1. Chapter 1 Learn about Children Child Development I

2. Journal Entry Parenting 101- Write a journal entry about one of the topics below. This will help you prepare for the project at the end of the unit. –Identify what kind of parent you think you would be someday. –Determine what you would need to know about children before becoming a parent. –List resources you could use to learn more about parenting.

3. Objectives Explain the best way to learn about children. Identify three 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 in important in the study of child development. Compare and contrast different methods of observation and interpretation.

4. Benefits of Studying Children Why do babies like to chew on books? Why do toddlers throw their toys again after you have just picked them up? What should you do if a three-year- old lies?

5. Understanding Children and Yourself People and events help shape who children become. You have an impact on children’s lives. Studying child development will help you learn how you can make a positive difference in a child’s life. No expert can explain every aspect of child’s behavior. Typical behavior is a way of acting or responding that is common at each stage of childhood.

6. By studying behaviors you will…. Learn why children feel, think and act the way they do. Discover caregivers’ importance. Enjoy children more. Learn about career opportunities.

7. Importance of Child Development Research on child development has dramatically changed: –How parents raise children –How educators teach them –How we view development today –A person who takes care of a child is called a caregiver.

8. Research Researchers have made a special study of childhood and its phases. –How children develop –What their needs are –How those needs can best be met

9. What Researchers Have Found Child development theorists have provided valuable information about how children learn and develop skills. Not everyone agrees on how parents, caregivers and educators should apply theories and research findings. Five basic areas of child development: –Physical –Emotional –Social –Intellectual –Moral

10. Group Work Get into groups of 4-5. Try to write down an example of each area of development. Five basic areas of child development: –Physical –Emotional –Social –Intellectual –Moral

11. Characteristics of Development Five General Rules 1. Development is similar for each individual. 2. Development builds upon earlier learning. 3. Development proceeds at an individual rate. 4. The different areas of development are interrelated. 5. Development is continuous throughout life.

12. Influences on Development Children develop at different rates because each has a unique combination of factors influencing their development. These factors fall into one of two categories: –Heredity – The biological transfer of certain characteristics from earlier generations. Blood type, eye color, hair color, etc. –Environment – the people, places and things that surround and influence a person. Family, home, school, community, etc.

13. Nature vs. Nurture Nature – heredity Nurture – environment

14. The Role of Self-Esteem in Development Self-esteem, or self worth is the value people place on themselves. –Low Self-Esteem Link between low self-esteem and poor school performance, truancy and criminal behavior –Sense of Self-Worth Show enthusiasm for learning, form friendships and make healthy choices

15. Help children develop self-esteem Give praise Do not be overly critical Set realistic goals Encourage new activities Model self-esteem Be honest about mistakes

16. Stages of Life After Childhood The human life cycle is a set of stages of human development that each present different challenges to be met or skills to be acquired. The challenge to be met or skill to be acquired in each stage is known as a developmental task.

17. Life Stages Adolescence – between childhood and adulthood Young Adulthood – people in their 20s The Thirties –people in their 30s Middle Age – Ages 40-55 Late Adulthood – Ages 55-75 Very Late Adulthood – beyond age 75

18. Why Observe Children? Observing offers you the chance to see children meeting the challenges of development in their own ways and in their own time.

19. How to Observe Young Children Observing means following certain steps so that your observation will be useful. You must have a written record of your observation to refer to for analysis.

20. Objective vs. Subjective Observations Subjective means to rely on personal opinions and feelings rather than facts, to judge an event. Objective means something is factual, and leaves aside personal feelings and prejudices.

21. Examples of Observations Observation A: –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 face.

22. Observation Records Write down: –What you see, when it happens –Date and time –Numbers of children and adults –Names and ages

23. Types of Observation Records Choose a method based on what you are hoping to learn from the observation. –1. Running Record –2. Anecdotal Record –3. Frequency Count –4. Developmental Checklist

24. 1. Running Record A running record is a record of everything observed for a set period, such as 15 minutes. –Useful for observers who are just getting to know the child or children. –Good when concentrating on a certain area of development, such as social interaction.

25. 2. Anecdotal Record An anecdotal record is a report of a child’s actions that concentrates on a specific behavior or area of development. –Time is not limited –If an observer wanted to focus on a adjustment to a child care center they could observe and record every day for two weeks when the child arrives.

26. 3. Frequency Count A frequency count is a tally of how often a certain behavior occurs. –Useful when trying to change an unwanted behavior. –A baseline or count is made before any steps are taken to try to change the behavior. –Attempts are made to change the behavior. –An observer can then determine whether or not the methods are working.

27. Developmental Checklist A list of skills children should master, or behaviors they should exhibit at a certain age, is called a developmental checklist. –This checklist is used to simply check off the skills or behaviors they see.

28. How to Act While Observing Formal Observation – arranged with a child care center or family Informal Observation – where you don’t make yourself obvious

29. How to Take Notes Know your purpose – Before you do your observation, define the purpose of your observation. Ask yourself what you are supposed to observe. Identify the when, where, who and what – Take note of the physical features of the setting. Who is there? What activities are going on? Make a record of the time and place. Be descriptive – You can use words and phrases to capture the moment. Think of it as giving a picture of what you see.

30. How to Take Notes Make comparisons – Look for similarities and differences. Compare actions of more than one child. Uncover the data – Record as much factual information as you can, focusing on the evidence at hand. Review and clarify – At the end, read through your comments, make clarifications or corrections, and add any additional notes.

31. How to Interpret Observations The analysis an observer forms and expresses about what was observed is called an interpretation. You can now express ideas about what you saw. Confidentiality is the protection of another person’s privacy by limiting access to personal information.

32. Ch. 1 Vocabulary Typical behavior Caregiver Stimulation Heredity Environment Self-esteem Human life cycle Developmental task Subjective Objective Running record Anecdotal record Frequency count Baseline Developmental checklist Interpretation Confidentiality