Observing Children 1 Cognitive Development and the Classroom Physical Development Task (DT1) Mark Jenkins

Introductions Seminar Leader – Mark Jenkins mark.jenkins 7060 and SGC 124 Purpose of Today 1. To introduce the concept of childhood 2. To review the key theorists introduced in the lecture in a classroom context 3. To introduce the first directed task (physical development) 4. To begin to think about child observation

Part 1 Introducing Childhood

Conceptions of Childhood What is childhood? What is a child?..we need to distinguish between children as human beings and childhood as a shifting set of ideas [Cunningham]

Conceptions of Childhood The most prominent characteristics of a child according to any definition is that he/she is not (yet) an adult. Any other parameter of the definition child might change from one society to another, as well as within the same society, from one historical period to another, or from one social group to another. That is to say despite the strong biological determinants that are an integral part of this definition, the concept of the child is culture- bound Shamgar-Handelman, L. (1994) “To whom does childhood belong?” in Qvortrup et al Childhood Matters p250

Childhood Therefore Needs to Be Placed in Context Consider the children in the following slide. Look at each in turn, what do they say about the reality of childhood in the modern world? Diversity in childhood is a concept which, even in your own classroom, is a constant reality for teachers and a reality which teachers have to deal with because… REMEMBER… EVERY CHILD MATTERS

Part 2 Lecture Review

On your own - Spend 5 minutes writing down what you can remember from yesterday’s lecture about the following four theorists/ideas. 1. Behaviourist Ideas (such as Skinner) 2. Constructivism (Piaget) 3. Social Constructivism (Vygotsky) 4. Bruner’s Cognitive Theory

Lecture Review Share your ideas with a partner Based on what you have agreed and using the sheet provided consider the primary school classroom What would you expect to see in the classrooms of today which reflect the underlying ideals of each theory? Work with a partner and be prepared to share results

Aspects of Theory in Practice- The Behaviourist Classroom Children seen as passive receivers of knowledge Rote learning Chanting of facts Rewards systems (such as stickers, house points etc) Explicit sanctions

The Piagetian Classroom Children are seen as active in the learning process New ideas should be presented to children at a level they are capable of accessing at their developmental level (stages of development) Learning is supported by action, active learning, play, experimentation Open ended activities for investigation along with periods of extended play

The Vygotskyan Classroom A planned curriculum to challenge children’s current capability (ZPD) Social interaction, play and conversation are key to learning. Language is central to the Vygotskyan ideal, learning through discussion and analysis. The teacher is seen as important for fostering a child’s learning – but so to are fellow pupils and significant adults

The Brunerian Classroom Development can be enabled through experiences Actively through play Iconically through building and painting Symbolically through numbers and language Teachers need to carefully scaffold the learning process in order to facilitate the individual progress and development of their children Whole school curriculum planning is essential for long term development

Part 3 Directed Task 1 – Introduction Physical Development

Directed Task (DT 1) Physical Development The following slides give an overview of the physical development of very young children – the maturation process Source: Meggitt C. (2007) Child Development: An Illustrated Guide Harlow: Heinemann

Newborn Babies Lie on backs [supine] with head to one side When placed on front [prone] they lie with head turned to one side, buttocks humped up and knees tucked under the abdomen When pulled to a sitting position the head lags When held by a hand under the chest [ventral suspension] the head drops below the plane of the body, arms and legs are partially bent Usually hold their hands tightly closed unless feeding or having hand stroked Often hold thumbs tucked in under their fingers

Reflexes of A Newborn Baby Swallowing and Sucking Rooting Grasp Stepping Asymmetric Tonic Neck Startle Falling [Moro]

One Month Can turn from their side to their back Will lift head briefly from the prone position In ventral suspension will keep head in line with the body and hips semi-extended Beginning to take fists to the mouth Open their hands from time to time Open hand to grasp adults finger

Three Months Keep head in central position when lying supine Lift both head and chest when in the prone position In ventral suspension keep the head above the line of the body Have almost no head lag when moved into a sitting position Sit with a straight back when held Move their head to follow adult movements Watch their hands and play with their fingers Hold a rattle for a brief time before dropping it

Six Months From back can roll to stomach Can pull themselves into a sitting position When held standing do so with a straight back Reach and grab Use the whole hand to pass objects from one hand to another [Palmar Grasp] Poke small objects with index finger Explore by putting things in their mouths

Nine Months Can maintain a sitting position with a straight back for up to 15 minutes] Pull themselves to a standing position but are unable to lower themselves Stand holding furniture Find ways of moving about the floor Can grasp objects between finger and thumb [Pincer Grip] Can release an object by dropping it but cannot put it down voluntarily Move arms up and down together when excited

One Year Rapidly crawl or bottom shuffle Can rise to standing without help 50% walk by 13 months- often with legs wide apart, most walk by 15 months Pick up small objects with fine pincer grasp Point Hold a crayon in a Palmar grasp Build a tower of two bricks Show a preference for one hand over the other

Physical Development Quiz Directed Task 1 What of older children? What are they capable of? Using the sheet you have been given you will need to answer the questions about physical growth and capability. You should bring your completed answer sheet to next week’s lead lecture

Part 4 Observing Children

Discuss as a group:- What can we learn from observing children? Observation is the first and most basic form of assessment

We Observe Children to Understand… Normal growth and development Children’s individual personalities Children’s needs How children learn How children interact with other adults and individuals Changes in behaviour How children deal with conflict How to protect children How to recognise illness How to plan the curriculum How resources are used Hobart and Frankel [2004]

Principles of Observation Making valid observations – Recording what actually happens rather than what we think Avoiding value judgements or interpretation – Aim for a completeness of record Triangulate where possible [compare with others] to ensure the accuracy of observations

Gladiators In groups of six letter yourselves A,B & C (2 of each) We will watch 3 children playing out of doors As will watch Harley [the girl] Bs will watch her brother [yellow jacket] Cs will watch his friend [orange jacket] Note as much of the activity as possible, try not to make value judgements Record as much of the physical activity of the child as possible

Observations With the person who looked at the same child as yourself discuss what you observed. Consider physical, social, emotional and language development. Share your findings with the rest of your group Be prepared to share your findings with the rest of the class

Bibliography Hobart C. and Frankel H. [2004] A Practical Guide to Child Observation and Assessment Cheltenham: Nelson Thornes Meggitt C. [2006] Child Development An Illustrated Guide Oxford: Heinemann Riddall-Leech S. [2005] How to Observe Children Oxford: Heinemann