Transcript Present
Introduction to ECE Historical Perspective ET-ECE-5: Examine the theories of human development. STANDARDS ET-ECE-1: Demonstrate employability skills required by business and industry. The following elements will be introduced and integrated throughout the content of this course. 1.1 Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities. 1.2 Demonstrate creativity with multiple approaches to ask challenging questions resulting in innovative procedures, methods, and products. 1.3 Exhibit critical thinking and problem solving skills to locate, analyze, and apply information in career planning and employment situations. 1.4 Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. 1.5 Apply the appropriate skill sets to be productive in a changing, technological, and diverse workplace to be able to work independently, interpret data, and apply team work skills. 1.6 Present a professional image through appearance, behavior, and language. GPS Focus Standards: GPS Academic Standards: ELA9-12W1, ELA9-12W3, ELA9-12LSV1, ELA9-12LSV2, ELA9-12RC1 ET-ECE-5: Examine the theories of human development. 5.1 Describe how major theories of human development provide a basis for planning an environment and activities that are developmentally appropriate. 5.2 Research and explain human development theories: cognitive, psychosocial, psychoanalytical, and behaviorist. 5.3 Analyze the impact of heredity and environment on the developing child. 5.4 Investigate major child development theorist and theory contributions to the field of early childhood education. 5.5 Discuss the impact of human development theories on the evolution of early childhood care and learning. EDU-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. UNDERSTANDINGS & GOALS I Can Statements: Understand the value of children and their contribution to the future. Determine the role of heredity and environment across the lifespan. Analyze the effects of heredity and environment. Describe how major theories of human development shape our view of young children and impact the structure of early childhood programs.. Essential Questions: How do children contribute to our future? How were children valued in the past? How has the education of children changed over time? Who were the people who shaped our view of young children? Have their views been supported by research and how have their views impacted early childhood programs in existence today? Which is most influential, heredity or environment? OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to ECE •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal **Each section should be 30 pages apart** What’s In Your Bag? Presentations *Don’t forget permission slips are due for Field Experience by Thursday in order for you to be able to go!!!! -Tuesday will be make-up detention for ALL missing assignments (ensure that it is made up today to avoid detention!!!!) -Thursday will be the make-up day for ALL missed field experiences OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to ECE •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal **Each section should be 30 pages apart** All videos should be posted to Edmodo at this point!! You must post comments to two videos by TODAY!! Your post should include the following: -What is your overall opinion of the video? -How could this particular family stressor impact the student (academically, socially, behaviorally, etc.)? -What could the teacher do if it is determined that a student is dealing with this particular family stressor and family members are not aware of the impact that it has on the child? OPENINGBELL RINGER WARRANT WORKOUT Name(s) ___________________________ Theorist ___________________________ Theorist Claim ___________________________ ___________________________ Supporting quotation or evidence: ___________________________ ___________________________ ___________________________ Source: ___________________________ ___________________________ LAWRENCE KOHLBERG Being a close follower of Jean Piaget’s theory of cognitive development, Kohlberg's work reflects and extends the work of his predecessor. He is famous for his work in moral development and education. His theory of moral development involved a series of stages, which he believed children must pass through in a fixed order. Kohlberg believed that progress from one stage to the next was based on social interaction—opportunities to experience and reflect on situations involving moral decisions. Therefore, he reasoned, participating in moral discussions with others, especially those at a higher level of moral reasoning, should lead to increased maturity in moral judgment. WHAT IS HIS CLAIM (THEORY)? OPENINGBELL RINGER ABRAHAM MASLOW WARRANT WORKOUT Name(s) ___________________________ Theorist ___________________________ Theorist Claim ___________________________ ___________________________ Supporting quotation or evidence: ___________________________ ___________________________ ___________________________ Source: ___________________________ ___________________________ WHAT IS HIS CLAIM (THEORY)? OPENINGBELL RINGER ABRAHAM MASLOW WARRANT WORKOUT Name(s) ___________________________ Theorist ___________________________ Theorist Claim ___________________________ ___________________________ Supporting quotation or evidence: ___________________________ ___________________________ ___________________________ Source: ___________________________ ___________________________ WHAT IS HIS CLAIM (THEORY)? OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2013-2014 Intro to ECE •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal "Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors." --John Watson, Behaviorism, 1930 What exactly did John Watson mean in the quote? What is a behavior? Do you believe that behavior is defined more by heredity, environment or both? Why? OPENINGBELL RINGER Erikson’s Hoedown Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2013-2014 Intro to ECE http://www.cteonline.org/portal/default/Curr iculum/Viewer/Curriculum?action=2&cmo bjid=401088&view=viewer&refcmobjid=3 80348 •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal Using the Chart and Scenarios provided, gather an understanding of Erikson’s stages and apply it to the situation that you are given. Write your response in your Sourcebook and be prepared to have at least one person share your groups input. OPENINGBELL RINGER How have you and will you progress through each stage of Erikson’s Psychological Stages? •How did you learn to trust/mistrust? •How did you develop feelings of confidence/lack of confidence? •Were/Are you a self-starter? •Do you feel sure of yourself? How did you learn to be? •Do you know who you will become? •Are you committed to love? •Are you concerned about your family and community? •Are you happy with your life at the moment? OPENING/ WORK PERIOD Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to ECE •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal COMPLETE MISSING ASSIGNMENTS ENSURE THAT SOURCEBOOKS ARE ORGANIZED (END OF NINE WEEKS APPROACHING!!) Go to Edmodo Click on the link for the Observation Journal 1 Use this form to type your journal entry and submit through the correct period Save as: Name-Course-Observation Journal DUE ON YESTERDAY!! Particulars Theorist Name/Picture Birth/Death/Birthplace Educational Training (as it pertains to their theory) Summary of Theory Year the theory was introduced Details of the Theory How the Theory was proven How the Theory impacted education ARTICLE DAYCHALK TALK RULES “Chalk Talk” is a way to share your insights, perceptions and observations. Most important rule—the class must remain absolutely silent. There is no speaking, responding, grunting, sighing. Basically, no noise making of any kind. When the Chalk Talk begins, you are asked to respond to the questions or statements written on the chalk paper. You may respond using one-word answers, phrases, or questions. If students want to respond to something someone else has written they may draw a line from that response to their response. The end result will look like a giant web. Theorist Chalk Talk Lawrence Kohlberg Jean Piaget Abraham Maslow Rudolph Steiner Sigmund Freud B. F. Skinner Erik Erikson John Locke WORK PERIOD- Standard 5 (Historical Perspective- Theorist) Define vocabulary terms Answer the following questions: Describe the three areas of development. Describe the two areas of physical development. List and explain the three principles of development. List Erikson’s eight psychosocial stages of development. Describe the steps in Piaget’s Cognitive Development Theory. Describe Piaget’s Stages of Development. Describe Kohlberg’s Six Stages of Moral Development. Name the five levels of Maslow’s Hierarchy of Human Needs. Name the eight areas identified in Gardner’s Multiple Intelligences Theory. What is the difference between heredity and environment? Identify the research of the child development theorist. Name the theorist and identify their theory. WORK PERIOD- Family Stressor Video, What’s In Your Bag, Sourcebook Notes FAMILY STRESSOR VIDEO All videos must be re-posted to Edmodo if the file does not end in “wvm” Save as: Name(s)-Video TitleCourse/Period You must post comments to two videos by WEDNESDAY!! WHAT’S IN YOUR BAG? “Baggage” to carry and drag you down or “luggage” to take you places and make you a strong person. While studying heredity/environment, you will discover what makes YOU who YOU are. You will decorate the outside of a paper bag or some other container with descriptions of traits that you inherit from others (heredity) or characteristics that are a part of your surroundings (environment). Fill the inside of bag/container with _5_ objects representing heredity and _5_ objects symbolizing childhood environment. PLEASE TURN IN IF YOU HAVE NOT ALREADY DONE SO. Standard 5 (Historical Perspective- Theorist) Define vocabulary terms Answer the following questions: How do major theories of human development provide a basis for planning an environment and activities that are developmentally appropriate? Describe the four human development theories: cognitive, psychosocial, psychoanalytic, and behaviorist. Outline Erikson’s eight psychosocial stages of development. What is the difference between the conscious and unconscious mind? What is the difference between classical and operant conditioning? What is the difference between heredity and environment? Identify the research of the child development theorist. *DO NOT FORGET YOUR ECE FIELD EXPERIENCE PERMISSION SLIP WORK PERIOD- Observation Journal, Sourcebook Notes, What’s In Your Bag OBSERVATION JOURNAL Go to Edmodo Click on the link for the Observation Journal AssignmentHistorical Perspective Use this form to type your journal entry and submit through the correct period Save as: NamePeriod-Observation 2 Make up missing assignments Standard 3 (Historical Perspective- Theorist) Define vocabulary terms Answer the following questions: How do major theories of human development provide a basis for planning an environment and activities that are developmentally appropriate? Describe the four human development theories: cognitive, psychosocial, psychoanalytic, and behaviorist. Outline Erikson’s eight psychosocial stages of development. What is the difference between the conscious and unconscious mind? What is the difference between classical and operant conditioning? What is the difference between heredity and environment? Identify the research of the child development theorist. *DO NOT FORGET YOUR ECE FIELD EXPERIENCE PERMISSION SLIP Standard 3-Historical Perspective Vocabulary Terms Windows of opportunity Theory Schemata Multiple intelligences Psychosocial Psychoanalytical Behaviorist Development Infant Toddler Preschooler Maturation Neurons Synapses Historical Perspective Vocabulary Terms Development- Change or growth in a human being Maturation- Sequence of biological changes in a child giving the child new abilities Neurons- Specialized nerve cells Synapses-Connections between nerve cells that pass messages in the brain Windows of opportunity- Specific spans of time for normal development of certain skills Theory- A principle or idea that is proposed, researched, and generally accepted as an explanation Schemata- Mental representations or concepts Psychosocial- personality develops in a series of stages Psychoanalytical- The Conscious and Unconscious Mind Behaviorist- theory of learning based upon the idea that all behaviors are acquired through conditioning Infant-Child from birth through the first year of life Toddler-Children from the first year until the third birthday Preschooler- Children ages three to six years Multiple intelligences- Emphasizes different kinds of intelligences used by the human brain Child Development Areas of Development Physical Development- Physical body changes Gross-Motor Development Improvement of skills using the large muscles in the legs and arms (running, skipping, etc.) Fine Motor Development Involves the small muscles of the hands and fingers (grasping, cutting, drawing, etc.) Cognitive (Intellectual) Development- Refers to processes people use to gain knowledge (Language, thought, reasoning, imagination) Social-Emotional Development- Learning to relate to others through feelings and expression of feelings. Principles of Development Development proceeds from the head downward (cephalocaudal principle). Development proceeds from the center of the body outward (proximodistal principle). Development depends on maturation. Investigate the impact of heredity and environment on the developing child. Heredity is the passing of traits to offspring (from its parent or ancestors). This is the process by which an offspring cell or organism acquires or becomes predisposed to the characteristics of its parent cell or organism. Environment- The circumstances or conditions that surround one; surroundings. The totality of circumstances surrounding an organism or group of organisms, especially: The combination of external physical conditions that affect and influence the growth, development, and survival of organisms: "We shall never understand the natural environment until we see it as a living organism" (Paul Brooks). The complex of social and cultural conditions affecting the nature of an individual or community. Children Learn What They Live If children live with criticism, They learn to condemn If children live with hostility, They learn to fight If children live with ridicule, They learn to be shy If children live with shame, They learn to feel guilty. If children live with encouragement, They learn confidence. If children live with tolerance, They learn to be patient If children live with praise, They learn to appreciate. If children live with acceptance, They learn to love. If children live with approval, They learn to like themselves. If children live with honesty, They learn truthfulness. If children live with security, They learn to have faith in themselves and others. If children live with friendliness, They learn the world is a nice place in which to live. What are your thoughts about this poem? Children Learn What They Live 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. REMINDERS If children live with criticism, They learn to condemn •Do not forget to turn in permission slips for If children live with hostility, ECE Field Experience They learn to fight If children live with ridicule, •Complete and turn in Substitute Work They learn to be shy If children live with shame, (Textbook pages)/ Complete Friday’s article They learn to feel guilty. If children live with encouragement, •Complete ALL missing work (Family They learn confidence. Stressor Video, What’s In Your Bag, If children live with tolerance, They learn to be patient Standard 4 Notes, etc. If children live with praise, They learn to appreciate. You will create a poster using the lines If children live with acceptance, from the poem. They learn to love. You will find at least five pictures, using If children live with approval, pictures cut from magazines that They learn to like themselves. illustrates the intent of the poem. If children live with honesty, Cut and glue the pictures to a piece of They learn truthfulness. construction to create a collage. If children live with security, The stanzas need to be referenced and They learn to have faith in identified within the collage of themselves and others. appropriate pictures. If children live with friendliness, Title the poster, "Chldren Learn What They learn the world is a nice place They Live". in which to live. You will identify, through writing, why you chose the pictures that you did. You will need to share your rationale for each visual depiction. This should be done on a separate sheet of paper and attach it to the poster. “WHAT’S IN YOUR BAG?” ET-ECE-5: Examine the theories of human development. ~Analyze the impact of heredity and environment on the developing child. “Baggage” to carry and drag you down or “luggage” to take you places and make you a strong person. While studying heredity/environment, you will discover what makes YOU who YOU are. You will decorate the outside of a paper bag or some other container with descriptions of traits that you inherit from others (heredity) or characteristics that are a part of your surroundings (environment). Fill the inside of bag/container with _5_ objects representing heredity and _5_ objects symbolizing childhood environment. Present YOURSELF to the class. ____ Objects Evident (60 Points) Heredity _____ _____ _____ _____ _____ Environment _____ _____ _____ _____ _____ _____Description (15Points) _____Presentation (15 Points) _____Timeliness (10 Points) *All presentations must be completed by Wednesday, February 19th (Bags will be presented daily during Bell Ringer. Any bags that are not presented will still need to be submitted but will lose presentation and timeliness points) WHAT’S IN YOUR BAG? HEREDITY Skin color- combination of both parents (mother~ light skin/ father~ dark skin) (liquid make-up) Lips- mother has full lips (candy shaped like lips) Height- both parents are short (ruler) Organizational Skillsfather did not like clutter/ mother believed in getting things done in a timely manner (planner) Eyes- both parents have brown eyes (brown eyeliner) ENVIRONMENT God- mother ensured that we attended church, studied the bible (minibible) Alcohol- father drank heavily (bottle top) Education- neither parents graduated from high school but both urged my brother & I to do so (teaching certificate/ Army memorabilia) Reading- mother read the bible constantlyencouraged me to read (book) Family- took vacations, did activities as a family (family picture) Major Child Development Theorist Jean Piaget Lawrence Kohlberg Erik Erikson Alfred Binet Urie Bronfenbrenner Benjamin Bloom Maria Montessori Sigmund Freud Lev Vygotsky Rudolph Dreikurs John Dewey B.F. Skinner Anna Freud Abraham Maslow John Amos Comenius John Locke Jean Jacques Rousseau Johann Pestalozzi Fredrich Froebel Rudolf Steiner Patty Smith Hill Lucy Sprague Mitchell Abigail Eliot Arnold Gesell Bejamin Spock T. Berry Brazelton Margaret McMillan Susan Isaacs Loris Malaguzzi Howard Gardner Major Child Development Theorist Jean Piaget- Children’s intellectual development proceeds through stages, as they adapt to the physical environment Lawrence Kohlberg- Children’s moral development begins with a desire to avoid punishment and proceeds to the development of ethical principles Erik Erikson- Personality develops according to how a person responds to psychological crises at certain stages of life Alfred Binet- Inventor of the first usable intelligence test, today's IQ tests Urie Bronfenbrenner- Ecological Systems Theory, and as a co-founder of the Head Start program in the United States for disadvantaged pre-school children Benjamin Bloom- Taxonomy of Educational Objectives in the cognitive domain Maria Montessori- Established the use of child sized furniture; observed that children were bored, not unruly Sigmund Freud- Considered the father of psychology Lev Vygotsky- Believed in the Zone of Proximal Development Rudolph Dreikurs- suggested that human misbehavior is the result of feeling a lack of belonging to one's social group; child acts from one of four "mistaken goals": undue attention, power, revenge or avoidance (inadequacy). John Dewey- Supported a child centered approach where children learn by doing.; children should be able to explore the world around them.; also encouraged the development of critical-thinking and problem-solving skills. B.F. Skinner- Social developmentalist coined the term, operant conditioning Anna Freud- Founder of child psychoanalysis Abraham Maslow- “Hierarchy of Human Needs John Amos Comenius- father of modern education. Major Child Development Theorist John Locke- Founder of educational philosophy; argues that the newborn’s mind is a blank slate; Believed in the importance of nurture over nature. Jean Jacques Rousseau- Believed that children are born naturally good; Children can be corrupted by parents and/or society Johann Pestalozzi- Believed that all children are capable of learning and activities should focus on the manipulation of objects. Fredrich Froebel- Founder of kindergarten; Promoted the value of play Rudolf Steiner- founded a new spiritual movement, Anthroposophy Patty Smith Hill- one of the leaders of the Kindergarten Movement in the US; Founded the National Association for the Education of Young Children (NAEYC). Lucy Sprague Mitchell- building experimental schools and as a researcher who carefully studied children's language-learning patterns Abigail Eliot- pioneer of the nursery school movement Arnold Gesell- Established the normative theory; Believed children will develop according to how nature made them; reach developmental milestones in sequence. Bejamin Spock- first pediatrician to study psychoanalysis to try to understand children's needs and family dynamics T. Berry Brazelton- a noted pediatrician and author in the United States. Major hospitals throughout the world use the Brazelton Neonatal Behavioral Assessment Scale (NBAS). Margaret McMillan – Child’s overall welfare was the focus; believe that teachers have an influence on a child’s brain development during this formative time. Susan Isaacs- published studies on the intellectual and social development of children and promoted the nursery school movement Loris Malaguzzi- Developed Reggio Emilia School- Emphasizes the importance of creating authentic learning environments. Focuses on projects that allow a child to explore a personally meaningful concept or theme. Howard Gardner- Theory of Multiple Intelligences. THEORIST PRESENTATION Particulars Theorist Name/Picture Birth/Death/Birthplace Educational Training (as it pertains to their theory) Summary of Theory Year the theory was introduced Details of the Theory How the Theory was proven How the Theory impacted education See Sample Poster- Lawrence Kohlberg THEORIST RESEARCH GUIDE IECE – 3 : Students will identify major contributors to the field of early childhood care and education and analyze their implications for educational and childcare practices. Theorist Name _________________________________________ Birth _______________ Death _________ Birthplace ___________ Educational Training: Summary of Theory: Details regarding their early education/life Details regarding their education later in life How did events that took place early in their life impact them? What does your theorist believe (exact words)? What does your theorist believe (your interpretation)? What prompted their belief? How the Theory was Proven: What method was used to research their belief? Provide details about this method (observation, interviews, research, readings, etc.) How the Theory Impacted Education: Did your theorist write any books? Develop a school? Design methods that are used today? How does their theory assist educators and others? Why is their research necessary? TEÓRICO PRESENTACIÓN Datos Teórico Nombre / Imagen Nacimiento / Muerte / Lugar de nacimiento Capacitación Educativa (en lo que respecta a su teoría) Resumen de la Teoría Año de la teoría fue introducida Los detalles de la Teoría Cómo la teoría se comprobó ¿Cómo impactó la Teoría de la educación THEORIST PRESENTATION Compile information using the following: Edmodo Submission www.prezi.com www.glogster.com (7HCF1F) Prezi: •Save and exit presentation Particulars Theorist Name/Picture Birth/Death/Birthplace Educational Training (as it pertains to their theory) Summary of Theory How the Theory was proven How the Theory impacted education •Click Share •Dialogue box will open •Copy Link •Go to Edmodo •Click Turn In (Theorist Presentation) •Click on Link symbol and paste •Click on Turn in Assignment Sample Student Work http://prezi.com/yf5cee xnebux/sigmund-freud/ Fredrich Froebel Rudolf Steiner Patty Smith Hill Lucy Sprague Mitchell Abigail Eliot Arnold Gesell Bejamin Spock T. Berry Brazelton McMillan Sisters Susan Isaacs Loris Malaguzzi Jean Piaget Alfred Binet Urie Bronfenbrenner Maria Montessori Lev Vygotsky Rudolph Dreikurs Haim Ginott Anna Freud John Amos Comenius John Locke Jean Jacques Rousseau Johann Pestalozzi THEORIST PRESENTATION Jean Piaget Alfred Binet Urie Bronfenbrenner Maria Montessori Lev Vygotsky Rudolph Dreikurs Haim Ginott Anna Freud John Amos Comenius John Locke Jean Jacques Rousseau Johann Pestalozzi Fredrich Froebel Rudolf Steiner Patty Smith Hill Lucy Sprague Mitchell Abigail Eliot Arnold Gesell Bejamin Spock T. Berry Brazelton McMillan Sisters Susan Isaacs Loris Malaguzzi Compile information using the following: www.animoto.com or www.onetruemedia.com Particulars Theorist Name/Picture Birth/Death/Birthplace Educational Training (as it pertains to their theory) Summary of Theory How the Theory was proven How the Theory impacted education Due by Thursday, February 20, 2014 WHAT’S IN YOUR BAG? STILL DUE!!! THEORIST PRESENTATION Compile information using the following: Edmodo Submission www.prezi.com www.glogster.com (7HCF1F) Prezi: •Save and exit presentation Particulars Theorist Name/Picture Birth/Death/Birthplace Educational Training (as it pertains to their theory) Summary of Theory How the Theory was proven How the Theory impacted education •Click Share •Dialogue box will open •Copy Link •Go to Edmodo •Click Turn In (Theorist Presentation) •Click on Link symbol and paste •Click on Turn in Assignment DUE TODAY!! Fredrich Froebel Rudolf Steiner Patty Smith Hill Lucy Sprague Mitchell Abigail Eliot Arnold Gesell Bejamin Spock T. Berry Brazelton McMillan Sisters Susan Isaacs Loris Malaguzzi THEORIST PRESENTATION EVALUATION Jean Piaget Alfred Binet Urie Bronfenbrenner Maria Montessori Lev Vygotsky Rudolph Dreikurs Haim Ginott Anna Freud John Amos Comenius John Locke Jean Jacques Rousseau Johann Pestalozzi ABRAHAM MASLOW 1908-1970 HIERARCHY OF HUMAN NEEDS The physiological needs. These include the needs we have for oxygen, water, protein, salt, sugar, calcium, and other minerals and vitamins. They also include the need to maintain a pH balance (getting too acidic or base will kill you) and temperature (98.6 or near to it). Also, there’s the needs to be active, to rest, to sleep, to get rid of wastes (CO2, sweat, urine, and feces), to avoid pain, and to have sex. Quite a collection! The safety and security needs. When the physiological needs are largely taken care of, this second layer of needs comes into play. You will become increasingly interested in finding safe circumstances, stability, protection. You might develop a need for structure, for order, some limits. The love and belonging needs. When physiological needs and safety needs are, by and large, taken care of, a third layer starts to show up. You begin to feel the need for friends, a sweetheart, children, affectionate relationships in general, even a sense of community. Looked at negatively, you become increasing susceptible to loneliness and social anxieties. The esteem needs. Next, we begin to look for a little selfesteem. Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, fame, glory, recognition, attention, reputation, appreciation, dignity, even dominance. The higher form involves the need for self-respect, including such feelings as confidence, competence, achievement, mastery, independence, and freedom. Note that this is the “higher” form because, unlike the respect of others, once you have self-respect, it’s a lot harder to lose! Deficit needs, or Dneeds. If you don’t have enough of something -- i.e. you have a deficit -- you feel the need. Homeostasis. Your body, when it lacks a certain substance, develops a hunger for it. Self-Actualization The last level is called growth motivation (in contrast to deficit motivation), being needs (or B-needs, in contrast to D-needs), and self-actualization. These people were reality-centered, which means they could differentiate what is fake and dishonest from what is real and genuine. They were problem-centered, meaning they treated life’s difficulties as problems demanding solutions, not as personal troubles to be railed at or surrendered to. And they had a different perception of means and ends. If you want to be truly self-actualizing, you need to have your lower needs taken care of, at least to a considerable extent. The self-actualizers also had a different way of relating to others. First, they had a need for privacy, and were comfortable being alone. They were relatively independent of culture and environment, relying instead on their own experiences and judgments. And they resisted enculturation, that is, they were not susceptible to social pressure -- they were, in fact, nonconformists in the best sense. Further, they had what Maslow called democratic values, meaning that they were open to ethnic and individual variety, even treasuring it. They had the quality called Gemeinschaftsgefühl -- social interest, compassion, humanity. And they enjoyed intimate personal relations with a few close friends and family members, rather than more shallow relationships with many people. They had an unhostile sense of humor -- preferring to joke at their own expense, or at the human condition, and never directing their humor at others. They had a quality he called acceptance of self and others, by which he meant that these people would be more likely to take you as you are than try to change you into what they thought you should be. This same acceptance applied to their attitudes towards themselves: If some quality of theirs wasn’t harmful, they let it be, even enjoying it as a personal quirk. Along with this comes spontaneity and simplicity: They preferred being themselves rather than being pretentious or artificial. In fact, for all their nonconformity, he found that they tended to be conventional on the surface, just where less self-actualizing nonconformists tend to be the most dramatic. And these people had a certain freshness of appreciation, an ability to see things, even ordinary things, with wonder. Along with this comes their ability to be creative, inventive, and original. And, finally, these people tended to have more peak experiences than the average person. A peak experience is one that takes you out of yourself, that makes you feel very tiny, or very large, to some extent one with life or nature or God. It gives you a feeling of being a part of the infinite and the eternal. These experiences tend to leave their mark on a person, change them for the better, and many people actively seek them out. They are also called mystical experiences, and are an important part of many religious and philosophical traditions. Erik Erikson 1902 - 1994 His theory states: Eight Stages of Development Stage Stage Stage Stage Stage Stage Stage Stage 1 2 3 4 5 6 7 8 - Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Confusion Intimacy vs. Isolation Generativity vs. Stagnation Integrity vs. Despair ERICKSON’S PSYCHOSOCIAL STAGES Erikson believed people experience a conflict that serves as a turning point in development. In Erikson’s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Erikson Scenarios Stage 1: In Singapore, some parents are leaving their babies in a 24 hour stay in center full time for weeks or months; the babies are looked after by trained nannies that are rotated after 3 weeks to prevent babies from becoming too attached to one person. What are some possible reasons the center does not want a baby to be attached to one person? Do you think it is good to prevent attachment? If yes why? If no why? Stage 2: Toddlers are beginning to recognize they are separate people with their own desires and activities. Caregivers should provide many opportunities for toddlers to make choices. Some caregivers, in an attempt to comfort a toddler after a fall or something say “Naughty floor, you made Johnny fall!” What is the toddler learning from the adult’s response? Identify two statements caregivers can make to teach industry. Stage 3: Imaginative play is a basic activity of this stage. Preschoolers explore and reenact different roles and activities daily. In light of this knowledge, what are your views about children acting out television characters? Give reasons. Does the violence influence children? Why or Why not? Give reasons for your answer. Stage 4: School Age: A lot of emphasis an age is based in academic performance. Children who can not master their work may consider themselves a failure. AS a teacher how can you accept Childs efforts without placing value judgments on what is accomplished? How can you limit feelings of inferiority? Jean Piaget 1896 - 1980 Cognitive Development Theory Schemata-mental representations or concepts. Adaptation- mentally organizing what is perceived in the environment. Assimilation-taking in new information and adding it to what the child already knows. Accommodation- Adjusting what is already known to fit the new information. Jean Piaget 1896 - 1980 Stages of Development Sensorimotor Stage (birth to two)- infants use all their senses to explore and learn. Preoperational Stage (two to seven)- children are egocentric; assume others see the world the same way they do. Concrete Operations Stage (seven to eleven)- children develop the capacity to think systematically, only when they can refer to actual objects and use hands-on activities. B.F. Skinner 1904 - 1990 His theory: Based on operant conditioning. The organism is in the process of “operating” on the environment, which in ordinary terms means it is bouncing around it’s world, doing what it does. During this “operating,” the organism encounters a special kind of stimulus, called a reinforcing stimulus, or simply a reinforcer. This special stimulus has the effect of increasing the operant -- that is, the behavior occurring just before the reinforcer. This is operant conditioning: “the behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future.” o One example of this is: Imagine a rat in a cage. This is a special cage (called, in fact, a “Skinner box”) that has a bar or pedal on one wall that, when pressed, causes a little mechanism to release a foot pellet into the cage. The rat is bouncing around the cage, doing whatever it is rats do, when he accidentally presses the bar and -- hey, presto! -- a food pellet falls into the cage! The operant is the behavior just prior to the reinforcer, which is the food pellet, of course. In no time at all, the rat is furiously peddling away at the bar, hoarding his pile of pellets in the corner of the cage. A behavior followed by a reinforcing stimulus results in an increased probability of that behavior occurring in the future. What if you don’t give the rat any more pellets? Apparently, he’s no fool, and after a few futile attempts, he stops his bar-pressing behavior. This is called extinction of the operant behavior. Research and explain human development theories: cognitive, psychosocial, psychoanalytic, and behaviorist. Pschoanalytic- The Conscious and Unconscious Mind The Structure of the Conscious and Unconscious Mind According to Freud The conscious mind includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness. Freud called this ordinary memory the preconscious. The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences. Behaviorist- a theory of learning based upon the idea that all behaviors are acquired through conditioning. Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. Lawrence Kohlberg Theory is based upon how children develop morally. Preconventional: children begin life with no sense of right or wrong. However, children learn quickly that certain behaviors are punished and other behaviors are rewarded. Therefore, they avoid behaviors that are punished and strive for behavior or acts that are rewarded. Conventional: At approximately age 9, children learn to behave according to a sense of what others need or want. They will follow rules that have been established and respect authority. The children are now acting in regards to right and wrong. Basically, children have learned the typical or conventional ways of acting based upon what is right and what is wrong. Post Conventional: around the age of 16, individuals mature morally. They respect human rights and develop individual principles to guide their behavior. The motivation to act a certain way comes from within. They have progressed beyond just following the rules. http://sarinda.edu.glogster.com/lawrence-kohlberg Kohlberg’s Six Stages of Moral Development https://www.youtube.com/watch?v=SjOpu1vINlQ Level 1. Preconventional Morality Stage 1. Obedience and Punishment Orientation The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. Stage 2. Individualism and Exchange At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. Level II. Conventional Morality Stage 3. Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. Stage 4. Maintaining the Social Order At this stage, in contrast, the respondent becomes more broadly concerned with society as a whole. Now the emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained. Level III. Postconventional Morality Stage 5. Social Contract and Individual Rights At stage 5, people begin to ask, "What makes for a good society?" They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. Stage 6: Universal Principles According to these people, the principles of justice require us to treat the claims of all parties in an impartial manner, respecting the basic dignity, of all people as individuals. The principles of justice are therefore universal; they apply to all. The Scenario Heinz and the Drug In Europe a woman was near death from a special kind of cancer. There was one drug that doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and began to think about breaking into the man's store to steal the drug for his wife. Should Heinz steal the drug? https://www.youtube.com/watch?v=5czp9S4u26M Howard Gardner’s Multiple Intelligences 1. Bodily-Kinesthetic 2. Musical-Rhythmic 3. Logical-Mathematical 4. Verbal-Linguistic 5. Interpersonal 6. Intrapersonal 7. Visual-Spatial 8. Naturalistic MISCELLANEOUS THEORIST ASSIGNMENTS Gallery Walk Using the Gallery Walk handout, locate the required information that is displayed on the posters in the hallway. Talk Show Interviews Group students in pairs (interviewer/ theorist). Interviewer will generate questions to ask the theorist and the theorist will review the necessary information to respond to the questions Discuss insights as a class Describe how major theories of human development provide a basis for planning an environment and activities that are developmentally appropriate Studying and understanding children growth and development are important parts of teaching young children. To help all children, you need to understand the sequence of their development. Understanding theories about how people develop helps form your knowledge base in caring for young children. Students Today—Who RU??? http://www.youtu be.com/watch?v= dGCJ46vyR9o A Vision of Students Today Other Ideas!!! http://www.youtube.co m/watch?v=yKoEZJseVX U – Blogging in the Classroom http://www.youtube.co m/watch?v=aNmPaJDjAY or do teachers need to go to this extent? http://www.youtube.co m/watch?v=2yCB4i7GJu M – what can you do to reach all cultures of students effectively? Identify and investigate a variety of early childhood care and education settings. HOUSEKEEPING 1st Nine Weeks Articles- MUST be labeled in the sourcebook with name of article, author, source, and date AND MUST be complete in order to get credit for 25 Book Campaign (Complete documentation form) Observation Journal Notes- must be dated and contain observation notes for each visit. Field Experiences- Must be made up on the scheduled date (ASTEP). Please make an effort to be here on Thursday. Missing Assignments- Please turn in assignments in a timely manner. Sourcebooks- Please make every effort to keep them organized. Everything should be in it’s assigned section (Bell Ringers/Articles- 15/5, Notes, Observation Journals). Kudos to Tyrek Tellis (1st Block)/Gracen Causey (2nd Block)