[Studying and Understanding Children]Students understand the importance of studying child growth and development through the lifespan. Students will identify and apply major accepted theories and principles within the realm of Child Development. Students learn about development theorists and their application to child learning and growth. Students understand the factors that affect the development of individuals and how to build positive relationships. Students will explore various ages and stages of development within the context of physical, social, emotional, and cognitive development

2015/16

Linden High School

Laura Nealy

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ContentsIntroductions:........................................................................................................................................................................2

Standards..............................................................................................................................................................................3

Key Terms..............................................................................................................................................................................4

Charts....................................................................................................................................................................................8

Summaries of Findings........................................................................................................................................................15

Why Study Child Development?..........................................................................................................................................16

Quick Write.........................................................................................................................................................................17

Reasons for Observing Children..........................................................................................................................................18

Make a Difference in Children’s Lives..................................................................................................................................19

Thinking about Children......................................................................................................................................................20

Interpreting Observations...................................................................................................................................................22

Maslow Power Point Presentation......................................................................................................................................23

Reading for thought............................................................................................................................................................27

Application of Maslow’s Hierarchy of Needs.......................................................................................................................32

Maslow as applied to the Princess and the Frog Prince movie...........................................................................................33

From your reading presentation.........................................................................................................................................34

Applying Behavioral Theories..............................................................................................................................................36

From the Video collection that goes with the Developing Child Text..................................................................................37

Independent Study..............................................................................................................................................................40

Developing Child Chapter 1.1: Making a Difference in Children’s Lives...........................................................................41

Developing Child Chapter 1.2: Studying Children p. 12...................................................................................................43

Developing Child Chapter 1.3: Observing young Children...............................................................................................46

Vocabulary Review......................................................................................................................................................49

Research a Theorist Projects...............................................................................................................................................50

Research Projects and Presentations Rubric...................................................................................................................51

Studying and Understanding Children Test.........................................................................................................................52

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Introductions:

Unit 1Studying and Understanding Children

Description:Students understand the importance of studying child growth and development through the lifespan. Students will identify and apply major accepted theories and principles within the realm of Child Development. Students learn about development theorists and their application to child learning and growth. Students understand the factors that affect the development of individuals and how to build positive relationships. Students will explore various ages and stages of development within the context of physical, social, emotional, and cognitive development.

Objectives:● Analyze the effects of heredity and environment on the physical, social, emotional, and intellectual

development of children.● Identify factors that contribute to the optimal development of children.● Identify and compare various theories regarding human growth and development.● Observe and study children's behavior and interpret findings.● Research and compare and contrast major theories of learning and human development.● Identify the developmental areas, stages, and principles of child growth.

Key Assignments:● Research Paper: Students will be assigned a variety of developmental theorists, including, but not

limited to Piaget, Erikson, Maslow, Vygotsky, Kohlberg, Freud, Pavolov, Gardner, Banbura, Skinner, and Smilansky. Students will conduct Internet and textbook research to identify key concepts within each theory. Students will create a 1,500 word paper including graphic representation, appropriate MLA style writing, and a bibliography.

● PowerPoint: In pairs, students will choose one of their research papers and create a PowerPoint presentation to present to the class with the intent of teaching the class about a specific theorist. Through additional class assignments (i.e. Venn Diagram, spreadsheets, charts) students will evaluate, compare and contrast the different theories presented.

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StandardsStandard:ECDFS – A10.7 Standard 3: Studying and Understanding ChildrenExplain the importance of studying child growth and development from infancy through adolescence.

3.1 Explain the benefits of studying child development (ECDFS – A10.7.1)3.2 Identify the development areas, stages, and principles of child growth. (ECDFS – A10.7.2)3.3 Analyze the effects of heredity and environment on the physical, social, emotional, and intellectual

development of children (ECDFS – A10.7.3)3.4 List factors that contribute to the optimal development of children. (ECDFS – A10.7.4)3.5 Identify and compare various theories regarding human growth and development (ECDFS – A10.7.5)3.6 Observe and study children’s behavior and interpret findings (ECDFS – A10.7.6)

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Key Terms

Terms Definition

Anal Stage Sigmund Freud’s second stage of development occurring during toddlerhood where the focus of the toddler is on gaining control over bodily processes. Toilet learning is a major task of this stage.

Anecdotal record A description of a specific event or events, usually written after its occurrence

Areas of Development The separation of areas in order to observe and study one aspect of development. These areas are physical, cognitive, social, and emotional. Language is included as a subtitle under cognitive.

Assisted Performance Growing out of Lev Vygotsky’s theory, the idea of helping learners become a part of teaching because it results in greater achievement than when the learner is left to perform independently.

Autonomy The will to accomplish on one’s own

Baby biographies Detailed observation of infants, usually the observer’s own children. Charles Darwin kept a baby biography, which contributed to the early foundations of child study.

Basic Trust The task to be accomplished in the first year of life according to Erikson. The task is to establish a sense of basic trust. Infants unable to accomplish the task feel a sense of mistrust. The name of Erik Erikson’s first state is Trust verses Mistrust

Behaviorism The basic belief is that all behavior is learned or conditioned. Behavior that is reinforced is repeated; behavior that is not reinforced disappears. Behaviorists like B.F. Skinner, don’t believe in the “unfolding” of ability, but rather see all abilities are learned. Behaviorism is also called “learning theory”.

changes in relationships Changes in the feelings that a couple may have for each other after a child is born due to added pressures

Checklist List of specific observable behaviors or activities to be marked off if observed

Child Development The field study which views the child as full of potential, “unfolding” over time in a fairly predictable and orderly sequence of change.

Cognitive Development The “unfolding” of intellectual skills.

Cognitive Theorists Theorists who focus on the mind, studying how children learn to think and how they eventually become rational. Piaget and Vygotsky are examples of cognitive theories.

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Critical Period The time during which the part of the organism that is developing most rapidly is most sensitive to external forces or influences.

Development The unfolding over time of an orderly sequence of change that begins at conception and continues throughout life.

Developmental norms A scientific established range of when milestones of development most often occur. A standard, model or pattern typical of a specific group.

Developmental tasks Abilities that children accomplish at a particular stage of development

emotional adjustments Changes in a person’s attitudes and perspectives--- for examples, worries and fears parents have after a child is born

emotional fulfillment Something that is deeply satisfying, such as a child’s smile to a parent

Empathy Understanding the feelings of another

employment Having a job or career and responsibilities that go with it

Environment Everything around the organism that affects and influences it.

esteem needs Feeling good about yourself and accepting a realistic view of your strengths and weaknesses

Event sampling Specific short notes are made on specified behaviors as they occur

family continuation Carrying on the family traditions and values

Field Study Research done in a naturalistic setting where the child feels at home and comfortable. Field studies are different from laboratory studies.

Heredity The characteristics and associated potentialities transmitted from parents to children through the genes. The influence of an individual’s genetic make-up.

Interpretation The act of applying possible reason for behavior based on an understanding of development

lifestyle changes Changes in the way you spend your daily schedule due to child being added to family

love and acceptance Having a sense of belonging and unconditional love, being wanted and included, as in a group of friends

Maslow's Hierarchy of Human Needs A theory that arranges human needs in order of their priority withlower-level needs being met before higher needs can be recognized and fulfilled

Maturationalism A theory of development focusing on the passage of time and the unfolding of the child’s capabilities. Includes a belief that development cannot be pushed. Jean Piaget and Arnold Gessell are examples of maturationalists.

Myth An idea of how things are, often handed down, based not on scientific evidence but tradition or convenience.

Nature – nurture Controversy An ongoing debate about what influences the individual most – heredity or environment. The debate has cooled for many theorists who now take an

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interactional view that both heredity and environment influence and are influence by each other.

new responsibilities Different tasks that parents will have to do due to having a child

Objectivity The observer provides an unbiased factual account of what occurs by observation. To notice and systematically record events as they occur.

Observation To notice and systematically record events as they occur.

Oral Stage Freud’s first stage when the focus of the infant is on the mouth

personal growth Learning about oneself

physical needs Maintaining wellness of the human body and avoiding illness

Portfolio A collection of the child’s work that shows the child’s interests, abilities and development over time

Psychoanalytic Theory Conceived by Sigmund Freud, explains human behavior as the result of unconscious drives and motivation. Freud and his student Erik Erikson are examples of theorists who come from a psychoanalytic point of view.

Rating scale A tool that indicates the degree to which a child possesses a certain trait or behavior

Running Record A detailed account of behavior recorded in sequence as it occurs

safety and security needs Keeping family members protected from harm within and from outside the home

Scaffolding A process that provides support and assistance for learning

self-actualization needs To become what we are capable of becoming

sense of pride A feeling of a job well done --- for example, the pride of a parent when children live independently and give something back to the world

Sensorimotor Stage Piaget’s first stage, lasting two years, in which children think with their bodies. They learn by exploring and manipulating the environment, making use of their senses as well as their muscles.

Sociocultural Theory The name for Vygotsky’s theory which is built around the idea that you can’t study the child without taking into consideration the social and cultural context.

Stage of Autonomy Named by Erikson, this stage is sometimes labeled by harried parents the Terrible Twos. During this stage the child experiences a sense of his own power, which often comes out in contrariness. According to Erikson, the child who does not accomplish the task related to autonomy feels shame and doubt. Erikson called the stage of the two year old Autonomy Versus Same and Doubt

Stage Theorists A theorist who sees development occurring in steps that invariably falls in the same order. A child must move through one stage to get to the next.

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Piaget, Freud, Erikson, and Gessell are examples of stage theorists.Symbolic Representation Portrayal of a link in the mind between an object and an idea. Piaget looked

for signs of more and more sophisticated symbolic representation to show how children move upward though stages of cognitive development

Tabula Rasa John Locke’s idea that the child is born neither good nor evil but rather as a blank slate on which the environment will write.

Theory A statement including hypotheses and/or general principles to provide an interpretation of behavior

The “Whole Child” A concept of the child as being made up of parts that are inseparable from the whole. The components of the whole child are mind, body, feelings, and social context. Though theorists focus on one or more aspects of the child, the split from the whole is necessarily artificial

Time sampling The recording of the presence or absence of a specific behavior during short time intervals of uniform length

Value judgment A judgment based on the observer’s own values, not based on an understanding of development

youthful perspective Seeing the world through the eyes of a child or young person

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Charts

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Jean Piaget’s StagesThere is a general age range for each stage; however, each child is an individual and develops at his/her own rate. Piaget shows that children learn in their own ways- not as adults do.

SensorimotorBirth- 1 ½ or 2 years Infant Scientist:In stage 1 children learn about the world through their senses and body movements

Pre-OperationalAges 2-7Basic mental operations start replacing sensorimotor activities as the primary way to learn.

Concrete Operational Stage6 or years of ageChildren learn to solve more complex problems and use basic logic. They cannot think in abstract ways

Formal Operational11 or 12 years of age to adulthoodChildren can think in abstract ways about things like loyalty and freedom.

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In Figure 1, the Zone of Proximal Development/ZPD (Vygotsky, 1978) is the range of actual to potential learning each person demonstrates at any given time. A conceptual view of learning progressions (Hess, 2008) is one of overlapping learning zones along a continuum of learning.

What distinguishes expert from novice performers is not simply general mental abilities, such as memory or fluid intelligence, or general problem-solving strategies. Experts have acquired extensive stores of knowledge and skill in a particular domain. But perhaps most significant, their minds have organized this knowledge in ways that make it more retrievable and useful.... Most important, they have efficiently coded and organized (chunks of) this information into well-connected schemas...which helps them to notice features and meaningful patterns...that might be overlooked by less competent learners. The schemas enable experts, when confronted with a problem, to retrieve the relevant aspects of their knowledge.... Doing so, effectively moves the burden of thought from limited capacity of working memory to long-term memory. (NRC, 2001, pp. 72–73)

In other words, long-term memory is not about a collection of skills and knowledge, but connections among skills and knowledge built upon over time.

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Summaries of Findings

Additional Child Development TheoristsIn addition to the child development theorists discussed in the text, many others have made important contributions to the field. The table below summarizes some of their findings.

Theorist Findings or Ideas SignificanceJohn Watson(1878-1958)

Watson showed that responses, such as fear, could be conditioned in young children. He saw behavior and learning as reactions to environment.

Children develop and gain knowledge by responding to their environments.

Arnold Gesell(1880-1961)

Gesell studied child development by filming children. His observations led him to believe that development followed an inborn, step-by-step sequence. He created a developmental schedule based on his theory.

Healthy children develop and gain knowledge naturally and automatically as they grow older.

Rudolf Dreikurs(1897-1972)

Dreikurs studied why children misbehave. He said that parents need to look objectively at children’s behavior and not see it through their own experiences.

Children should experience the natural consequences of their misbehavior, as long as those consequences do not threaten their safety.

Benjamin Bloom(1913-1999)

Bloom maintained that people gain half their intelligence by age four. He ranked the process of thinking from the least to the most difficult.

The early years of childhood are crucial to intellectual development. Teachers should write learning objectives so that students’ performance can be measured.

Jerome Bruner(1915-

Bruner’s program of learning is based on Piaget’s stages. He believed children are naturally curious and wish to succeed at learning, but become bored if a task is too difficult for them.

Skilled teaching is an important part of learning. Teachers should give a child a challenge, but not one so difficult as to restrain learning.

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Life Management Curriculum Guide 2002Unit 5 Module 1Resource 5

Why Study Child Development?

1. A better understanding of children can be developed. Individuals will:● Better appreciate all characteristics of human development● Be able to sharpen power of observation● Begin to see why children act, feel, and think as they do● Be able to apply learning to everyday life● Learn practical caring techniques ● Discover that children are fun

2. It can assist in the understanding of one’s self.

3. Have an opportunity to consider the future in relation to parenthood and career choices

4. Develop skills and attain knowledge that will help them become effective parents or child development or education professionals as an understanding of children’s needs and abilities broadens.

“Our understanding of a child can go no deeper than our understanding of ourselves.”-Arthur Jersild, Psychologist

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Quick Write

What Do You See?Directions:Find a picture of a child in a magazine, answer the following questions:

What is the child doing in the picture?

Describe the child as depicted in the picture.

What do you think happened before the picture was taken?

What would you hear if you were observing this situation?

How could actually observing a child performing this activity help your understanding of children?

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Life Management Curriculum Guide 2002Unit 5 Module 1Resource 6

Reasons for Observing Children

● To help individuals who are studying children to recognize patterns, rates and stages of development.

● To identify differences in children

● To provide detailed information about behavior

● To help understand and predict behavior

● To understand the effect of the environment and other people on the behavior of children

● To provide information without disrupting a child’s activities

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Make a Difference in Children’s LivesSection 1–1

Becoming an Advocate for Children

Few would dispute the belief that children have distinct, vital needs. Yet, as children, they do not have a political voice because they do not vote. Someone else must serve as that voice for them. Individually, parents and caregivers can make conscientious choices regarding elected officials and laws. However, collectively, people have considerably more power. Advocacy groups that are formed expressly to promote and support programs and laws that protect children are growing in number.

Organizations are as close as a phone book, Web site, or newspaper. At the community level, you may find civic groups, family resource centers, and religious charities that welcome participation. Most rely on volunteers. Working with a children’s advocacy group might mean making phone calls, writing letters, organizing campaigns, or even doing research for the group’s cause. Experts recommend that you search your own interests and areas of concern, and then use that information as a guideline for choosing an organization. Most people agree that they can find more energy to put into a cause when they are passionate about it.

The chart below identifies some of the many groups that work on behalf of children. You can contact them to learn about the focus of the group and receive additional pamphlets, newsletters, and other information. (Some might charge a fee for materials.) These organizations may have their main offices in a major city, but some have local chapters in communities across the country.Children’s Advocacy Groups

Voices for America's ChildrenVoices for America's ChildrenLinks together state and community organizations to help them coordinate efforts and share ideas.

National Association for theEducation of Young ChildrenWorks to improve the quality of early childhood education programs for all children.

The Children’s PartnershipConducts research on trends that will affect children in the future; brings people and organizations together to work for a better future for children.

Children’s Defense FundPromotes children’s health and family well-being by influencing government to pass laws that protect children.

Annie E. Casey FoundationWorks on behalf of disadvantaged children by supporting research and projects designed to improve the lives of low-income families.

Stand for ChildrenHelps individuals and businesses to make a difference in the lives of children in their communities by helping them set up programs.

Reading Is FundamentalGets children to love reading by fostering family literacy, carrying out reading activities in communities, and giving books to children.

The March of DimesWorks for children’s health through research, community service, and influencing government to pass laws that promote children’s health.

National Childhood CancerFoundationSupports research that benefits children with cancer; promotes cancer prevention and better medical treatment for children with cancer.

The Packard FoundationPromotes and protects children’s health and education through grants

Zero to ThreePromotes the healthy development of infants and toddlers by supporting and

Child Welfare League ofAmericaA coalition of public and nonprofit

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and public information and education. strengthening families, communities, and those who work on their behalf.

agencies devoted to the well-being of children at risk and their families.

Developing Child Text book Make a Difference in Children’s Lives SECTION 1–1

Thinking about ChildrenDirections: Complete the following sentences about children. There are no right answers. When you complete all the questions, reread your answers. What do they tell you about your attitude towards children?

1. Studying about children can help me …

2. What I like most about children is …

3. What I like least about children is …

4. My favorite activity as a child was …

5. Children learn best by …

6. Children need parents or other caregivers because …

7. If I were a parent, I would …

8. Most of my knowledge of children has come from …

9. All children are alike in that they …

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10. All children are different in that they …

11. One of the hardest things for a child to learn is …

12. The greatest challenge in caring for a child is …

13. I do not understand why children …

14. The first thing that comes to mind when I think of a newborn is …

15. My favorite age of children is …

16. When I am with children, I am surprised by…

17. A major goal of a child care center should be …

18. One thing I hope to learn in this class is …

19. Reread your answers in this activity. Then describe what your answers reveal about your attitudes toward children.

20. Do you think a career related to children might interest you? Why or why not?

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Observing Young Children SECTION 1–3

Interpreting ObservationsDirections: Read the following notes that one student wrote while observing children in a preschool.In the space below, write your interpretation of children’s behavior, based on the notes.

Brett alone in block area. Putting blocks together on the floor. Object he’s making gets wider, taller.Tomas comes to area, asked what Brett was doing.Brett: “I’m making a space station.”Tomas picks up some stray blocks. Begins to place them in new combination to right of Brett. “Here’s a ship

from Mars.”Brett: “No, that’s not where it comes in.” Stopped working and stood with hands on hips.Tomas: “This is the Mars space mission coming back to report. There’s a big meeting on the station‘cuz…‘cuz…there’s a monster in space that’s gonna eat the Mars colony.”Colin arrives. Watches others. “What’re you playing?”Brett doesn’t answer. Shakes head at Tomas “No monsters. They can’t live in space.” Kneels, looking at a

block. “It’s an asteroid that’s heading to Mars.”Tomas nods. Speaks quickly. “Yeah. It’s a big asteroid that’s going to hit the colony on Mars. It’s going to

destroy everything. They need help.”Brett picks up other block. Moves it through air, making engine sounds. Walks around area. Steps over and

around blocks that are part of game. “Here’s the president of the earth. He’s coming to the meeting to decide what to do.”

Colin: “Can I play?”Brett: “You can be the Admiral. You command the space force. Come to the meeting too.”Tomas moves to other area. Clears stray blocks off floor. Puts blocks together making buildings. “Here’s the

Mars colony.” Takes smaller blocks. Moves them from ground to air. “People are leaving. They’re afraid.”

Colin takes block and moves it through air. “The scout goes out to watch the asteroid. The crew has to see what it looks like.”

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Maslow Power Point PresentationSlide Notes/Thoughts/ Comments

What did Maslow mean by physical needs?

Are you meeting these needs for your well being and good health?

Who provides these needs for you?

Could you provide these needs for a baby?

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In the ordinary American adult, this set of needs manifests itself in the form of our urges to have a home in a safe neighborhood, a little job security and a nest egg, a good retirement plan and a bit of insurance, and so on.Which of these are met for you?

Which of these needs could you provide for a baby?

■ Friends, sweetheart, children, affectionate relationships in general, even a sense of community

What are some examples of love and acceptance you see in your life?

The need for the respect of others, the need for status, fame, glory, recognition, attention, reputation, appreciation, dignity, even dominance is:

Confidence, competence, achievement, mastery, independence, and freedom is:

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Maslow felt that the ends don’t necessarily justify the means, that the means could be ends themselves, and that the means -- the journey -- was often more important than the ends defines:Knowledge and appreciation of beauty, goodness, freedom and a realistic view and acceptance of self and others.

Reality-centered, differentiate what is fake and dishonest from what is real and genuine.

Problem-centered, treating life’s difficulties as problems demanding solutions, not as personal troubles to be railed at or surrendered to.

Different perception of means and ends, felt that the ends don’t necessarily justify the means, that the means could be ends themselves, and that the means -- the journey -- was often more important than the ends.

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Reading for thought

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Application of Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of needs is displayed to the right. Abraham Maslow was a psychologist who believed that human has five categories of needs and that these needs have different priorities. As each level of needs is met, a person can look to meeting the needs at the next level. Children who grow up having their psychological, safety, love and belonging and esteem needs met are more likely to fulfill their potential and be self-actualized. Volunteer examples of how parents can meet the needs of children in the lower four levels of Maslow’s model. Write these examples below. Explain why helping children achieve their potential is a major goal of responsible parents. Identify other individuals who might be responsible for these needs. Justify your response.

Level Example As given by parent As given by othersSelf-ActualizationFulfillment, reaching potentialEsteemSelf-respect, self-esteem, achievement, confidence, appreciation Success & StatusLove and BelongingSense of connection, affectionSafetySecurity, stabilityPsychologicalFood, water, rest, exercise, shelter, clothing

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Maslow as applied to the Princess and the Frog Prince movieDirections: While watching Disney’s, “Princess and the Frog” compare the characters’ needs as they progress through the movie. How are their hierarchical needs met? If they are able to Self-Actualize, explain how. If they do not, state where their needs were not met. How does Mama Odie explain Human needs? Argue whether her explanation is or is not similar to Maslow’s.

Character Bios Your thoughts and Notes

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From your reading presentationWhy Study Child Development? Children are some of the most fascinating beings to

inhabit our world, and often, people wonder why we must study their growth and development.• Children like to have their environment

explained.• Children are some of our planet’s most

intuitive creatures.• Emotional development is crucial at any

age, but it is especially important during “inquisitive” stages.

Whose work on Child Development will we look at? Sigmund FreudErik EriksonJean PiagetLev VygotskyBenjamin BloomJerome BrunerArnold Gessel

B.F. SkinnerUrie BronfenbrennerAlbert BanduraMaria MontesoriMaragaret MeadLawrence Kohlberg

What have they found? ● Childhood prepares us for adulthood.● Early childhood may be the most important life

stage for brain development.● At birth the brain is the least developed organ.● Child Development follows 5 general rules.

Influences on Development. ● Because we are each an individual we learn at our own rate of time.

● Because we are human we all develop in the same fashion.

● Children learn in different rates based on two unique factors and how they are combined:

◦ Heredity- what do we inherit biologically from those in our gene pool that came before us.

◦ Environmentally- What are we exposed to and in what order or during what chain of events.

Did you know… ● Babies brains develop in direct response to stimulation.

◦ Stimulation is: anything that arouses the babies sense of sight, sound, touch, taste, and smell.

◦ These activities increase curiosity, attention span, memory, and nervous system.

◦ Babies who develop more quickly have a more secure self-image.

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Self-Esteem or our sense of Self-Worth? ● What amount of VALUE do you assign to yourself?

◦ Self-worth is critical to your development⚫ Children who feel good about themselves show

enthusiasm to learn, form friendships and make healthy choices.

◦ Do you feel you are failing or disappointing others? You may have low self-esteem.⚫ This may lead to you having low grades,

increased absences, or criminal behavior.

5 important areas of development. 1. Development is similar for each individual.2. Development builds upon earlier learning.3. Development proceeds at an individual rate.4. Different areas of development are interrelated.5. Development continues through your life span.

Development is similar for each individual. ● This means we all must develop certain tasks before we can do a new one.

● For example a baby must lift its head before it lifts its body or turns over.◦ Can you imagine not being able to lift your

head? Your torso is doing all kinds of things but your head is just laying there!!!

Development builds upon earlier learning. ● The skills learned at one stage build or scaffold on another.

◦ 1+1+2; 2-1=1, 1x1=1◦ 2+2+2= 6, 2x3=6, 6/2= 3, 6/3=2◦ A, a, At, Cat◦ Small animal with 4 legs at your house is a cat.

⚫ Small animal with 4 legs at your friend’s house is not a cat, it is a dog.

Development proceeds at an individual rate. ● You are an individual so although you will walk before you crawl you will do so in your own time not matter if it is faster or slower than your siblings or cousins or Mom’s best friend’s kid.

The areas of development are interrelated. ● This means they all work together.● Children learn best through play and through

play we can see all areas of development working together.

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Chapter 1: Learn About Children Section 1.2 Studying Children Social Studies

Applying Behavioral TheoriesDirections: Match the theorist and his ideas to the application examples. Put the letter of the theorist in the space provided.

Theorist Ideasa Sigmund Freud Personality develops through a series of stages. Experiences in

childhood profoundly affect adult life.b Jean Piaget Children go through four stages of learningc Lev Vygotsky Biological development and cultural experience influence

children’s ability to learn. Social contact is essential to intellectual development

d Erik Erikson Personality develops in stages. Each stage includes a unique psychological crisis.

e B.F. Skinner When a child’s actions have positive results, they will be repeated. Negative results will make the actions stop.

F Albert Bandura Children learn by imitating others. Although the environment shapes behavior, behavior also affects environment.

____________ 1. As three year old Jonathan interacted with family members, his language skills improved.

____________ 2. Susie watched her mother bathe her baby broth, and then Susie bathed her favorite doll.

____________ 3. Jessie is sure that having been shut in a dark closet by his brother as a young child has contributed to the fact that he is now afraid of the dark.

___________ 4. Two-year-old Jennifer became frustrated as she tried, but failed, to tie her shoes.

___________ 5. In high school, Kelly was depressed because she did not seem to fit in any of the social groups on campus.

___________ 6. Adam’s mother smiled and said, “Good boy,” when he put away his toy car, so Adam put away all of the rest of his toys, too.

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From the Video collection that goes with the Developing Child Text.

The Study of the child: History and TrendsOverview:Childhood as a concept did not exist until recent times. Before the seventeenth century children were seen as miniature adults. There was no scientific theory of child development. No one “studied” children.

Once science entered the picture the controversy over “nature or nurture” heated up. The controversy is about whether children turn out the way they do because of heredity or environment. Even today there are theorists who take sides. However, most now take an inter-actionalist view- a perspective that heredity and environment influence each other in dynamic ways.

The question through the ages has been, “What is the basic nature of the child?” The answers to that question have influenced the ways theorists, parents, and even the general public look at, think about,. And behave toward children. From a historical perspective, the church in medieval Europe saw the child as evil. John Locke in the seventeenth century saw the child as a “blank slate,” whereas Jean Jacques Rousseau, who followed him, saw the child as pure, innocent, and good.

The scientific field of child development has contributed much to our understanding of children and how they grow and learn – how they develop. Yet, myths continue to persist. The child development professional works to dispel these myths through various kinds of research and through parent education.

From the scientific study of children have come six principles:1. All children have basic needs2. Development occurs in stages3. Children see the world from their own point of view4. Play is important to development5. Context affects development6. There are many theories and no one is “right”.

Questions to Consider1. Are beliefs of the early church, Locke and Rousseau in existence today?2. How are your beliefs about children influence by the scientific study of the child?3. What are some traditional beliefs that are passed from one generation to another in your family?4. How can researchers study children without harming or influencing them?5. What are current methods of studying children?6. How does theory affect research?

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Theories of DevelopmentOverview:Each theory of development presents a different view of the how and why of individual growth and change. No one theory explains everything. Each theory is useful, but by itself, incomplete. Because there is no one all-encompassing theory, we have to think of a child development theory as a giant puzzle. Each theory is a piece and adds the overall picture.

The pieces of the puzzle include the theories of Piaget, (Called cognitive theory) Freud and Erikson (called psychoanalytical theory) Gessell ( a maturationalists) Skinner (a behavioriorist) and Vygotsky (who came up with a sociocultural theory) It takes all those theories and more to come to an understanding of children, what they need, how they think and feel, and how they develop.

We can sort out the theories into categories by thinking of the “whole child.” The child exists in a context; he or she is made up of mind, body, and feelings. Each theory fits into one or two of those four categories representing different aspects of the “whole child.” One reason we have so many theories is because we can’t understand a child be looking at just one or two aspects. We have to look at the child in a holistic way. No one theory does it all.

When it comes to theories we can’t think in terms of right and wrong, but rather what fits a particular aspect of a particular child in a particular situation at a particular time.

Questions to Consider1. Why are there so many child Development theories?2. Why do some theories contradict other theories?3. Into what four categories representing different aspects of the “whole child” can child development theories

be sorted?4. How does one determine which theory to use?

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Observation

Overview:Much of what we know about children is learned through careful observation of behavior. The naturalistic methods of running records and anecdotes are used to study the development of young children in the areas of physical, cognitive, social, and emotional. Language is included under the category of cognitive. Event sampling and time sampling, checklists and rating scales are other forms of observation. With older children, interviews are effective methods for obtaining information.

Learning techniques of observation, recording and interpretation enable the observer to gain a picture of the whole child, as an individual and as part of a group. To insure that the picture is valid, the observer must be objective, suspend value judgments and be knowledgeable about child development including an understanding of ages and stages of normal development. Through careful focus on facial expressions and body movement, observers can use these cues to ascertain the messages the child is conveying.

Students, professionals and researchers use observation as one way to learn about children’s strengths, weaknesses and learning styles. Teachers use ongoing assessment incorporating observation to plan appropriate learning experiences for individuals and groups.

Questions to Consider:1. What can be learned from observing children?2. How are running records and anecdotes conducted?3. What determines the choice of a naturalistic method or another type of information gathering?4. How can writing of observations be both objective and detailed?5. How do professionals link assessment with classroom learning?

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Independent Study

The following pages will be completed by the student on their own.Students may choose to use the information found on pages 3-33 to complete pages 35 on. Use the check list below to monitor your work and assist with completing on time.

Item: Due:Chapter 1.1 Cornel NotesChapter 1.2 Cornel NotesChapter 1.3 Cornel NotesVocabulary ReviewPoster Research ProjectPower Point Research ProjectResearch Final Project- not due until 4th quarterTest

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Developing Child Chapter 1.1: Making a Difference in Children’s LivesDirections: Use Cornell Note taking format to outline the section.Summary: By studying children, you can learn why they act the way they do. You can also discover why caregivers are an important influence, and you might enjoy children more. You can learn new skills that can help you in jobs related to children. Learning about children can help you better understand yourself. Attitudes and practices regarding what is best for children have changed. Children’s need for love has not changed.

Benefits of Studying Children1. Identify four ways you can benefit from studying children.

1.

Understanding Children and Yourself2. Define: Impact3. Define: Typical behavior4. Define: Caregiver5. What are typical behaviors?6. How can knowing about them help

you better understand children’s behavior?

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Apply What You Learn7.Identify four things that caregivers

provide to children, in addition to food and clothes.

7.

Views of Childhood8. Your predictions

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Compare Childhood Past and Present9. Compare the lives of children

today with those in the 1800s in the areas of health, education, and work.

9.

10.Health- your thoughts 10

11. Education- your thoughts 11

12. Love- your thoughts 12

13.Work- your thoughts 13

Play14. Why is play important to children?

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15. Dress 15

16. How might studying about children affect your views of childhood?

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Developing Child Chapter 1.2: Studying Children p. 12Directions: Use Cornell Note taking format to outline the section.Summary: Experiences in the first years of life promote rapid brain development. Heredity and environment both impact development. Self-esteem, or a feeling of self-worth, influences a person’s ability to face life’s challenges. There are six stages in the human life cycle that follow childhood. Each of these stages presents challenges to me bet or skills to be acquired.

Importance of Childhood Development1. Define: Stimulation

2. How does stimulation affect development?

3. What does repetition do for brain development?

4. How developed is a baby’s brain at birth? How does it change by age three?

5. How does stimulation help a baby develop?

6. How does living in a stimulating environment affect neural pathways in the brain as a child matures?

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What Researchers Have Found7. Briefly summarize the main

findings of the theorist listed.

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Characteristics of Development8. Define: Sequence9. Explain in your own words

what the following characteristics of development mean.

A. Development is similar for each individual.

B. Development builds on earlier learning.

C. Development proceeds at an individual rate.

D. The different areas of development are interrelated.

E. Development is a lifelong process.

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Influences on Development10. Name two major influences

on development and give an example of each.

11. Define: Heredity12. Define: Environment

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The Role of Self-Esteem in Development13. Define: Self esteem14. How can self-esteem affect

one’s ability to handle challenges?

15. Give three examples of ways parents and other caregivers can help children develop self-esteem.

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Developing Child Chapter 1.3: Observing young ChildrenDirections: Use Cornell Note taking format to outline the section.Summary: An important component in learning and understanding child development is observation. Observation allows caregivers to better understand individual children and their particular needs. Through observing children you can learn things you cannot learn from a book. There are several types of observation methods. Whichever is used, observations should be conducted carefully ad kept confidential.

Why Observe Children1.Give three reasons to observe children. 1

How to Observe Young Children2.How does observing mean more than watching?

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Objective versus Subjective Observations3.Define: Subjective4.Define: Objective5. Define Assumption6. Define: Judgment7. How are objective observations different from subjective observations8. Which type of observation do you think is more useful

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Types of Observation Records9. List items necessary for any observation. 9

Running Record10.Give a description and when to use 10

Anecdotal Record11.Give a description and when to use 11.

Frequency Count12.Give a description and when to use.13.When doing a frequency count, why is it important to first establish a baseline count?

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Developmental Checklist14.Give a description and when to use 14

How to Act While Observing15.Explain the difference between formal and informal observations16.How should you position yourself and interact with children when observing?

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How to Interpret Observations17.Define: Interpretation18. Define: Confidentiality19. Why would an observation not reveal an accurate depiction on a situation?20. Explain the importance of confidentiality in connection with observation records.

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Vocabulary Review

1 Having a job or career and responsibilities that go with it

2 Changes in a person’s attitudes and perspectives--- for examples, worries and fears parents have after a child is born

3 Maintaining wellness of the human body and avoiding illness

4 Carrying on the family traditions and values

5 Changes in the way you spend your daily schedule due to child being added to family

6 Seeing the world through the eyes of a child or young person

7 A theory that arranges human needs in order of their priority withlower-level needs being met before higher needs can be recognized and fulfilled

8 Feeling good about yourself and accepting a realistic view of your strengths and weaknesses

9 Having a sense of belonging and unconditional love, being wanted and included, as in a group of friends

10 Keeping family members protected from harm within and from outside the home

11 Learning about oneself

12 A theory that arranges human needs in order of their priority withlower-level needs being met before higher needs can be recognized and fulfilled

13 Different tasks that parents will have to do due to having a child

14 A feeling of a job well done --- for example, the pride of a parent when children live independently and give something back to the world

15 Changes in the feelings that a couple may have for each other after a child is born due to added pressures

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Research a Theorist Projects

Standard:Identify and compare various theories regarding human growth and development (ECDFS – A10.7.5)

1. Research Poster: ● With a partner conduct research about one of the child development theorists mentioned in this chapter.● How does this theory help caregivers, parents, and teachers understand children?● Be prepared to share your presentation with the class.

2. Research Power Point:● With a partner conduct research about one of the child development theorists mentioned in this chapter.● How does this theory help caregivers, parents, and teachers understand children?● Be prepared to share your presentation with the class.● Use presentation software to create a presentation about your selected theorist and include your answers

to the questions.● Answer:

1. What is the theorist background and education?2. What prompted the theorist to research the hyposthenia and prove their theory?3. How does this theory help caregivers, parents, and teachers understand children?4. How does it help you understand you?

Directions:● Student pairs will select a developmental theorist, including, but not limited to Piaget, Erikson, Maslow,

Vygotsky, Kohlberg, Freud, Pavolov, Gardner, Banbura, Skinner, and Smilansky.● Students will use the Internet classroom textbook and two other Non-Fictional writings from the Molini

Library to research and identify key concepts within their selected theorist’s theory.● Students will answer: How this theorist/theory helps caregivers, parents, and teachers understand

children?● Student will use their research paper to create a PowerPoint presentation to present to the class with the

intent of teaching the class about a specific theorist.● Students will apply all previous research, class discussion and bookwork to analyze their own life.

DUE: 3:00 physically or electronically.

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Research Projects and Presentations RubricCriteria Points possible Received

WORD COUNTA

1500B

1200C

1050D

900F

<8995 4 3 2 0

5

TITLE PAGEPicture, Theorist’s name and Theory, Students Names and Date

AExcellent

BGood

CAverage

DLacking

FUnacceptable

5 4 3 2 0

5

INTROStates thesis in first sentenceList major points, Clarity, Organization, Neatness, Grammar, Punctuation

AExcellent

BGood

CAverage

DLacking

FUnacceptable

20 16 13 8 0

20

BODYFluid, address each sub topic mentioned in Introduction, Grammar, PunctuationUse at least four paragraphs to answers stated questions in the directions.

AExcellent

BGood

CAverage

DLacking

FUnacceptable

80 60 40 20 0

80

CLOSE Summary, Conclusion, Grammar, Punctuation

AExcellent

BGood

CAverage

DLacking

FUnacceptable

20 16 13 8 0

20

BibliographyDeveloping Child Text book, 2 books from media center, Wikipedia website + 2 reliable websites, MLA format

AExcellent

BGood

CAverage

DLacking

FUnacceptable

10 7.5 5 2.5 0

10

VISUALS/MEDIACreative, Attractive, Easy to see, Ease of using visualsIncludes at least 6 slides

AExcellent

BGood

CAverage

DLacking

FUnacceptable

20 16 13 8 0

20

VOICEPitch, Tempo, Volume, Enthusiasm

AExcellent

BGood

CAverage

DLacking

FUnacceptable

10 7.5 5 2.5 0

10

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Points Possible 150

Studying and Understanding Children Test

1. In Maslow’s Hierarchy, adults showing children they care about them unconditionally is an example of which level of human needs?

a. Esteem b. Love and Acceptance c. Physical d. Self-Actualization

2. Tommy has just lost his job. When he gets home and finds the children running and playing loudly, he speaks harshly to them. This illustrates which implication of Maslow’s Hierarchy?

a. Development of a child is affected by how well the child’s needs are met.b. Needs of one level must be at least partially met before one can be aware of higher needs.c. Parenting abilities are affected by how well parents’ needs are met.d. Women have more needs than men.

3. Jamie’s mother helps Jamie pick up her toys after she plays and helps her understand rules for playing and behavior when they have visitors. What responsibility of parents does this illustrate?

a. Encourage good healthb. Meet children’s physical needsc. Provide emotional supportd. Set appropriate limits

4. An advantage of being a single parent is that the single parent is head of the household. Which means the same as this statement?

a. The single parent can make plans and take care of decisions without asking anyone else.b. The single parent can go to other family members for help.c. The single parent has an “instant family”d. The single parent needs a spouse to help with decision making.

5. Successful parenting is affected by how well a child’s needs have been met is an example of:a. Levels of human needs---Maslow’s Hierarchy b. Implications of Maslow’s Hierarchy c. Readiness Factors to Consider before Becoming a Parentd. Assuming responsibility for a child

6. That we as human beings all have needs is:a. Assuming responsibility for a child b. Levels of human needs---Maslow’s Hierarchy c. Readiness Factors to Consider before Becoming a Parentd. Implications of Maslow’s Hierarchy

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7. Children placed in foster care or adoptive homes are a:a. reward of parentingb. consequence of parentingc. a reward of not meting legal responsibilities of a parentd. a consequence of not meeting the legal responsibilities of parenting

8. Having a secure family environment and healthy relationships is a:a. sign of having a babyb. demonstration of parenting readinessc. is an advantage of an extended familyd. is a disadvantage of a nuclear family

9. One of the growing numbers of homelessness is:a. single menb. single womenc. single men with childrend. single women with children

10. Having a sense of belonging and unconditional love, being wanted and included, as in a group of friends is the definition of:

a. personal growthb. self-actualizationc. emotional adjustmentd. love and acceptance

Questions 11-27 go with the video on studying the child: its history and trends11. Before the seventeenth century the official position of the church was that children were:

a. naturally good and pureb. naturally evilc. neither good nor evil but were blank slatesd. dependent on the environment

12. John Locke believed that a child was a:a. tabula rasa b. sinful being c. Little angel d. An active shaper of its own experiences

13. Jean-Jacques Rousseau believed that children:a. Needed severe disciplineb. Needed strict adult supervisionc. Needed little adult supervision or correctiond. Needed to understand the concept of original sin

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a. Was over the sinful nature of childrenb. Was over the role of heredity and environment in developmentc. Was settled in the seventeenth centuryd. Was an argument between Locke and Rousseau

15. An interactionalist’s view of the nature – nurture controversy isa. That heredity and environment interact to influence developmentb. That the child is a little angelc. That the child is conceived in sind. Both nature and nurture are myths

16. Fill in the name of the scientist in the blank after each concept associated with the scientists. Scientist are Charles Darwin, G. Stanley Hall, Sigmund Freud, John B. Watson, and Arnold Gessell.

a. Behaviorism-

b. Developmental norms-

c. Questionnaires-

d. Baby biography-

e. Children’s sexual feelings toward parents-

17-27 Matching:From the list below select the word which best completes the following statements.

a. Formulab. Stimulationc. Needsd. Perspectivee. Breast milkf. Miniature adultsg. Frameworksh. Laboratoryi. Playing fieldj. Stages context

17. One misconception about babies is that a great deal of _____ is good, whereas, it’s easy to overstimulate and continual overstimulation can hinder progress

18. Many different beliefs arose around _____ throughout history, including the myth that babies who drank anything else would be poisoned.

19. Although babies can thrive on _____, scientific studies show that breast milk is better in some ways.

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20. It was a medieval belief that children should behave as _____ and still today some adults expect children to act much older than they are.

21. All children have basic _____

22. Development occurs in a sequence of _____

23. Children learn by _____

24. Social, family, and cultural _____ must be considered when studying children.

25. Children’s development can be explained from different theoretical _____

26. Researchers control the conditions of the experiment in _____ study.

27. Observing children in their natural surroundings is known as a _____ study.

Questions 28-48 go with the video on Theories of Development

28. From the video, Theories on Development, what are the names of the six major theorists?

29. Link the name of the theories to the theorists by writing the names of one or more of the six theorists in the blanks below.

Cognitive theory-

Psychoanalytic theory-

Behaviorists theory-

Maturationalists theory-

Sociocultural theory-

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31-43 Fill-in-the-blank. Below is a list of statements, each of which describes some aspects of a particular theory. Associate the theorists with characteristics of their theories by filling in the blanks below with the appropriate name. Each name may be used more than once.

31. Theorists who focus on the mind are called cognitive theorists._____ is a name that stands out from others.

32. _____ describes stages of cognitive development – stages that occur in succession, always in the same order.

33. _____’s final stage of cognitive development occurs when adolescents can use logic to talk about ideas and propositions.

34. _____ believed less in teaching than putting children in a rich environment and letting them explore it.

35. Exploration is an important part of _____’s theory.

36. Feelings are the major focus of people who follow the psychoanalytic theory of development. The big names here are _____ and _____

37. _____ looks at Freud’s oral stage as the time babies develop a sense of basic trust. Infants come to see the world as a place where they get their needs met when someone consistently heeds their cries and feeds them.

38. _____ is a maturationalists and stage theorist who was most meticulous in describing the mile stones of physical development.

39. _____ didn’t believe in “development unfolding in ages and stages.” He believed that behavior is learned through conditioning and reinforcement.

40. Though he focused on feelings in psychoanalytic tradition, _____ also believed in the effect of culture on development.

41. Another theorist, _____, also believed in the influence of social and cultural context on development.

42. Like Piaget, _____ believed that children construct knowledge – they don’t just take it in. This same theorist believed strongly in the power of language.

43. According to _____, assisted performance is fine – even desired.

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44. Which theories characteristically focus on which part(s) of the “Whole child?” Write the names of the six major theorists in the blanks below associating each with one or more aspects of the “Whole Child.”

Mind-

Feelings-

Body-

Sociocultural context-

45-48 Short Answer.

45.. Explain the concept of the “Whole Child.”

46. Explain why we have so many different and contradictory theories.

47. Give the name of the first stage of the following theories.

Piaget’s cognitive theory-

Freud’s psychoanalytic theory-

48. Explain why one can’t speak of right or wrong when it comes to child development theory.

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Questions 49-68 go with the movie on Observations

Select the phrase which best completes the following statements49. The purpose of observation in studying children is to:

a. More thoroughly understand a specific behaviorb. Gain additional knowledge about child developmentc. Learn more about a particular childd. All of the above

50. A value judgmenta. Is important in thorough observationsb. Is continually based on what is actually seenc. May assume more than appears in the observationd. All of the above

51. Observation is:a. Used by teachers, other professionals, students, and researchersb. Used to observe individuals and groupsc. Used to plan for appropriate learning experiencesd. All of the above

52. Both anecdotes and running recordsa. Use carefully chosen words to describe the actionb. Require minor attention to detailc. Are easy to do with minimum practiced. All of the above

53. In use with school age children, interviews are helpful toa. Find out attitudes and opinionsb. Quantify aptitudesc. Determine physical and cognitive skillsd. All of the above

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54. Match the method of observation in Column I with ids description in Column IIColumn I Column IIA. Anecdotal record 1. Checks made on a form to indicate whether listed behaviors have

occurredB. Running record 2. The recording of the presence or absence of a specified behavior during

short intervalsC. Event sampling 3. A description of an event, usually written after its occurrenceD. Time Sampling 4. A tool that indicates the degree to which a child possesses a certain

behaviorE. Check List 5. Brief notes with date and time indicate a specific behavior occurredF. Rating scale 6. A detailed account of behavior recorded sequentially as it occurs

55. Complete the following statements regarding guidelines for observing and recordinga. When observing a child, it is helpful to think in terms of areas of _____b. Some observers make _____ based on their own feelings about a behavior.c. Being _____ is a vital quality in good observationsd. In interpretation, an observer can give an understanding of _____ based on _____ of development.

56. Select the kinds of cues an observer could identify as possible stress in toddlers and preschoolers at school.a. Crying when told to wash handsb. Continually grabbing toys from other childrenc. Prolonged crying when the parent attempts to

leave the child at schoold. Restless tossing and inability to sleep at nap timee. Turning away from the teacher when she

approaches him with kind words.

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57. Select the one best answer. Observation in the context of classroom learning is used to assess children’sStrengths Weaknesses Learning styles Height and weight First three onlyAll of the above

58. Select the following materials that can be contained in a portfolio to be used in assessmentObservations Checklists Samples of children’s work Writing samplesParent interview Video of child’s oral response

59. Select the one best answer: Assessment is linked to planning for student learning because if a teacher is…a. Aware of the strengths, weaknesses and learning styles, the planning will relate to what the child is

ready to learn.b. Knowledgeable of when a group is mastering a concept, she can time the introduction of a similar

conceptc. Able to see the time a child needs to grasp a topic so he can continue a study as long as neededd. All of the above.

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