1. Pick up the bell work. 2. Work on the bell work. HW/Coming up: How a Child Learns to Think due Thursday! Interview your parent(s)/guardian(s) about your development assignment due Thursday! Goal(s): Be able to describe the process of maturation. Be able to describe how infant perceptual abilities and intelligences develop by explaining the different stages kids go through. 1. How a Child Learns to Think * Handout

1. Work individually (ask your partner or me for help, if need be). 2. Follow the instructions given on the sheet. 3. Due Thursday at the beginning of class! 4. Don’t turn this in today. Hold on to it. 5. Help others or stay quiet until everyone done. 6. Get colored paper and markers OR crayons from the side counter. Fold your paper to look like a pamphlet, if you want to! 7. You CAN listen to music during this! Goal: Be able to describe how infant perceptual abilities and intelligences develop by explaining the different stages kids go through.

Why is maturation such an important process in the development of a child? Explain. * 8 th period- please place chairs on top of desks

1. Work on the bell work. HW/Coming up: How a Child Learns to Think due Thursday! Interview about your Development due Thursday! Decade Associations Activity due tomorrow at the beginning of class! Goal(s): To be able to define, and differentiate among, the following: schema, assimilation, and accommodation. 1. Parents will be ed this/next week if grade D or F 2. Maturation 3. Schema/ Accommodation/ Assimilation Notes 4. Decade Associations Activity

* Nature vs. Nurture * Stability vs. Change * Continuity vs. Stages of Development

* Why are babies so darn cute?

* What is maturation?

* Unfolding of internally programmed growth * Similar, but different from one individual to another * Need for physical readiness to master something

* What might be some psychological drawbacks of pushing a small child to master new skills too soon?

* Schema- an idea about what something should look like * We help shape our understanding of the world through schemas * Ex. Classroom makeup * How we eat at a restaurant

* Constantly strive to make sense of the world * Age, maturation, experience, and environment work together to shape our schemas

* Stereotype- something generalized that you assume/believe about a group of people based on one, or a few, experiences * Stereotype is essentially a schema * Can be good or bad * Key words to look out for: * All, every, none * Prejudice- a learned attitude towards someone/somet hing based on a stereotype you have

* Girls with blonde hair are dumb * Football players don’t try in school * All Asians are smart * Women are bad drivers * Girls are smarter than boys * All girls like pink * Jewish people are cheap * Boys are better at sports * All Mexicans are tan and short * Every Hispanic is here illegally * People with glasses are really smart

* Assimilation- to place a new stimulus into your already made schema and try to make it fit * Ex. Ms.Bors learning English

Assimilation - See tomato and assume it’s an apple because it’s red. Schema- Learn what an apple is.

* Then you try to fit something new into your schema… * … As you’re assimilating it, you realize that it just doesn’t fit into your schema, so…

* Accommodation- to change your schema based on new information * Form a new view based on this experience! * Ex. Schema- people with facial tattoos are mean and dirty

Assimilation- assume all things in the air are birds. Accommodation- learning the difference between bird and plane.

1. Being able to start walking because your bones are strong enough. 2. An idea of what something looks like. 3. White men can’t jump is an example of what? 4. Seeing a pen you have never used before and using it like a pencil is an example of what? 5. Create a new schema because you know it doesn’t fit into an old schema. * Accommodation * Stereotype * Maturation * Schema * Assimilation

* On a separate piece of paper, with your name on it (individually): * Task: Think of three words that seem appropriate to explaining people within each age group (ages 0-9, ages 10-19, etc.) and write them beside that particular decade. * Wait to pass up!!! * 0-9 * * * * * * * * * 90-99

Why might Ms. Bors’ or another adult’s schemas be different than yours (think of how our schemas are changed)? Explain your answer. * 8 th period- please place chairs on top of desks

HW/Coming up: How a Child Learns to Think due tomorrow! Interview about your development due tomorrow! Bring a Childhood Artifact to Class on Tuesday AND the questions that go with it- really important for group work! Read chapter 3 and 11 (only section 2) by tomorrow! Expect a quiz! Goal(s): To be able to map out how a child learns to think in Jean Piaget’s four stages of development. 1. Parents will be ed for Ds/Fs. 2. Jean Piaget’s Theory of Development 3. Go over the Decades Associations Activity 4. Semester Long Project 1. Work on the bell work.

* Due Tuesday! * Bring the artifact AND the questions answered

* Go over Decades Associations Activity! * Take it out and leave on your desk.

* 0-9- * * * * * * * * *

* Pass up your decade associations activity

Studied cognitive development in children

Key: Must pass through in the same order Birth to 2 yrs Sensorimotor -Motor responses to sensory stimuli -Imitation, manipulation -Lacks object permanence at first yrs Preoperational (preschool) -Symbolic thinking to solve simple problems/talk about things -Egocentric thinking yrs Concrete operations -Logic applied -Concept of conservation understood 11 yrs on Formal operations -Abstract/hypothetical ideas

Object permanence- objects exist even when you can’t see them * No object permanence clip No object permanence cli

Object permanence- objects exist even when you can’t see them * No object permanence clip No object permanence cli

* Lucy with Object Permanence Lucy with Object Permanence

Everyone views the world like I do

Conservation- a given amount of something remains the same, even if it changes in appearance (finally get this in this stage). Conservation tasks

School Aged kids- get concept of seriation

* Learn to think logically

Key: Must pass through in the same order Birth to 2 yrs Sensorimotor -Motor responses to sensory stimuli -Imitation, manipulation -Lacks object permanence at first yrs Preoperational (preschool) -Symbolic thinking to solve simple problems/talk about things -Egocentric thinking yrs Concrete operations -Logic applied -Concept of conservation understood 11 yrs on Formal operations -Abstract/hypothetical ideas

* Write down two pieces of info you learned in this class recently and how you hope to use them in your life!

Do you agree with Jean Piaget’s theory and the stages? Why or why not? * 8 th period- please place chairs on top of desks

1. Place the Interview Questions on the turn in table. 2. Work on the bell work. HW/Coming up: Bring a childhood artifact, and have the questions for it ready, by tomorrow! Developmental Psychology Web Quest- due next Friday! Goal(s): Be able to explain the different developmental theorists and their theories. 1. Developmental Psychology Web Quest 1. Finish it today! 2. Pay attention to changes to it!

Which theorist do you agree with the most? Why?

1. Place the How a Child Learns to Think on the turn in table. 2. Work on the bell work. 3. Candy Friday (well, Thursday)! * Does your class qualify? HW/Coming up: Bring a Childhood Artifact to Class due Tuesday! Read Chapter 4 by next Friday! Expect a quiz! Goal(s): To define and explain the four different kinds of parenting styles. To apply theories to real life examples. 1. Chapters 3 and 11 (Section 2) Quiz 2. Parenting Styles * Notes * Skits

* Bell Works from this week!

1. Use the BLUE side. 2. Only your name needed on it! 3. Follow instructions given on the quiz. 4. No cheating or helping to cheat! No phones out while the quiz is in front of you. Any of these = Place in two piles on top of the counter. Once done: Stay quiet until everyone is done. You can listen to music AFTER you’re done with the test.

Authoritarian Families Kids need to listen to their parents and don’t have a say in decision making

Democratic Families Kids are able to make decisions, but with limits on what they are allowed to do.

Permissive/Laissez-faire Families Kids do what they want because parents give in to what the kids ask for

Uninvolved Families Kids and parents distant from one another

* Get into your Psych I groups * You will create a skit! * Start working on it right away after I say go. * Write all your names on the sheet! * Be sure you are ready to present in 10 minutes. * You can write notes for each other for the skits on half sheets of paper. * Everyone needs to go up there and be a part of the skit, but NOT everyone has to have a speaking role! * Wait to pass up your answers.

* Blue Students- come up to get the handout for the project

* Red- Checker… The Checker Checks to make sure all group members understand the concepts and the group’s conclusions.… * Blue- Recorder… The Recorder takes notes summarizing team discussions and decisions, and keeps all necessary records. * Silver- Timekeeper… The Timekeeper keeps track of the time and makes sure that the group finishes their task on time. * Green- Main Facilitator… The Main Facilitator leads the discussion, making sure that everyone within the group is participating. * Yellow(s) - Gatekeeper… The Gatekeeper makes sure that everyone is on task. * Someone not here- you all take over his/her job

* Write your name on it. * You will be completing it as other groups are presenting.

* Before you go up, bring me your completed sheet! * Pay attention and let’s guess after each one as to which one of the four it is! * Authoritarian * Democratic * Permissive/laissez-faire * Uninvolved

Why is the democratic parenting style considered to be the most effective? Explain.