Theoretical Foundations of Child Guidance Week 1 Melissa Teixeira

Learning Outcomes Explain how theories about child development help teachers to guide children Describe theories focusing on the systems in which children develop and explain how they help teachers guide children. Describe theories focusing on how children construct knowledge and explain how they help teachers guide children. Describe theories focusing on psychological, emotional and social learning needs and explain how they help teachers guide children.

Theories Focusing on the Systems in Which Children Develop Urie Bronfenbrenner

Ecology Systems Theory - Urie Brofenbrenner ECE’s are indebted to him for his explanation of how children’s families, homes, schools, and communities or societies affect their behaviour and development. He showed us that the economy, politics, and geography work together to influence children’s families and neighborhoods and, by extension, children.

Ecological Systems Theory https://www.youtube.com/ watch?v=5htRhvm4iyI

Ecological Systems Theory Consists of five different systems: Microsystem Mesosystem Exosystem Macrosystem Chronosystem

Microsystem The microsystem is the small, immediate environment the child lives in. Children's microsystems will include any immediate relationships or organizations they interact with, such as their immediate family or caregivers and their school or daycare. How these groups or organizations interact with the child will have an effect on how the child grows; the more encouraging and nurturing these relationships and places are, the better the child will be able to grow. Furthermore, how a child acts or reacts to these people in the microsystem will affect how they treat her in return. Each child's special genetic and biologically influenced personality traits, what is known as temperament, end up affecting how others treat them. This idea will be discussed further in a later document about child temperament.

Mesosystem Bronfenbrenner's next level, the mesosystem, describes how the different parts of a child's microsystem work together for the sake of the child. For example, if a child's caregivers take an active role in a child's school, such as going to parent-teacher conferences and watching their child's soccer games, this will help ensure the child's overall growth. In contrast, if the child's two sets of caretakers, mom with step-dad and dad with step-mom, disagree how to best raise the child and give the child conflicting lessons when they see him, this will hinder the child's growth in different channels.

Exosystem The exosystem level includes the other people and places that the child herself may not interact with often herself but that still have a large affect on her, such as parents' workplaces, extended family members, the neighborhood, etc. For example, if a child's parent gets laid off from work, that may have negative affects on the child if her parents are unable to pay rent or to buy groceries; however, if her parent receives a promotion and a raise at work, this may have a positive affect on the child because her parents will be better able to give her her physical needs.

Macrosystem Bronfenbrenner's final level is the macrosystem, which is the largest and most remote set of people and things to a child but which still has a great influence over the child. The macrosystem includes things such as the relative freedoms permitted by the national government, cultural values, the economy, wars, etc. These things can also affect a child either positively or negatively.

Chronosystem the way in which environmental effects develop over time; also the way transitions, such as divorce, affect the individual’s growth and development The degree of change or consistency of various systems over time that, ultimately, affects children’s development. For example: if a society experiences major economic upheaval, it might need to decrease funding for health care or education.

Review Microsystems Mesosystem Exosystem Macrosystem Chronosystem an individual’s immediate environment, i. e. family, school, church, friends, neighborhood Mesosystem relations between microsystems, e.g. between one’s family members and school personnel Exosystem relations between a microsystem and a system in which the individual is not directly involved Macrosystem the culture in which somebody lives— nation, ethnicity, religious group, economic or social class, &c. Chronosystem the way in which environmental effects develop over time; also the way transitions, such as divorce, affect the individual’s growth and development

Theories Focusing on How Children Construct Knowledge John Dewey Jean Piaget Vygotsky

John Dewey Four Primary Interest of Children Desire to Investigate and Discover Things Need to Communicate Joy in Construction Artistic Expression Education, Including Guidance, Begins with the Learners Curiosity Creating Classroom Communities

Jean Piaget Piaget’s perspective on how children knowledge develops is know as CONSTRUCTIVISM. This refers to how children build/construct knowledge and how they adapt to their environments. Two Processes Involved in Adapting: Interaction with People and Objects Assimilation and Accomodation

Two Processes Involved in Adapting: Interaction with People and Objects: Children are curious and learn most effectively when they are actively involved in building knowledge. For example: Rocks are heavy, sometimes smooth, rough, and sink when dropped in water. Learn about people by interacting with them Children must learn to listen to adults who tend to set and maintain limits. Teachers have a major role in helping children adapt to interpersonal environments, the environment of relationships with others.

Two Processes Involved in Adapting: Assimilation Accommodation

Piaget Video https://www.youtube.com/ watch?v=Jt3- PIC2nCs&t=16s

Piaget: Stages of Cognitive Development

Handout 1: Crossword Puzzle Jean Piaget Handout 1 Select a stage work in groups to fill out the crossword puzzle.

Sensorimotor Stage Reflexes Primary Circular Reactions Secondary Circular Reactions Coordination of Reactions Tertiary Circular Reactions Early Representational Thought

Preoperational Stage Egocentrism Conservation Deferred Imitation

Concrete Operational Stage Logic Reversibility

Formal Operational Stage Deductive Logic Abstract Thought Problem Solving

Object Permanence Permanence is the Piagetian term for one of an infant’s most important accomplishment: understanding that objects and continue to exist even when they cannot directly be seen, touched or heard.

Lev Vygotsky He has helped create theories to help them make wise child guidance decisions, such as: Scaffolding Zone of Proximal Development Adult-child Dialogue or Discourse

Scaffolding

5 4 3 2 1 Walking Standing Pulling Self Up Crawling Flip Over Hold Head Up Flip Over Crawling Pulling Self Up Standing Walking 4 3 2 1

Scaffolding Flip Over Baby can begin to lift their head Hold Head Up Baby can begin to lift their head Scaffold: begin to place child on tummy Flip Over Baby can flip themselves over Scaffold: begin to place child in crawling position Crawling Baby has begun to crawl slowly Scaffold: begin to allow the child to stand and hold onto the edges of tables

Zone of Proximal Development (ZPD)

ZPD https://www.youtube.com/ watch?v=0BX2ynEqLL4

Adult-Child Dialogue or Discourse

Social Learning Theory Theories Focusing on Psychological, Emotional and Social Learning Needs Erik Erikson Abraham Maslow Alfred Adler Carl Rogers Social Learning Theory

Eric Erikson Proposed there are 8 stages of psychological development, each presenting humans with a psychological crisis. Psychological Crisis: Challenged presented at different ages and resolved in either a positive or negative way. Theory guides our relationship building with children at all of their different stages.

Eric Erikson: Stages of Psychological Development Trust versus Mistrust: Infancy, Birth to 18 months Identity versus Role Confusion: Adolescence Autonomy versus shame or doubt: Toddlers, 18 months to 3 years. Intimacy versus Isolation: Young Adulthood Generatively versus Stagnation or Self Absorption: Middle Adulthood Initiative versus Guilt: Preschool and Kindergarten, 3-5 years Industry versus Inferiority: Primary Grade and Part of Elementary School Integrity versus Despair: Late Adulthood

Abraham Maslow Created the Hierarch of Human Needs This ladder has been used in a variety of professions.

Maslow Hierarchy of Needs

Alfred Adler

Adler’s Mistaken Goals Refer to Handout #1

Carl Rogers

Carl Rogers: Teacher Effectiveness Training

Carl Rogers: Teacher Effectiveness Training

Social Learning Theory