1. Human Growth and Development
Day #9
January 11, 2011

2. Agenda
Keep going on Infancy and Early Childhood
Film
Assignment

3. Baumrind’s Theory of Parenting
Authoritarian parenting
“Law and Order”
“Because I said so! “
Demand obedience
often maintain distance from child

4. Baumrind’s parenting Permissive Parenting
Few demands yet nurturing and accepting
Tend to communicate well with children

5. Authoritative Parenting
Baumrind’s parenting
Authoritative Parenting
Negotiation and participation
Limits set and rationally explained
often democratic
mutual respect

6. Other models of parenting
Traditional especially related to gender roles
Permissive forms
rejecting/neglecting
democratic/indulgent

7. Spider Rock, Canyon de Chelly, Arizona

8. SPIDER ROCK
What role does this landmark play in discipline procedures?
What dangers are inherent in this practice?

9. Complexities of Parenting
Child’s temperament
Size of the family
Child’s age and gender
Parents age
Marital relationship

10. Video
In the Land of Giants

11. Discipline Name some pro’s and con’s of physical (corporal) punishment
What method is best?
For infants?
For toddlers?
For preschoolers?
Name some pro’s and con’s of physical (corporal) punishment

12. Cognitive Development
Piaget
children actively seek to comprehend their world
infants do think contrary to the “no talk; no thought” ideas

13. Cognition
Active intelligence functions through senses and motor skills
Toddler is the “little scientist”
Piaget sees development in stages

14. Sensorimotor thinking
Piaget’s first stage
Sensorimotor thinking
substages 1 & 2 relate to reflexes
substages 3 & 4 relate to objects and people; responding to people
substages 5 & 6 relate to action and ideas

15. Preoperational thinking
Piaget’s second stage
Preoperational thinking
acquisition of information and basic skills to manipulate information and perform operations

16. Piaget: Key Concepts Object permanence
understanding that objects and people continue to exist even though they cannot be seen
marks transition to preoperational thinking

17. object permanence is acquired gradually
active searching requires motivation and memory and motor ability

18. Piaget: Key Concepts for pre-operationalthinking
Egocentrism
Conservation
Animism
Centration
Reversibility

19. Rethinking Piaget Is the timetable too rigid?
Are the stages too sequential?
Actual development seems to occur much less evenly
Perhaps Piaget was not wrong, just not complete
Reality includes more diversity

20. Cultural goals rather than maturational milestones
Vygotsky
Social activity rather than individual discovery
Cultural goals rather than maturational milestones
Guided assistance enables a child to independently accomplish the tasks

21. Vygotsky
Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development
social context determines how and when a person moves through his/her ZPD

22. Vygotsky
Since every culture values certain cognitive skills more than others, it is not surprising that cultural variations exist.
There is also a family context

23. LanguageDevelopment
Cognitive development supports and is aided by language development

24. Language Development
Competency develops first in language function ( uses of language) then on structure (sequence of words in sentence, grammar rules, etc.)

25. Chomsky
All children have an innate predisposition to learn language. This is known as a Language Acquisition Device or LAD

26. Related terms Over-extension Over-regularization
over-generalization of a set of words to inappropriate objects
Over-regularization
over-application of rules; same rules; all situations

27. Vocabulary Development
Predictable sequence
first nouns
then verbs
then adjectives and adverbs
then conjunctions, pronouns, etc.

28. Related concepts
Private speech = Vygotsky’s idea that children review what they know and regulate their actions accordingly
Through social use of language children incorporate potential learning into actual development
Scaffolding and Language Development

29. Ponder these
What can be done to stimulate a child’s language development?
What is the difference between speech and language?
What cues tell you that a child’s speech and language may not be developing normally?
Special ability issues?

31. Assignment Finish reading Chapters 4-8 Infancy and Preschool
Handout Take Home Test #2 on 1/13 It will be due on January 20
Assign children’s book review, be here for instructions! To be presented on January 25!