PED 392 Child Growth and Development

 Home = 41%  School = 32%  Public Settings = 27%  If 1/3 of a child's development happens at school, teachers should be prepared to enhance that development

 60% received regular care from someone other than a parent  75% can make friends easily  66% recognize letters  94% can count to 10

 Populations  Ethnic diversity  Special needs students  Poverty  Family structures  Each requires different needs for those students with these situations.

 Changes that occur in the child over time.  The key is OVER TIME.  Every child develops, some just develop at different speeds and levels.

 Biological  Psychoanalytical  Behavioral  Cognitive  Contextual  Which is correct?

 Predetermined biological timetable  All children progress through predictable stages  Environment plays little or no role in the sequence of the stages

 How the child relates to the environment  Stages build upon each others (Piaget, Erickson, Freud)  How does the child deal with different needs at different stages?

 Behaviors are influenced by the environment  Gradual, continuous process  Punishments and rewards  Albert and the rat - loud noises associated with the rat, Albert became afraid of the rat alone  Pavlov’s dog - conditioned to eat with the sound of a bell – bell makes him salivate.

 Cognitive Development Theories  Piaget’s Theory  Information Processing Theories  Supercomputer  Social Learning Theories  Process and store social behaviors

 Children pass through the same sequence of stages, but not at the same ages  Piaget  Sensorimotor  Preoperational  Concrete Operational  Formal Operational

 Gradual increases in thinking result from increases in attention, memory and acquiring strategies for learning.  The brain is like a computer, with information being entered, processed and stored.  Interplay between information from the environment and the information processing system of the child  Existing knowledge influences ability to learn new

 Learning social behaviors  Store information from observation and imitation Consequences of actions regulate behaviors  The child may influence the environment in the same way the environment influences the child.

 The child plays an active role in development  Actively seeks different social contexts  Social-cultural  Ecological

 Lev Vygotsky  Knowledge is co-constructed between people Interactions between two people build each persons knowledge  Language is a key component

 Russian dolls – layers of development  Child is #1  Physical and social environment are #2  Shared beliefs, values, customs are #3  Historical events (laws) is #4

 Which is correct?  Answer: All of them  These theories combine to form a full view of the overall development of the child.  Teachers should be aware of all the different theorietical approaches to development

 Case studies – one person is studied; may include researcher bias  Correlational studies – Associations of different variables; not cause and effect  Longitudinal studies – Follows children over time to see changes; takes years to complete.  Cross sectional studies – Different students at different ages at the same time; much quicker, but there are variations in subjects

 Generalizability – How well the findings apply to another sample, or the general population.  Ethnicity, ages, sex, social class, etc  Reliability – The consistency of the measurement under similar circumstances.  Can the study be done the same way, and get the same results a 2 nd time.  Validity – Whether it provides an accurate measure of the phenomenon.  Head size = intelligence levels?

 IRB – Institutional Review Board  Used for “special populations”  Checks the effects of the study on the individual being studied  Is it safe, no adverse affects on subjects  Informed consent (parents or guardians)