Chapter 1 Learning About Children

1. Chapter 1 Learning About Children Child Development: Early Stages Through Age 12by Celia Anita Decker 1

2. Vocabulary • Students will write the vocabulary in their notebooks. • https://quizlet.com/219127538/flashcards

3. Objectives • After studying this lesson, you will be able to: • Define the term child development. • Describe the four domains of child development. • Summarize the six stages of the individual life cycle that involve children. • Explain how heredity and environment influence growth and development.

4. Lesson 1.1 – Guided Notes Write the questions on your paper and answer as you take notes. • Define the term child development. • List and describe the four domains of child development. • Name the six stages of the individual life cycle that involve children, give the average ages for each stage, and write a brief description of each. • What are the two main factors that influence growth and development? • What does epigenome mean? What can the epigenome do?

5. Lesson 1.1 Understanding Children

6. What is Child Development? • Development is the gradual process through which babies become adults. • Development begins at conception and continues until death. • Child development is the scientific study of children from conception to adolescence.

7. Child development is concerned with the whole child and the process or changes that occur in both growth and behavior. • Growth is a change in size, such as height, or in quantity, such as vocabulary. • Child development teaches teens and adults how to care for children.

8. Domains of Child Development • Physical development-involves growth of the body and the development of large and small motor skills. • Intellectual development-includes how people learn, what they learn, and how they express what they know through language. • Social-emotional development-concerns interactions growth people and social groups, disposition, and emotions.

9. -How children's bodies growth and mature. -How children’s large and small muscles development and aid movement. -How children’s motor skills aid perception and vice versa. Physical Growth & Development

10. Intellectual Development -How children learn. -What children learn. -How language skills develop.

11. Social Development -How children develop and sustain relationships with others. -How children develop a sense of self. -How children become dependable. -How children develop morals and character.

12. Emotional Development -How children identify and understand their feelings. -How accurately children can read the emotional states of others. -How children manage strong emotions and express their feelings in constructive ways.

13. The Individual Life Cycle

14. Individual life cycleis a description of the stages of change people experience throughout life (from birth through old age). Each stage of life has unique opportunities, achievements, and challenges. 14

15. Prenatal Stage • Begins at conception and ends about 9 months later at birth. • The rate of growth is the fastest at this stage. • Even before birth the baby can recognize the mom’s voice patterns and react to strong stimuli. 15

16. Neonatal Stage • Extends from birth to 1 month. • The baby physically adapts to life outside the mother’s body. 16

17. Infancy Stage • Begins at 1 month and continues to 12 months. • The infant develops the foundation for motor, thinking, language, and social skills. 17

18. Toddler Stage • Begins at 1 year old and ends at 3 years old. • The child makes great strides in motor, thinking, and language skills and begins to test his or her independence on adults. 18

19. Preschool Stage • Begins at 3 years and ends at 6 years. • The child becomes more self-sufficient, spends many hours in play exploring the physical and social world, and begins to develop knowledge of self. 19

20. School-Age Stage • Begins at 6 years and ends at 12 years. • Achievement is the central goal. • Master reading, writing, and math. 20

21. Individual Life Cycle Directions: You will create a Layer Look Book to make a book about the Individual Life Cycle. The cover page must have your name, class period, title. The stages must be in sequential order with a picture and information in your own words that discuss each stage. Review your notes for information the ILC (prenatal, neonatal, infancy, toddler, pre-school and school age). Due at the beginning of class FRIDAY. Rubric for Grading • Assignment Page Returned 10 pts / _____ • Proper Heading 10 pts / _____ • ILC in Order 20 pts / _____ • Picture for each Stage 12 pts / _____ • Explanation for each Stage 24 pts / _____ • Correct Explanation 12 pts / _____ • Turned on Due Date 12 pts / _____

22. Factors That Influence Growth & Development

23. Two main factors that influence growth and development: 1. Heredity: includes all the traits that are passed to a child from blood relatives. 2. Environment: includes all the conditions an situations that surround and affect a child.

24. Heredity • Babies inherit about 23,000 genes from their parents. • Genesare sections of the DNA molecule found in a person’s cells that determine his or her individual traits.

25. Geneticsis the study of the factors involved in the passing of the traits in living beings from one generation to the next. • Genes determine body features, such as blood type, facial structure, and color of hair, eyes, and skin. • Genes affect height, athletic ability.

26. Environment • After birth, physical conditions, such as food and rest are part of the environment. • The social environment affects the way a child grows and develops in every developmental domain. • Everyone lives in both a physical and social environment. • The unborn baby lives in a physical environment that is dependent totally on the mom.

27. Heredity Affected by Environment • Epigenomewhich mean above the gene, consists of chemicals that can turn genes on and off. • It is built through positive and negative factors from the environment. • Positive factors cause the chemical compounds to turn on genetic potential making the person all they can be. • Negative environmental factors cause harm in all domains of growth and development.

28. Stressorsare situations that cause worry and anxiety. • Stress can be beneficial and harmful depending on the level of stress and how often and how long the body’s stress system is turned on. • The epigenome can change throughout life, most lasting effects are what happen from conception to 12 months. • Adverse experiences affect the person’s overall well-being for the rest of her/his life.

29. Child Development Basics • As you watch the video, on a separate sheet of paper write 10 facts about the theorists.

30. Lesson 1.1 Assessment • Define the term child development. • List and describe the four domains of child development. • Name the six stages of the individual life cycle that involve children and give the average ages for each stage. • What are the two main factors that influence growth and development? • What does epigenome mean? What can the epigenome do?

31. Lesson 1.2 – Guided Notes Write the questions on your paper and answer as you take notes. • List the key principles of growth and development. • What is a teachable moment? Give an example. • Differentiate between developmental acceleration and developmental delay. • What is a theory? • List three major child development theory categories.

32. Lesson 1.2Recognizing Principles & Theories of Growth & Development

33. Objectives • After studying this lesson, you will be able to: • Identify key principles of growth and development. • Assess how milestones aid people who are working with children. • Give examples of the major principles of growth and development. • Explain how child development research can become a theory.

34. Every scientist works on certain principles-basic truths or assumptions. • In child development, you know that each child is unique. • Through research there are basic patterns of growth and development called principles. They are: Universal (apply to all children), Predictable (will occur in future observations), Orderly (patterns are sequenced and will occur at approximate times).

35. Principles of Growth & Development

36. Each person is unique, yet people are more alike than different. • Principles of growth and development are patterns in the way people generally grow and develop.

37. Constant Principles of Growth & Development Gradual & Continuous Interrelated Different Rates Sequential Steps

38. Constant • Constancy is unchanging. When a persons growth & development does not change. • New growth, knowledge, and skills are always built on those already acquired. • People often live in the same environment for years. Ex.: traits that children possess today are a good hint –but not proof – of traits that will be present in the future.

39. Gradual & Continuous • A child does not grow or develop overnight. • Development does not reverse overnight. • Setbacks in development can be overcome with correct intervention and effort. • Changes that happen in little steps. Ex.: learning to walk (pull up, crawl on all fours, stand to feet, stand without support, take a step.)

40. Sequenced Steps • Sequenced steps are a set order of tasks and are called milestones or stages. • The milestones have been codified (arranged in orderly way) through years of observation. • The sequence leads to greater complexity of behaviors, like scooting to skipping, thinking in prelogical or logical terms.

41. Teachable moment is an optimal time when a person can learn a new task. • Teachable moments occur when the body and mind are physically ready, when caregivers encourage and support the child and when the child feels a strong desire to learn.

42. Waiting too long after the teachable moment occurs may cause problems. • The child may have trouble learning the skill as an adult.

43. Different Rates • All people change with time. Some people enter a stage earlier and some later that the typical age. • Age norm and can be expressed as an average age or age range. • Developmental acceleration occurs when a child performs like an older child.

44. Developmental delayoccurs when a child performs like a younger child. • Motivation, a child’s desire to achieve, also make growth and development rates vary. • Some children are eager to achieve. • Some children are poorly motivated.

45. Interrelated • The domains (physical, emotional, social, intellectual) of child development are interrelated. • Interrelated, they interact in complex ways. • For instance, the teacher’s job is to improve children’s intellectual growth. If children come to school hungry or sleepy, however, they will not do well in learning activities.

46. Theories of Growth & Development 46

47. A theory is a set of statements offered as a possible explanation for a phenomenon, such as child growth and development. • Confirm means to prove accurate. • Disprove means to show to be wrong or false.

48. Child Development:Theory Categories

49. Arnold Gesell (1880-1961): Maturational • A psychologist, pediatrician, & professor at Yale Univ. • Believed that physical and intellectual development was determined by heredity and biological maturation. • His theory established many of the age norms and ideas about “readiness.”

50. Sigmund Freud (1856-1939): Psychoanalysis • He believed personality (and mental health) was determined by how children coped with their physical drives. • He examined how children regulate their desires and take on social norms. His theorist primarily used by psychiatrists.