AutoCAD Architecture 2008: Part I: Getting Started
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Transcript AutoCAD Architecture 2008: Part I: Getting Started
Making a Difference
in the Lives of Children and Adolescents
Chapter 1
Child Development and Education, Fourth Edition
© 2010 Pearson Education, Inc.
All rights reserved.
Chapter Outline
The field of child development
Basic issues in development
Theories of child development
Developmental periods
From theory to practice
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
2
The Field of Child Development
Goal: to identify and explain persistent,
cumulative, & progressive changes in
physical, cognitive, & social-emotional
development of children & adolescents
Three key factors
Nature – genetics
Nurture – environment
The child’s own activity – choices and efforts
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
3
Three Developmental Domains
Physical
Cognitive
genetics
prenatal growth & birth process
body/brain changes & motor skills
health-promoting behaviors
concepts, language, memory, reasoning
Social/Emotional
emotions, self-concept, motivation, social
relationships, moral reasoning & behavior
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
4
Nature and Nurture
Nature: inherited (genetic) characteristics
& tendencies
Nurture: environmental conditions
Separate and combined effects
relative effects vary for different areas of development
inherited tendencies affect responsiveness to environment
extreme environments may play greater role in
development
timing of environmental exposure matters
children’s natural tendencies affect their environments
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
5
Universality and Diversity
Universality – commonalities seen in all
individuals
Diversity – different individuals progress in
different ways
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
6
Change
Qualitative – dramatic change in essence
or underlying structure
stage theories (Piaget, Erikson)
hierarchical
often universal
Quantitative – gradual progression with
many small additions and modifications
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
7
Basic Lessons
Remember both nature and nurture
Familiarize yourself with developmental
trends & common variations
Look for both qualitative & quantitative
change
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
8
Theories of Child Development
Biological
Behaviorism and social learning
Psychodynamic
Cognitive-developmental
Cognitive process
Sociocultural
Developmental systems
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
9
Biological Theories
Emphasize bodily maturation & motor abilities
Historically, overlooked effects of experience
Darwin, Montessori, Lorenz, Bowlby
Key principles:
maturational levels impose limits on abilities &
interests
physical abilities serve valuable functions
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
10
Behaviorist & Social Learning Theories
Behaviorism: visible, external behaviors &
environmental influences
Skinner, Pavlov
Social learning: beliefs and goals
Bandura
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
11
Psychodynamic Theories
Interaction between internal conflicts &
environment
Role of early experience
Social/personality, abnormal development
Freud, Erikson
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
12
Cognitive-Developmental Theories
Qualitative changes in thinking processes
Children play an active role
Piaget, Kohlberg, Flavell
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
13
Cognitive Process Theories
Detailed analyses of what children think
and do
Siegler
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
14
Sociocultural Theory
Impact of social and cultural systems
“process of children becoming full adult
participants in the society into which they
are born”
Vygotsky, Greenfield, Gauvain
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
15
Developmental Systems Theory
Dynamic relation among systems
child’s body
physical environment
multiple, interconnected social systems
Bronfenbrenner, Thelen
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
16
Developmental Periods
Infancy (birth to 2 years)
Early childhood (2–6 years)
Middle childhood (6–10 years)
Early adolescence (10–14 years)
Late adolescence (14–18 years)
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
17
Developmentally Appropriate Practice
Instruction & services adapted to age,
characteristics, & developmental
progress of individual children
children as active learners
adult-level functioning is not always realistic
or valuable for children to model
children should work together with ethics
and democracy
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
18
Preparing for
Developmentally Appropriate Practices
Look for & capitalize on children’s
strengths
Recognize that immaturity serves a
purpose
Meet diverse needs
Nudge children toward advanced
thinking & behaving
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
19
Strengthening the Commitment
Maintain awareness of current research
findings through continued coursework
Work with colleagues & professionals to
share concerns & gain new perspectives
Join organizations & subscribe to professional
journals
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
20
Take-Home Messages
Developmental change is studied
in several domains
in several developmental periods
Patterns of change can vary
Many theoretical frameworks provide
explanations for change
Teachers and practitioners should commit
to developmentally appropriate practices
Child Development and Education, Fourth Edition
Teresa M. McDevitt and Jeanne Ellis Ormrod
© 2010 Pearson Education, Inc.
All Rights Reserved.
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