STUDYING CHILDREN CHAPTER 1; SECTION 2. CHILDHOOD IS IMPORTANT Childhood- a period of life separate from adulthood; development happens rapidly Time of.

STUDYING STUDYING CHILDRENCHILDREN

CHAPTER 1; SECTION 2CHAPTER 1; SECTION 2

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)

AdolescenceAdolescence• identity, independence, education

Young AdulthoodYoung Adulthood• Finish education• Begin working• Marry

The ThirtiesThe Thirties• Establishing roots• Reevaluating life choices• Stability

Middle AgesMiddle Ages• Adjusting to changing children• Ask, “Am I satisfied?”

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.

INCREASE SELF-ESTEEMINCREASE SELF-ESTEEM• Personal Inventory:

– Achieve better self-understanding• Give praise• Don’t’ be overly critical• Set realistic goals• Encourage new activities• Model self-esteem• Be honest about mistakes