Transcript STUDYING CHILDREN

STUDYING
CHILDREN
CHAPTER 1; SECTION 2
CHILDHOOD IS IMPORTANT
• Childhooda period of life separate from
adulthood; development happens
rapidly
• Time of preparation for adulthood
• Most important in brain development
• Environment plays a role
STIMULATION
• Activities that arouse a baby’s sense
of sight, sound, touch, taste, and
smell
– Baby’s curiosity
– Attention span
– Memory
– Nervous system
BENEFITS OF STIMULATION
• Development more quickly
• More secure of self-image
• Repetition of actions reinforces
pathways in the brain
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
DEVELOPMENTAL TASKS
• Challenges that must be met or skills
to be acquired during different
stages of life
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)
Adolescence
• identity, independence, education
Young Adulthood
• Finish education
• Begin working
• Marry
The Thirties
• Establishing roots
• Reevaluating life choices
• Stability
Middle Ages
• Adjusting to changing children
• Ask, “Am I satisfied?”
Late Adulthood`
• More Active:
– Politically
– Socially
– Travel
– Take Classes
• Time with grandchildren
• Health issue may arise
Very Late Adulthood
• Health Problems
• Contribute knowledge and
Experience to society
• Nursing Homes, Assisted Living
GROWTH OF CHILD STUDY
• Alfred Binet• Jean Piaget
• Sigmund Freud
• Arnold Gesell
• Erik Erikson
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,
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
Sigmund Freud
• Austrian Physician
• Theory that the emotional
experiences of childhood have lasting
effect on personality of an adult
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
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
Erik Erikson
• American
• developmental theory
– 8 psychosocial stages
– Develop through throughout their entire
life span
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
INFLUENCES ON
DEVELOPMENT
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
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
Self-Esteem Activity
•
In Notebooks (#3) Answer the 2 Q’s:
– Label: Self-Esteem Activity 2-11-10 #3
1. What makes someone have HIGH
self-esteem?
2. What makes someone have LOW
self-esteem?
• Take Personal Inventory
School Subjects
1.
2.
3.
4.
5.
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: _____.
6. I am not good at this subject, but I
like it: _____.
Activities
1.
2.
3.
4.
5.
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: _____.
6. I am not good at this activity, but I like
it: _____.
7. I prefer being involved in individual
activities___ or group activities ___
which one best fits you?
Relationships with Friends
and Adults
1.
2.
3.
4.
5.
6.
7.
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____
8. I prefer people who like different things:____
9. I have the support of significant adults in my
life_______
10. I have the support of a group of peers_____
Food Preferences
• I like to eat_____
• I do not like to eat___
• I do___ do not___ eat a balanced
diet (which one?)
Relaxing
• I relax by_____
• I like relaxing alone____ or with
people____ (which one)
• After this activity, I always feel calm
and peaceful_______
Create Collage
1. Create Collage that represents what
you discovered about yourself
2. Have a minimum of 5 pictures (one
from each area)
3. Name (first and last) on back
4. Write one paragraph explaining
what you learned about yourself.
5. Write one paragraph of why you
think I had you do this activity.
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