EDU119 - Chapter 4

Definition of Proximodistal and Cephalocaudal Patterns

(1) Proximodistal - physical development from the center of the body outward to the extremities ( 2) Cephalocaudal - physical development proceeds from the top downward

Difficult child

(about 10%) has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely

Slow-to-warm-up child

(about 15%) has a low activity level, has mild or low key reactions to stimuli, is negative in mood, and adjust slowly

Easy child

(about 40%) quickly establishes regular routines in infancy, is generally cheerful and adapts easily

Periods of Development

-Infants - birth to 12 months -Toddlers - 12-35 months -Preschoolers/Kindergartners - 3-6 yrs. -School Age Children - 6-8 yrs.

Domains of Development

-Physical (Fine Motor, Large Motor, & Sensory) -Cognitive and Language -Social and Emotional

Child Development Principles

... Child develops as a whole ...Development follow predictable patterns - development is sequential and cumulative ...Rates of development vary ...Development influenced by maturation and experience ...Development proceeds Top Down and Center Outward - Cephalocaudal pattern (Top Down) Proximodistal pattern (Center Outward) ...Culture affects development

Theories of Development

...Arnold Gesell - Maturational Theory ...Jean Piaget - Constructivist Theory ...Lev Vygotsky - Sociocultural Theory ...Urie Bronfenbrenner - Ecological Theory ...Howard Gardner - Multiple Intelligence ...Laurence Kohlberg - Moral Development ...Erik Erikson - Psychosocial Theory ...Abraham Maslow - Self Actualization

Brain Development

...Complex interplay of nature & nurture ...Early experience is critical ...Remarkable capacity to change ...Negative experiences/lack of stimulation may cause damage ...Prevention & early intervention are critical

Biological Basis of Development

...Inherited Characteristic (Height, weight, temperament) ...Basic Needs ( Every human needs air, water, food, and shelter ...Temperament (The easy child, The difficult child, the slow-to-warm child

Social Growth

...Movement from being egocentric to understanding how others feel and think ...Understand cause and effect to connections between actions and consequences ...Concrete to abstract thinking ...Growth in cognitive complexity; ability to understanding multiple relationships

Impact of Environment - Early Experiences

...Novelty and Stimulation ...Critical and Sensitive Periods

Theories of Development -Ecological Theory - Urie Bronfenbrenner

..Development understood through social, political, legal, and economic systems -Microsystem -Mesosystem -Exosystem -Macrosystem

Theories of Development - Self Actualization - Abraham Maslow

..Foundational Pyramid ..Hierarchy of Human Needs

Theories of Development - Maturational Theory - Arnold Gesell

..Genetic inheritance and maturation determine development ..Genetic differences determine rate of growth & development ..Let to concept of readiness

Theories of Development - Constructivist Theory - Jean Piaget

..Kinds of knowledge - Physical, Social, Logico-mathematical ..Processes-Assimilation and accommodation ..Stage Theory -Senorimotor (birth to 2) -Preoperational (2-7 yrs.) -Concrete Operations (7-11 yrs.) -Formal Operations (11-15 yrs.)

A resilient Child

..Positive disposition ..Long-term, trusting relationship with a caring adult ..Sense of control ..Persistent ..Identifies strengths and uses them ..Sense of humor and playfulness

Theories of Development - Moral Development - Laurence Kolberg

..Pre-conventional morality ..Conventional morality ..Post-conventional morality

Theories of Development - Sociocultural Theory - Lev Vygotsky

..Thought and Language ..Cultural Influence ..Social Context ..Scaffoldling; Zoneof Proximal Development

Thomas and Chess Temperament Dimensions:

1. Activity Level 2. Rhythmicity: regularity of cycles (i.e. hunger, sleep) 3. Distractibility 4. Approach/Withdrawal 5. Adaptability 6. Attention Span and persistence 7. Intensity of reaction 8. Threshold of responsiveness: level that there is a response 9. Quality of mood

Three basic temperament types

1. Easy child 2. Difficult child 3. Slow-to-warm-up child

Biological Basis of Development

1. Inherited Characteristics 2. Basic Needs 3. Temperament

Developmental Domains

1. Physical 2. Cognitive 3. Social 4. Emotional 5. Language

Kinds of knowledge

1. Physical: external reality 2. Social: learn from others (language, rules and values) 3. Logical-mathematical: categorize and order information and understanding the relationship

Three stages of Kohlberg's Theory

1. Pre-conventional Morality 2. Conventional Morality 3. Post-conventional Morality

Implications of Constructivist Theory for Practice

1. Provide materials for sensory play and exploration 2. Offer open-ended materials that can be organized and combined in many ways 3. Develop a daily schedule with large blocks of time for children to play 4. Ask questions and encourage children to solve their own problems 5. Provide meaningful experiences and opportunities of study based on children's real-world experiences.

Implications of Brain Research for Early Childhood Practices

1. Provide safe, healthy, stimulating environments and good nutrition to children 2. Develop warm and caring relationships with children and support strong attachment between children and their families 3. Ensure that each small group of infants are young toddlers has a consistent primary caregiver 4. Engage in frequent and warm verbal interaction with young children and read to them often 5. Design activities, environments, and routines to allow children of diverse abilities, backgrounds, interest, and temperaments to experience consistent acceptance and success 6. Encourage exploration and play 7. Involve families in the program in meaningful ways 8. Limit television exposure (even "educational" TV) and encourage families to do the same 9.Identify children who may have developmental delays or special needs, assist families in locating resources for support and early intervention

Piaget's Stages of Cognitive Development

1. Sensorimotor Stage: (birth to 2 yrs.) Object permanence - knowledge of objects existing out of sight. 2. Pre-occupational Stage: (2-7 yrs.) Conservation-amount stays the same even if the shape is different. 1. Pre-conceptual (2-4 yrs.) 2. Intuitive (4-7 yrs.) 3. Concrete Operational ( 7-11 yrs.) 4. Formal Operational (11-15 yrs.)

Principles of Child Development

1. Whole Child 2. Children acquire skills and achieve milestones in a predictable sequence that is also cumulative 3. Rates of development vary 4. Development is influenced by Maturation and Experience 5. Development precedes top down and center 6. Culture Affects Development

Periods of Development - Toddlers

15 to 18 months to 30 to 36 months (3 yrs.)

Periods of Development - Preschoolers/Kindergarten

36 months to 6 years

Periods of Development - School-age

6 yrs. to 8 yrs.

Skills and milestones in a predictable sequence example:

A child must sit up and pull up before taking their first steps

Definition of Attachment -

A close emotional bond between two people.

Readiness

A period of development which a specific skill or response is most likely to occur

Zone of proximal development

A problem or task is only slightly above a child's ability level. Zone in which children can learn with indirect help.

Temperament

An individual's behavioral style and characteristic way of responding

Maturational Theory

Arnold Gesell

Impact of Environment - Nurturing Relationships

Attachment

Sensitive periods include:

Attachment: Birth to age 3 Brain Development: Birth to age 5 Language Development: Birth to age 5

Macrosystem

Attitudes and Ideologies of the Culture

Stage 2 of Erik Erikson's Psychosocial Theory

Autonomy (Independence) vs. Shame and Doubt: (toddler) Growing rapidly-learn to coordinate many new patterns and to assert themselves as humans

Object permanence

Awareness that an object is there even when it can't be seen

Psychosocial Theory indicates:

Basic attitudes are formed as individuals pass through stages. Any problems that arise in one stage will cause difficulty in mastering the next stage.

Cognitive Development: Autonomy:

Being able to guide one's self (independence)

Periods of Development - Infant

Birth to 18 months (1.5 years)

How can a childhood educator show and understanding of Temperament?

By observing each child's behavioral style and ways of responding and then using this information to modify the environment.

Six principles of development

Child develops as a whole - we consider all domains (or areas - physical, cognitive, emotional, social, and language) of development as we look at how the child grows and learns Development follows predictable patterns - Children acquire skills and achieve milestones in a predictable sequence. Rates of development vary - each individual develops at his or her own rate. Development is influenced by maturation and experience - development results from changes in the child based on the interplay of maturation and experience. Development proceeds from top down and center outward Physical development proceeds from the top downward -( cephalocaudal pattern), like the fetus large head small body. Growth and motor control also proceed from center of the body and move outward toward the extremities - (Proximodistal pattern) - large muscles closest to the center of the body grow and develop coordinated functions before the small muscles of the hands and fingers. Cultural affects development

Arnold Gesell

Children need to be protected from disease, injury and environmental hazards with day to day care and periodic medical examinations.

Language

Communicating with others about feeling and experiences (receptive and expressive).

Constructivist Theory

Constructivist: Has understanding through interaction with the environment (people and things) over time.

Stage Two of Kohlberg's Theory of Moral Development

Conventional Morality (7-12 yrs.) - There is a choice to conform because the rules exist. People choose to conform to and uphold the rules and conventions of society because they exist. They are concerned with group approval an consensus. Action is guided by concern with the general good and a desire to maintain the social order by doing one's duty.

Maturation theory

Development follows a predictable pattern. A genetic difference in the individual determines the rate of growth and development. (If a child has not reached the level of growth in a particular area then he will not be able to accomplish tasks given that are beyond their level.) (DAP)

Theory describes systems of social and cultural contexts that influence development

Ecological Theory by Urie Bronfenbrenner

Theories of Development - Multiple Intelligences - Howard Gardner

Eight Intelligences

Psychosocial Theory

Erik Erikson

Basic needs

Every human needs air, food, water, and shelter. When children feel safe, comfortable, and loved by others, they are able to focus on completing learning tasks and caring for others

Inherited Characteristics

Genetics influences behavior and development

Psychosocial Theory - Erikson- What are the stages and characteristics of each?

His theory describes eight stages of social and emotional development that cover the human life span. Basic attitudes are formed as individuals pass through these stages, and that serious problems at any stage will lead to difficulty in mastering the next stage. Each stage is characterized by a major task or challenge. In infancy, the major task is the development of basic trust; for the toddler, it is the development of autonomy; for the preschooler, the development of initiative; and for the school-age child, the development of industriousness.

Ecological Systems theory - Bronfenbrenner - what is it?

His theory describes systems of social and cultural contexts that influence development. It suggest that children's development can be understood only in the context of social, political, legal, and economic systems and that these can be thought of as nested layers around the child. Each of these systems influences the other as well as the growing child. From the individual child with their gender, age, and heredity the systems are as follows from inner to outer: (1) Microsystem (the most interactions) includes family, school, peers, neighborhood, and religious group (2) Mesosystem includes relationships (3) Exosystem includes Social Services, Local Politics, Media, Health Services, Parent Work Site (4) Macrosystem includes Society values, Customer, Trends, Culture (5) Chronosystem includes patterns of life events and circumstances

Jean Piaget (1896 - 1980)

His theory focuses on nature and development of logical thought and understanding of an individual's activity. Intrinsic view v/s extrinsic view: Piaget did not agree with either. He believed children constructed their own understanding.

Emotional Domain

How a person recognizes, expresses feelings and accepts themselves

Social Domain

How one relates to others and makes moral decisions

Physical Domain

How the body grows

Cognitive Domain

How the mind works and grows (i.e. acquired info. and order of information, reasoning and problem solving).

Stage 4 of Erik Erikson's Psychosocial Theory

Industry vs. Inferiority: (School age) Children are ready for the challenge of new and exciting ideas and of constructing things. "I can do it!"

Stage 3 of Erik Erikson's Psychosocial Theory

Initiative vs. Guilt: (preschool) Exploration and readiness for learning

Resiliency

Inner strength and the ability to handle difficult circumstances.

Constructivist Theory

Jean Piaget

Theory of Moral Development

Laurence Kohlberg

Sociocultural Theory

Lev Vygotsky -A theory that looks at the ways that children's development is influenced by their surrounding, social and cultural. He believed that children's learning is shaped by their social experiences and by interactions with and expectations from peers, older children, and adults. Children construct knowledge through action. He assigns greater importance to external influence, language, social interaction, and society. Knowledge is actively constructed. Language and thinking are separate processes for infant: ... Non-verbal thought = infants 'think' through senses and action...Non-conceptual speech = making sounds that don't have meaning Toddlers learn to connect language and thinking by associating meaning with sounds. Preschoolers and primary-aged children use language and thought together.

Whole Child

Looks at all areas of development. All domains (areas) are interconnected and influence one another

What will help children to successfully go through the developmental stages?

Low children to adult ratio with a warm and caring teaching environment

Cognitive Development: Concepts:

Mental images or word pictures that move from concrete to abstract

Ecological theory systems

Microsystem Mesosystem Exosystem Macrosystem

Constructivist theory - Piaget - what is it?

Piaget's theory is based on his conclusion that children create or construct their own understanding of the world. They do this through their interactions with people and objects. As they grow and develop, they continue to revise and expand their understanding. Because of this core tenet, Piaget's theory is referred to as constructivist theory. Piaget proposed that children progress through a series of developmental stages that build from the interaction among three elements: existing mental structures, maturation, and experience. Constructivist theory stages: 1. Sensorimotor Stage: (birth to 2 yrs.) Object permanence - knowledge of objects existing out of sight. 2. Pre-occupational Stage: (2-7 yrs.) Conservation-amount stays the same even if the shape is different. a. Pre-conceptual (2-4 yrs.) b. Intuitive (4-7 yrs.) 3. Concrete Operational ( 7-11 yrs.) 4. Formal Operational (11-15 yrs.)

Stage Three of Kohlberg's Theory of Moral Development

Post-conventional Morality (Adolescent and older - though not everyone reaches this stage) - People accept rules and laws that are agreed on in society and based on underlying moral principles. When the highest level is reached, individuals may make decisions based on conscience, which places universal morality above law or custom.

Stage One of Kohlberg's Theory of Moral Development:

Pre-conventional Morality (2-7 yrs.) -moral decisions are based on self-interest - on emotion and what the child likes. At this stage children have no personal commitment to rules that they perceive as external. They will do something because they want to, or not do it because they want to avoid being punished. By age 4 children begin to understand reciprocity - if I'm nice to you, you might respond by being nice to me.

Mesosystem

Relationships between the microsystem and the reader environment

Social Development

Social development involves a spiraling increase of knowledge about the individual self and others

Exosystem

Social settings that affect but do not directly include the child

Children construct knowledge through action. Through this theory, he assigns greater importance to external influence, language, social interaction, and society. Knowledge is actively constructed. Language and thinking are separate processes for infants: ...non-verbal thought = infant "think" through senses and action...non-conceptual speech = making sounds that don't have meaning. Toddlers learn to connect language and thinking by associating meaning with sounds. Preschoolers and primary-aged children use language and thought together. Verbal thought: Concepts are understood by using words. Self-directed speech: Using language to guide learning. Goal is for children to learn to solve problems independently. Learning occurs when challenge is just slightly above child's ability level.

Sociocultural Theory - Lev Vygotsky

Cognitive Development: Concrete:

Something that is directly experienced or observed

Theories of Development - Psychosocial Theory - Erik Erikson

Stage Theory -Trust vs. Mistrust (0-12 months) -Autonomy (Independence) vs. Shame or Doubt (1-3 yrs.) -Initiative vs. Guilt (3-5 yrs.) -Industry vs. Inferiority (5-8 yrs.)

11. Chess and Thomas study of temperament - what is it and what conclusions came from the study?

Temperament is "an observable, biologically based pattern of behavior and emotions, a characteristic way of experiencing and interacting with the world". There are 3 basic types of temperament: (a) The Easy Child (about 40%) - quickly establishes regular routines in infancy, is generally cheerful, and adapts easily (b) The Difficult Child (about 10%) has irregular daily routines, is slow to accept new experiences, and tends to react negatively and intensely. (c) The Slow-to-Warm Child (about 15%) has a low activity level, has mild or low-key reactions to stimuli, is negative in mood, and adjusts slowly. (d) Another 35% of children did not match any of these clusters but seemed to have unique blends of temperamental traits. Thomas and Chess's Temperament Dimensions: (a) Activity level: The proportion of inactive periods to active ones (b ) Rhythmicity: The regularity of cycles of hunger, excretion, sleep, and wakefulness (c) Distractibility: The degree to which new stimulation alters behavior (d) Approach/withdrawal: The response to a new object or person (e) Adaptability: The ease with which a child adapts to the environment (f) Attention span and persistence: The amount of time devoted to an activity and the effect of distraction (g) Intensity of reaction: The energy of response regardless of its quality or direction (h) Threshold of responsiveness: The intensity of stimulation required to evoke a response (i) Quality of mood: The amount of friendly, pleasant, joyful behavior as contrasted with unpleasant, unfriendly behavior

Quality of mood - Thomas and Chess's Temperament

The amount of friendly, pleasant, joyful behavior as contrasted with unpleasant, unfriendly behavior

Attention span and persistence - Thomas and Chess's Temperament

The amount of time devoted to an activity and the effect of distraction

Distractibility - Thomas and Chess's Temperament

The degree to which new stimulation alters behavior

Adaptability - Thomas and Chess's Temperament

The ease with which a child adapts to the environment

Intensity of reaction - Thomas and Chess's Temperament

The energy of response regardless of its quality or direction

Threshold of responsiveness - Thomas and Chess's Temperament

The intensity of stimulation required to evoke a response

Experience

The person's interactions with the environment, with people and with things

Activity level - Thomas and Chess's Temperament Dimensions

The proportion of inactive period to active ones

Rhythmicity - Thomas and Chess's Temperament

The regularity of cycles of hunger, excretion, sleep, and wakefulness

Approach/Withdrawal - Thomas and Chess's Temperament

The response to a new object or person

Maturation

The unfolding of genetically determined potential that occurs as the child grows

If you understand your temperament it will result in what?

There will be a positive interaction between the childcare provider and the individual child.

Direction and sequence of development

They are similar for every child, but each individual develops at his or her own rate. Example: one child may walk at 10 months while another child may walk at 13 months

Critical Period

Time when a particular type of development will take place. If the development does not happen within the critical time period damage or growth retardation can occur.

Scaffold

To use language and social interaction to guide children's thinking

Development precedes;

Top down and center outward

Stage 1 of Erik Erikson's Psychosocial Theory

Trust vs. Mistrust: (infant) Learns or not that people can be depended on to meet his/her needs. Good care in the first year is important.

Ecological theory

Urie Bronfenbrenner

One of the founders of Head Start

Urie Bronfenbrenner

Culture Affects Development

Values and beliefs of each culture determine many of the experiences and opportunities that are provided to children

Moral development is best fostered when?

When there is mutual respect. Children learn to regulate their behavior and think creatively.

Microsystem

Where the child has the most interactions with family, school, and peers

Thomas and Chess stressed that to understand the temperament of the children you are working with; you need to understand what?

Your own temperament

35% of Temperament types is:

a mixed response between easy child, difficult child, and slow-to-warm-up child

Multiple Intelligences - Gardner - What are the intelligences described in the book?

a. Musical Intelligence: The ability to produce and respond to music. It is seen in children who are especially sensitive to sound and who frequently play with instruments and music. - b. Bodily-kinesthetic Intelligence: The ability to use the body to solve problems (e.g., in playing a game or dancing). Children who have high bodily-kinesthetic intelligence demonstrate good coordination at a young age, demonstrate expressiveness with their bodies, and have a hard time sitting still. c. Logical-mathematical Intelligence: The ability to understand the basic properties of numbers and principles of cause and effect. Children who love puzzles and show an early interest in numbers are demonstrating this intelligence. d. Linguistic Intelligence: The ability to use language to express ideas and learn new words or other languages. Children who have strength in linguistic intelligence may play with and be capable with language from an early age, love reading and rhymes, be imaginative, and able to tell stories. e. Spatial Intelligence: The ability to understand other people and work with them. A child who notices the relationships between others and demonstrates sociability and leadership is demonstrating interpersonal intelligence. f. Interpersonal Intelligence: The ability to understand other people and work with them. A child who notices the relationships between others and demonstrates sociability and leadership is demonstrating interpersonal intelligence. g. Intrapersonal Intelligence: The ability to understand things about oneself. A child with intrapersonal intelligence has strong interests and goals, know him- or herself well, is focused inward, and demonstrates confidence. h. Naturalist Intelligence: The most recently identified intelligence is the ability to recognize plants and animals in the environment. Children with this intelligence may want to collect animals and plants, long to be outdoors, and show a highly developed ability to discriminate between different animals and plants. They also have a highly developed ability to identify specific cars, planes, dinosaurs, and so forth.

Strategies to help families understand development.

a. Share information with families about children's successes and achievements b. Explain what is important about children's actions c. Document children's work for families through pictures and written observations d. Focus on the individual nature of development; remind families that when children are very focused on development in one area they may show less interest in another area e. Remind families that every child develops at an individual pace and that most differences do not mean that a child is delayed or won't be successful f. Let families know that all children have important individual skills and strengths and help them celebrate their child's unique talents

Cognitive Development: Abstract:

concepts that cannot be directly experienced, (Ex. Liberty or space travel)