1 / 89

Child Development Unit 1 THE STUDY OF CHILDREN

Child Development Unit 1 THE STUDY OF CHILDREN. The Developing Child—Chapter 1. What is Child Development?. Unit 1: Frameworks. 1.1 Define terms related to the study of children 1.2 State characteristics of development 1.3 Name reasons for studying child development

gossage
Download Presentation

Child Development Unit 1 THE STUDY OF CHILDREN

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Child Development Unit 1 THE STUDY OF CHILDREN The Developing Child—Chapter 1

  2. What is Child Development?

  3. Unit 1: Frameworks 1.1 Define 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 Identify 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 (Erikson, Freud, Maslow, Montessori, Piaget; Skinner)

  4. Objective: • State characteristics of development (1.2)

  5. HOW do we develop? • 5 characteristics/patterns of development: • Development is similar for everyone • Development builds on earlier learning • Development proceeds at an individual rate • Different areas of development are interrelated • Development is continuous throughout life

  6. Characteristics of Development • Development is similar for everyone 1.2

  7. Characteristics of Development • Development builds on an earlier learning 1.2

  8. Characteristics of Development • Development proceeds at an individual rate 1.2

  9. Characteristics of Development social emotional physical • Development is interrelated intellectual 1.2

  10. Characteristics of Development • Development is continuous throughout life 1.2

  11. Objective:Name reasons for studying child development (1.3) Objective: Name reasons for studying child development (1.3)

  12. 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

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

  14. 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

  15. Why Study Children? • To Build For The Future • May help you become a better babysitter, teacher’s 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

  16. Why is Childhood Critical? • This is the most important stage of life for a person • The links children’s brains make during the first years, impact development throughout their life • Child Development—study of how children master new skills

  17. Objective:Identify the five basic areas of child development (1.4)

  18. Five Areasof Development: • Physical—body development • Social—interaction with others • Emotional—ability to express and control emotions • Moral—ability to make sound judgments based on right and wrong • Intellectual—ability to think and reason

  19. HOW DO CHILDREN DEVELOP? INTELLECTUALLY EMOTIONALLY PHYSICALLY MORALLY SOCIALLY 1.4

  20. Activity: • In groups of 2-3, pick 1 play activity that children like to do. (Person at your table is your 1st partner) • List how these activity help children in at least 3 of the 5 areas of development. • Create a Presentation together that demonstrates the play activity and that highlights how this activity helps in at least 3 areas of development.

  21. Example: • 1. Jump Rope • Socially—they learn to take turns • Physically—they develop large muscle skills • Intellectually—they memorize songs to sing with jumping • 2. Playing House • Socially—they learn to share with others • Physically—they develop small motor skills • Emotionally—they solve their own problems and learn to handle disputes

  22. Objective: • Identify stages in the individual life cycle with correct age range (1.5)

  23. Stages of the INDIVIDUAL LIFE CYCLE

  24. The Individual Life Cycle • Each stage has particular challenges called “developmental tasks”. 1.5

  25. PRENATAL • CONCEPTION TO BIRTH • HEART BEGINS BEATING

  26. INFANT • BIRTH TO ONE YEAR • STANDS ALONE • CUTS FIRST BABY TEETH

  27. TODDLER • 1 TO 3 YEARS • WALKS WELL • RUNNING • BEGINS POTTY TRAINING

  28. PRESCHOOL • 3 TO 6 YEARS • SHOWS LEFT OR RIGHT HANDEDNESS • LEARNS TO USE FLATWARE

  29. SCHOOL-AGE • 6 TO 12 YEARS • LOSES BABY TEETH • LEARNS TO READ AND WRITE

  30. ADOLESCENCE • Finding your identity • Becoming independent • Planning for your life’s work

  31. YOUNG ADULTHOOD • 18 TO 40 YEARS • DEVELOPS ADULT FACIAL FEATURES • MALES MAY BEGIN HAIR LOSS

  32. MIDDLE ADULTHOOD • 40 TO 65 YEARS • METABOLISM SLOWS • MENOPAUSE

  33. LATE ADULTHOOD • 65 AND OLDER • SLOWER BODY RESPONSES • SENSE LESS ACUTE

  34. death conception 1.5

  35. Question: • Which do YOU think impacts people more, Heredity or Environment? • WHY? (Give TWO reasons to support your answer.)

  36. Objective: • Describe influences of heredity and environment (1.6)

  37. Heredity vs. Environment • Heredity – passing on of certain characteristics from earlier generations 1.6

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

  39. Which has the stronger influence?Heredity or Environment? Most scientists and philosophers agree that the two work together. HEREDITY “Nature” ENVIRONMENT “Nurture” YOU 1.6

  40. Objectives: • Designate guidelines for observing children (1.7) • Research methods used for studying children (include subjective vs. objective) (1.7.1)

  41. Observing Young Children 1.7

  42. Why is observing children important? • To better understand their development • Helps you learn about individual children • Helps you to identify children who have special needs or disabilities • Gives you important feedback about your own approach to parenting or teaching 1.7

  43. 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 heard…nothing 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

  44. Types of Observation Records Anecdotal Record Running Record Frequency Count Developmental Checklist 1.7

  45. Types of Observation Records Running record • Writing down for a set period everything observed about a particular person • Useful if you are just getting to know a child or group or analyzing a certain area of development 1.7

  46. Running Record 1.7

  47. 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

  48. Anecdotal Record Similar to the running record, but the behavior recorded all has to do with the same issue. Example~ • Watching how a child adjusts to a new childcare center • You could write down how the child behaves each day when arriving at the center. 1.7

  49. 1.7

More Related