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STUDYING CHILDREN

STUDYING CHILDREN. CHAPTER 1; SECTION 2. CHILDHOOD IS IMPORTANT. Childhood - a period of life separate from adulthood; development happens rapidly Time of preparation for adulthood Most important in brain development Environment plays a role. STIMULATION.

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STUDYING CHILDREN

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  1. STUDYING CHILDREN CHAPTER 1; SECTION 2

  2. CHILDHOOD IS IMPORTANT • Childhood- a period of life separate from adulthood; development happens rapidly • Time of preparation for adulthood • Most important in brain development • Environment plays a role

  3. STIMULATION • Activities that arouse a baby’s sense of sight, sound, touch, taste, and smell • Baby’s curiosity • Attention span • Memory • Nervous system

  4. BENEFITS OF STIMULATION • Development more quickly • More secure of self-image • Repetition of actions reinforces pathways in the brain

  5. LEARNING • Children learn the most the first three years • 100 billion nerve cells called neurons • Neurons have 50 trillion connections • Increase Rapidly • Have twice as many as adults • If they are not used the are LOST

  6. DEVELOPMENTAL TASKS • Challenges that must be met or skills to be acquired during different stages of life

  7. Human Life Cycle • Stages of development through out life: • Childhood • Adolescence • Young adulthood (20’s) • 30’s • Middle age (40-45) • Late adulthood (ages 55-75) • Very late adulthood (beyond 75)

  8. Adolescence • identity, independence, education

  9. Young Adulthood • Finish education • Begin working • Marry

  10. The Thirties • Establishing roots • Reevaluating life choices • Stability

  11. Middle Ages • Adjusting to changing children • Ask, “Am I satisfied?”

  12. Late Adulthood` • More Active: • Politically • Socially • Travel • Take Classes • Time with grandchildren • Health issue may arise

  13. Very Late Adulthood • Health Problems • Contribute knowledge and Experience to society • Nursing Homes, Assisted Living

  14. GROWTH OF CHILD STUDY • Alfred Binet- • Jean Piaget • Sigmund Freud • Arnold Gesell • Erik Erikson

  15. Alfred Binet- • French Psychologist, • developed a series of tests to measure intellectual processes • Binet arranged the tests according to mental levels from age three-fifteen,

  16. Jean Piaget • Swiss Psychologist • Theorized that intelligence develops in stages that are age related • Mental abilities determine the limits of the child during that period

  17. Sigmund Freud • Austrian Physician • Theory that the emotional experiences of childhood have lasting effect on personality of an adult

  18. Arnold Gesell • American • In the 1940s and 1950s, Gesell was widely regarded as the nation's foremost authority on child rearing and development, • and developmental quotients based on his development schedules were widely used as an assessment of children's intelligence

  19. Arnold Gesell • Until the ideas of Bruner and Piaget gained prominence • no longer accepted as a valid measure of intellectual ability, he remains an important pioneer in child development, • and is recognized for his advances in the methodology of observing and measuring behavior

  20. Erik Erikson • American • developmental theory • 8 psychosocial stages • Develop through throughout their entire life span

  21. CHARACTERISTICS OF DEVELOPMENT • Development is similar for each individual • Development builds upon earlier learning • Sequence- an order of steps • Development proceeds at an individual rate • The different areas of development are interrelated • Development is a lifelong process

  22. Heredity Is the biological transfer of certain characteristics from earlier generations Blood type Eye color Hair color Environment The people, places, and things that surround and influence a person Home Family School Community Experiences INFLUENCES ON DEVELOPMENT

  23. SELF ESTEEM • The value people place on themselves • Self-worth is another name • Self-Esteem helps to overcome challenges of each developmental stage • Secure: dependable; firm; not liable to fail,safe

  24. Self-Esteem Activity • In Notebooks (#3) Answer the 2 Q’s: • Label: Self-Esteem Activity 2-11-10 #3 • What makes someone have HIGH self-esteem? • What makes someone have LOW self-esteem? • Take Personal Inventory

  25. School Subjects • I like ______. • I do not like _________. • I am good at ________. • I am not good at _______. • I am good at this subject, but I do not like it: _____. • I am not good at this subject, but I like it: _____.

  26. Activities • I like ______. • I do not like______. • I am good at_____. • I am not good at_____. • I am good at this activity, but I do not like it: _____. • I am not good at this activity, but I like it: _____. • I prefer being involved in individual activities___ or group activities ___ which one best fits you?

  27. Relationships with Friends and Adults • I am generally well liked:____ • I am generally not well liked:____ • I have a group of friends____ • I prefer having one or two friends____ • I am a leader_____ • I am a follower____ • I prefer people who like the same things I like____ • I prefer people who like different things:____ • I have the support of significant adults in my life_______ • I have the support of a group of peers_____

  28. Food Preferences • I like to eat_____ • I do not like to eat___ • I do___ do not___ eat a balanced diet (which one?)

  29. Relaxing • I relax by_____ • I like relaxing alone____ or with people____ (which one) • After this activity, I always feel calm and peaceful_______

  30. Create Collage • Create Collage that represents what you discovered about yourself • Have a minimum of 5 pictures (one from each area) • Name (first and last) on back • Write one paragraph explaining what you learned about yourself. • Write one paragraph of why you think I had you do this activity.

  31. INCREASE SELF-ESTEEM • Personal Inventory: • Achieve better self-understanding • Give praise • Don’t’ be overly critical • Set realistic goals • Encourage new activities • Model self-esteem • Be honest about mistakes

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