HISTORICAL FOUNDATIONS Preformationism –. John Locke – “tabula rasa” or Jean Jacques Rousseau – “noble savage”,.

1. HISTORICAL FOUNDATIONS Preformationism –. John Locke – “tabula rasa” or Jean Jacques Rousseau – “noble savage”,.

2. Charles Darwin – forefather of scientific child study. Mental Testing Movement – Alfred Binet and Theodore Simon.

3. THEORIES OF PERSONALITY Sigmund Freud – childhood experiences and unconscious forces influence our behavior. Personality consists of : Id – Ego – reality principle.

4. Superego – morals,

6. Defense Mechanisms: ways in which people cope with anxiety • Denial – refusing to accept the reality of a situation. Ex. • Displacement – transferring strong emotions to a scapegoat. Ex. • Regression – reverting to earlier forms of behavior. Ex.

7. 4) Projection – seeing your behavior mirrored in others. Ex. • 5) Reaction Formation – behaving in the opposite to what one is thinking or feeling. Ex. • 6) Rationalization – making up excuses for unacceptable behavior. Ex.

8. 7) Repression – trying to forget about an event by pushing it into the unconscious because the event is disturbing. Ex. • 8) Sublimation– replacing unacceptable behavior with more socially acceptable behavior. Ex.

9. Psychosexual Stages: 1) Oral stage (birth-1 year) – the ego directs the baby towards sucking activities (breast or bottle). a) Oral Aggressive – b) Oral Passive –

10. Anal stage– (1-3 years) – children enjoy holding and releasing urine and feces. Toilet training is a major feat.

11. How do I know my child is ready for toilet training? • Is coordinated enough to walk and even run steadily • Urinates a fair amount at one time • Has regular, well-formed bowel movements at relatively predictable times • Has “dry” periods of at least 3-4 hours (shows that the bladder muscles are developed enough to hold urine) • Can sit down quietly in one position for 2-5 minutes

12. Can pull pants/underwear up/down • Gives a physical sign such as grunting, squatting, or telling you. • Demonstrates a desire for independence • Is not resistant to learning to use the toilet • Can follow simple instructions • Has words for urine or stool

13. What if your toddler says “no” or gets upset? • This is a way of exerting his power. Back off and let him feel that he is in charge of this project. • Resist reminding – put a potty chair in a central location and let him run around bottomless if possible. • Don’t hover – can sow seeds of rebellion. If he sits then jumps up. Bite your tongue. He probably will hop back on when he feels the need. • Be calm about accidents – overreacting can create fear. Don’t punish him for an accident – it can lead to long-term resistance.

14. Reward good behavior – praise your child’s efforts. Celebrate the first time something gets in the potty. Tell him now and then how nice it is that he has dry underpants. Don’t make a big deal of every potty trip – it may make him nervous and skittish (easily frightened and jumpy).

15. Anal aggressive – excretes maliciously just before or after placed on the toilet. b) (Resolution of this stage sets the stage for handling authority).

16. Phallic stage–(3-6 years)- children are attracted to the parent of the opposite sex. Id impulses transfer to the genitals. Oedipus complex – the boy is attracted to the mother and wants to get rid of the father. Electra complex – the girl is attracted to the father and wants to get rid of the mother. Phallic fixation –

17. Latency stage – (6-11 years) – sexual instincts are dormant, superego develops more.

18. Genital stage – (11 years +) – phallic impulses reappear. Because of incest taboo, children focus on relationships externally, having boyfriends and girlfriends.

19. Behaviorism – • A mechanisitc theory • The environment is influential - we react to conditions in the environment (pleasant, painful, threatening). • Classical Conditioning (Ivan Pavlov): • We learn through association • Dogs salivating at the sound of a bell • Mc Donalds, traffic lights, certain noises and behavior (school bell, fire engine, ambulance). • Certain experiences – car accident, graduation • “Little Albert”

20. John B. Watson (“Little Albert” experiment)- trained an 11 mth. old baby to fear furry white objects. This is a mental link formed between two events.

21. Classical Conditioning is important especially to children because:

22. Operant Conditioning(B.F. Skinner): We learn to make connections between our behavior and what happens to us as a result of it. Reinforcement: a consequence of behavior that increases the chances that the behavior will be repeated. • Positive reinforcement:

23. 2. Negative Reinforcement –

24. Punishment: 4. Extinction:sometimes it is best to ignore the behavior and it will diminish or go away. Video: Backtalk

25. 4 Steps to eliminate Backtalk: • Recognize the backtalk. • Choose the right consequence • Enact the consequence – immediately follow through. • Disengage – ignore the child’s protest for the consequence you used.

26. Social Learning Theory (Albert Bandura): • Observational Learning • Modeling • Children advance their own learning by choosing which models to imitate. • The specific behaviors imitated depends on what they perceive as valued in their culture and who is doing it. “Bobo Doll” experiment Song: “Cats in the Cradle”

27. Jean Piaget: Cognitive Development “Hands-off” approach – children must discover their environment. Revolutionized how we understand and teach children. • Scheme – • Organization – (we interpret new experiences on the basis of already existing schemes. If enough mistakes and misinterpretations occur, we adjust – this is called Adaptation).

28. The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. But not only his intelligence: the full totality of his psychic powers. At no other age has the child greater need of an intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection." - The Absorbent Mind Maria Montessori

29. Adaptation – the tendency of every species to make modifications to succeed and survive in the environment. • Assimilation: • Accommodation: (when we are faced with conflicting information, we experience cognitive disequilibrium/confusion, or imbalance occurs).

30. “Doggie Scheme” – little girl then visits the zoo!!!

31. Stages of Cognitive Development: • Sensorimotor stage – (birth-2 yrs). Infants are sensing and reacting to their environment. They feel but cannot form a mental image of an object. They are stuck in the “here-and-now.” Cause and effect principle. 18 mths. – average vocabulary is 22 words. 2 yrs. – over 250 words. Object permanence: “out of sight, out of mind.”

34. 2) Pre-operational Stage (2-7 years): • Use of symbols – they can talk about objects and form a mental image of them. • Logic is based on personal experience • Children are very……………….. • They see their point of view as the only one that exists. Ex: why is it snowing? • (By 5 yrs. – more than 2000 words).

35. Language – symbols such as a blanket is called a “…………”/ a person with short hair as having ……………………. b) Art – representations of their world/ colors and figures reflect their internal feelings and thoughts.

36. c) Make-believe play –

37. d) Fantasy play –

38. e)Animism– f) Conservation – g) Centration – They lack Reversibility – they cannot trace a situation backwards.

40. Piaget believed that to be fully logical, our cognitive structures need to be reversible.

41. 3) Concrete Operational Stage (7-11 yrs): • Thinking is…………… – they can focus on various aspects of a problem. • Logic is tied to tangible experiences – what they can see or experience. • Able to……………………………

42. 4) Formal Operational Stage ( 12 yrs.+): • Can deal with abstract concepts • Understand about fairness, justice,equality.

43. Adolescent egocentrism-: • – adolescents believe that people are just as concerned with their behavior and thoughts as they are themselves. They feel “on stage” as if everyone were noticing every embarrassing thing they do (depression). • Personal fable –

44. They believe that no one ever thought about things as they did; feelings of invulnerability can lead to reckless and risky behavior (unprotected sex, drunk driving) because they think that even though it happened to others, it WILL NOT happen to them. (We never reach a state of permanent equilibrium because we are constantly reorganizing and adapting – “………………………” ).

45. 4 Important Applications of Piaget’s Theory: • The notion that the child is an active and curious organism led to the design of interactive and hands-on curricula in schools (science, math). 2.The idea that children cannot skip stages but must move from one to another as they are ready have shaped guidelines for when to introduce different topics.

46. 3) Educators have learned to make use of cognitive disequilibrium. They do this deliberately by presenting students with puzzles, debates, and conflicting opinions to intentionally upset students’ cognitive structures to encourage them to grow in understanding.

47. Lev Vygotsky - (Sociocultural/Constructivist Approach): • Learning is a collaborative process • Children acquire cognitive structures from their culture. • 1) Social Speech –

48. 2. Private Speech – 3. Internalization –

49. (As children master a concept, they need private speech less and eventually it becomes silent speech. We all need private speech to: • Help us focus our attention • Regulate our strategies • Plan our problem-solving efforts

50. 4) Scaffolding –