ED 300: Human Growth and Learning Welcome Opening Prayer ??? Chapter Outline Assignments Turn in: Chapter 2: Cognitive and Linguistic Development Vocabulary.

ED 300: Human Growth and Learning

WelcomeOpening Prayer

??? Chapter Outline Assignments

Turn in:Chapter 2: Cognitive and Linguistic Development Vocabulary Matching

Review: Cognitive and Language Development

• Children’s development is guided by both heredity and environment.

• Children actively construct, rather than passively absorb knowledge.

• With age, children become capable of increasingly complex thought.

• Language provides a foundation for many cognitive advancements.

• Challenging situations and tasks promote development.

(disequilibrium, schemes, assimilation, accommodation)  

Personal and Social Development

Content Objectives1. I will review the major concepts in

cognitive and language development. 2. I will identify the different parenting

styles and the effects they have on children’s personalities.

Language Objectives:3. I will discuss the concept of identity.4. I will discuss and write how to encourage

moral development in the classroom

Chapter 3: Personal and Social Development

Vocabulary Assignment: Crossword puzzle

Personality Development

• Temperament– Tendency to respond to or deal with the

environment in a particular way– Seth

• Environmental Influences on Personality Development– Parents Behaviours• Attachment –

– A strong, affectionate bond between parent and child

Personality Development

• Authoritative Parenting– Combines affection, respect, reasonable

restrictions, high expectations and standards for performance.

– Enforce household rules consistently– Include children in decision making

• Children from authoritative homes tend to be happy, energetic, self-confident, and likeable.

Personality Development• Authoritarian Parenting

– Expect complete and immediate compliance– Neither negotiate expectation or provide reasons

for requests

• Permissive Parenting– Let their children come and go as they please– Impose few consequences

• Children from Authoritarian or permissive homes tend to be immature, impulsive, do poorly in school, act aggressively towards others.

Personality Development

• Child Maltreatment

• Cultural Expectation and Socialization– Socialization

• Process of molding a child’s behavior and beliefs to be appropriate for the culture

– Culture Shock• Sense of confusion when a student encounters a

new environment where behavior expectations differ from those previously learned.

Ticket Out (10 points)

1. Think of a situation in which you were being a authoritarian or permissive parent (or you have observed).

2. Using the vocabulary terms authoritarian or permissive parent/teacher briefly describe the situation. (5 points)

3. In 2-3 sentences describe what you could have done differently to be a more authoritative parent/teacher.

(5 points)

Ticket out exampleClaudia was preparing the evening meal when her 14 year old son John came to her and asked, “Mom, can I go out with my friends tonight?”

Authoritarian Parent:Claudia: “Absolutely not.”John: “Why not?”Claudia: “The answer is NO. Go get your chores done.”

Permissive Parent:Claudia: “Yeah, go ahead, I don’t care.”John: “See you later.”

Ticket out example

Authoritative Parent:Claudia: “What friends?”John: “Just Sam, Will, and Michael.”Claudia: “Where do you want to go?”John: “To the school’s football game. They’re playing at our school tonight.”Claudia: “It sounds like fun. How will you get there and get home?”John: “Will’s mom said she could take us. Could you or Dad pick us up?”Claudia: “I’m sure we could do that. Go wash up for dinner and we’ll talk to Dad about it then.”

Development of a Sense of Self

• Factors Influencing Sense of Self– Their own successes and failures– Other people’s behaviours– Membership in a successful group

 – Developmental Changes in Sense of Self

• Childhood• Early Adolescent• Late Adolescent

– Identity diffusion – No commitment– Foreclosure – Firm commitment, based on others

prescriptions– Moratorium – No commitment, but exploring– Identity Achievement – Clear commitment of occupation,

political, religious beliefs

Identity: Who Am I really?

Identity: A self constructed definition of who they are, what things they find important, and what goals they want to accomplish in life. • Adolescents may take on temporary

identities, e.g. skater (long hair, baggy pants)• Most adolescents achieve an overall sense of

identity by the end of adolescence.• For some, it may be a work in progress for a

long time.

Identity: Who Am I really?

What does the gospel teach us about who we are?

Romans 8:16 The Spirit itself beareth witness with our spirit, that we are the children of God:

Turn and talk:How does the gospel help our youth move through the phases of identity at a faster pace?

Development of Peer Relationships and Interpersonal Understandings

• Roles of Peers in Children’s Development– Provide an arena for learning– Reveal their innermost thoughts and feelings to their

friends

• Promoting Healthy Peer Relationships– Provide numerous opportunities for social interaction

and cooperation– Help students interpret social situations accurately

and productively– Teach specific social skills, provide opportunities for

students to practice them and give feedback– Explain what bullying is and why it cannot be tolerated– Create a general climate of respect for others

Development of Peer Relationships and Interpersonal Understandings

Help students interpret social situations accurately and productively– Promoting Perspective Taking – pg. 82• Create opportunities for students to encounter

multiple perspectives (Stories, events )• Use words such as: think, feel, want, sad,

happy, mixed feelings, frustration, etc.

Read and Retell:Story pg. 82

Moral Development

As children mature they will develop:– Guilt– Shame– Empathy– Sympathy

Encouraging Moral Development

• Encourage perspective taking, empathy, and prosocial behaviours

• Give reasons that some behaviours are unacceptable

• Expose students to numerous models of moral and prosocial behaviour

• Engage students in discussion of moral issues related to academic subject matter

• Get students involved in community service

Group Assignment 1. Watch the video “Honesty, You Better Believe it.”

2. As the teacher in the classroom, you saw what happened.

3. Using the steps for encouraging moral development, discuss with your group the conversation you could have with the class the following day.

4. Individually, write a brief paragraph, 5-7 sentences describing the conversation you would have with the students. You may list the main points to be discussed.

Closing

Before you leave today turn in the following assignments.1. Vocabulary assignments from Chapters 2 & 32. Paragraph on disequilibrium.

3. Paragraph on parenting.4. Paragraph on moral development.

Next WeekChapters 4 & 5 Vocabulary

Personal and Social Development

Content Objectives1. I will review the major concepts in

cognitive and language development. 2. I will identify the different parenting

styles and the effects they have on children’s personalities.

Language Objectives:3. I will discuss the concept of identity.4. I will discuss and write how to encourage

moral development in the classroom