Ch 1 - Learn About Children Child Growth and Development.
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Transcript of Ch 1 - Learn About Children Child Growth and Development.
Ch 1 - Learn About ChildrenChild Growth and Development
Why Study Children?To Understand Yourself To Be a Responsible
Parent
To Protect Children’s Rights To Work with Children
To Understand Yourself How did your upbringing affect you?
http://www.oprah.com/relationships/18-Habits-from-Childhood-That-Affect-Our-Relationships-Now
To Be a Responsible Parent Provide for a child’s:
Physical Needs
Intellectual Needs
Social Needs
Trust Needs
Love and Discipline Needs
Responsible Parent Activity Break up into five groups Each group will be assigned a different
need they will have to provide for a child
The group will need to come up with five different ways they can provide for this need. Include things that can be done with the
child, places the child can be taken, things that can be said to the child, etc.
To Protect Children’s Rights
An identity A family Express themselves
and have access to information
A safe and healthy life Special protection in
times of war An education
Special care for the disabled
Protection from discrimination
Protection from abuse Protection from harmful
work Special treatment if
arrested
The Rights of Children were written by the Convention on the Rights of the Child.
They include 11 major categories:
Protecting Children’s Rights Flyer
Create a flyer on one of the 11 categories of protecting children’s rights. Include:
Some type of title or slogan illustrating what right is being protected
Why that right should be protected What can be done to protect that right
To Work With Children What are some examples of jobs that
work with children? Why would you need to study children
to work in the child care field?
What is Child Development? Development is the gradual process
through which babies become adults Child development is the scientific
study of children from conception to adolescence
Factors that Influence Growth and Development Heredity includes traits passed to a
child from blood relatives
Environment includes physical conditions and relationships with others that have shaped experiences in our lives
Heredity or Environment?
Heredity Both Environment
Heredity and Environment Combined Examples:
“Genes control how quickly a baby’s muscles grow (heredity), but a proper diet is needed for the baby to grow (environment). However, a better diet doesn’t make bones and muscles bigger than heredity allows.”
–Child Development pg. 30
How Brain Development Occurs in Children Neurons are brain cells that direct various
tasks of the brain (like messages that tell the body what to do)
Axons are cables that transmit signals from a neuron to other neurons
Dendrites are cables that allow each neuron to receive signals sent by other neurons
Synapse is a gap between neurons across which electrical impulses can be transmitted
The Neuron
Effects of Heredity and Environment on Brain Development
Heredity and environment work together to develop the brain
Rich sensory experiences enhance brain development create new dendrites
Pruning is the process in which the brain weeds out unused pathways
Windows of Opportunity A specific time in which stimulation
should occur in the brain for peak capacity to learn (to learn as much as possible).
Some are shorter; some are longer. Windows of opportunity for different
tasks often overlap
Think – Pair – Share Why is it important to know when a
child’s window of opportunity is?
Get out a piece of paper and answer the above question.
Partner up with a neighbor and discuss each of your answers.
Be prepared to share your answer with the class.
Differences in the Rate of Growth and Development Children do NOT advance in all areas at
the same rate
Developmental acceleration- when a child performs like and older child
Developmental delay- when a child performs like a younger child
Principals of Growth and Development Key principles
Constant Gradual and Continuous Happen in Sequenced Steps Happen at Different Rates Are Interrelated
Theories of Growth and Development Sigmund Freud (1856-1939) Jean Piaget (1896–1980) Lev Vygotsky (1896–1934) Erik Erikson (1902–1994) B.F. Skinner (1904-1990) Abraham Maslow (1908–1970) Urie Bronfenbrenner (1917-2005) Albert Bandura (before 1925)
Theories of Growth and Development Developmental Theorist Worksheet
Use page 15 in your textbook
Maslow’s Theory of Human Needs Development is a result of meeting
personal needs People work to fulfill basic needs and
higher-level needs Lower-level needs must be met before
higher-level needs can be pursued
Maslow’s Hierarchy of Human Needs
Our own Maslow’s Hierarchy of Needs Think of personal examples from each
“Need” that you already have or would like to have in the future to write on our Class Maslow’s Hierarchy of Needs
Why Observe Children? Observation is the oldest, most
common, and best way to learn about human behavior
We can see good ways and bad ways to work with children by modeling observed adults who work with children
Observation skills are learned by observing children
Observing Children Subjective observation – to rely on personal opinions
and feelings, rather than facts, to judge an event Subjective observations often use assumptions, or
what is thought to be, instead of what is. Example: Ethan is feeling selfish. He won’t let anyone else
play with the toys in the sandbox.
Objective observation – recording an exact account of what is seen and heard without including personal feelings or prejudices Example: Ethan is sitting in the sandbox. Cody enters the
sandbox and attempts to play with Ethan. Ethan takes the toy truck away from Cody when he tries to play with it and says, “That’s my toy.”
Types of Observations Records Running Record – a record of everything
observed for a set period of time
Anecdotal Record – a report of a child’s actions that concentrates on specific behavior or area of development
Frequency Count – a tally of how often a certain behavior occurs
Developmental Checklist – a checklist of skills children should master, or behaviors they should exhibit at a certain age
Guidelines for Observing Know your objectives Obtain permission to observe Know what to do at the site – make your
observation meaningful Ask questions at convenient times Do not distract children from activities Observe carefully and objectively Record accurately Protect the rights of all observed
Super Nanny http://
www.youtube.com/watch?v=SVVYrf_AgcM