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Understanding Human Development

Understanding Human Development. The Learner. CHAPTER THREE NOTE METHOD. When you see this, write the info from the slide. If you don’t see this, it’s a discussion slide and you write only what you need to for remembering. If something is highlighted, copy it! .

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Understanding Human Development

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  1. Understanding Human Development The Learner

  2. CHAPTER THREE NOTE METHOD When you see this, write the info from the slide. If you don’t see this, it’s a discussion slide and you write only what you need to for remembering. If something is highlighted, copy it!

  3. The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. Jean PiagetRead more athttp://www.brainyquote.com/quotes/authors/j/jean_piaget.html#Zf2elCv2XfSt9af1.99

  4. Human Growth Philosophers

  5. Part one ~ Stages of development

  6. Human Growth & Development LIFE is a process of growth and development. • GROWTH – physical changes in size • Most growth occurs during the first 20 years of life • DEVELOPMENT – the gradual increase in skills and abilities that occurs over a lifetime • Development occurs during a person’s lifespan.

  7. Four Areas of Development

  8. Areas of Development Physical Development Physical development is advancement in physical abilities. Motor skills, needing strength and coordination, are developing during this stage.

  9. Cognitive Development Areas of Development • Processes involving thought and knowledge are called cognition. • Thinking has many forms: • You knowyour phone number… • You sensewhat is happening around you… • You memorizefacts for a test… • You organizethoughts to write a paragraph… • The way people change and improve in their ability to think and learn is called intellectual development, or cognitive development.

  10. Cognitive Development Areas of Development • Cognitive abilities, intellectual abilities, gradually increase. • Consider your 1st grade math skills compared to your current math skills! • What you know in math has changed. • The WAY you are taught math has changed. • The development of connections between nerve cells in the brain is the key component to cognitive development at all stages of life. • Brain connections grow and strengthen with new experiences and repetition of familiar experiences.

  11. Social-Emotional Development Areas of Development • Social-emotional development includes the areas of relationships. Do you “STILL” think those of opposite gender are GROSS?!?!?

  12. Social-Emotional Development Areas of Development • Individuals must learn social skills and how to care about others.

  13. Social-Emotional Development Areas of Development • Individuals must develop both self-confidence and self-esteem.

  14. Social-Emotional Development Areas of Development • Individuals must learn self-control – waiting turns, waiting in line, listening while others are speaking… • At each developmental stage, social and emotional challenges increase. • Increasing independence in childhood • Complex social situations in adolescence • Establishing an identity • Adult relationships • Parenting • Careers • Retirement • And numerous other life challenges • The way individuals meet these challenges depend on skills they develop early in life and their ability to adapt to situations.

  15. It’s human nature to try to figure things out…

  16. Did you start the search for what’s missing?

  17. Principles of Human Development • Human Nature – We try to figure things out! • Research continues about human development; however, these four concepts we know about development. • It’s relatively orderly. • It’s a gradual, continuous process. • It’s interrelated, consistent. • It varies among individuals.

  18. Principles of Human Development 1) Development is Relatively Orderly • Development occurs in a predictable and orderly manner – a sequence of step, consistently following one after another. • Teachers use knowledge of the developmental progress to design effective learning strategies appropriate to the age of their students. Children learn:

  19. Principles of Human Development 2) Development is a Gradual, Continuous Process An adult typically has fewer accidents than a teen because years of practice and experience have improved his/her skills.

  20. Principles of Human Development 3) Development is Interrelated. ALL is required to be a good player! • Interrelated – Connected • Acquiring new skills usually requires growth in all areas – physical, cognitive, social, and emotional.

  21. Principles of Human Development 4) Development varies among individuals. • MANY factors affect development. • Even twins have different experiences. • Personality, knowledge, and prior experiences affect the way an individual responds to life-changing experiences. • We reach growth at different rates and on slightly different time schedules.

  22. Theories of Development • Developmental theories are comprehensive explanations, based on research, about why people act and behave the way they do and how they change over time.

  23. Theories of Development STOP to read the first two paragraphs on page 66.

  24. Developmental Theories WHY do you need to learn this “junk”? • You are going to have to meet the learning needs of students. • Understanding what they are capable of doing will help you plan valuable lessons. • Instead of relying on your personal experiences and observations, you will have a broader picture, understanding developmental theories. • As you learn, evaluate – compare to your life experiences – thing about the potential impact this understanding can have in YOUR classroom…

  25. Heredity vs. EnvironmentTheories of Development STUDENT ONE – ANDRE STUDENT TWO - BRYSON Bursting with energy Can hardly wait to read. Speaks loudly. Speaks confidently even when stumbling over words. • Shy • Reserved • Nervous • Speaks quietly. • Reads well, but students can barely hear. CLASSROOM GOAL: Read orally in class. What’s the difference between the two? A bigger question: WHYis there a difference?

  26. Heredity vs. EnvironmentTheories of Development WHY ARE THE BOYS DIFFERENT? • Is it NATURE (Heredity) or NURTURE (Environment)? • Is it personality, abilities, skills, and genetics? • Is it a result of their environment; shy parents or family? • Did people and environment affect the boys or were they like – born this way? Lady GaGa • Most will say – BOTH, heredity and environment play a factor in the boys response.

  27. Heredity vs. EnvironmentTheories of Development • Heredity and the environment interact in complex ways. • Genes have far-reaching influence. Biological inheritance not only determines hair and eye color, it impacts a person’s intellectual potential and desire for social interaction. • What children experience in any environment is a personal response between genetic makeup and the environment in which they develop.

  28. Heredity vs. EnvironmentTheories of Development • Shy parents = Shy Children ; Outgoing parents = Outgoing Children • However, a shy child CAN become more outgoing!!! • No single gene determines a particular behavior; behaviors are affected by a variety of environmental factors. • Genes are only a PART of the story – it’s not the WHOLE story and all traits do not “have” to develop!!! • A person is shaped by genes, experiences, social and emotional traits from environment, physical traits, cognitive abilities, and stimulating environmental events. • **Infants that are held and cared for, develop more connections between brain cells than infants who are not.

  29. Heredity vs. EnvironmentTheories of Development • Environmental Factors – Think about how your life has been shaped by your experiences and the impact your words and actions can have on those around you…

  30. FAMILY: • Families often have the greatest effect on human development. • Infants gain their first experiences with the world through the care and attention they receive. • The bond between parent and child is the most basic. • What about infants that have poor care? • Children learn to interact with others within family. • The QUALITY of home environment is a KEY to a very complex development of a child. • Home life impacts physical, cognitive, social, and emotional development. Home is where moral development occurs.

  31. FAMILY: • Effective parenting techniques and providing a stimulating home environment are consistently associated with better outcomes for children. • Being an effective parent does not depend on advanced education or high income. (**Think about this statement.) • Parenting skills can be learned! • Researchers continue to study how and why families affect various aspects of development: sibling relationships, the impact of being an only child, birth order, middle child syndrome, the emotional climate of the home – all are areas of study.

  32. PEERS: • The impact of peers increases in late childhood and adolescence. • The ability to make and maintain friendships, attaining social power and status, acceptance, and belonging – all affect social and emotional development. • Peers offer equal status, a missing element in child-adult relationships. • Peer relationships remain important to development throughout life!!

  33. COMMUNITY: • Where a person lives influences development. • Behaviors that are modeled by other in neighborhoods and communities can impact the behavior and career expectations of its residents. • Research shows a relationship between feelings of self-worth and how people perceive their environment and their feelings of self-worth. • Some communities have more cultural opportunities than others. • Schools are part of communities, • The culture of a school, the expectations conveyed to its students, and the abilities and attitudes of its teachers have an impact on students.

  34. PERCEPTION Is the cat at the TOP or BOTTOM of a flight of stairs?

  35. Saxophone Player? Or Young Woman?

  36. Is it moving? Really? Notice how parts you AREN’T looking at moves. Focus your eyes and that part remains still… Really? Is it moving?

  37. PERCEPTION MATTERS Is this the top of a button OR the bottom of a box?!?!?

  38. MEDIA: • Students mimic television characters, recite lines from performances, and sing ad jingles. • Media messages have been blamed for many negative social problems in our society. • How a person interprets a messages and its effects depend on things unique to that person’s life. (PERCEPTION) • Perceptioncan depend on age, related experiences, values taught in the home, and media education. These can be positive or negative. The effect may not be immediately apparent. • Watching a superhero fight – children may mimic the actions immediately; repeatedly viewing violent images can have long-term effects.

  39. HEALTH: • Diseases and illnesses may interrupt the normal development of a person. • An expecting mother who abuses alcohol or other drugs may have a child with a lifetime of developmental delays. • A child with autism may have difficulty in forming close friendships; they may have delayed and limited speech. • A child with chronic illness and absences from school may have difficulty with schoolwork. • The availability of health care can influence development; regular checkups will most likely detect problems limiting the impact of complications.

  40. NUTRITION & PHYSICAL ACTIVITY • Nutritious food and adequate exercise is needed for normal physical growth, development, and functioning. • Lack of PROPER NUTRITION, not simply food, affects cognitive development and limits learning and productivity. • Poor nutrition and lack of exercise hinders social and emotional development. • Example: (A CHAIN REACTION THAT COULD BE PREVENTED) • Lack of proper nutrition and exercise and cause a child to be overweight – causing possible teasing by peers – causing low self-esteem in the child, causing a lack of proper social relationships – causing depression – causing sickness – causing lack of attendance in school – causing getting behind in school work – causing failing grades – causing poor self-image - …etc. … the list could continue - so TEACH children to eat healthy and exercise!

  41. End of Part one ~ Stages of development

  42. Part 2~Behaviorist Theories

  43. Behaviorism • Behaviorismis a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control. • According to behaviorists: • How people behave (thoughts, feelings, and actions) depends on what they have learned through experience, rather than genetics or free will. • Babies come into the world as “blank screens”.

  44. PAVLOV • Pavlov started from the idea that there are some things that a dog does not need to learn.  For example, dogs don’t learn to salivate whenever they see food. This reflex is ‘hard wired’ into the dog. In behaviorist terms, it is an unconditioned reflex (i.e. a stimulus-response connection that required no learning). • Pavlov discovered that any object (a bell) or event which the dogs learnt to associate with food would trigger the same response, he realized that he had made an important scientific discovery, and he devoted the rest of his career to studying this type of learning. • CLASSICAL CONDITIONING

  45. Pavlov Pavlov’s Dog CLASSICAL CONDITIONING Behaviors Can Be Associated With Responses

  46. PAVLOV • CLASSICAL CONDITIONING – the theory that behaviors can be associated with responses • A dog naturally salivates at the sight of food. • Each time he fed the dog, he rang a bell. • Soon, when the dog heard the bell, he salivated. • A parent afraid of bugs may unknowingly pass that fear along to their child by gasping or communicating alarm when they see bugs. • Do you have “something” (a word, a picture, a song) that automatically brings a smile to your face because of a positive experience? • All of our experiences, whether positive, negative, or neutral, can affect our emotions, attitudes, and behaviors.

  47. Pavlov - CLASSICAL CONDITIONING Behaviors Can Be Associated With Responses

  48. SKINNER • A Skinner box is a chamber that contains a bar or key that an animal can press or manipulate in order to obtain food or water as a type of reinforcement. • When the lever is pressed, food, water, or some other type of reinforcement might be dispensed. Other stimuli can also be presented including lights, sounds, and images. In some instances, the floor of the chamber may be electrified.

  49. Skinner “The Skinner Box” OPERANT CONDITIONING Behaviors that have a positive result or reinforcement are repeated

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