STUDYING CHILDREN CHAPTER 1; SECTION 2. CHILDHOOD IS IMPORTANT Childhood- a period of life separate from adulthood; development happens rapidly Time of.
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CHILDHOOD IS IMPORTANTCHILDHOOD IS IMPORTANT• Childhood-a period of life separate fromadulthood; development happensrapidly
• Time of preparation for adulthood• Most important in brain development• Environment plays a role
STIMULATIONSTIMULATION• Activities that arouse a baby’s sense
of sight, sound, touch, taste, and smell– Baby’s curiosity– Attention span– Memory– Nervous system
BENEFITS OF STIMULATIONBENEFITS OF STIMULATION• Development more quickly• More secure of self-image• Repetition of actions reinforces
pathways in the brain
LEARNINGLEARNING• 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 TASKSDEVELOPMENTAL TASKS• Challenges that must be met or skills
to be acquired during different stages of life
Human Life CycleHuman 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)
Late Adulthood`Late Adulthood`• More Active:
– Politically– Socially– Travel– Take Classes
• Time with grandchildren• Health issue may arise
Very Late AdulthoodVery Late Adulthood• Health Problems• Contribute knowledge and
Experience to society• Nursing Homes, Assisted Living
GROWTH OF CHILD STUDYGROWTH OF CHILD STUDY• Alfred Binet-• Jean Piaget• Sigmund Freud• Arnold Gesell• Erik Erikson
Alfred Binet-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 PiagetJean 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 FreudSigmund Freud• Austrian Physician• Theory that the emotional
experiences of childhood have lasting effect on personality of an adult
Arnold GesellArnold 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 GesellArnold 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 EriksonErik Erikson• American• developmental theory
– 8 psychosocial stages– Develop through throughout their entire
life span
CHARACTERISTICS OF CHARACTERISTICS OF DEVELOPMENTDEVELOPMENT
• 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 INFLUENCES ON DEVELOPMENTDEVELOPMENT
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 ESTEEMSELF 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 ActivitySelf-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 SubjectsSchool Subjects1. I like ______.2. I do not like _________.3. I am good at ________.4. I am not good at _______.5. I am good at this subject, but I do
not like it: _____.6. I am not good at this subject, but I
like it: _____.
ActivitiesActivities1. I like ______.2. I do not like______.3. I am good at_____.4. I am not good at_____.5. 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 Relationships with Friends and Adultsand Adults
1. I am generally well liked:____2. I am generally not well liked:____3. I have a group of friends____4. I prefer having one or two friends____5. I am a leader_____6. I am a follower____7. 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 PreferencesFood Preferences• I like to eat_____• I do not like to eat___• I do___ do not___ eat a balanced diet
(which one?)
RelaxingRelaxing• I relax by_____• I like relaxing alone____ or with
people____ (which one)• After this activity, I always feel calm
and peaceful_______
Create CollageCreate Collage1. Create Collage that represents what
you discovered about yourself2. Have a minimum of 5 pictures (one
from each area)3. Name (first and last) on back4. Write one paragraph explaining
what you learned about yourself.5. Write one paragraph of why you
think I had you do this activity.
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