1. Chapter 1 –1 Mrs Lester

2.  Learn why children feel, think and act as they do  Learn the importance of caregivers  Learn to enjoy children more  Learn career opportunities

3.  Health  Education  Love  Work  Play  Dress

4.  Gain new skills  Gain confidence  Build your future  Career options  Understand Yourself  See your own childhood differently

5. Chapter 1 –2 Mrs Lester

6.  Compare and contrast CD theorists  Five characteristics of CD  Heredity vs Environment  Stages of dev after childhood

7.  Brains develop in response to stimulation on all senses  Stimulation arouses and activates those senses, causing the brain to make connections.

8. Dev is similar (not identical) for each individual Same basic stages and order of stages Dev builds upon earlier learning Generally follows sequences or steps Different areas of development are interrelated Body mind and emotion Dev is a lifelong process No matter what pace, dev does not stop Dev proceeds at an individual rate Children set their own pace

9.  Freud-personality dev through stages. Childhood affects adult life.  Piaget- Focused on how children learn through four stages  Vygotsky- biological dev and cultural experiences influence ability to learn. Social contact is essential to intellect dev.  Maslow  Erikson  Skinner  Bandura  Bronfenbrenner  Kohlberg  Berne *  Bowlby *  * not in text

10.  Environmental-  People, places, things that surround and influence  family structure, home life, school  Heredity-  biological transfer  Hair color, eyes, blood type  Propensity toward disease

13. All areas; PersonalityPsychosexual stages – oral, anal, phallic, latency, genital; Personality develops though stages and childhood had profound impact on adulthood. Childhood is much more important than previously thought. Personality developed by age five. Oral Stage: 0-1 learns sense of trust through oral situations (eating, sucking) Anal: 1-3 Toilet training, learning to control their own movements; lenient parents result in a child that is a messy, wasteful or destructive personality; Strict parents result in obsessive, rigid personality Genitals: 3-6 discover difference between male and female; boys view fathers as a rival for mothers attention (Oedipus complex)

14. All areas : Personality8 stages (4x2)of psychosocial development; Personality develops in stages. Each had a unique psychological crisis that if met in a positive way, the individual develops normally. Parents must be aware of and sensitive to children’s needs at each stage of development and support them through crisis. 1)Trust vs. Mistrust: 0-1 NURTURE 2)Autonomy vs. Shame: toilet training; gaining independence 3)Initiative vs. Guilt: 3-6 Am I good or bad? Can I make choices on my own 4)Industry vs. Inferiority: 6-11 Child comparing self worth, teacher should help child not feel inferior

15. Intellectual4 stages – sensorimotor: 0-2 learning through senses, preoperational 2- 7: cannot understand another persons point of view, cannot manipulate information in their mind, use symbols (broom for horse), concrete operations, formal operations; first to study children. Children must be given learning tasks appropriate to their level of development Practice play. Matches with Sensorimotor stage (age 0-2) Play at this stage may consist of repeated body movements, putting objects in your mouth, blowing spit bubbles, playing peek-a-boo and the like. Riotous fun for a baby. So basically, as the baby is learning about them self through their physical senses, their play is also centered on themselves or things around them. Think about this: if you give a baby a lego block what will they do with it? Put it in their mouth? Check! Shake it like a rattle? Check! Throw it on the ground? Check!… You pick it up and they throw it down again? Check!…. This is practice play. 2- Symbolic play. Matches wih Pre-operational stage (age 2-7) Play now is more advanced. Children will engage in make believe games and fantasy role play. They love to dress up as “the policeman” or “the fireman” or “mommy” and “daddy”. Children will also use objects to symbolize something other than their intended function. It seems that every “L” shaped piece of anything can become a “gun”. Children will also use blocks to build objects that look like… well, sometimes it can be a bit of a mystery! Think about this: Give a bunch of lego blocks to a three or four year old. They will build something. A “cross” shape often is an airplane. A block shape is often a house. Something that sort of looks like a big square is a cake and so forth. Teachers will often find themselves saying “Oh. so beautiful…….. what is this?”

16. Intellectual, social Child’s actions have positive results they will be repeated. Negative results will make the actions stop. Use of positive and negative reinforcement.

17. Social and intellectualMentor teachers/role models; Heredity and environment both influence child’s ability to learn. Social contact essential for intellectual development. Children give opportunity for social interaction children first develop lower mental functions such as simple perceptions, associative learning, and involuntary attention; then, through social interactions with more advanced peers and adults, they eventually develop high mental functions such as language, counting, problem solving skills, voluntary attention, and memory schemas. Central to Vygotsky's theory of cognitive development is his theoretical construct of the zone of proximal development. He proposed that a child's immediate potential for cognitive growth is bounded on the lower end by what the child can accomplish on his/her own and on the upper end by what the child can accomplish with the help of a more knowledgeable other, such as a peer or teacher. This region of immediate potential is the zone of proximal development. As a child learns to complete tasks with less and less assistance, the child's cognitive skills develop. Vygotsky's ideas concerning the zone of proximal development provide strong support for the inclusion of cooperative learning strategies in classroom instruction. Vygotsky believed that play is a means of deferring immediate gratification - instead of tantrums or swallowing the need, the child fulfills needs in fantasy play. He also believed that children learn to live within self imposed rules during their fantasy play; play allows the child to practice self regulation. Play, for Vygotsky, was vehicle for a child behaving more maturely than at other times. “In play it is as though he were a head taller than himself.” In fantasy play children can work at the top of their Zone of Proximal Development. Play equals self teaching.

18. Social; intellectualBobo dolls, monkey see, monkey do; Said that children learn by imitating others. Disagree with Skinner b/c behavior affects environment. Must provide good example for children to follow. http://www.youtube.com/watch?v=hHHdovKHDNU

19.  Outlined layers of environment that affect a child’s development, such as a child’s own biology, family /community environment, and society  Thus a child’s primary relationship with a caregiver needs to be stable, loving and lasting

20. Moral stages of moral development – preconventional, conventional, post conventional; Preconventional: 1.) Obedience and punishment orientation (how can I avoid punishment) Self interest 2.) Individualism and Exchange. At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. relative, each person is free to pursue his or her individual interests Conventional: 3.) Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. 4.) At stage 4, in contrast, the respondent becomes more broadly concerned with society as a whole. Postconventional: At stages 5 and 6 people are less concerned with maintaining society for it own sake, and more concerned with the principles and values that make for a good society. At stage 5 they emphasize basic rights and the democratic processes that give everyone a say, and at stage 6 they define the principles by which agreement will be most just.

21.  Adolescence  Young adulthood  The thirties  Middle age  Late adulthood  Very Late adulthood