Learn About Children

Chapter 1

Section 1-Making a Difference in Children’s LivesSection 2- Studying ChildrenSection 3- Observing Young Children

Chapter Objectives• Explain the best way to learn about children•Identify 3 areas of childhood that researchers have studied•Summarize how children learn and develop important skills•List the stages of development after childhood•Determine why observation is important to the study of child development•Compare and Contrast different methods of observation and interpretation

Understanding Children and Yourself

Learn why children feel, think, and act the way they do. Typical Behavior: way of acting or responding

that is common at each stage of childhood.

Discover caregivers’ importance. Caregiver: A person who takes care of a child

Enjoy children more

Learn about career opportunities

Apply What You Learn

Gain New Skills As you learn about child development try

applying it in real life. Work at local parks or swimming pools

Understand Yourself You may begin to see your childhood

differently as you learn about child development Think about your childhood. What were some

major events?

Views of Childhood

Childhood means different things to different people.

Childhood is a period

of rapid development, dependence on caregivers, and preparation for adult life.

Childhood has not always been considered a separate, important stage in life.

Childhood Past and Present

Health Before the 20th century,

diseases caused deaths among every family; particularly children.

Today Better nutrition Understanding of

childrens’ health Childhood nutrition is

still a concern (i.e. Childhood obesity)

Education Public education for all

children was not common in the US until the early 1800s. Small schools Children with different ages

and abilities were in the same room

Today Children are groupd

according to age and learning levels

Technology has enhanced learning options

Childhood Past and Present

Love

Not changed much is a child’s need for love.

Caregivers work hard to raise children with moral (ethical) values Responsible Independent

Work Early America

Children helped with chores, gathering wood, sewing, and plowing

Until the early 20th century, children were expected to work early in life

Laws were enacted banning children from working in factories or other adult workplaces

Teens hold jobs Laws specify minimum

working age and hours

Childhood Past and Present

Play Play is how children learn. Simple toys still forced a

child to use their imagination.

Sports were not developed until the 1800s Baseball and basketball

Video/computer games first available in 1970s Not much imagination use

Reading books and other traditional toys are still popular

Childhood Past and Present

Dress

Past Children dressed more

formally Infants and toddlers

(both genders) wore long gowns

Older boys wore suits and girls wore dresses

Today Casual clothes for boys

and girls are similar in style

Washable and comfortable

Studying Children

Chapter 1.2

Importance of Childhood Development

Childhood prepares us for adulthood Researchers show that childhood may be the most

important developmental stage throughout life

A child’s brain is not fully developed at birth; it is the least developed of all the organs By age 3, it has already made trillions of cell connections

Scientists have found that a baby’s brain develops in direct response to stimulation Stimulation is any activity that arouses a baby’s sense of

sight, sound, touch, taste, and smell Can improve a baby’s curiosity, attention span, memory, and

nervous system development

What Researchers Have Found

Child development theorists have provided valuable information about how children learn and develop skills by testing theory

Some theories cant be tested (i.e. Erik Erikson’s belief of a childhood crisis)

Past researchers and theorists have laid the foundation of child development and how we build upon it today.

Child Development Theorists

Sigmund Freud(1856-1939)

Believed that personality develops through a series of stages.

Experiences in childhood profoundly affect adult life.

Significance: Childhood is much

more important than previously thought, and its effects are longer lasting

Jean Piaget(1896-1980)

The first to study children scientifically

Focused on how children learned Believed that children

go through 4 stages of learning

Significance: Children must be given

learning tasks appropriate to their level of development

Child Development Theorists

Lev Vygotsky(1896-1934)

Wrote that biological development and cultural experience influence children’s ability to learn

Social contact is essential to intellectual development.

Significance: Children should be given

the opportunity for frequent social interaction.

Erik Erikson(1902-1994)

Personality develops in stages Thought each stage includes

a unique psychological crisis If the crisis is met in a

positive way, the individual develops normally

Significance: Parents and other

caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crisis

Child Development Theorists

B.F. Skinner(1904-1990)

Argued that when a child’s actions have positive results, they will be repeated Negative results make

the actions stop

Significance: Parents and other

caregivers can affect a child’s behavior through the use of negative and positive feedback.

Urie Bronfenbrenner

(1917-2005) Outlined layers of

environment that affects a child’s development, such as the child’s own biology, family/community environment, and society

Significance: Child’s primary

relationship with a caregiver needs to be stable, loving, and lasting.

Child Development Theorists

Albert Bandura(b. 1925)

Said that children learn by imitating others. Disagrees with Skinner Pointed that although

the environment shapes behavior, behavior also affects environment

Significance: Caregivers must

provide good examples for children to follow

Characteristics of Development

Researchers have found that child development follows 5 general rules:1. Development is similar for each individual

2. Development builds upon earlier learning Development follows a sequence (order of

steps)

3. Development proceeds at an individual rate

4. The different areas of development are interrelated

5. Development is continuous throughout life

Influences on Development

Children develop at different rates because each has a unique combination of factors influencing their development. They fall under 2 categories;1. Heredity

Biological transfer of certain characteristics from earlier generations

Blood type, eye color, and hair color for example Nature vs. Nurture concept

Nature refers to heredity Nurture refers to influences and conditions in a child’s

environment

2. Environment People, places, and things that surround and influence a

person (family, home, school, and community)

Self-Esteem in Development

Self-esteem (self-worth) is the value people place on themselves

Researchers have found a link between low self-esteem and poor school performance

Children who have high self-esteem are more likely to show enthusiasm for learning, form friendships, and make healthy choices.

Stages in Life AFTER Childhood

Adolescence Teens work on 3

developmental tasks: creating an identity, becoming independent, and pursuing education/careers

Young Adult Hood Finishing education and

begin working Getting married

The Thirties Establishing roots, finding

stability in life and relationships

Middle Age 40-55 years of age Parents adjust as their

children become more independent

Late Adulthood 55-75 years of age Retirement

Very Late Adulthood 75 and beyond Health problems are

more common

The Human Life Cycle is a set of stages of human development that each present different challenges. Each stage is met with a developmental task (a skill to attain)

Observing Young

ChildrenChapter 1.3

Knowing how to record what you observe will later give you insight into

children's developmentObjective vs. Subjective

Examples of Observations

Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.

What differences do

you see between these

two observations?

Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

Observation A

Observation B

Subjective Observations

Observation A is Subjective

Subjective means to rely on personal opinions and feelings, rather than facts, to judge an event.

Based on false assumption that the observer knows what is on the child’s mind

Can be misleading Do not record facts

Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.

Objective Observations

Observation B is Objective

Objective means something is factual, and leaves aside personal feelings and prejudices

Observer describes what is actually seen or heard

Analyzing this observation later will help determine why those actions occured

Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

Types of Observation Records

1. Running Record Record everything observed for a set period of time, such as every

15 minutes. Used for observers who are just getting to know the child and

observing social interation

2. Anecdotal Record Report of a child’s actions that concentrates on a specific behavior

or area of development EX: Every day for 2 weeks, the observer would record how a child

behaves upon arriving at the center

3. Frequency Count Tally of how often a certain behavior occurs. Used for trying to

change an unwanted behavior. A baseline isa count made before any steps are taken to try to

change the behavior

4. Developmental Checklist List of skills children should master or exhibit at a certain age

How to Act While Observing Two different ways:

Formally Something you set up with a child care

center or family Informally

Where you do not make yourself so obvious Could be while you are sitting at a mall

or airport watching children

Avoid making quick judgments about children

Whether observing formally or informally, you do not want to be noticed; blend into the environment.

How To Take Notes During an Observation

Know your purpose Ask yourself what are you supposed to observe

Identify the when, what, who, and where Take notes of the physical features of the setting. Who was

there? What activities were going on?

Be descriptive Think of it as taking a picture of what you are seeing

Make comparisons Look for similarities and differences

Uncover the data Record as much factual information as you can

Review and clarify Read through your comments and make clarifications if

needed

How to Interpret Observations

Transfer notes to a final report so that it is neat and easily read. Some reports are attached to a child’s file for future references.

Interpretation: analysis an observer forms and expresses about what was observed

During observation you had to remain objective, now you can form your own ideas and express them

Confidentiality: is the protection of another person’s privacy by limiting access to personal information You may only share the findings to the child’s parents or your

child development teacher. It is not ethical to discuss children outside of class.