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Child Development Unit 1 THE STUDY OF CHILDREN

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Child Development Unit 1 THE STUDY OF CHILDREN Developed by Jean Ann Sadler, Southside High School IT S MORE THAN JUST PLAY Why Study Children? – PowerPoint PPT presentation

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Title: Child Development Unit 1 THE STUDY OF CHILDREN


1
Child Development Unit 1 THE STUDY OF CHILDREN
  • Developed by Jean Ann Sadler, Southside High
    School

2
Unit 1 Frameworks
1.1 Match terms related to the study of
children 1.2 State characteristics of
development 1.3 Name reasons for studying child
development 1.4 Identify 5 basic areas of child
development (physical, emotional, social,
intellectual, moral) 1.5 Match stages in the
individual life cycle with the correct age
ranges 1.6 Describe influences of heredity and
environment 1.7 Designate guidelines for
observing children 1.8 Describe theories
related to child development (Freud, Montessori,
Piaget)
3
  • CHILD DEVELOPMENT
  • THE STUDY OF HOW A CHILD GROWS
  • PHYSICALLY
  • EMOTIONALLY
  • SOCIALLY
  • INTELLECTUALLY
  • MORALLY

1.4
4
HOW DO CHILDREN DEVELOP?
INTELLECTUALLY
EMOTIONALLY
PHYSICALLY
MORALLY
SOCIALLY
1.4
5
ITS MORE THAN JUST PLAY
Play makes an essential contribution to all five
areas of child development
1.4
6
Why Study Children?
  • To Understand Children
  • Why they act, feel, and think as they do (typical
    behaviors)
  • To understand the importance of caregivers
    (giving affection, guidance, support, etc.

1.3
7
Why Study Children?
  • To Gain Skills
  • Learn what they need at each stage of development
  • Opportunities to apply your knowledge

1.3
8
Why Study Children?
  • To Understand Yourself
  • Learn more about what makes you the person that
    you are
  • Look at how you were as a child and compare it to
    who you are right now (no one changes completely)

1.3
9
Why Study Children?
  • To Build For The Future
  • May help you become a better babysitter,
    teachers aide or playground supervisor
  • May help you as a parent or in a career related
    to children
  • Can help you make decisions about your future
    career

1.3
10
What is Childhood?
  • A period of life separate from adulthood
  • Development occurs very rapidly
  • Almost completely dependent on adults
  • A fairly recent discovery

1.3
11
Childhood in the Past
  • WORK - worked hard at an early age

1.3
12
Childhood in the Past
  • PLAY - fewer toys, homemade toys, no video games

1.3
13
Childhood in the Past
  • EDUCATION - small, one room with children of
    all different ages and abilities

1.3
14
Childhood in the Past
  • HEALTH - deadly diseases and poor nutrition

1.3
15
Childhood in the Past
  • DRESS - as miniature adults

1.3
16
Childhood in the Past
  • PARENTAL LOVE - the one thing that has not
    changed

1.3
17
CHILD DEVELOPMENT THEORISTS
  • Sigmund Freud
  • father of psychoanalysis
  • 1856-1939
  • Studied personality
  • development and stated that
  • emotional experiences in
  • childhood profoundly effect
  • a person as an adult

1.8
18
CHILD DEVELOPMENT THEORISTS
  • Maria Montessori
  • 1870 1952
  • Stressed that children learn by using their senses

1.8
19
CHILD DEVELOPMENT THEORISTS
  • Jean Piaget
  • 1896 1980
  • He was the first person to study children
    scientifically
  • Known for 4 stages of cognitive development

1.8
20
CHILD DEVELOPMENT THEORISTS
  • Erik Erikson
  • 1902 1994
  • Known for his 8 stages of man theory
  • Says that the personality develops in stages

1.8
21
CHILD DEVELOPMENT THEORISTS
  • B.F. Skinner
  • 1904 1990
  • Studied the effects of positive and negative
    reinforcement
  • is famous for his work with rats using the
    Skinner Box

1.8
22
CHILD DEVELOPMENT THEORISTS
  • Abraham Maslow
  • 1908 1970
  • He said to reach their full potential in life
    their needs must be met sequentially
  • Maslows Hierarchy of Basic Human Needs

1.8
23
BRAIN RESEARCH
Scientists are finding that early childhood may
be the most important stage of life for a person.
In the first few years of life, the brain
develops connections between nerve cells that
allow it to think and control the body in certain
ways.
Most connections occur between birth and three
years of age.
1.8
24
These connections dont just happen. They can be
encouraged by
  • Good NUTRITION
  • Giving a child lots of STIMULATION
    especially by talking to him often
  • PLAY children not played with as much or
    touched as much may develop brains that are
    between 20 and 30 smaller than normal for their
    age.

1.8
25
None of the researchers have all of the answers
  • BUT we have found that children develop through
    certain stages
  • this development follows five patterns
  • The Characteristics of Development

1.2
26
Characteristics of Development
  • Development is similar for everyone

1.2
27
Characteristics of Development
  • Development builds on an earlier learning

1.2
28
Characteristics of Development
  • Development proceeds at an individual rate

1.2
29
Characteristics of Development
social
emotional
  • Development is interrelated

physical
intellectual
1.2
30
Characteristics of Development
  • Development is continuous throughout life

1.2
31
conception
death
1.5
32
The Individual Life Cycle
  • Each stage has particular challenges called
    developmental tasks.
  • Prenatal
  • Infancy
  • Toddler
  • Preschool
  • School Age

1.5
33
The Individual Life Cycle
  • Adolescence
  • Finding your identity
  • Becoming independent
  • Planning for your lifes work
  • Young Adulthood
  • Middle Adulthood
  • Late Adulthood

1.5
34
Heredity vs. Environment
  • Heredity passing on of certain characteristics
    from earlier generations

1.6
35
Heredity vs. Environment
  • Environment the people, places and things that
    surround and influence a person

1.6
36
Which has the stronger influence?Heredity or
Environment?
  • Most scientists and philosophers agree that the
    two work together.

HEREDITY
ENVIRONMENT
YOU
1.6
37
Why Is Observing Children Important?
  • To better understand their development
  • To learn about individual children
  • To identify children who have special needs or
    disabilities
  • So you can receive feedback about your own
    approach to parenting or teaching

1.7
38
Subjective vs. ObjectiveHow To Observe Young
Children
  • Subjective uses personal feelings and opinions
    rather than facts
  • Objective just the facts! What the observer
    saw and heardnothing more!
  • Most research on young children is based on
    observation
  • Objective is much more valuable than subjective
  • Subjective is based on false assumptions and may
    be misleading

1.7
39
Types of Observation Records
  • Running record
  • Writing down for a set period everything observed
    about a particular person

1.7
40
Types of Observation Records
  • Anecdotal Record
  • The behavior recorded all has to do with the same
    issue (how a child behaved at lunch, on the
    playground, etc.)

1.7
41
Types of Observation Records
  • Frequency Count
  • Tally of how often a certain behavior occurs
  • Find a baseline the count before you try to
    change the behavior

1.7
42
Types of Observation Records
  • Developmental Checklist
  • Identifies skills or behaviors that a child of a
    certain age should master just check off the
    skills that you observe

1.7
43
As an observer...
  • Avoid being noticed
  • Interpret the information
  • Follow the rule of confidentiality

1.7
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