Child Development Unit 1 The Study of Children

1.1—20 Terms Observation Piaget, Jean Social Development Environment Child Development Theory Toddler Heredity Montessori School Emotional Development Physical Development Preschooler Intellectual Development Freud, Sigmund School Age Infancy Adolescence Moral Development Montessori, Maria Individual Life Cycle

1. The period of great growth & change between childhood & adulthood— (age 12-18)

1. Adolescence

2. The study of how children grow & change physically, intellectually, emotionally, socially & morally--

2. Child Development

3. A development process that refers to the ability to experience, express & control emotions--

3. Emotional Development

4. A person’s surroundings & everything in them, including both human & non-human factors--

4. Environment

5. Austrian psychiatrist whose theory states that a person’s early emotional experiences affect adult life profoundly--

5. Sigmund Freud

6. Sum of all the qualities a person inherits from his or her parents at birth--

6. Heredity

7. A series of stages a person passes through during his or her lifetime. They are: Infancy, Toddler, Preschool. School Age & Adolescence--

7. Individual Life Cycle

8. Period of childhood from birth up to one year--

8. Infancy

9. A developmental process that refers to the growth of the brain & the use of mental skills--

9. Intellectual Development

10. Italian educator whose theory states children learn best through their senses pursuing their own interests at their own rate--

10. Maria Montessori

11. A school providing children freedom within limits by a rather structured approach, & a fixed method in which materials are presented--

11. Montessori School

12. Developmental process that refers to the ability to know right from wrong--

12. Moral Development

13. An act of recognizing & recording behavior--

13. Observation

14. A developmental process that refers to the physical growth of a person’s body. This growth affects height, weight & internal body systems--

14. Physical Development

15. The first to study children in a scientific way; he said that children go through four stages of thinking & should be given learning tasks suitable for each stage--

15. Jean Piaget

16. Period of childhood from three to five years of age--

16. Preschooler

17. A child old enough to attend school. Ages

17. School Age

18. A developmental process that refers to the way people relate to others around them--

18. Social Development

19. A scientifically acceptable principle followed as the basis of action--

19. Theory

20. Period of childhood from one to three years of age--

20. Toddler

1.2 State the characteristics of development— Similar for everyone Builds on earlier learning Proceeds at individual rate Different areas are interrelated Continuous throughout life

1.2.1 Apply characteristics in real-life scenarios-

1.3 Name reasons for studying “Child Development”— 1. Improve understanding of the stages of growth & change 2. Improve understanding of yourself 3. Makes you think about the future 4. You will talk with them, play with them, help them, read about them 5. Understand why children act, feel think as they do

Reasons to Learn About Children- 6. Understand importance of caregiver 7. See why children depend on others for such a long time 8. Why children need affection to grow emotionally 9. Children need guidance & support of older people 10. Children can be fun

Reasons to Learn… 11. See the world in new ways 12. See their innocence & curiosity 13. See children are rewarding—the most important investment in your life 14. Gain many skills 15. Learn what each child needs at each stage of development & how to meet those needs

Reasons to Learn… 16. Gain confidence in yourself 17. Know yourself better 18. Think about parenthood & prepare for its responsibilities 19. Help children build a strong foundation for the future 20. Gain insight into the foundation you built for yourself

Children… Need sunshine, wholesome food, protection, loving care & a variety of learning experiences to grow The job of small children is simply to grow, learn & play Thrive on routines & schedules Require 24 hour supervision Require a lot of patience

Caregivers… Require lots of energy Must have self control Help influence a child’s self-concept Use positive words when communicating Promote sharing & taking turns Make decisions quickly & calmly Teach problem-solving skills Apply time management skills Provide a calm atmosphere Stimulate learning activities

1.3.1 Determine goals for the study of “Child Development”--

1.4 Identify five basic areas of “Child Development”— Physical Development Emotional Development Social Development Intellectual Development Moral Development

Basic Areas of CD-- 1. Physical Development—Activities helping the large (arms & legs) & small (fingers & hands) muscles develop Large—running, climbing, jumping Small—jigsaw puzzles, finger painting, stringing beads

Basic Areas… 2. Emotional Development— Play can help children work toward life’s challenges & problems Role Playing—familiar & adventurous— can lessen frustrations of being a small person in a big world

Basic Areas… 3. Social Development— Play teaches how to take turns, work together toward a common goal, lead & follow others

Basic Areas… 4. Intellectual Development— Singing nursery rhymes, stacking blocks Help children learn language, balance & organize objects

Basic Areas… 5. Moral Development— Play teaches valuable lessons about right & wrong Children learn to follow rules & act fairly toward others They learn to share & to encourage the efforts of others

1.4.1 Given a list of stages, provide an example of basic areas of “Child Development”--

1.5 Identify stages in the individual life cycle with the correct age— Infancy—0-1 Toddler—1-3 Preschool—3-5 School Age—5-12 Adolescence—12-18

1.5.1 Construct a chronological timeline of the basic stages of development--

1.6 Describe influences of heredity & environment— *Heredity—You inherit certain physical characteristics from your past generations (Blood type, eye color, hair color) *Environment—You learn certain attitudes & ways of doing things—are constantly shaped by the people around you & your experiences

1.6.1 Categorize a list of heredity & environmental influences--

1.7 Designate guidelines for observing children— To better understand their development Learn about individual children Identify children who have special needs Give important feedback about your approach to parenting

1.7.1 Research methods used for studying children (include objective & subjective)— *Objective Observations—uses facts (not personal feelings) to describe child’s behavior—more valuable *Subjective Observations—uses opinions & feelings (rather than facts) to judge or describe child’s behavior—are misleading based on false assumptions

4 Types of Observations- When observing children: 1. Running Record—Writing down everything observed for a set period of time 2. Anecdotal Record—Behavior recorded has to do with the same issue 3. Frequency Count—Tally of how often a certain behavior occurs 4. Development Checklist—Identifies a series of specific skills or behaviors a child of a certain age should master

1.8 Describe theories related to “Child Development”— Erikson Freud Maslow Montessori Piaget Skinner

1.8.1 Categorize a list of theories with the theorist— *Erikson—--8 Stages of Human Development: 1. Trust vs Mistrust—Occurs during infancy & establishes our basic need of trust *Success—secure, optimistic, healthy *Failure—insecure, mistrustful, emotionally scared

Erik Erikson ( ) Personality develops through stages Each stage includes a unique psychological crisis If that crisis is met in a positive way, the individual develops normally Caregivers must be aware of a child’s needs at a particular stage & be sensitive to the child’s needs at that stage

Erikson.. 2. Autonomy (freedom from self direction) vs Shame & Doubt (ages 1-4 yrs) *Success—confidence, assertiveness, secure, make sound decisions, function in society, take pride in accomplishments *Failure—ashamed, discouraged

Erikson… 3. Initiative (desires to begin action) vs Guilt—they develop imagination to do things on their own *Success—cooperates with others, lead others, follows instructions *Failure—feel guilty, clings to adults, lacks imagination

Erikson… 4. Accomplishment & Industry—(age 6-12 yrs) *Success—learn work is meaningful, learns self discipline, plans own projects & completes them *Failure—feels like a failure, feels inadequate, feels unimportant, often leads to dishonesty

Erikson… 5. Identity (knowing who you are & your role in society)—teen years—need to be guided by good role models inspired by high ideals *Success—establishes sense of identity, accepts others as they are *Failure—insecure, lacks self confidence

Erikson… 6. Intimacy vs Isolation— *Success—accept themselves as worthwhile, give of themselves to others, feel need to build close relationships *Failures—feel isolated, are alone, cannot form lasting relationships

Erikson… 7. Generativity (become involved with others beyond family) vs Self Absorption— adult years *Success—become involved with others beyond family *Failure—self absorption, concern only for self

Erikson… 8. Integrity (state of being complete) vs Despair—Elderly years *Success—satisfied with his/her life, confident of own abilities, secure *Failure—despair, wished for different life, wonder about missed opportunities

Sigmund Freud ( ) Personality develops through a series of stages Emotional experiences in childhood have profound effects on a person as an adult The idea that early experiences affect adult life has profound importance for anyone caring for a child

Abraham Maslow ( ) Pyramid shaped Hierarchy of Needs For personal growth, needs must be met in order To reach their full potential in life, children’s needs must be met sequentially, moving them up the pyramid

Hierarchy Bottom going up: Physical needs—food, water, shelter, clothing, sleep Safety & security—feel safe in order to function Love & acceptance—you need to feel accepted (an emotional need) Esteem—respect & admiration—confidence to achieve Self Actualization—realization of full potential!

Maria Montessori ( ) Stressed that children learn by using their senses & that they learn best by pursuing their interests Children need to be given objects to manipulate so they can experience their sensory learning

Jean Piaget ( ) First to study children in a scientific way Focused on how children learned Children go through 4 stages of thinking that shape how they see & learn about the world Children should be given learning tasks that are suitable for their stage of thinking

Piaget… 1. Sensoirmotor—Birth to 2 years Children learn through their senses & own actions (hearing, seeing, touching, tasting, smelling) 2. Preoperational—2-7 years Children think in terms of their own activities & what they perceive at the moment

Piaget… 3. Concrete Operations—7-11 years Children can think logically but still learn through experiences 4. Formal Operations—11-years to Adult People are capable of abstract thinking (what might have been the cause of an event without really experiencing that cause—problem solving just by thinking)

B. F. Skinner ( ) Argued that when a child’s action repeatedly brings positive effects, it will be repeated & learned When negative results repeatedly occur, the child will eventually stop the action Caregivers can use rewards & punishments to try to influence a child’s behavior