Algonquin Achievement Centrejoansavoie.weebly.com/uploads/6/0/6/3/60634115/lesson_1.doc · Web viewGross motor skills Using the large muscles in the body, for example: walking running

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HPD4C – Working with School-Age Children and Adolescents

Text: Child Care: Working with Infants, Children and Adolescents

Unit 1:Growth and Development

Lesson 1: Patterns of Development

Physical Development:

The physical appearance of children begins to change as they get older. He or she loses their body shape and begins to look like a small adult. As the children begin to develop, their balance becomes very good. This means that they can run, climb and jump

Gross motor skillsUsing the large muscles in the body, for example:

walking running climbing

Fine motor skillsGross manipulative skills (single limb movements)e.g.:

throwing catching

Fine manipulative skills (use of hands)e.g.:

painting drawing using a knife and fork writing tying shoe laces

Algonquin Achievement Centre September 2015

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Intellectual development

The development of the brain and mind is all part of intellectual development.

Communication and language

• Language development is the development of communication skills. • Learning how to communicate begins with non-verbal communication, for example:

body language listening making sounds copying sounds.

• Language development is closely linked with cognitive development. • Cognitive development is the development of the mind.


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Emotional Development

• Children have to learn to cope with their feelings and the feelings of others through play. There are four different types of play that young children engage in.

Exploring: An object or situation-finding out how something works or what happens if you touch or drop something.

Practicing: An activity or skill learning to coordinate muscles and actions.Pretending: Children use their imagination to pretend a cereal packet is a car etc.Social Learning: Children learn to get along with others

By the age of 4, children need other children to play with. They understand how to take turns. They can be separated from their main carer without distress

By 5 years old children are attending school, meeting lots of new children & choosing their own friends. They co-operate with other children in games & understand rules & fairness. Because children understand more about how others are feeling it becomes more important for them to have the approval of other children.

Assignment #1:

Physical Development – Read over Pages 34 – 38 in your text (Child Care: Working with Infants, Children and Adolescents)

Read Page 36: Factors Affecting Growth and Development and the following article then answer the questions that follow:

Adolescent brain and behaviorFrom early adolescence through their mid-20s, a teen’s brain develops somewhat unevenly, from back to front. This may help explain their endearingly quirky behavior but also makes them prone to risk-taking.

The parts of the adolescent brain which develop first are those which control physical coordination, emotion and motivation. However, the part of the brain which controls reasoning and impulses – known as the Prefrontal Cortex – is near the front of the brain and, therefore, develops last. This part of the brain does not fully mature until the age of 25.


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It’s as if, while the other parts of the teen brain are shouting, the Prefrontal Cortex is not quite ready to play referee. This can have noticeable effects on adolescent behavior. You may have seen some of these effects teenagers:• difficulty holding back or controlling emotions,• a preference for physical activity,• a preference for high excitement and low effort activities (video games, sex, drugs, rock ‘n’

roll),• poor planning and judgement (rarely thinking of negative consequences),• more risky, impulsive behaviors, including experimenting with drugs and alcohol.

The development of the adolescent brain and behavior are closely linked. In a wink, hormones can shift a teen’s emotions into overdrive, leading to unpredictable – and sometimes risky – actions. Unfortunately, developing brains may be more prone to damage. This means that experimentation with drugs and alcohol can have lasting, harmful effects on a teen’s health.• Research shows that alcohol abuse during the teenage years negatively impacts the memory

center of the brain (the hippocampus).• The use of drugs and alcohol may also disrupt the development of the adolescent brain in

unhealthy ways, making it harder for teens to cope with social situations and the normal pressures of life.

• Moreover, the brain’s reward circuits (the dopamine system) get thrown out of whack when under the influence. This causes a teen to feel in a funk when not using drugs or alcohol – and going back for more only makes things worse.

JudgementThis part, which controls reasoning and impulses, isn’t fully developed in teens until about age 25.

M o t i v a t i o nYou may not think of a teen as highly motivated, but imagine what he’d do for that Xbox! Without a fully developed Prefrontal Cortex, controlling impulses can be a real challenge.

EmotionTeens can be extremely passionate. This part of their brain is slightly over-reactive, often leading to burning, expressing emotions.

Physical CoordinationThe cerebellum, located at the back of the brain, controls physical coordination and the processing of sensory input.


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Questions:

1. Damage to the brain’s frontal lobe affects cognitive, emotional, and social development. How might impaired cognitive, emotional and social development affect a person’s behavior?

2. Define Nature and nurture in reference to physical development

3. Watch the YouTube video about the Jim twins separated then answer the questions that follow: https://www.youtube.com/watch?v=qw3S35wGgT8

a) What were some of the astonishing things that both Jims had in common?b) What differences did they have?c) What can you say about the nature/nurture debate from this case study

4. Give an example of three traits you have that are only inherited. How do you know you inherited them?

5. Give an example of three traits you have that were from nature and nurture? Explain why they were created by both inheriting them and acquiring them.

6. Identify whether the following traits were nature, nurture, or both. Then explain why you decided that.

Trait Nature, Nurture, Both Explanation You are able to play a musical instrument, like the clarinet or guitar, very easily and very well.You are not able to play lacrosse or soccer very well even though you really try hard.You have difficulty memorizing the spelling of words even though you study them.You have difficulty with multiplication and you don’t practice it because you hate doing it.You can draw very well even though you don’t practice much.


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Cognitive and Linguistic Development

Assignment #2

1. What are cognitive and linguistic skills (page 39)

Read pages 40 – 41

Summary of Piaget’s Theory: Jean Piaget, the Swiss psychologist, spent his career studying children’s intellectual, or cognitive development.

Piaget separated intellectual development into four stages: sensorimotor, preoperational, concrete operational, formal operational.

Sensorimotor

• lasts from birth until about the age of two• learns primarily through their senses (touch, hearing, seeing, tasting, smelling)• infant is egocentric, thinking only about himself • develops at around the age of ten months, the concept of object permanence – an

understanding that objects continue to exist even when they are not in sight. Before this age they do not search for a toy that has rolled under a chair.

• Explores and experiments• At end of stage, begins to use imagination

Preoperational

• Last from two years to about age seven• Children think about everything in terms of their own activities and what they perceive at

the moment• They are developing concepts• They use classification to group objects in categories.• They use seriation to organize objects by size or number. • Begin to understand abstract terms like love• Can only concentrate on one thing at a time• Solve problems by imitating of pretending – may not be aware of what is real and what is

make-believe• Develop symbolic thinking. A firefighters hat allows the child to take on that role in

dramatic play

Concrete Operational

• This is the period lasting form around 7 years to eleven years.

• Learn best from direct experiences. They use objects to count and learn number facts.


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• Can make complex categories and classifications. They love to collect hockey cards, stickers, shells and find satisfaction in re-organizing and sorting the collections.

• They understand that operations can be reversed. For example subtraction will undo addition.

• They think about others and their feelings. Are less egocentric.• They understand substance conservation which is when, for example, the amount of

water does not change when poured into a different shaped container

Formal Operations

• This stage lasts from around eleven years into adulthood.• Become capable of abstract thinking• Are able to think about what might have been the cause without experiencing it• Can solve problems through reasoning and creative thinking• Allows adolescents to make plans for the future• Adolescents form ideals and understand deeper meanings• Become critical thinkers. Do not accept everything they read or hear.

Piaget’s work has been criticized but he revolutionized the way we think about child development and affected how children’s learning is organized.

Assignment #3

For the following examples, select the stage of Piaget’s cognitive development theory that is represented in the scenario:

1. Chantel turned her attention to another toy as soon as her toy rolled under the chair.

a) Sensorimotorb) Preoperationalc) Concreted) Formal

2. Tony repeatedly turned the lamp of and on, laughing each time he turned the switch.


3. Marissa knew she and her sister had the same amount of water even though she poured herself 250 ml of water in a tall slender glass and her sister’s in a shorter, wider glass.



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4. Matt enjoyed rearranging his hockey cards in the new album his parents had given him.

a) Sensorimotorb) Preoperationalc) Concreted) Iv) Formal

5. Joe successfully wrote a critical analysis of the article on law reform.


Intellectual Theories (Read page 46)


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Assignment #4: Multiple Intelligences based on Gardner’s MI Model

Score or tick the statements in the white-out boxes only Score

I can play a musical instrument I often have a song or piece of music in my head I find it easy to make up stories I have always been physically well co-ordinated (run, jump, balance, etc)

Music is very important to me I am a good liar (if I want to be) I play a sport or dance I am a very social person and like being with other people I find graphs, charts and diagrams easy to understand I find it easy to remember quotes or phrases or poems or song lyrics I can always recognise places that I have been before, even when I was very young

When I am concentrating I tend to doodle I find mental arithmetic easy (sums in my head) At school one of my favourite subjects is / was English I like to think through a problem carefully, considering all the consequences

I love adrenaline sports and scary rides I enjoy individual sports best I find it easy to remember telephone numbers I set myself goals and plans for the future I can tell easily whether someone likes me or dislikes me To learn something new, I need to just get on and try it I often see clear images when I close my eyes I don’t use my fingers when I count At school I love / loved music lessons


Score the statements:

1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree.

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I find ball games easy and enjoyable My favourite subject at school is / was maths I always know how I am feeling I keep a diary My favourite subject at school is / was art I really enjoy reading It upsets me to see someone cry and not be able to help I prefer team sports Singing makes me feel happy I am happy spending time alone My friends always come to me for emotional support and advice

Intelligence type your totals

Linguistic Logical-Mathematical

Musical Bodily-Kinesthetic

Spatial-Visual Interpersonal Intrapersonal


Add the scores or ticks in each column and write the total for each column in the boxes on the right.

The highest scores indicate your natural strengths and potential - your natural intelligences. There are no right or wrong answers.My strongest intelligences are (write them here): _________________________________

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Behaviouralist Approaches to Learning


Assignment #5

1. What is classical conditioning?

2. Read the Case Study – “Marley’s Dog” and identify the following:

• Unconditioned stimulus:______________________• Unconditional response:______________________• Conditioned stimulus:________________________• Conditioned responses:_______________________

3. What is operant conditioning?

4. Watch the following YouTube video on aggression: https://www.youtube.com/watch?v=Z0iWpSNu3NU

What did Bandura’s Bobo doll experiment teach us about aggression and behaviours?

Social and Emotional Development


Attachment Theories

What happens to children who are deprived of affection and do not have the opportunity to bond with a caregiver at birth? Theorists have studied this effect and their research has shown that human infants must form a strong connection with at least one caregiver to ensure normal development. Three people who contributed to the development of the attachment theory were Harry Harlow, John Bowlby and Mary Ainsworth.

Harry Harlow’s Monkey Research

Dr. Harlow began studying the reaction of rhesus monkeys to separation from their mothers as a side effect of other research. He discovered that monkeys separated from their mothers, even when fed and cared for, developed abnormal behaviours and could not relate to other monkeys. When they were provided with cloth-covered mother substitutes, some of these abnormal behaviours were avoided. Harlow’s studies showed the importance of touch and contact for survival and normal development.


https://www.youtube.com/watch?v=Z0iWpSNu3NU

https://www.youtube.com/watch?v=Z0iWpSNu3NU

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John Bowlby

John Bowlby studied actual children, during the 1960’s and 1970’s and identified that infants have a role in attachment by exhibiting “attachment behaviours”. These behaviours encourage adults to maintain closeness. Some of these behaviours include proximity seeking, smiling, and clinging that encourage adults to touch, hold and practice soothing responses. If children must be separated from parents because of illness, for example they go through three stages of separation behaviour:

1. Protest: crying, protesting, searching2. Despair: the child becomes very quiet3. Detachment: the child withdraws

Children who have had a secure bonding with parents are able to move beyond the detachment stage. Less secure children do not adjust. When children go home they may regress, which means they act in an immature way in an attempt to re-establish their attachment.

Mary Ainsworth

Mary Ainsworth, a graduate form University of Toronto, is known for studying mother-infant attachment in Uganda and Canada. She also worked with John Bowlby. She showed that infants needed a “secure base” from which to begin their exploration. She discovered that infants will signal their caregivers with a cry, a wail, a glance or some other behaviour. The caregivers with a strong attachment to their children were better able to recognize these signals and take appropriate responses. This research supported the idea that the best way to encourage attachment with infants is to respond consistently to their needs. Infants communicate mostly by

crying. Erik Erikson was another researcher that identified the need to respond to an infant’s cry. When a caregiver responds to an infant’s cry, they learn that the world is a secure place and develop a sense of trust. This sense of trust is the basis for lifelong social and emotional development.

Assignment #6

1. What did Harry Harlow’s experiment with baby monkeys show?

2. Describe parental behaviours that would promote mistrust instead of trust in an infant?

3. Suggest ways that parents can reconnect with their children when they pick them up from childcare, nursery school, play school, or even a weekend visit to grandparents.

4. Who was Sigmund Freud and what three parts made up an individual’s personality? – describe each.


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5. Erik Erikson developed the psychosocial theory to address changes that occur over a person’s entire lifespan. Think of two (2) individuals that you know who fit into the Erikson’s identity versus role confusion (12 to 18 years of age) stage and report on how each individual is coping with their conflict and what they are attempting to do to resolve this. Are there outside coping mechanisms helping them in this challenge?

Identity versus role confusion: Adolescents try out different looks, different groups, and different jobs in an attempt to find themselves

6. What is Maslow’s Hierarchy of Needs and briefly describe each stage.

Assignment #7: Putting it all together

Read “Point/Counterpoint” on page 59 and answer the following questions:

1. Which of the ideas in the table were new to you?

2. Do you believe social networking and texting promote or hinder social skill development?

3. How can you ensure a positive environment to promote healthy social and emotional development when working with children and youth?


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