1. Do-Now (5/1 & 5/4)  Based on what you have learned so far about a child’s learning (Piaget’s Theory, and the readings)- describe (or draw a picture) of an “ideal” classroom for children.  Be sure to include the age ranges that it might include.  Be as detailed as possible.  Turn in study guide packet (from previous unit)

2. Turn-in  Turn in questions (from Einstein and AAP-TV readings)  Turn in study guide (this is your cumulative grade for this unit!!!)

5. Ms. Seetin Unit: Developmental Psychology

6. Educational Implications  Piaget (1952) did not explicitly relate his theory to education, although later researchers have explained how features of Piaget's theory can be applied to teaching and learning.  Discovery learning – the idea that children learn best through doing and actively exploring - was seen as central to the transformation of primary school curriculum.  'The report's recurring themes are individual learning, flexibility in the curriculum, the centrality of play in children's learning, the use of the environment, learning by discovery and the importance of the evaluation of children's progress - teachers should 'not assume that only what is measurable is valuable.'

8. Educational Implications  Because Piaget's theory is based upon biological maturation and stages the notion of 'readiness' is important.. According to Piaget's theory children should not be taught certain concepts until they have reached the appropriate stage of cognitive development.  According to Piaget (1958), assimilation and accommodation require an active learner, not a passive one, because problem-solving skills cannot be taught, they must be discovered.

10. Educational Implications  Within the classroom learning should be student centered a accomplished through active discovery learning. The role of the teacher is to facilitate learning, rather than direct tuition.

13. Role of the Teacher  Therefore teachers should encourage the following within the classroom: Focus on the process of learning, rather than the end product of it. Using active methods that require rediscovering or reconstructing "truths". Using collaborative, as well as individual activities (so children can learn from each other). Devising situations that present useful problems, and create disequilibrium in the child. Evaluate the level of the child's development, so suitable tasks can be set.

14. Discussion  Based on these sorts of traits of a “good” (active) classroom & good teaching methodology…  Did you ever have a classroom like this?

15. Social Development

16. Infants & Social Development  Attachment – bond between infant & caregiver  Stranger anxiety @ 8 months Showing anxiety towards someone new means they have an attachment to someone familiar (care-giver)

17. Attachment & Body Contact  Harry Harlow (1971) Attachment forms through comfort, contact – NOT merely providing nourishment 50

18. Deprivation of Attachment What happens when circumstances prevent a child from forming attachments? In such circumstances children become: 1.Withdrawn 2.Frightened 3.Unable to develop speech Harlow’s studies showed that monkeys experience great anxiety if their terry-cloth mother is removed. Socially they developed VERY poorly! 51

19. Autism and Autism Spectrum Disorders Autism is a complex brain disorder that affects many aspects of child development, including how a kid talks, plays, and interacts. Sufferers appear uncaring and in their own world. They do not adjust well to change and can

21. Facts and Statistics  1 in 150 births  1 to 1.5 million Americans  Fastest-growing developmental disability  $90 billion annual cost currently  90% of costs are in adult services  Cause is unknown but it affects more males than females (strong genetic component)  Cost of lifelong care can be reduced by 2/3 with early diagnosis and intervention  In 10 years, the annual cost will be $200-400 billion

22. RED FLAGS IN DEVELOPMENT By 6 months: No big smiles or other warm, joyful expressions. By 9 months: No back-and-forth sharing of sounds, smiles, or other facial expressions. By 12 months: No babbling or “baby talk.” By 12 months: No back-and-forth gestures, such as pointing, showing, reaching, or waving. By 16 months: No spoken words. By 24 months: No meaningful two-word phrases that don’t involve imitating or repeating. At any age: Any loss of speech, babbling, or social skills.

23. The Secret Life of the Brain  Episode 1: The Baby’s Brain  https://www.youtube.com/watch?v=cfCffnjf o3w https://www.youtube.com/watch?v=cfCffnjf o3w  Exit Slip: Before you leave you must hand in a paper with 8 facts that you have learned from the film, these should be unique facts (i.e. not copied from/ identical to a classmate!)