Cset Subtest 3 Human Development

Front 1

cognitive development

Back 1

includes transformations in child's thought, language, and intelligence

Front 2

Jean Piaget

Back 2

- observed behavior patterns in children
- his theory proposes that cognitive development begins with child's innate ability to adapt to environment
- believes development is result of child's interface with physical world, social experiences, physical maturation
- children move through new life experiences and form new ways to modify and adapt to world
- child's mind seeks to find state of equilibrium while moving through each stage of operation

Front 3

conservation

Back 3

- a conceptual tool that allows child to recognize that when altering the appearance of object, the basic properties don't change
- Piaget used this concept when referring to numbers, volumes, liquid, weights, matter (concrete operations)

Front 4

adapting to environment

Back 4

- children adjust to new info about their enviro to function more effectively
- 2 concepts are assimilation and accommodation

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assimilation

Back 5

- the way children incorporate new info with existing schemes to form new cognitive structures
- ex: child calls lion a "doggie" bc the child only knows one type of 4 legged animal

Front 6

accommodation

Back 6

- when child takes existing schemes and adjusts them to fit their experience
- ex: child plays with keys on piano to hear different notes and learns he must turn piano on to play

Front 7

Piaget's cognitive learning process

Back 7

1. all thinking begins at balanced mental state of equilibrium
2. child receives new info
3. child adapts new info assimilation/ accommodation
4. new thought (schema) is formed

Front 8

4 assumptions of Piaget's stages of cognitive development

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1. children are organically inspired to think, learn, and comprehend
2. children see the world differently than adults
3. children's knowledge is ordered into mental structures called schemas
4. all learning consists of assimilation/ accommodation

Front 9

Piaget's stages of cognitive development

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1. Sensorimotor- infancy (birth- 2 yrs)
2. Preoperational- early childhood (2-7 yrs)
3. Concrete Operation- middle childhood (7-11 yrs)
4. Formal Operation- adolescence (12 yrs- adult)

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Sensorimotor

Back 10

(birth- 2 yrs)
- egocentric
- understands world through physical actions
- stage begins with reflexes and ends with starting to understand symbolic thought
- organizes thought by schemes
- speaks first word by 1 yrs, first sentence by 2 yrs (18-24 mo)
- object permanence by 18-24 mo

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Preoperational (2-4 yrs)

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- egocentric
- causal reasoning
- centration
- sees world as symbolic images and objects
- mastery of symbols (pretending and play)
- declarative language (i'm hungry)
- vocabulary of about 1000 words

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Preoperational (5- 7 yrs)

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- understands others have different perspectives
- not egocentric
- intuitive reasoning
- representational thought
- fast mapping
- advances in conversation (2500 words)
- "why" questions
- can classify by 2 criteria (shape and color)
- can count to 20 using fingers
- understand conservation (except liquid)

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Concrete Operations

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(7-11 yrs)
- classification skills allow child to classify and divide objects in sets
- understands conservation
- solves problems by thinking about multiple perspectives to any concrete situations
- reasons logically (inductive reasoning) instead of intuitively
- perform seriation (arrange object in logical progression)
- transitive inference
understands distinction between appearance and reality
metacognition ability

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Formal Operations

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(12 yrs- adult)
- capable of abstract reasoning
- capable of hypothetical deductive reasoning
- education focuses on preparing for college
- higher level of moral reasoning
- not following external rules imposed by others
- logic applied to what might exist, not just to what is real

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criticism of Piaget's stages

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- must be updated to include cultural influences and increased mental learning abilities of infants
- Piaget underestimated infants' physical abilities and lack of mental competency
- critics believe we should use his theory to understand milestones and develop framework that recognizes differences of individuals

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educational implications of Piaget's Stages of Cognitive Development

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1. his theory provides alternative to behavior theorists' belief that children are passive learners and instead move through operational stages
2. he quantified conceptual learning process, stating there are predictable and orderly developmental accomplishments, children be tested at each age to verify level of cognitive understanding
3. he suggested a child's mind seeks a state of equilibrium and form a new way to operate and adapt to world at wach stage
4. teachers can avoid presenting material that is beyond child's cognitive ability

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animism

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(preoperational: 2-4 yrs)
- child's belief that non- living objects have lifelike qualities
- imaginary friend
ex: when rains, child says "sky is pouring water on me"

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causal reasoning
"causality"

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(preschool)
- child can't think logically about cause and effect
- child believes thought causes actions
- child reasons by transductive reasoning (preoperational)
ex: child is mean to cousin and cousin is hurt thereafter. child believes it's her fault bc of her "bad thoughts" about the cousin

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causal reasoning changes over time

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level 1 (age 3): reality is defined by appearance "when I move, the clouds move with me"
level 2 (age 5): child appeals to an all- powerful force "god moves clouds"
level 3 (age 7): child appeals to cause in nature "sun moves clouds"
level 4 (age 10): child approaches adult explanation "clouds move bc of wind currents"

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centration

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(preoperational)
- child focuses on one piece of info at a time while disregarding all other info
ex: child is on swing when mom wants to bring him in for nap. child is upset bc all he can focus on is riding the swing

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egocentrism

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(preoperational- until about 5 yrs)
- child can't differentiate btw own perspective and feelings and someone else's
ex: while speaking on phone with dad, child says "see my shoes"

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equilibrium

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- development is motivated by search for stable balance toward effective adaptations

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3 phases of equilibrium

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1. children begin in state of balance
2. thought changes and conflict emerges
3. through process of assimilation and accommodation, a more sophisticated mode of thought surfaces

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irreversibility

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(preoperational)
- children make errors in thinking bc they cannot understand that an operation moves in more than one direction
- child cannot understand that original state can be recovered
ex: child plays with ball of clay. she believes clay must stay in same form to remain same amount. when friend plays with clay and gives it back in long narrow form, she believes she's getting less

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reversibility

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- ability of child to mentally return to a situation or operation like it was in beginning

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metacognition

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(concrete operational)
- child's awareness of knowing about one's own knowledge
- helps child plan own problem solving strategies
ex: child who is thinking about thinking

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object permanence

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(sensorimotor)
- recognition that objects/ events continue to exist even when not visible
- begins when child is 8 mo.
ex: in absence of object permanence, infant will not search for object when hidden

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hypothetical- deductive reasoning

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(formal operation)
- formulating hypothesis from general theory
- ability to form ideas about "what might be"
- mentally form logical and systematic plan to work out right solution after considering all possibilities
ex: Bob makes general observation that short kids don't make school basketball team. Bob is short therefore he won't make team

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inductive reasoning

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- drawing conclusions from specific examples to make general conclusions, even when conclusion isn't accurate
ex: all balls in school are round therefore all balls are round. this is inaccurate bc footballs aren't round

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transductive reasoning

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(preoperational)
- children mentally connect specific experiences, whether or not there is logical causal relationship
- child believes his thoughts will cause something to happen (causal reasoning)
ex: bill was mean to his sister. she got sick. bill thinks he made her sick.

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schemes
"schemas"

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- the way child mentally represent and organize the world
- child form mental representations of perceptions, ideas, or actions to help them understand experiences
- can be specific or elaborate
ex: infant in highchair drops cup on floor thinking "if i drop my cup, someone will pick it up"

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seriation

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(concrete operations)
- child's ability to arrange objects in logical progression
ex: child arranges sticks in order from smallest to largest

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symbolic function substage

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- child uses words and images (symbols) to form mental representations to remember objects without it being physically present
ex: child's dog is lost, so child draws picture of dog/ child pretends stuffed animal is missing dog

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transitive inference

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(concrete operational)
- ability to draw conclusions about relationship between 2 objects by knowing the relationship to a 3rd object
- if A= B, and B=C, then A=C

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morality

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- internalized set of subjective rules influencing the feelings, thoughts, and behavior of individual in deciding what is right and wrong
- Kohlberg contributed to way children process moral dilemmas

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Piaget and Moral Development

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- believed children (4-7 yrs) are distinguished by morality of constraint
- children see moral world through eyes of justice and rules which are unchangeable
- as child develops, they understand rules are made by people and that there are variables when deciding what is right and wrong
- at 10 yrs, child view dilemma and consider consequences before making moral decisions (morality of cooperation)

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Kohlberg and Moral Development

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- Kohlberg describes it as sequential stages that individuals pass through while gradually becoming mature in moral reasoning
- stages progress from concrete to abstract
- child believes good actions are rewarded and bad actions are punished
- as child mature, they look internally for choice based on moral standards of good and bad

Front 38

Kohlberg's Developmental Stages of Moral Judgment

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Level 1= preconventional (4-10 yrs)
Level 2= conventional (10-13 yrs)
Level 3= postconventional (13 yr- adult)

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Preconventional Stage

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(Kohlberg) age 4-10 yrs
- children obey bc adults tell them to obey
- children judge morality strictly on basis on consequences (fear of being punished for bad actions/ expecting reward for good actions)

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Conventional Stage

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(Kohlberg) age 10-13 yrs
- most children in middle childhood/ adolescence
- they are concerned about opinions of peers
- children want to please and help others while developing own internal idea of what it means to be a good person

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Postconventional Stage

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(Kohlberg) age 13- adult
- judged in terms of abstract principles and not by existing rules that govern society
- moral and ethnic choices rise above laws of society
- individuals look within themselves for answers rather than basing moral decisions on external sources of authority
- many people don't enter this level of moral development

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Educational Implications of Moral Development

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teachers must recognize...
1. that children internalize what is right and wrong based on basic values and sense of self
2. the sequential foundation upon which higher moral principles are based
3. that children respond differently to various moral dilemma depending on age, education, and socioeconomic influences

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Language Development

Back 43

- it's a complex process that interfaces with every aspect of child's development
- through native rules and symbols (grammar and words) that a child constructs cognitive and emotional meaning
- parents play an active role in development of child's language
-

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Vygotsky: Language Shapes Thought

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- Vygotsky theorized that thought development is determined by language
- process can't progress without interrelation of thought and language
- children practice private speech to become more competent

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Private Speech

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(Vygotsky)
- children practice it to become more competent
- helps children self- regulate through organizing, guiding, and controlling their behavior

Front 46

Chomsky and Language Acquisition

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- states language learning is innate
- Chomsky believes children are prewired to learn language
- he believes infants have language acquisition device (LAD) built in neurologically so that they can intuitively understand grammar
- he suggested there is a critical period when children find it easy to acquire language

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Language Development Milestones
Infant

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(0-12 mo)
- early vocalizations are spontaneous sounds of cooing (vowels) or crying
- babbling (phonemes) begin with sounds more like patterned speech with consonant- vowel strings "da-da-da"

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Language Development Milestones
Toddler
1 yr (12-18 mo)

Back 48

- first words are spoken, usually familiar objects or people
- simple monosyllabic words are used
"momma" or "bye- bye"

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Language Development Milestones
Toddler
(18-24 mo)

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- first sentences (2 words) are spoken
- toddler can understand grammatical relationships, but can't express them
- toddler uses articles (the, a), prepositions (on, in), conjunctions (and, but), and the verb "to be" (am, are, is)

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Language Development Milestones
Early Childhood
(3-4 ys)

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- learns about 8-9 words each day
- aver vocabulary is 1,000 words
- can talk about things not present
- uses plural and possessive forms of nouns (cats and cat's)
- adds "-ing" to verbs and knows more than one adjective can apply to same noun (boy is tall and thin)
- starts private speech

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Language Development Milestones
Early Childhood
(5-7 yrs)

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- asks "why" questions
- can understand metaphor
- can use 4-5 word declarative sentences (i am not sleepy) or interrogative speech (why can't i go) and imperative sentences (turn off the tv)
- use conjunctions, prepositions, articles regularly, understands syntax
- child makes over- regularizations of verbs (she singed a song)
- vocab is 2500 words at 6 yrs, but child speaks 8000-1400 words
- speech is more adult-like

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Educational Implications of Language Development

Back 52

1. teachers must be aware that the process of language development is multifaceted, including physical sounds, cognitive thought, social interaction
2. teachers should recognize that language cognitively, linguistically, emotionally begin at home.
3. teachers should recognize child will acquire use of english even when native language is only one spoken at home
4. teachers should support appropriate private speech to help children self- regulate and access higher level of functioning

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parents and child's language development

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- they play active role in teaching language to children.
- they teach language through infant- directed speech, recasting, echoing, expanding, labeling

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intelligence

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- it is individual's general mental abilities (g factor) including reasoning, problem solving, knowledge, memory, successful adaptation to the enviro

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intelligence and IQ

Back 55

- IQ test is good way to measure intelligence if equated with academic achievement

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Traditional IQ tests

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- Stanford- Binet Intelligence Scales (S-5) : 2-85 yr
- Wechsler Intelligence Scale for Children (WISC-IV): 6-16 yrs

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Multiple Intelligence Tests

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- Gardner's Multiple Intelligence
- Sternberg's Triarchic Theory of Intelligence

Front 58

Stanford- Binet Intelligence Scales

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(2-85 yrs)
- most widely used test to assess student's intelligence
- used to measure patterns and levels of cognitive development (verbal/ nonverbal/ quantitative/ memory)
- used to help diagnose childhood development disabilities and provide info for special education intervention (IEP, IFSP)

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Wechsler Intelligence Scale for Children

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(6-16 yrs)
- used to measure verbal and performance abilities (verbal comprehension, perceptual organization, working memory, processing speed)
- each subtest is scored separately to help pinpoint strength and weakness

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Gardner's Multiple Intelligence

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- pluralistic view of child's mind
- states children possess different intelligences with multiple dimensions
- recognizes children have different cognitive strengths and contrasting cognitive styles
- Gardner believes intelligence has evolutionary history
- believe we have intellectual strengths to cope with environmental challenges

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8 types of intelligence
(Gardner's Multiple Intelligence)

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1. Linguistic- verbal ability
2. logical- mathematical ability
3. spatial ability
4. bodily- kinesthetic ability
5. musical ability
6. interpersonal ability
7. intrapersonal ability
8. naturalist ability

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linguistic verbal ability

Back 62

Gardner's Multiple Intelligence
- ability to think in words and use language to express meaning (poets, authors, journalists, speakers)

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logical- mathematical ability

Back 63

Gardner's Multiple Intelligence
- ability to carry out mathematical operations (scientists, engineers, accountants)

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spatial ability

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gardner's multiple intelligence
- ability to think 3 dimensionally (architects, artists, engineers)

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bodily- kinesthetic ability

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Gardner's multiple intelligence
- ability to solve problems using the body and physical skill (surgeon, craftspeople, dancers, athletes)

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musical ability

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Gardner's multiple intelligence
- having a sensitivity to pitch, melody, rhythm, tone (composer, musicians, sensitive listeners)

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interpersonal ability

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Gardner's multiple intelligence
- ability to understand others, a people person who has good conversation skills and knows how to interact with others (teachers, mental health professionals, salespeople, politicians)

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intrapersonal ability

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Gardner's multiple intelligence
- ability to understand oneself and effectively direct one's life (theologians and psychologists)

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naturalist ability

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Gardner's multiple intelligence
- ability to observe patterns in nature and understand natural and human- made systems (farmers, botanists, ecologists, landscapers)

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Sternberg's Triarchic Theory of Intelligence

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- states that people who are intelligent possess a high level of common sense and have ability to succeed according to personal definition of success, within limits of culture and society
- adapt weakness and get most out of strengths

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3 components of Sternberg's Triarchic Theory of Intelligence

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1. analytical (componential)
2. creative (experiential)
3. practical (contextual)

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analytical (componential)

Back 72

sternberg's triarchic theory of intelligence
- measures the same elements that are measured by traditional intelligence tests(memory, critical thinking, problem solving)

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creative (experiential)

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sternberg's triarchic theory of intelligence
- ability to create, design, imagine, invent
- person is insightful and creative
- person doesn't relate well to academic demands of school

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practical (contextual)

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sternberg's triarchic theory of intelligence
- focuses on ability to use, apply, implement, put something into practice
- person is street smart and doesn't work well with demands from school

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educational implication of intelligence

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teachers should...
1. appeal to balanced combination of intelligence
2. develop programs to instruct students using multiple domains to help students feel socially valued
3. develop student's learning portfolio based on individual intellectual strengths of each student, including assessment that take into account the diversity of intelligences
4. offer variety of assessment types to allow students to show their strengths and evaluate weaknesses

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children with special needs
(learning disabilities)

Back 76

- average to above- average intelligence who exhibit emotional/ physical maladaptive behavior
- have neurological impairment and brain has difficulty processing information when it receives stimuli
- may not receive adequate diagnosis and treatment bc behavior is misunderstood/ misdiagnosed
- they don't outgrow it but develop variety of coping strategies

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Visual perceptual disability (dyslexia)

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- see letters and numbers in different positions
- when reading, confuse left or right
-may skip or reverse words
- may have difficulty with physical coordination due to difficulty with eye hand coordination

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auditory- perceptual disability (hearing difficulty)

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- difficulty to distinguish btw difference in sounds
- teachers see child as "lost" or "confused" when called on
- seen as not paying attention but instead child may not hear what is being said

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attention and hyperactivity disorder

Back 79

children with ADHD/ ADD show 1/ more of behaviors:
- have difficulty paying attention
- distracted easily
- show hyperactivity
- become frustrated easily
- have difficulty controlling muscles or motor activity (constantly moving)
- have difficulty staying on task, succumbing to whatever attracts their attention
- show inappropriate overactivity
- speak out loud, forget responsibility, give up easily when don't see a resolution to problem
- more boys are diagnosed with disability
severe disorder prescribed Ritalin, Concerta, Adderall

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ADHD

Back 80

- attention deficit hyperactivity disorder
- show symptoms of inattention and hyperactivity

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ADD

Back 81

- attention deficit disorder
- inattentive and don't show signs of hyperactivity

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Perceptual Motor Disability

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- children have difficulty with coordination (appear clumsy/ disoriented)
- hands are in constant motion and get in way of activity

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Mental Retardation (Educationally Delayed)

Back 83

- have subnormal cognitive functioning (IQ of 70 or below)
- impairment ranges from mild (IQ at 55-70) to severe (IQ below 25)
- show maladaptive behavior in learning, social adjustment, maturation
- affects 2% of population
- most are mild retardation
- children who are educationally delayed can function well in society with help of intervention programs
- child show improvement with early diagnosis and guidance from supportive educational enviro

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causes of mental retardation

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- genetic abnormalities
- teratogens (mother's use of drugs)
- environmental deprivation (lack of nutrition to fetus)
- trauma to fetus during childbirth

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Social development

Back 85

based on what can be observed and learned through experience in child's environment

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Classical conditioning

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(Pavlov and Watson)
- behavior is learned with repetition, association, anticipation
- association btw stimulus and response
- conducted stimulus- response experiments (dog automatically salivated when hearing bell)
- using this experiment, Pavlov and Watson believed behavior of children is easily conditioned

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Educational Implications on Classical Conditioning

Back 87

1. teachers can be assured through repetition (and child's experience), learning is predictable
2. teachers can help child be successful by making their world more orderly and predictable
3. teachers will recognize that a child's learned experiences can account for later behavior patterns

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Operant Conditioning

Back 88

(Skinner)
- children learn from operating in the environment
- helps child associate with positive or negative consequence
- behavior that's reinforced (rewarded) are strengthened
- behavior not reinforced are eliminated/ extinguished

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Educational Implications of Operant Conditioning

Back 89

1. teachers can use behavior modification in classroom as learning tool (altering the enviro/ situation to produce more favorable outcome)
2. teachers can reinforce positive behavior to produce desirable behavior (positive feedback, praise, gold stars) and not reinforce undesirable behavior

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Personality

Back 90

- unique characteristic patterns of person's thoughts, emotions, behavior
- either inherited or influenced from one's environment

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Erik Erikson

Back 91

- helped transform Freud's traditional psychosexual perspectives on human development
- believed early childhood experiences helped shape personality
- believed series of conflicts are influenced by society during age- related time periods
- it's a lifelong process
- believed there were 8 stages that child pass through to create equilibrium btw society and ourselves

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Erikson vs Freud

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- Freud believed people are biologically influenced by unconscious drives and defenses
- Erikson believed early childhood experiences helped shape personality

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Erikson's Psychosocial Stages

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stage 1: basic trust vs mistrust (1- 1 1/2 yrs)
stage 2: autonomy vs shame and doubt (1 1/2- 3 1/2 yrs)
stage 3: initiative vs guilt (3 1/2-6 yr)
stage 4: industry vs inferiority (6-12 yrs)
stage 5: identity vs role confusion (12-18 yrs)

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erikson's psychosocial stage 1:
basic trust vs mistrust

Back 94

(1-1 1/2 yrs)
virtue: hope
- gaining sense of trust during infancy helps set lifelong expectations of feeling safe and secure in world
- infants count on others to satisfy needs while feeling loved and cared
- interaction with caregiver gives infant security and predictability
- absence of trust can make infant feel suspicious, guarded, withdrawn from relationships

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erikson's psychosocial stage 2:
autonomy vs shame and doubt

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(1 1/2-3 1/2 yrs)
virtue: will
- learns how to explore, experiment, make mistakes, test limits to gain sense of independence and self reliance
- period of self- will and "terrible 2s"
- learns to balance external control with self- control
- if enabled or punished, they feel shame and become inhabited or unwilling to try new activities

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erikson's psychosocial stage 3:
initiative vs. guilt

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(3 1/2- 6 yrs)
virtue: purpose
- child tries new activities/ takes risks
- takes responsibility for bodies and behavior
- child has positive view of self, gives confidence to decision making ability
- show signs of personalities
- absence of initiative lave child feeling sense of guilt
- feels like anything they do disappoints people (self conscious)

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erikson's psychosocial stage 4:
industry vs inferiority

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(6-12 yrs)
virtue: competence
- learn to work with others while developing skills and feeling a sense of achievement
- socializing helps enhance self esteem
- develop social self
- ability to organize and meet goals
- if inferiority outweighs industry, low self- esteem occurs
- child may appear lazy/ lack goals and motivation

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erikson's psychosocial stage 5:
identity vs role confusion

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(12-18 yrs)
virtue: fidelity
- search for self- identity and independence
- experiments with identities
failing to make transition result in confusion over life goals and self identity
- build on previous experiences

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functional play

Back 99

- social development (erikson)
1-1 1/2 yrs
- repetition of behavior (muscular movements)

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constructive play

Back 100

social development (erikson)
1 1/2- 3 1/2 yrs
- using objects to make something

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imaginative play

Back 101

social development (erikson)
3 1/2 - 6 yrs
- transforms symbols into make believe play

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gender differences

Back 102

social development (erikson)
3 1/2- 6 yrs
- girls start school testing higher than boys
- boys graduate high school testing higher on SATs

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rough- and- tumble play

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social development (erikson)
6-11 yrs
- tag, chasing, and wrestling, and games with rule play

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gender differences

Back 104

- girls concerned with future intimacy
- boys concerned with autonomy and achievement

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educational implications of psychosocial stages of development

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1. teachers can recognize developmental themes as they appear in classroom with greater appreciation of child's limited strengths and weakness (inability to trust/ express feelings)
2. teachers can develop curriculum related to specific grade level
3. teachers can recognize developmental deprivations to provide instruction to fir child's mental capability
4. teachers can use social and emotional development models to identify age appropriate behaviors, activities, materials

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Sociocultural Theory

Back 106

(Vygotsky)
- believed child constructs knowledge through society
- believed every function in child's cultural development appear twice- btw people and internally in child
- believed language is essential aspect of development and cognitive growth and language are socially based
- believes child's cognitive growth is shared process
- zone of proximal development
- scaffolding

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zone of proximal development (ZPD)

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Vygostsky
- distance btw child's actual performance and child's potential performance
- represents amount of learning possible by student given the proper instructional conditions
- with guidance of adult or peer, child exhibits higher level of competency and move beyond what they are capable of doing unassisted

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scaffolding

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(vygotsky)
- support from teacher/ peer to support child until task can be mastered alone
- use of mediators for learning
- emphasis of language and shared activity for learning
- shared activity that improves child's problem solving abilities

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educational implications of Vygotsky's sociocultural theory

Back 109

1. importance of social and multicultural education should be emphasized in class
2. class teaching should emphasize inclusion, providing an enviro for all students to think and learn. isolating a child inhibits ability to develop
3. when assessing a child, teachers should understand differences between what child can do on own and what can do with help (ZPD)
4. teachers should recognize child can perform, with adult/ peer help, a task that they might be incapable of completing on their own (scaffolding)
5. teachers should be organizing not dictating child's development using "guided practice." they should assume responsibility for problem solving but allow responsibility to transfer back to child gradually
6. parents play key role as contributors in child's intellectual development

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social learning theory

Back 110

(Bandura)
- emphasized value of learning thru observation
- stresses importance of observing and modeling behaviors, attitudes, emotional reactions of others to advance in learning
- child imitate behaviors thru socialization by learning gender roles, self- reinforcement, self- efficacy
- imitation and rehearsal
- "bobo doll experiment"
- aggressive models encourage aggressiveness in children

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educational implications of bandura's social learning theory

Back 111

1. teachers are important role models for children. children will imitate teachers they have formed emotional bond with/ idealize
2. teachers must be aware of inappropriate media influences which can have negative impact on behavior. viewing violence can increase probability that violent behavior will be imitated
3. childhood learning is acquired thru direct experience and by observing behavior of teachers, peers, others in school enviro

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attachment

Back 112

(ainsworth)
- observations of early mother- infant bonding
-"strange situation"
- stress importance of early infant parent bonding in development of personality
- it is core to social development and future relationships

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patterns of attachment

Back 113

(ainsworth)
- secure
- anxious- resistant
- anxious- avoidant
- disorganized/ disoriented

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secure attachment

Back 114

- infant uses caregiver (parent) as secure base to explore enviro
- securely attached child are comfortable with others, believe others are trustworthy, don't worry about abandonment

Front 115

anxious- resistant attachment

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- infant becomes anxious before caregiver leaves
- upset during caregiver's absensce (can't explore/ play)
- child may hit, cry, kick when parent returns
- child feels skeptical about trying new things, feel others can't be trusted, feel angry most of time, push away those that get close

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anxious- avoidant attachment

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- infant separates from parent and avoids parent upon reunion
- child have difficulty trusting, avoid playing with other children, become anxious if others get close

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disorganized- disoriented attachment

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- child shows insecurity and shows signs of being disoriented
- child confused, dazed, fearful when parent returns
child often feels confused/ misunderstood
- feels others are unreliable and fearful about new situations

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educational implications of attachment

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1. teachers recognize importance of secure attachment as key role in observable secure relationships
2. teachers should be aware that cultural diversity effects social competency among children. child raised in socially diverse household respond differently yo secure relationship than child in W. society
3. teachers recognize emotional bond btw child's primary caregiver and parent become unconsciously transferred to relationship btw teacher and child
4. child who self- regulate and achieve, believe they have ability to face difficulties and master academic learning material

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goodness- of - fit

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refers to match btw child's temperament and environmental demands the child must deal with (4 yr old who's expected to sit still for 5 hr plane ride)

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termperament

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- set of inborn traits that help construct child's approach to world
- influence development of personality and way child shows emotional response
- based on child's mood, enviro, activity

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types of temperament

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1. easy child
2. difficult child
3. slow to warm up child

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easy child

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type of temperament
- child in good mood
- adapts easily to new situations

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difficult child

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type of temperament
- cries frequently
- slow to accept change to new situation
- irregular daily routines

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slow- to- warm- up child

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type of temperament
- show slow adaptations to new situations
- slowly accepts new situations when repeatedly exposed

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educational implications of temperament

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1. teachers can better manage classroom by knowing different temperaments (introverted, conversationalist, class clown)
2. by understanding temperament is different for each child, teachers can plan individualized teaching approaches specific to each child
3. teachers can help children feel validated by affirming their temperament attributes. this helps children look at themselves positively
4. teachers should be aware that enviro manipulations (culture) influence temperament

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play

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- child can release..
- physical energy
- gain mastery over bodies
- acquire new motor skills
- form better relationships among peers
- try new social rules
-advance cognitive development (social/ emotional skills)
-practice and explore new competencies

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play therapy

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- a form of childhood counseling
- allows children feel less threatened while working out conflicts and expressing their unresolved feelings

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Vygotsky and play

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- believed play provides good enviro for advancing child's cognition
- believed for children, imaginary play was real

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Educational Implications of Play

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1. teachers must encourage play since much of cognitive advances in learning takes place during play
2. teachers must be ware of age appropriate forms of play for classroom activities and encourage imaginative play whenever appropriate
3. teachers can use play to help children release physical energy
4. teachers should be ware that play helps children build social interactions among peers

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physical development in infancy

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(birth - 2yrs)
- reflexes control newborn behavior (automatic movement)
- gross motor: crawls at 6-8 mo.; walks at 11-12 mo; jumps with both feet at age 2
fine motor: at 2 yrs can scribble, zip a zipper, turn doorknob

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physical development during early childhood

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(2-6 yrs)
- boys tend to be slightly heavier and taller than girls
GROSS MOTOR SKILLS
- increase in muscle activity
- slender in appearance, less baby fat
-hopping, jumping, running, pedal tricycle
- age 5/6 can skip, roller skate, skip rope, bounce ball, catch ball
FINE MOTOR SKILLS
- right/ left hand preference
- age 3/4 draws with crayons "0" and "+"; can dress self
- age 4/5 can string shoelace, cut on line with scissors, prints 1st name
- age 5/6 can draw square/ triangle; copies most alphabetic letters, sleep problems are common

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physical development during middle childhood

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(7-11 yrs)
- slow, constant growth with smoother/ more coordinated movements to enable athletic skills
- girls taller, boys stronger
- must stay active
- difficult to sit for long periods
GROSS MOTOR SKILLS
- engage in active sports (run/swim)
FINE MOTOR SKILLS
- handwriting with small print
- can hammer
- girls better at fine motor, boys better at gross motor

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physical development during adolescence

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(12-18 yrs)
- physical changes are dramatic and profound
- growth spurts for boys/ girls
- 12 yrs girls taller and weigh 3 lbs more
- 18 yrs boys 4" taller and 20 lbs heavier
- boys physical strength greater
- reproductive maturity begins with puberty
- body image important and can lead to drug abuse/ eating disorders)

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educational implication of physical development

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1. teachers can prepare daily age- appropriate opps for children to freely express themselves through gross and fine motor activities
2. teachers should understand indiv physical differences and design activities
3. teachers can identify physical differences in gender development

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prenatal influences

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ENVIRONMENT
- fetus dependent on mother
- teratogens (alcohol/ nicotine/ drugs)

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teratgens

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prevent/ modify normal cell division so the potential danger to embryo is greatest during embryonic stage (2-8 wks) when infants body parts and major organs are forming
TYPES:
alcohol, nicotine, drugs

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how does alcohol affect fetus

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-mental retardation from fetal alcohol syndrome (FAS)
- low birth weight
- unusual facial characteristics

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how does nicotine affect fetus

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- miscarriage
- low birth weight
- poor respiratory functioning

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how does drugs affect fetus

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- birth defects
- premature births
- low birth weight
- neurological disturbances
- high startle rate
- learning disabilities
- slow motor development

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influences on development

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-prenatal (teratogens/ mother's age- older/ adolescent)
- nutrition
- obesity
- child abuse/ neglect

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nutrition and obesity

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- 1% of children/ adolescents follow recommended dietary guidelines
- kids in US consume excess amt of fat and sugar
- BMI used to evaluate kids weight in comparison to height
- nutritional diet deprived among minority/ socioeconomically deprived children
- overweight kids become overweight adults and have health problems

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what causes obesity

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- child's home enviro influences what they eat
- genetics
- environment
- lack of exercise
- emotional eating

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causes of child abuse and neglect

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- lack of parenting skills
- economic stressors
- lack of education
- adults repeating generational family abuse

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4 categories of child abuse

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1. physical abuse- bruises, sore, burns with child's vague/ reluctant response about where they originated
2. neglect- poor hygiene (dirty hair, body odor), poor nutrition (excessive hunger, weight loss)
3. sexual abuse- age inappropriate sexual behavior/ knowledge difficulty walking or sitting, onset of wetting/ inflicting self harm

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mandatory child abuse reporting law

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if child is...
1. physically injured by other than accidental means
2. subjected to willful cruelty/ unjustifiable punishment
3. abused/ exploited sexually
4, neglected by parent/ caretaker who fails to provide adequate food, clothing, shelter, medical care, supervision
- must be reported within 24-72 hours with detailed written report

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educational implications of child abuse

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teachers should..
1. know that child of abuse frequently have difficulty adapting in school, but professional intervention and treatment can provide children with hope and stability
2. be aware that child of abuse show signs of developmental learning difficulties (poor concentration, anti- social behavior, lack of trust)
3. recognize warning signs of abuse and report to authorities as necessary

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anorexia

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- self starvation
- fear of gaining weight
- seen in teens in middle and upper class backgrounds
- have perfectionist trait

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bulimia nervosa

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- impulsive
- uncontrollable eating followed by self- induced purging

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binge eating

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- eat large amounts of food in secrecy, even when not hungry