Child Development 1

Session 1

September 6, 2016

Minodora Grigorescu

minodora@mothercraft.org

Mothercraft College

Agenda

• Course outline

• Reflection

• Philosophical views

• Periods of development

• Domains and subdomains, skills

• Resources

• Issues in development – group work

Why do we study child

development? •

•

•

•

•

•

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Factors to take into

consideration • Parenting

• Education

• Cultural background

• Socioeconomic status

• Gender

• Social policies

• Family policies

Three Philosophical Views

• Original Sin (Middle Ages) - children are inherently evil and societal constraints and salvation are necessary for children to become mature adults*

• Tabula rasa (17th Century/John Locke) - child is a blank tablet upon which experience writes

• Innate Goodness (18th Century/Jean Rousseau) - children are

basically good and should be allowed to grow naturally, without constraints from parents or society

• Childhood currently viewed as unique period of life that creates the foundation for adult years

• Special time of growth and change

• Resources invested in caring for and educating our children

Santrock, 2013.

“In every child who is born, under

no matter what circumstances, and

of no matter what parents, the

potentiality of the human race is

born again.”

James Agee

American Writer, 20th Century

7

Definition of Child Development

Child development refers to the biological and psychological changes that occur in human beings between conception and the end of adolescence, as the individual progresses from dependency to increasing autonomy.

Related terms include "developmental psychology", referring to development throughout the lifespan and "pediatrics", the branch of medicine relating to the care of children.

Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two.

Santrock, 2013

8

Development During Lifespan

Through our lifespan we are getting through in

different phases:

The prenatal period: from conception to birth.

Infancy and toddler hood: from birth to 2 years.

Early childhood: from 2 to 6 years.

Middle childhood: from 6 to 11 years.

Adolescence: from 11 to 20 years.

Early adulthood: from 20 to 40 years.

Middle adulthood: from 40 to 60 years.

Late adulthood: from 60 years until death

Periods of development

• Infant 0-18 months

• Toddler 18- 2 1/2 years

• Preschooler 2 1/2 – 5 years

• School age 6- 12 years

• Pre adolescence 12-14 years

• Adolescence 14- 18 years

• Adult 18 and up

10

Development During Lifespan

Within each of the periods just described, we will examine three broad domains of development: Physical development - changes in body size, proportions,

appearance and the functioning of various body systems; brain development; perceptual and motor capacities and physical health.

Cognitive development – development of a wide variety of intellectual abilities, including attention, memory, academic and everyday knowledge, problem solving, imagination, creativity, and the uniquely human capacity to represent the world through language.

Emotional and social development – development of emotional communication, self understanding, knowledge about other people, interpersonal skills, friendships, intimate relationships, and moral reasoning and behavior.

11

Areas of Child Development

Children develop in four important ways:

Socio-emotional Development — this area focuses on building the

child’s self- identity and self esteem through positive social

interactions.

The child learns how to express and manage their emotions

(love, sadness, anger, fear, happiness), and discovers how to get

along with those around them.

Language Development — this focuses on listening (receptive

language) and speaking skills (expressive language).

Continued on next slide…

12

Areas of Child Development

Children develop in four important ways (continued):

Cognitive Development — is the growth in a child’s ability to think

and problem solve. This area focuses on how the mind develops

and how the child learns about himself/herself and the physical

environment.

Physical Development — involves both the growth of children’s

bodies and the ability to uses their bodies to do everything from

running and jumping. Physical development is divided in:

Gross Motor development which involves large muscles-hoping,

walking, balancing and

Fine Motor development which involves small muscles like the

fingers- grasping, cutting

Curriculum areas

• More specific subject area

• To be consistent with EDI and ELF

terminology, we call Curriculum areas

Sub-domains

• Examples

Skills

• Are abilities rather than actions

• Skills progress on different levels:

emergent, working, mastering

Examples:

• Social for infants imitation

toddlers social interest

preschoolers cooperation

school age empathy

ELECT document

• http://www.edu.gov.on.ca/childcare/oelf/

ELF

• http://www.edu.gov.on.ca/childcare/oelf/

Other resources

• http://www.child-encyclopedia.com/en-

ca/key-messages-list.html

• http://www.beststart.org/OnTrack_English/

1-introduction.html

I like my neighbour Who… • Pay attention to details, skills, behaviours,

etc

• At each table play I like my neighbour

Who…

• Each person that received a number 1 will

choose 3 partners based on affinities

Group work Think/Pair/Share is an Instructional Tactic ( use recall, comprehension, analysis, evaluation), use emotional

safety accountability Interpersonal Intelligence ( Howard

Gardner), take into consideration wait time

1. Find your partners

2. Read, discuss and organize some skills for infants,

toddlers and preschoolers from the cards provided, into

Domains: Emotional, Social, Physical, Cognitive,

Language

3. Use a graphic organizer Eg: Fish Bone Diagram ( to be

explained in class)

Issues in development

• Nature and nurture

• Continuity vs. discontinuity

• Early/later experience issue

• Evaluating the Developmental Issues

Santrock, 2013- p. 18

Social Policy and Children’s

Development

• Ontario’s vision for education

• Started in 1998 – Best Start Panel

• 2006 ELECT, 2007 ELECT revision

• Focus on strengths

• Observation based learning

• Children seen as active participants in

their own learning

Slide developed in collaboration with Francine Fox from Boreal College

http://www.edu.gov.on.ca/ch

ildcare/ResearchBriefs.pdf

http://www.edu.gov.on.ca/childcare/pe

dagogy.html

http://www.edu.gov.on.ca/ch

ildcare/oelf/

http://www.edu.gov.on.ca/ch

ildcare/excerpts.html

http://www.college-

ece.ca/en/Public/Pages/professio

nalstandards.aspx

http://www.edu.gov.on.ca/child

care/OntarioEarlyYear.pdf

If I had my child to raise over again

By Diane Loomans If I had my child to raise over again,

I’d finger paint more, and point the finger less.

I’d do less correcting, and more connecting.

I’d take my eyes off my watch, and watch with my eyes.

I would care to know less, and know to care more.

I’d take more hikes and fly more kites.

I’d stop playing serious, and seriously play.

I would run through more fields, and gaze at more stars.

I’d do more hugging, and less tugging.

I would be firm less often, and affirm much more.

I’d build self-esteem first, and the house later.

I’d teach less about the love of power,

And more about the power of love.

Thank you!

Please remember:

• Individual presentations

• To read the chapters covered

See you next week at 9:00 am!