1. Bellringer: “To what extent have you worked with children? Do you baby-sit or have younger brothers or sisters? How comfortable do you feel working with children?” Schedule: Intro. to child Development Intro. to child Development Parents are People Worksheet Parents are People Worksheet

2. Today’s Objective (What I want you to know before you leave today) New Unit Starts Today: Child Development New Unit Starts Today: Child Development Students will be able to: Students will be able to: Understand the importance of studying Understand the importance of studying Child Development—ages and stages Recognize when one is ready to become a parent Recognize when one is ready to become a parent Gain understanding of how to care for a child Gain understanding of how to care for a child

3. Class Discussion: Parenting Parenting…. Parenting…. Along with the good times, comes bad times Along with the good times, comes bad times Discussion: Discussion: What are some problems that might come up when parenting a child? What are some problems that might come up when parenting a child? What are some financial challenges that parents might face? What are some financial challenges that parents might face? What personal sacrifices might they have to make? What personal sacrifices might they have to make? How can parents prepare themselves for the good and bad? How can parents prepare themselves for the good and bad?

4. The Desire for a Child (Why do people choose to have children? How can you know when you are ready?) The decision to have a child needs to be backed up by sound reasoning „ Some have unrealistic views of what having a child could mean. Ask yourself: “Would having a baby be fair to you and the child?”

5. Many Have Children for the “Wrong” Reasons For example: For example: Hoping others will treat them more respectfully Hoping others will treat them more respectfully Make them feel better about themselves, have someone to love them Make them feel better about themselves, have someone to love them Give them purpose in life Give them purpose in life In hopes that their own parents will view them as a “grown-up” In hopes that their own parents will view them as a “grown-up” To make dating relationship stronger To make dating relationship stronger Children bring with them a whole new set of concerns Children bring with them a whole new set of concerns

6. Readiness for Children How do you know when you are ready? How do you know when you are ready? Emotional Readiness: Emotional Readiness: Emotional Maturity: Fully developed emotions, or feelings & the ability to handle them well Emotional Maturity: Fully developed emotions, or feelings & the ability to handle them well Patience Patience Sympathy Sympathy Degree of selflessness Degree of selflessness Self-control Self-control Self-confidence Self-confidence

7. Readiness for Children Financial Readiness: Financial Readiness: Raising a child is expensive Raising a child is expensive Financial Stability: the ability to met everyday living costs Financial Stability: the ability to met everyday living costs Can’t expect others to take financial responsibility for you Can’t expect others to take financial responsibility for you Personal Readiness: Personal Readiness: Babies give a family a new focus Babies give a family a new focus Parents’ needs take “back seat” to those of the child Parents’ needs take “back seat” to those of the child Must be ready to make personal sacrifices Must be ready to make personal sacrifices Time Time Energy Energy Career goals Career goals Social life Social life Finances Finances

8. Parents are People Be as Honest as Possible When you Fill the Answers in on This Worksheet.

9. Illustration of the Ideal Parent On 8.5 x 11 Paper, you will be making an illustration of the type of parent you want to be. On 8.5 x 11 Paper, you will be making an illustration of the type of parent you want to be. Example: Example: Personality Traits Personality Traits Ways you would meet the needs of your children Ways you would meet the needs of your children Rules you would have Rules you would have Will you work or not? Will you work or not? No white left showing (5 points) No white left showing (5 points) Can use magazine cut-outs, drawings, etc. Can use magazine cut-outs, drawings, etc. On back: Write 1 paragraph (Jane Schaffer or other paragraph format you have learned in your English class.) explaining what everything is, what it means and why you desire to have that quality as a parent (18 points) On back: Write 1 paragraph (Jane Schaffer or other paragraph format you have learned in your English class.) explaining what everything is, what it means and why you desire to have that quality as a parent (18 points) Must have at least 6 items (you may choose to have more) Must have at least 6 items (you may choose to have more) Neatness counts (5 points) Neatness counts (5 points) What you don’t finish is homework What you don’t finish is homework

10. Bellringer: “

11. Notes: Ages and Stages 5 Areas of Development 1. Physical: In 2 areas--gross & fine motor skills Gross (large) Motor Skills: Gross (large) Motor Skills: Control over large muscles in body (ex: arms & legs) Control over large muscles in body (ex: arms & legs) Fine (small) Motor Skills Fine (small) Motor Skills Control over small muscles in body (ex: hands & fingers) Control over small muscles in body (ex: hands & fingers)

12. 5 Areas of Development 2. Intellectual Development Ability to: Ability to: Use language Use language Understand Concepts Understand Concepts Concentration needed to succeed in school Concentration needed to succeed in school

13. 5 Areas of Development 3. Emotional Development: Learn to appropriately control emotions Learn to appropriately control emotions Be able to identify and label emotion Be able to identify and label emotion Emotions develop on a timeline Emotions develop on a timeline Crying for displeasure (infant) Crying for displeasure (infant) Physically displaying (tantrum) and crying (toddler) Physically displaying (tantrum) and crying (toddler) More control, use words and problem-solving (preschool and school age) More control, use words and problem-solving (preschool and school age)

14. 5 Areas of Development 4. Social Development Learning to interact with people—like sharing, and taking turns Adults and peer relationships/interactions Societal roles and guiding principles

15. 5 Areas of Development 5. Moral Development Develop a sense of right and wrong Create a value system—through family, society, and self-exploration

16. 4 Stages of Development 1. Infancy: birth - 1 year 2. Toddlerhood: 1 - 3 yrs. 3. Preschool Age: 4 - 6 yrs. 4. School Age: 7-12 yrs. First 3 stages together are called: Early Childhood (birth - 6 years)

17. In each stage, children master different skills and abilities. These are called: Developmental Tasks

18. 3 Principles of Development 1. Development is Sequential: n Almost all children learn dev. Tasks in same order n Skills build on one another n Crawling - walking/scribbling - drawing

19. 3 Principles of Development 2. Rates of Development are Individual n Some Children Develop more rapidly than others n Some walk 15 months, others @ 10 months

20. 3 Principles of Development 3. 5 Areas of Development are Interrelated: n Many skills require that the child be ready in more than one area n Ex: Potty Training: Physical control/intellectual & emotional readiness

21. Bellringer: “ Are discipline and punishment the same thing? Why or why not? Schedule: Discipline PowerPoint: Positive Guidance and Discipline Positive Child Guidance and Limited Choices (do aloud as a class) Show Super Nanny

22. Positive Guidance andDiscipline

23. Reasons for Misbehavior Stage of Growth: the child is behaving in a normal manner for the stage of growth he/she is in: power, attention, revenge, assumed inadequacy are normal Unfulfilled Needs: The child’s needs are not being met and she/he is acting out in order to try to get his/her needs met.

24. Reasons for Misbehavior Environment: The child is uncomfortable in or does not understand his/her environment. Doesn’t know Better: The child has not been taught the concept he/she is dealing with.

25. Positive Guidance Discipline: guidance which helps the child learn self-control Self-discipline: ability to direct one’s own behavior Children may rebel when parents punish rather than discipline Attention is a powerful reinforcer to guide children: they often misbehave for attention Example: is a very effective way to teach children desired behavior Consistency is the key to guidance Respond to aggressive behavior in non-aggressive ways

26. Types of Guidance Techniques

27. 1. Natural and Logical Consequences Consequences Natural Consequences: occur without interference, child can see the result of their choices Cannot be used if the consequence will cause harm to self, others or property, or too far in the future. Logical Consequences: should be relevant to the misbehavior Short in duration, not imposed in anger, provide opportunities for children to learn from their behavior To make the punishment fit the crime. Example: if Sally spills the paint, she must clean up the mess that is made

28. 2. Positive Statements When guiding children, phrase all requests in a positive manner Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks” Clearly states what is expected, then help them get started Talk to children at their eye level when giving directions

29. 3. Redirection Get him to focus on something else. Example: if he is angry at the blocks area, lead him to a different area of the room and introduce a different activity Children up to two years old can be easily distracted

30. 4. Reverse Attention When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment If the first child changes his behavior, he should be immediately reinforced with a positive statement. Ignoring the negative, reinforcing the positive

31. 5. Limited Choices Do not give him an unlimited choice unless he can really have what is chosen. Only give choices that are available. Example: “Do you want juice or water for a drink?” rather than, ‘What would you like to drink?”

32. 6. Time Out When a child has disobeyed a rule, she will be sent to a predetermined place to distance herself from the problem and gain composure. Should be a last option, limited use. Use a place where there are no distractions or positive reinforcers

33. NANNY 911 Discuss: What were the behavior issues? How were the parents dealing with it it? How did the nanny suggest handling it? Do you agree or disagree with the Nanny’s suggestions What would you do if you came upon these situations while babysitting? What are some other strategies for dealing with these behavior issues?

34. March 9th Bellringer: “ 10 Questions to ask a potential babysitter of your children.” Schedule: Baby-Sitter Basics worksheet (in groups of 3) As class…discuss each question, have a discussion Baby-sitting dilemmas worksheet in partners (3 dilemmas each) or Confused Cathy If time….do role plays to act out dilemmas and show how the babysitter deals with the dilemma

35. November 30th Bellringer: “ Schedule: Catch-up Day if needed Can teach about Importance of Play and do “Play Activities” End of unit test?