1. Theoretical Foundations of Child Guidance
Week 1
Melissa Teixeira

2. Learning Outcomes
Explain how theories about child development help teachers to guide children
Describe theories focusing on the systems in which children develop and explain how they help teachers guide children.
Describe theories focusing on how children construct knowledge and explain how they help teachers guide children.
Describe theories focusing on psychological, emotional and social learning needs and explain how they help teachers guide children.

3. Theories Focusing on the Systems in Which Children Develop
Urie Bronfenbrenner

4. Ecology Systems Theory - Urie Brofenbrenner
ECE’s are indebted to him for his explanation of how children’s families, homes, schools, and communities or societies affect their behaviour and development.
He showed us that the economy, politics, and geography work together to influence children’s families and neighborhoods and, by extension, children.

6. Ecological Systems Theory
watch?v=5htRhvm4iyI

7. Ecological Systems Theory
Consists of five different systems:
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

8. Microsystem
The microsystem is the small, immediate environment the child lives in. Children's microsystems will include any immediate relationships or organizations they interact with, such as their immediate family or caregivers and their school or daycare.
How these groups or organizations interact with the child will have an effect on how the child grows; the more encouraging and nurturing these relationships and places are, the better the child will be able to grow.
Furthermore, how a child acts or reacts to these people in the microsystem will affect how they treat her in return. Each child's special genetic and biologically influenced personality traits, what is known as temperament, end up affecting how others treat them. This idea will be discussed further in a later document about child temperament.

9. Mesosystem
Bronfenbrenner's next level, the mesosystem, describes how the different parts of a child's microsystem work together for the sake of the child.
For example, if a child's caregivers take an active role in a child's school, such as going to parent-teacher conferences and watching their child's soccer games, this will help ensure the child's overall growth. In contrast, if the child's two sets of caretakers, mom with step-dad and dad with step-mom, disagree how to best raise the child and give the child conflicting lessons when they see him, this will hinder the child's growth in different channels.

10. Exosystem
The exosystem level includes the other people and places that the child herself may not interact with often herself but that still have a large affect on her, such as parents' workplaces, extended family members, the neighborhood, etc.
For example, if a child's parent gets laid off from work, that may have negative affects on the child if her parents are unable to pay rent or to buy groceries; however, if her parent receives a promotion and a raise at work, this may have a positive affect on the child because her parents will be better able to give her her physical needs.

11. Macrosystem
Bronfenbrenner's final level is the macrosystem, which is the largest and most remote set of people and things to a child but which still has a great influence over the child.
The macrosystem includes things such as the relative freedoms permitted by the national government, cultural values, the economy, wars, etc. These things can also affect a child either positively or negatively.

12. Chronosystem
the way in which environmental effects develop over time; also the way transitions, such as divorce, affect the individual’s growth and development
The degree of change or consistency of various systems over time that, ultimately, affects children’s development.
For example: if a society experiences major economic upheaval, it might need to decrease funding for health care or education.

13. Review Microsystems Mesosystem Exosystem Macrosystem Chronosystem
an individual’s immediate environment, i. e. family, school, church, friends, neighborhood
Mesosystem
relations between microsystems, e.g. between one’s family members and school personnel
Exosystem
relations between a microsystem and a system in which the individual is not directly involved
Macrosystem
the culture in which somebody lives— nation, ethnicity, religious group, economic or social class, &c.
Chronosystem
the way in which environmental effects develop over time; also the way transitions, such as divorce, affect the individual’s growth and development

14. Theories Focusing on How Children Construct Knowledge
John Dewey
Jean Piaget
Vygotsky

15. John Dewey Four Primary Interest of Children
Desire to Investigate and Discover Things
Need to Communicate
Joy in Construction
Artistic Expression
Education, Including Guidance, Begins with the Learners Curiosity
Creating Classroom Communities

17. Jean Piaget
Piaget’s perspective on how children knowledge develops is know as CONSTRUCTIVISM.
This refers to how children build/construct knowledge and how they adapt to their environments.
Two Processes Involved in Adapting:
Interaction with People and Objects
Assimilation and Accomodation

18. Two Processes Involved in Adapting:
Interaction with People and Objects:
Children are curious and learn most effectively when they are actively involved in building knowledge.
For example: Rocks are heavy, sometimes smooth, rough, and sink when dropped in water.
Learn about people by interacting with them
Children must learn to listen to adults who tend to set and maintain limits.
Teachers have a major role in helping children adapt to interpersonal environments, the environment of relationships with others.

19. Two Processes Involved in Adapting:
Assimilation
Accommodation

20. Piaget Video
watch?v=Jt3- PIC2nCs&t=16s

21. Piaget: Stages of Cognitive Development

22. Handout 1: Crossword Puzzle
Jean Piaget Handout 1
Select a stage work in groups to fill out the crossword puzzle.

23. Sensorimotor Stage Reflexes Primary Circular Reactions
Secondary Circular Reactions
Coordination of Reactions
Tertiary Circular Reactions
Early Representational Thought

24. Preoperational Stage
Egocentrism
Conservation
Deferred Imitation

25. Concrete Operational Stage
Logic
Reversibility

26. Formal Operational Stage
Deductive Logic
Abstract Thought
Problem Solving

27. Object Permanence
Permanence is the Piagetian term for one of an infant’s most important accomplishment: understanding that objects and continue to exist even when they cannot directly be seen, touched or heard.

28. Lev Vygotsky
He has helped create theories to help them make wise child guidance decisions, such as:
Scaffolding
Zone of Proximal Development
Adult-child Dialogue or Discourse

29. Scaffolding

30. 5 4 3 2 1 Walking Standing Pulling Self Up Crawling Flip Over
Hold Head Up
Flip Over
Crawling
Pulling Self Up
Standing
Walking 4 3 2 1

31. Scaffolding Flip Over Baby can begin to lift their head
Hold
Head Up
Baby can begin to lift their head
Scaffold: begin to place child on tummy
Flip
Over
Baby can flip themselves over
Scaffold: begin to place child in crawling position
Crawling
Baby has begun to crawl slowly
Scaffold: begin to allow the child to stand and hold onto the edges of tables

32. Zone of Proximal Development (ZPD)

33. ZPD
watch?v=0BX2ynEqLL4

34. Adult-Child Dialogue or Discourse

35. Social Learning Theory
Theories Focusing on Psychological, Emotional and Social Learning Needs
Erik Erikson
Abraham Maslow
Alfred Adler
Carl Rogers
Social Learning Theory

36. Eric Erikson
Proposed there are 8 stages of psychological development, each presenting humans with a psychological crisis.
Psychological Crisis: Challenged presented at different ages and resolved in either a positive or negative way.
Theory guides our relationship building with children at all of their different stages.

37. Eric Erikson: Stages of Psychological Development
Trust versus Mistrust: Infancy, Birth to 18 months
Identity versus Role Confusion: Adolescence
Autonomy versus shame or doubt: Toddlers, 18 months to 3 years.
Intimacy versus Isolation: Young Adulthood
Generatively versus Stagnation or Self Absorption: Middle Adulthood
Initiative versus Guilt: Preschool and Kindergarten, 3-5 years
Industry versus Inferiority: Primary Grade and Part of Elementary School
Integrity versus Despair: Late Adulthood

38. Abraham Maslow Created the Hierarch of Human Needs
This ladder has been used in a variety of professions.

39. Maslow Hierarchy of Needs

40. Alfred Adler

41. Adler’s Mistaken Goals
Refer to Handout #1

42. Carl Rogers

43. Carl Rogers: Teacher Effectiveness Training

44. Carl Rogers: Teacher Effectiveness Training

45. Social Learning Theory