1. Warm-up Activity Write the entire alphabet with your non-dominant hand.

2. Does your childhood impact your adult life? Handout

3. Bo Knows

4. Ice Queens…

5. WOW! Charlie & Jeffrey

6. Child Development Principles and Theories HUMAN GROWTH AND DEVELOPMENT

7. Child Development Studying and understanding child growth and development are important parts of teaching young children. No two children are alike! To help all children, you need to understand the sequence of their development. Healthy brain development results from healthy human contact.

8. Growth and Development Development: Ability of a human to do things that start out simple and become more complex and difficult. Starts at infancy and continues to adulthood. Growth: physical changes; increase in size or amount that is easily observed. Infancy: 0 – 12 months Toddlers: 13 to 35 months Preschooler: 3 – 6 years School age: 6 – 12 years Adolescents:13 – 18 years

9. Laws of Growth And Development: 1. Growth proceeds from head to foot  Cephalo=head  Caudal=tail  lift head, pick-up objects, walk to objects.  Infants gain control of head and face movements within the first 2 months after birth.  By 6-12 months of age, infants start to gain leg control and may be able to crawl, stand or walk. 2. Growth proceeds from near to far  Proximal-distal  From body trunk(center of body) outward  Spinal cord develops first  Arms before the hands  Hands and feet before fingers and toes. 1. Scoot body, wave arms, grab object and pick-up object.

10. Laws of Growth And Development: 3. Growth proceeds from the simple to the complex  Sleeping, being fed, holding the bottle, feeding self. 4. Growth is continuous and orderly  both legs grow at the same time and rate.

11. Generalizations of Growth and Development The tempo of growth is not even. Different aspects of growth develop at different rates. Both the rate and pattern of growth can be modified by conditions within and outside of the body. Each child grows in his/her own unique way. Every individual normally passes through every stage of development. Growth is complex. All of its aspects are closely interrelated. Growth is predictable since individual differences remain constant. Growth proceeds from the general to the specific. Each developmental phase has characteristic traits. Many forms of problem behavior are normal due to the age in which they occur. Most traits in development are correlated. Behavior is caused. The impulse to use the capacity or power in an exaggerated way is associated with the development of a capacity or power. Learning must wait on maturation. Whenever an act results in a feeling of satisfaction to an individual, the act is likely to be repeated. Children's concepts grow out of their experiences. Experimentation is an important part of learning. The urge to grow is innate.

12. Inside Out

13. Areas of Development The study of child development is often divided into 5 main areas: Physical development: physical body changes that occur in a relatively stable, predictable sequence. Cognitive development: intellectual developments, language, thought, reasoning, and imagination. Social: A child learning and discovering the expectations and rules for interacting with others. Emotional development= learning to relate to others, feelings & expression of emotions. Moral: Identifying personal values.

14. Physical Development Growth in size and in proportion Muscle coordination and control  Gross-motor development= improvement of skills using the large muscles in the legs and arms.  Running, skipping, and bike riding  Rolling over, lifting head or sitting up  Fine-motor development= involves the small muscles of the hands and fingers.  Grasping, holding, cutting, and drawing

15. Taking it to the Gym!

16. Cognitive Development Intellectual The ability of the brain or mind to take-in and process information.  Language, thought and reasoning  Child recognizing their name or a parent  Responding to the shake of a rattle  Identifying colors

17. Social Development Learning to relate to one another Discovering the expectations and rules for interaction.  Child smiling at mother  Child learning to share a toy with a friend.

18. Emotional Development Ability to recognize and understand feelings and how to respond to them appropriately  Trust, fear, confidence, pride, friendship and humor  Child feeling jealousy due to a new baby in the family  Child feeling love for another person  Child being afraid of the dark

19. Moral Development Examples: right or wrong, behaving according to what others need or want, respecting human rights, developing principles to guide behavior

20. Principles of Development Maturation: refers to the sequence of biological changes in children. Children must mature to a certain point before they can gain some skills.

21. Brain Development Neurons= specialized nerve cells that link or connect. Synapses= links neurons together, “brain wiring”. The more synapses there are the greater number of messages that can pass through the brain. Sensory stimulation= a child’s growing brain responds each time a caregiver reads, sings, etc. Plasticity= ability of an infant’s brain to change according to stimulation.

22. Brain Development Overstimulation= a flood of sounds and sights, can cause stress to infants. Cortisol= when under stress, the body produces this steroid. Over a long length of time, coritsol can lead to problems with memory and regulating emotion.

23. Windows of Opportunity Vision= birth to 6 months Vocabulary= prenatal to 8 years Emotional= birth to 3 years Math/logic= birth to 3 years Motor skills= 1 to 4 years

24. Why do we observe of children?  To gain a deeper understanding of children, in general; how they think and feel, how they can be expected to grow and behave.  To get to know a specific child better -- the child's needs interests, skills, problems, and feelings.  To assess where a child is developmentally and make comparisons with other children that same age.  To identify special needs, problems, or interests children may have.  To assess teaching skills -- A teacher can analyze the set-up of the room, the scheduling of activities, observing when learning problems take place, etc.  To make a conscious effort to know all the children in a group equally well. Some children stand out in a group due to a talent or behavior problem. Others tend to get lost in the crowd by blending in too well. A teacher must know all the children in the group and try to meet all of their needs.

25. Making the Pieces Fit In order to become a nurturing, responsive teacher, you must have insight into how children grow and develop. Children learn best in a caring environment rich with opportunity for learning. Caregivers help build the self confidence and self worth children need to safely explore the world.

26. Onward and Upward… Developmental Theorists

27. Warm-up 1.How does being raised in a predictable environment affect a child’s development? 2.What might be some negative effects on the development of a child raised in an unpredictable, unstable environment?

28. Warm-up 1.Look at your notes and define object permanence. 2.How could you test this in a newborn or toddler?

29. Warm-up 1.Test today, have your notes out! You may use them! 2.What is the zone of proximal development? How would you use it as a teacher?

30. Warm-up 1.What activities do you remember doing as a child that encouraged GROSS motor skills? 2.If you were a teacher, what could you do on a daily basis to foster these skills?

31. Warm-up 1.Do you remember a specific childhood experience that caused a significant emotional response? 2.Is the effect still present today or have you overcome it?

32. Warm-up 1.What may be the effect on future learning potential if a child misses a window of opportunity? 2.What may result if a parent “over stimulates” or pushes a child before they are ready?

33. 1.Describe the type caregiver needed to promote emotional control. P. 75 2.What type of activities could be used to promote brain connections related to math? P.75 Warm-up

34. What questions about the staff and their qualifications should a parent ask when considering a child care center for his or her child? How does staff turnover affect the quality of a child care program?