Learn About Children Chapter 1 Section 1-Making a Difference in Children’s Lives Section 2- Studying Children Section 3- Observing Young Children

Chapter Objectives Explain the best way to learn about children Identify 3 areas of childhood that researchers have studied Summarize how children learn and develop important skills List the stages of development after childhood Determine why observation is important to the study of child development Compare and Contrast different methods of observation and interpretation

Understanding Children and Yourself Learn why children feel, think, and act the way they do. Typical Behavior: way of acting or responding that is common at each stage of childhood. Discover caregivers’ importance. Caregiver: A person who takes care of a child Enjoy children more Learn about career opportunities

Apply What You Learn Gain New Skills Understand Yourself As you learn about child development try applying it in real life. Work at local parks or swimming pools Understand Yourself You may begin to see your childhood differently as you learn about child development Think about your childhood. What were some major events? Even if you do not work in a profession where you deal with children, you or your close friends could be parents one day.

Views of Childhood Childhood means different things to different people. Childhood is a period of rapid development, dependence on caregivers, and preparation for adult life. Childhood has not always been considered a separate, important stage in life.

Childhood Past and Present Health Education Before the 20th century, diseases caused deaths among every family; particularly children. Today Better nutrition Understanding of childrens’ health Childhood nutrition is still a concern (i.e. Childhood obesity) Public education for all children was not common in the US until the early 1800s. Small schools Children with different ages and abilities were in the same room Today Children are groupd according to age and learning levels Technology has enhanced learning options

Childhood Past and Present Love Work Not changed much is a child’s need for love. Caregivers work hard to raise children with moral (ethical) values Responsible Independent Early America Children helped with chores, gathering wood, sewing, and plowing Until the early 20th century, children were expected to work early in life Laws were enacted banning children from working in factories or other adult workplaces Teens hold jobs Laws specify minimum working age and hours

Childhood Past and Present Play Play is how children learn. Simple toys still forced a child to use their imagination. Sports were not developed until the 1800s Baseball and basketball Video/computer games first available in 1970s Not much imagination use Reading books and other traditional toys are still popular

Childhood Past and Present Dress Past Children dressed more formally Infants and toddlers (both genders) wore long gowns Older boys wore suits and girls wore dresses Today Casual clothes for boys and girls are similar in style Washable and comfortable

Studying Children Chapter 1.2

Importance of Childhood Development Childhood prepares us for adulthood Researchers show that childhood may be the most important developmental stage throughout life A child’s brain is not fully developed at birth; it is the least developed of all the organs By age 3, it has already made trillions of cell connections Scientists have found that a baby’s brain develops in direct response to stimulation Stimulation is any activity that arouses a baby’s sense of sight, sound, touch, taste, and smell Can improve a baby’s curiosity, attention span, memory, and nervous system development

What Researchers Have Found Child development theorists have provided valuable information about how children learn and develop skills by testing theory Some theories cant be tested (i.e. Erik Erikson’s belief of a childhood crisis) Past researchers and theorists have laid the foundation of child development and how we build upon it today.

Child Development Theorists Sigmund Freud (1856-1939) Jean Piaget (1896-1980) Believed that personality develops through a series of stages. Experiences in childhood profoundly affect adult life. Significance: Childhood is much more important than previously thought, and its effects are longer lasting The first to study children scientifically Focused on how children learned Believed that children go through 4 stages of learning Significance: Children must be given learning tasks appropriate to their level of development

Child Development Theorists Lev Vygotsky (1896-1934) Erik Erikson (1902-1994) Wrote that biological development and cultural experience influence children’s ability to learn Social contact is essential to intellectual development. Significance: Children should be given the opportunity for frequent social interaction. Personality develops in stages Thought each stage includes a unique psychological crisis If the crisis is met in a positive way, the individual develops normally Significance: Parents and other caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crisis

Child Development Theorists B.F. Skinner (1904-1990) Urie Bronfenbrenner (1917-2005) Argued that when a child’s actions have positive results, they will be repeated Negative results make the actions stop Significance: Parents and other caregivers can affect a child’s behavior through the use of negative and positive feedback. Outlined layers of environment that affects a child’s development, such as the child’s own biology, family/community environment, and society Significance: Child’s primary relationship with a caregiver needs to be stable, loving, and lasting.

Child Development Theorists Albert Bandura (b. 1925) Said that children learn by imitating others. Disagrees with Skinner Pointed that although the environment shapes behavior, behavior also affects environment Significance: Caregivers must provide good examples for children to follow

Characteristics of Development Researchers have found that child development follows 5 general rules: Development is similar for each individual Development builds upon earlier learning Development follows a sequence (order of steps) Development proceeds at an individual rate The different areas of development are interrelated Development is continuous throughout life

Influences on Development Children develop at different rates because each has a unique combination of factors influencing their development. They fall under 2 categories; Heredity Biological transfer of certain characteristics from earlier generations Blood type, eye color, and hair color for example Nature vs. Nurture concept Nature refers to heredity Nurture refers to influences and conditions in a child’s environment Environment People, places, and things that surround and influence a person (family, home, school, and community)

Self-Esteem in Development Self-esteem (self-worth) is the value people place on themselves Researchers have found a link between low self-esteem and poor school performance Children who have high self-esteem are more likely to show enthusiasm for learning, form friendships, and make healthy choices.

Stages in Life AFTER Childhood The Human Life Cycle is a set of stages of human development that each present different challenges. Each stage is met with a developmental task (a skill to attain) Adolescence Teens work on 3 developmental tasks: creating an identity, becoming independent, and pursuing education/careers Young Adult Hood Finishing education and begin working Getting married The Thirties Establishing roots, finding stability in life and relationships Middle Age 40-55 years of age Parents adjust as their children become more independent Late Adulthood 55-75 years of age Retirement Very Late Adulthood 75 and beyond Health problems are more common

Observing Young Children Chapter 1.3

Objective vs. Subjective Knowing how to record what you observe will later give you insight into children's development Objective vs. Subjective

Examples of Observations Observation A What differences do you see between these two observations? Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot. Observation B Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

Subjective Observations Observation A is Subjective Subjective means to rely on personal opinions and feelings, rather than facts, to judge an event. Based on false assumption that the observer knows what is on the child’s mind Can be misleading Do not record facts Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.

Objective Observations Observation B is Objective Objective means something is factual, and leaves aside personal feelings and prejudices Observer describes what is actually seen or heard Analyzing this observation later will help determine why those actions occured Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

Types of Observation Records Running Record Record everything observed for a set period of time, such as every 15 minutes. Used for observers who are just getting to know the child and observing social interation Anecdotal Record Report of a child’s actions that concentrates on a specific behavior or area of development EX: Every day for 2 weeks, the observer would record how a child behaves upon arriving at the center Frequency Count Tally of how often a certain behavior occurs. Used for trying to change an unwanted behavior. A baseline isa count made before any steps are taken to try to change the behavior Developmental Checklist List of skills children should master or exhibit at a certain age

How to Act While Observing Two different ways: Formally Something you set up with a child care center or family Informally Where you do not make yourself so obvious Could be while you are sitting at a mall or airport watching children Avoid making quick judgments about children Whether observing formally or informally, you do not want to be noticed; blend into the environment.

How To Take Notes During an Observation Know your purpose Ask yourself what are you supposed to observe Identify the when, what, who, and where Take notes of the physical features of the setting. Who was there? What activities were going on? Be descriptive Think of it as taking a picture of what you are seeing Make comparisons Look for similarities and differences Uncover the data Record as much factual information as you can Review and clarify Read through your comments and make clarifications if needed

How to Interpret Observations Transfer notes to a final report so that it is neat and easily read. Some reports are attached to a child’s file for future references. Interpretation: analysis an observer forms and expresses about what was observed During observation you had to remain objective, now you can form your own ideas and express them Confidentiality: is the protection of another person’s privacy by limiting access to personal information You may only share the findings to the child’s parents or your child development teacher. It is not ethical to discuss children outside of class.