Foundations of Human Development

1. Foundations of Human Development Instructor~ Rachel Karlsen Website~ http://wpchd310a.wordpress.com Cell number~ 360-901-5297 Workshop #2

2. Welcome! • Please share a celebration or concern from your world.

3. Bible Verse • Crazy Love by Francis Chan • www.crazylovebook.com • Just Stop and Think • http://www.youtube.com/watch?v=pRi4VwcrYmA • Prayer, anyone? • need prayers? • want to pray for us?

4. Learning Objectives(slide 1 of 2) • Articulate insights discovered while writing the paper regarding methods for conducting human development research. • Review early theories of development, stressing contributions and shortcomings • Demonstrate knowledge of the biological foundations of developmental theories. • Summarize the principles supporting psychodynamic theories of development.

5. Learning Objectives (slide 2 of 2) • Explain Gesell’s biological maturation and articulate his principles of development • Identify and distinguish early and more current ethological theories. • Summarize the foundations of the theory of evolution. • Discuss the work of Lorenz, Bowlby and Ainsworth and summarize their contributions to understanding human development.

6. Schedule 6:00-7:00 Crazy love video, meet n greet, overview of evening, proverbs and parenting tips, lecture (key terms and people), learning team info 7:00-7:30 pattern of attachment discussion, review with cards, file folders 7:30-8:00 break 8:00-9:15 Psychodynamic theory intro activity, video discussion 9:15-9:45 current brain research (brain highways), video if time 9:45-10:00 exit papers, group work

7. Assignments due Workshop 2 • Review Craig & Dunn, pp. 20-30. • Read Crain, Chapters 2 and 3. • In a two-three page typewritten paper, evaluate the two main methods for conducting human developmental research (observational/descriptive and experimental designs), focusing on strengths and challenges of both descriptive and experimental research. Consider how you have personally interacted with research – even in informal ways. Has it been descriptive or experimental? Which do you find more pervasive? Was one more valuable than the other? Why? • Learning team: (Submit through Moodle…other?) • Research origins of selected theory. • Submit one graphic representation (graph or time line) per group on the history of your selected theory to the present (represent who were the founding contributors of your theory, when they were alive, in what historical context the theory originated, and other theories around at the time) 10 points.

8. Assignments due workshop 3(next week) • Read Crain, Chapt. 11-12 (Theories of Development) • Review all readings thus far in preparation for Exam One, covering Craig & Dunn, Chapter 1, and Crain, Introduction, Chapters 1-3. The Exam will be done during class in Workshop Three • Learning team: • Research main contributors to selected theory • Submit a 2-3 page collaborative paper giving background information and positions of the main contributors of selected theory (10 points)

9. Learning teams(last week) • Meet and decide which theory to focus on for group oral presentation (Craig, p. 9) • Biologically based theories (overview p. 10-11) • Psychodynamic theories (overview p. 11-14) (Clint, Libby, Darcy, Kate K.) • Behavioral theories (overview p. 14-16) (Chelsea, Heidi, Katie A, Corinne) • Cognitive theories (overview p. 16-18) (Deanna, Rachel, Milly, Yvette, Sarah) Sign up…each week, learning team assignments will use these selected theories.

10. Proverbs that our parents or caregivers repeated to us during our childhood. What lesson did that proverb reflect? • Do as I say, not as I do. • I’m not paying to heat the outdoors. • You can complain because rose bushes have thorns or you can rejoice because thorn bushes have roses. • It’s just money. • If you get drunk, call me and I will come pick you up. • You can’t always get what you want. • Treat others as you want to be treated. • If you fish in the mud, you’ll get carp. • Your face will stay that way. • Point a finger at someone, you have three pointing back at you. • Do unto others as you would have them do to you. • It’s all fun and games until someone loses an eye. • Whatever works.

11. Proverbs today…Can we think of the theory or theorist that fits each saying? • It is what it is. • It’s not fun until someone gets hurt and then it’s hilarious. • It takes a village to raise a child, but no one tells you where the village is to drop off your child. • I know, right? • Today is the tomorrow you worried about yesterday. • If someone can travel faster than the speed of sound, can they hear the future? • Is it FBO (facebook official)? • I won’t work for anything. • Before you criticize someone, walk a mile in his shoes. That way, if he gets angry, he'll be a mile away - and barefoot. • For every action, there is an equal and opposite government program. • Men are from earth. Women are from earth. Deal with it. • Not one shred of evidence supports the notion that life is suppose to be serious. • If a man is in the woods alone and no one heard what he said, is he still wrong?

12. Parenting Tips: Nurturing their nature.(Read and admire the wisdom in each one.) • Remember that while your children are not you and will grow to be their own persons, they will follow your example. • It is valuable to really listen to a child. Sometimes even you can learn a thing or two. Besides, it’s a great opportunity to bond with open communication. • Manners count and truly do matter in life. • When someone is giving you advice, don’t look at it as meddling. File the info because you never know when it’s going to be helpful. • Encourage problem solving skills. When a child says “I can’t” or “I don’t know how”, walk them through the thought process of solving or seeking other options. • Provide consistency, understand the individual and love the independence!

13. Parenting Tips: Nurturing their nature(Read and admire the wisdom in each one.) • When speaking with younger children get eye level and become part of their world. • Always remember: children learn by actions more than by words. • Be open and honest with your children about life experiences. Love and encourage them in all that they do. • Don’t prejudge your children, but encourage them to follow their dreams. It may not be your dream or even your expectations for them, but encourage them! • Affirm their emotions and set and enforce boundaries. • Your best is always good enough. You don’t have to be equal to others, you just have to do the best you can.

14. Please note: Some of the topics discussed tonight will be controversial. Please be discerning for yourself how your faith can be integrated with your learning. It is useful to know all the issues and foundations of human development to become an informed person, even if we don’t always agree with theories presented.

16. Discussion: Research methods With elbow partner, discuss key ideas in paper. Be ready to share with large group.

18. Key terms: Biological foundations The theories of maturationism and ethology are based upon a core understanding of biology or genetic mechanisms as the basis of development

19. Key terms: ontogeny development of individual mirrors development of species examples?

20. Key terms: ethological theories The study of animal and human behavior within an evolutionary framework

21. Key people and theories • Gesell’s (1880-1961) maturational theory • Darwin’s (1809-1882) theory of natural selection • Lorenz (1903-1989) modern ethology • Bowlby (1907-1990) phases of attachment • Ainsworth (1903- ) attachment patterns

22. Learning teams Please share your graphic representation

23. Discuss patterns of attachment At your own comfort level: In a group of three or four, discuss your own experiences with attachment. How do/will attachment theories influence your actions as a parent? How might you use these theories to assist parents with whom you work professionally?

24. 1. Locke thought children a. are like blank slates. b. are preformed at birth. c. grow according to an inner timetable. d. develop in a series of stages.

25. Locke thought children a. are like blank slates.* (p. 7) b. are preformed at birth. c. grow according to an inner timetable. d. develop in a series of stages.

26. 2. Rousseau believed the aim of education should be for children to learn a. the skills necessary to become useful members of society. b. to think for themselves. c. self-control. d. read at an early age.

27. Rousseau believed the aim of education should be for children to learn a. the skills necessary to become useful members of society. b. to think for themselves.* (p. 13) c. self-control. d. read at an early age.

28. 3. Locke believed the best rewards and punishments are a. immediately administered. b. gradually administered. c. physical. d. praise and disapproval.

29. Locke believed the best rewards and punishments are a. immediately administered. b. gradually administered. c. physical. d. praise and disapproval.* (p. 9)

30. 4. A child raised by Rousseau’s method at the age of 10 or 12 would not be a. athletic. b. happy. c. spontaneous. d. sophisticated.

31. A child raised by Rousseau’s method at the age of 10 or 12 would not be a. athletic. b. happy. c. spontaneous. d. sophisticated.* (p. 18)

32. 5. The textbook suggest that the first major force to weaken preformationism was a. changes in artistic perspective. b. changes in the occupational world. c. the writings of Locke and the Enlightenment. d. changes in Christian theology.

33. The textbook suggest that the first major force to weaken preformationism was a. changes in artistic perspective. b. changes in the occupational world.* (pp. 5-6) c. the writings of Locke and the Enlightenment. d. changes in Christian theology.

34. 6. Gesell said children a. are like miniature adults. b. have an inner wisdom about what they are ready to do. c. learn primarily through rewards and punishments. d. are best raised according to standard, culture-wide expectations.

35. Gesell said children a. are like miniature adults. b. have an inner wisdom about what they are ready to do.* (p. 29) c. learn primarily through rewards and punishments. d. are best raised according to standard, culture-wide expectations.

36. 7. Gesell’s theory is most sympathetic to that of a. Locke. b. Rousseau. c. the preformationists. d. Aries.

37. Gesell’s theory is most sympathetic to that of a. Locke. b. Rousseau.* (p. 22) c. the preformationists. d. Aries.

38. 8. A 4-year-old who had begun drawing in a clockwise direction shifts to a counterclockwise preference. The child’s behavior illustrates the principle of a. functional asymmetry. b. individuality. c. temporary disequilibrium. d. reciprocal interweaving.

39. A 4-year-old who had begun drawing in a clockwise direction shifts to a counterclockwise preference. The child’s behavior illustrates the principle of a. functional asymmetry. b. individuality. c. temporary disequilibrium. d. reciprocal interweaving.* (pp. 26-27)

40. 10. Which reflex illustrates the principle of functional asymmetry? a. Moro b. Babinsky c. tonic neck d. sucking

41. Which reflex illustrates the principle of functional asymmetry? a. Moro b. Babinsky c. tonic neck* (p. 27) d. sucking

42. 11. A pediatrician expects the infant to demonstrate the pincer grasp at a. birth. b. six months. c. ten months. d. twelve months.

43. A pediatrician expects the infant to demonstrate the pincer grasp at a. birth. b. six months. c. ten months.* (p. 26) d. twelve months.

44. 12. The text is most sharply critical of Gesell when discussing a. his definition of maturation. b. his philosophy of child rearing. c. new insights into the capacities of newborns. d. his use of age norms.

45. The text is most sharply critical of Gesell when discussing a. his definition of maturation. b. his philosophy of child rearing. c. new insights into the capacities of newborns. d. his use of age norms.* (pp. 28, 32)

46. 13. Bowlby’s theory draws on the work of a. Locke. b. Rousseau. c. Lorenz. d. all of the above.

47. Bowlby’s theory draws on the work of a. Locke. b. Rousseau. c. Lorenz.* (p. 49) d. all of the above.

48. 14. Ethologists believe instincts a. are released by specific external stimuli. b. are released by a variety of internal and external stimuli. c. are what we ordinarily call “drives.” d. lack external stimuli.

49. Ethologists believe instincts a. are released by specific external stimuli.* (p.41) b. are released by a variety of internal and external stimuli. c. are what we ordinarily call “drives.” d. lack external stimuli.

50. 15. According to Ainsworth, in the healthiest pattern of attachment, the child is a. able to explore without the mother’s presence. b. securely attached. c. vigilant. d. cognitively gifted.