn Babies Lie on backs [supine] with head
to one side When placed on front [prone]
they lie with head turned to one side, buttocks humped up and knees tucked under the abdomen
When pulled to a sitting position the head lags
When held by a hand under the chest [ventral suspension] the head drops below the plane of the body, arms and legs are partially bent
Usually hold their hands tightly closed unless feeding or having hand stroked
Often hold thumbs tucked in under their fingers
Reflexes of A Newborn Baby
Swallowing and Sucking
Rooting Grasp Stepping Asymmetric Tonic
Neck Startle Falling [Moro]
One Month Can turn from their side to
their back Will lift head briefly from
the prone position In ventral suspension will
keep head in line with the body and hips semi-extended
Beginning to take fists to the mouth
Open their hands from time to time
Open hand to grasp adults finger
Three Months Keep head in central position
when lying supine Lift both head and chest when
in the prone position In ventral suspension keep the
head above the line of the body
Have almost no head lag when moved into a sitting position
Sit with a straight back when held
Move their head to follow adult movements
Watch their hands and play with their fingers
Hold a rattle for a brief time before dropping it
Six Months From back can roll to
stomach Can pull themselves into a
sitting position When held standing do so
with a straight back Reach and grab Use the whole hand to pass
objects from one hand to another [Palmar Grasp]
Poke small objects with index finger
Explore by putting things in their mouths
Nine Months Can maintain a sitting position
with a straight back for up to 15 minutes]
Pull themselves to a standing position but are unable to lower themselves
Stand holding furniture Find ways of moving about
the floor Can grasp objects between
finger and thumb [Pincer Grip] Can release an object by
dropping it but cannot put it down voluntarily
Move arms up and down together when excited
One Year Rapidly crawl or bottom shuffle Can rise to standing without
help 50% walk by 13 months- often
with legs wide apart, most walk by 15 months
Pick up small objects with fine pincer grasp
Point Hold a crayon in a Palmar
grasp Build a tower of two bricks Show a preference for one
hand over the other
Physical Development QuizDirected Task 1
What of older children? What are they capable of?
Using the sheet you have been given you will need to answer the questions about physical growth and capability.
You should bring your completed answer sheet to next week’s lead lecture
Part 4
Observing Children
Observing Children
Discuss as a group:-
What can we learn from observing children?
Observation is the first and most basic form of assessment
We Observe Children to Understand…
Normal growth and development Children’s individual personalities Children’s needs How children learn How children interact with other adults and individuals Changes in behaviour How children deal with conflict How to protect children How to recognise illness How to plan the curriculum How resources are used Hobart and Frankel [2004]
Principles of Observation Making valid observations –
Recording what actually happens rather than what we think
Avoiding value judgements or interpretation – Aim for a completeness of record
Triangulate where possible [compare with others] to ensure the accuracy of observations
Gladiators In groups of six letter yourselves A,B & C (2
of each) We will watch 3 children playing out of doors As will watch Harley [the girl] Bs will watch her brother [yellow jacket] Cs will watch his friend [orange jacket] Note as much of the activity as possible, try
not to make value judgements Record as much of the physical activity of
the child as possible
ObservationsWith the person who looked at the same
child as yourself discuss what you observed. Consider physical, social, emotional and language development.
Share your findings with the rest of your group
Be prepared to share your findings with the rest of the class
BibliographyHobart C. and Frankel H. [2004] A
Practical Guide to Child Observation and Assessment Cheltenham: Nelson Thornes
Meggitt C. [2006] Child Development An Illustrated Guide Oxford: Heinemann
Riddall-Leech S. [2005] How to Observe Children Oxford: Heinemann