1 Unit 9 Seminar

2 Welcome to Our Last Seminar! Tonight is our last seminar. You all have been wonderful and deserve a big round of applause. While you are waiting, please feel free to chat among yourselves. I am sure you have much to say tonight.

Thought for the Day “Whatever they grow up to be, they are still our children, and the one most important of all the things we can give to them is unconditional love. Not a love that depends on anything at all except that they are our children.” Rosaleen Dickson

Unit Nine Course Outcomes CE114-3: Describe biological and environmental factors affecting infant, toddler, and early childhood development. Assessed in Unit 9 project GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English – Assessed in Unit 9 Project

5 Putting it all together Physical Development: An EC professional will work to meet the needs of the children under his/her care … nutritional needs, … identify special needs, … safe and healthy surroundings, … immunizations, doctor/dental exams, … healthy routines, … facilitate parent involvement, … informed about community services (Black & Puckett, 2009) :

6 Putting it all together Motor Development: An EC professional will encourage large and small motor activities that are developmentally appropriate for age group. Social Development: An EC professional will model and coach prosocial behaviors, encourage independence, facilitate play, multi-cultural curriculums… Emotional Development: An EC professional will respect the child’s feelings, nurture, security, provide instructive and authoritative discipline, encourage individuality… (Black & Puckett, 2009)

7 Putting it all together… Cognitive Development: An EC professional will acknowledge each child’s uniqueness, identify cognitive needs, understand each child’s processing skills, promote curiosity and thinking skills… Language Development: An EC professional will respect linguistic abilities, identify literacy and language needs, promote developmentally appropriate skills in all subject areas, etc. (Black & Puckett, 2009)

8 Learning Strategies Look at how the child approaches a learning activity to develop an appropriate strategy for that particular child Create developmentally appropriate activities Give the child time to think before answering Find out what motivates each child Create a safe, print-rich environment that is well- organized and visually appealing Build upon the child’s vocabulary with real life applications Remember children learn through play…and interactions with you and their peers

9 Howard Gardner: Multiple Intelligences Interpersonal IQ: People skills Intrapersonal IQ: In touch with feelings Spatial IQ: visually perceptive Bodily-kinesthetic IQ: manipulates objects and body movements Musical IQ: talented musically (Black & Puckett, 2009, p. 283)

10 More Gardner: MI’s Linguistic IQ: skills in word usage and meanings. Can be verbal or written skills. Logical-mathematical IQ: good with figures, patterns, or logical equations. Naturalist IQ: relate to plants, animals, or nature. Spiritual IQ: relate to mysteries of life. Existential IQ: ability to locate oneself in the cosmos (Black & Puckett, 2009, pp )

11 Lev Vygotsky: Zone of Proximal Development

12 Erik Erikson: Psychosocial Development Autonomy Versus Shame and Doubt Develop trust in environment Develop trust in caregivers Develop trust in self Results in independence (Black & Puckett, 2009, pp )

13 First Two Stages of Piaget Sensorimotor Stage: This level covers ages 0-2 years. The infant moves from involuntary reflexes to more controlled actions. Preoperational Thought: This level covers ages 2- 7 years. The young child develops language, but can not always express himself in a meaningful manner. The child’s imagination is evident. Simple mental operations can be performed (Black & Puckett, 2009, p )

14 Lawrence Kohlberg: Moral Development Premoral Level: Stage One - Punishment Avoidanceand Obedience Orientation - Motivated out of fear of punishment, defer to superiors, physical consequences define good or bad Stage Two – Exchange of Favors and Reward Orientation - Right is defined through self and (sometimes) needs of others. Fairness from pragmatic viewpoint. Not from feelings of loyalty or justice.

15 Lawrence Kohlberg: Moral Development Conventional Level: Stage 3 - Morality of Conventional Role Conformity – Pleasing others defines good and bad, stereotypes, judge by intentions, approval seeking behaviors. Stage 4 - Authority-Maintaining morality - Respect for authority, rules, and social order. One earns respect by doing one’s duty. (Black & Puckett, 2009, pp )

16 Unit 9 Project In this project, you will develop an appealing and informative handout for parents offering developmentally appropriate tips for dealing with young children. You may title it "Tips for Toddlers." If you work with infants or children ages 4 and/or 5, you may create this handout at an age level that will be of use to you. You may title it "Tips for Tots," or with infants, "Basics for Babies.“ The sample is provided in the docsharing section of the course.

17 Unit 9 Project You will want to begin with an introductory paragraph on why the topic you selected addresses important biological and environmental factors affecting, infant, toddler, and early childhood development.

18 Unit 9 Project This handout (single sheet flier form or tri-fold brochure style) may focus on one area of many key issues in infant, toddler, or early childhood growth and development. Following is a list of possible topics: Community Support Services Discipline Issues/Tips Family Outings/Family Time Fitness and Exercise Issues/Tips Health Issues/Tips/Services Communication Issues/Tips Math/Science - At Home Raising Readers - Activities/Tips Social Emotional Issues/Tips Theories - What current research has to say

19 Unit 9 Project Depending on the area or areas you select, include information on behavioral expectations, physical changes, or ways to enrich a child’s learning and language development. You may want to include information on realistic expectations or developmentally appropriate experiences.

20 Unit 10: Discussion Question Look back through any of the topics, concepts or theories that we explored throughout this course and discuss with your classmates how this particular knowledge will help you professionally in your career.

21 References Atherton, J.S., (2005). Learning and Teaching: Piaget's developmental theory. Retrieved June 8, 2007 from Black, J.K., & Puckett, M.P., (2009). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc Jupiter Images Corporation, (2007). Clipart.com. Retrieved August 28, 2007 from website: