Unit 2 Notebook PDF

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____________________________________________________________________ Unit 2 - Child and Adolescent Development Theories ______________________________________________________________________ Module 1: Introduction to Physical Development After engaging in this module, you should be able to do the following:  

Describe Maslow's hierarchy of needs. Explain the stages of physical development. Identify physical development expectations.

Describe Maslow's hierarchy of needs in the chart below: transcendence

Self-actualization Aesthetics Cognitive

Esteem

Love & belonging

Safety

Physiological

Use the chart below to take notes on the indicated Essential Readings and Videos:

Addressing Our Needs: Maslow Comes to Life for Educators and Students

Video: Maslow's Hierarchy of Needs

In order to be motivated and unlock a students true potential you must help them meet all of their needs.

Our needs must be fulfilled in order- Physiological, safety, love, esteem, self-actualization Basic needs- social needs- respect - potential

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Stages of Physical Development from Infancy to Adolescence

Sensory – running – motor skills - relationships

How Puberty Affects Puberty is thought to affect children and teens in several ways School Performance such as Emotional responses are heightened. Valuing school can help reduce negative effects that puberty have on students’ academics

Positive Parenting Tips

Children who feel good about themselves are more able to resist negative peer pressure. Talk with your teen about her concerns and pay attention to any changes in her behavior.

Explain the stages of physical development and identify physical development expectations. Stage Ages Physical Developmental Expectations INFANT

TODDLER

birth-1

An infant can control his head movements and bring their hands together.

1-3

They can hold a crayon, draw a circle, stack one block on top of another, use short sentences and even follow simple instructions.

PRESCHOOL

They can throw a ball overhand, skip and hop, stand on one foot for ten seconds or longer, dress themselves, and draw a person with features.

3-5

SCHOOL AGE 6-12

They are capable, confident, independent and responsible. Peer relationships, particularly relationships with friends of the same gender, are important to school age children.

Module 2: Introduction to Cognitive Development After engaging with this module, you should be able to do the following:    

Explain Piaget's theory of cognitive development. Explain Vygotsky's theory of cognitive development. Contrast Piaget's and Vygotsky's theories of cognitive development. Identify cognitive development levels and expectations.

Use the chart below to take notes on the indicated Essential Readings and Videos: The 4 Stages of Cognitive Development

   

Sensorimotor stage: birth to 2 years Preoperational stage: ages 2 to 7 Concrete operational stage: ages 7 to 11 Formal operational stage: ages 12 and up

Video: Piaget's Stages of Cognitive Development

Sensorimotor – object permanence Preoperational- imagination, pretend play, egocentric Concrete- conservation Formal – abstract, reason

Explain Piaget's theory of cognitive development below. Stage Sensorimotor stage

Ages

The infant knows the world through their movements and sensations  Children learn about the world through basic actions such as sucking, grasping, looking, and listening  Infants learn that things continue to exist even though they cannot be seen (object permanence)  They are separate beings from the people and objects around them  They realize that their actions can cause things to happen in the world around them  Children begin to think symbolically and learn to use words and pictures to represent objects.  Children at this stage tend to be egocentric and struggle to see things from the perspective of others. While they are getting better with language and thinking, they still tend to think about things in very concrete terms.  During this stage, children begin to thinking logically about concrete events  They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, 

birth to 2 years

Preoperational stage ages 2 to 7

Concrete operational stage

Cognitive Developmental Expectations

ages 7 to 11

  Formal operational ages 12 and stage



up

 



skinny glass, for example Their thinking becomes more logical and organized, but still very concrete Children begin using inductive logic, or reasoning from specific information to a general principle At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems Abstract thought emerges Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning Begin to use deductive logic, or reasoning from a general principle to specific information

Describe factors that influence how children learn and grow (according to Piaget) here:

Interactions with peers or older adults, interactions in environment, and nutrition.

Use the chart below to take notes on the indicated Essential Readings and Videos: Lev Vygotsky emphasized the important role of social interactions theorized that children are born with certain elementary mental functions become more sophisticated as children interact with their environment

Video: Vygotsky Sociocultural Development

ZPD: child may be able to achieve a skill on his or her own, but when offered guidance or scaffolding from a more knowledgeable person 3 types of language: social speech (to talk to other people),

private speech (to self), and "silent inner speech" (for selfregulation)

Explain Vygotsky's theory of cognitive development below, include cognitive development levels and expectations. Vygotsky has developed a sociocultural approach to cognitive development.

Notes from Essential Reading: "Vygotsky's Theory Differs from That of Piaget in a Number of Important Ways" Sociocultural theory- develop as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies. Vygotsky's theories stress the fundamental role of social interaction

Contrast Piaget's and Vygotsky's theories of cognitive development. Concept

Piaget

Vygotsky

stages

stages of development

No stages

small

big

cognitive

social

Role of language

constructivism

Processes for development

Schema, adaptation, accommodation

Zone of proximal

Little emphasis

Big emphasis

Supports exploration of knowledge

Encourages learning from a MKO

Sociocultural context

Teaching implications

Use the chart below to take notes on the indicated Essential Readings and Videos: Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms Flipping Theory: Ways in Which Children's Experiences in the 21st Century Classroom Can Provide Insight into the Theories of Piaget and Vygotsky

Piaget identified four stages in cognitive development: sensory-motor, pre-operational, concrete, and formal. Young children experience egocentrism because they fail to understand how someone else's point of view might be different

Encourage different answers to questions and support in the construction of knowledge and development of moral and intellectual

Module 3: Introduction to Social and Emotional Development After engaging with this module, you should be able to do the following:    

Explain Erikson's first six stages of psychosocial development. Describe Bandura's theory of observational and modeling learning. Describe Kohlberg's and Gilligan's moral development theories. Identify social and emotional development levels and expectations.

Explain Erikson's first six stages of psychosocial development below. Stage

Ages

Explanation

Trust versus Mistrust

Autonomy versus Shame and Doubt

Initiative versus Guilt

Industry versus Inferiority

From birth to 12 months

adults meet a child's basic needs for survival

one to three years

begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing.

three to six years

capable of initiating activities and asserting control over their world through social interactions and play.

6–12

Children begin to compare themselves with their peers to see how they measure up

12-18

an adolescent's main task is developing a sense of self.

20-40

concerned with intimacy versus isolation

Identity versus Role Confusion

Intimacy versus Isolation

Notes from Essential Video: "Erikson's Psychosocial Development" Each stage involves culture of society. Use these stages throughout life

Use the chart below to take notes on the indicated Essential Readings and Videos: Observational

Learning (Modeling) observational learning: learning can occur by watching others and then modeling what they do or say. Bandura has shown that children learn many things both good and bad simply by watching their parents, siblings, and others.

Video: Social Learning Theory

Bandura identified three kinds of models: live, verbal, and symbolic.

Describe Bandura's theory of observational and modeling learning here (include social learning theory). The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors

Describe Kohlberg's moral development theory with stages. Pre-conventional child's sense of morality is externally controlled.

Conventional

Post-conventional

stage focuses on the child's desire to obey rules and avoid being punished.

"what's in it for me?"

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Kohlberg Moral Development

Kohlberg emphasized that it is the way an individual reasons about a dilemma that determines positive moral development.

Care Ethics Gilligan, who helped to develop a field known as "ethics of care," gender might influence ethical development

Describe Gilligan's moral development theory here: women's moral and ethical decisions often focus on the way decisions will affect people and relationships.

Use the chart below to take notes on the indicated Essential Readings and Videos: Social and Emotional Skills: What to Expect at Different Ages

kids develop social and emotional skills differently. If kids don’t meet every milestone for their age right away, that’s OK.

Milestones: Understanding Your Child's Social and Emotional Development from Birth to Age 5

strong social and emotional foundation in early childhood powerfully impacts children’s later positive attitudes and behaviors, their academic performance, career path, and adult health

Promoting Young Children's Social and Emotional Health

Children’s social and emotional health affects their overall development and learning. Research indicates that children who are mentally healthy tend to be happier

Parents' Guide to Social and Emotional Development

Parents have a dual role to play in raising a self-aware, respectful child who knows how to manage his or her emotions, make responsible decisions, and resolve conflicts non-violently.

Synthesize the above information to identify social and emotional development levels, expectations, and development strategies. Stages

Indicators/Expectations

Strategies

child goes through many changes in terms of their emotional development in the first year of their life.

promote love and make sure needs are addressed

Infants/Babies

Toddlers start exploring their emotions and might even start throwing tantrums.

Preschool

teach the child the value of delayed gratification.

throwing tantrums

need to teach the child that they cannot get everything that they see.

children may struggle to adapt to schooling

parents are able to provide praise and encouragement for achievement

Elementary Grades

Middle School change in mood, sensitivity, and self-consciousness.

High School

change in mood

develop and strengthen relationships with people they feel close to

things without their parents and want to be more social with friends.

Module 4: Introduction to Language Development After engaging with this module, you should be able to do the following:    

Explain Chomsky's theory on language development. Explain how Skinner's operant conditioning theory influences language development. Explain Vygotsky's social approach to language development. Identify appropriate language development expectations according to language development theory.

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Language Acquisition and Universal Grammar AND Chomsky’s Language Acquisition

We are born able to learn language. The ability is hardwired into the human brain

Skinner’s Early Theories

Skinner's early work involved learned responses to an environment rather than involuntary responses to stimuli.

Vygotsky's Sociocultural Theory of Cognitive Development

Vygotsky acknowledged intrinsic development, he argued that it is the language, writings, and concepts arising from the culture that elicit the highest level of cognitive thinking.

Video: Theories of Language Development: Nativist, Learning, Interactionist

social interactions with adults and more learned peers can facilitate a child’s potential for learning

Synthesize the above information to explain Chomsky's theory on language development, how Skinner's operant conditioning theory influences language development, and Vygotsky's social approach to language development. Chomsky

Skinner

Vygotsky

Chomsky based his theory on the idea that all languages contain similar structures and rules

Skinner believed that children learn language through operant conditioning; in other words

Vygotsky's theory of language development focused on social learning and the zone of proximal development

Notes from Essential Reading: "Children First Language Acquisition at Age 1–3 Years Old in Balata"

Identify appropriate language development expectations according to language development theory by stage (0-30+ months): Stage

Language development expectations

Infant-5months

Coos Vocalizes pleasure and displeasure sounds differently Makes noise when talked to Babbles

6 to 11 months

Tries to communicate by actions or gestures Tries to repeat your sounds Says first word Says 2 to 3 words to label a person or object

12 to 17 months Tries to imitate simple words Vocabulary of four to 6 words Asks for common foods by name Makes animal sounds, such as "moo" 18 to 23 months Uses 2-word phrases Knows some spatial concepts, such as "in" or "on" 24 months Knows pronouns Knows descriptive words

30 months

Uses 3-word sentences Answers simple questions

Notes from Essential Reading: "How Does Your Child Hear and Talk?"

Identify appropriate language development expectations according to language development theory by age range (Birth-5 years): Age

Language development expectations Coos Vocalizes pleasure and displeasure sounds differently

Infant-5months Makes noise when talked to Says 2 to 3 words to label a person or object 12 to 17 months Tries to imitate simple words Vocabulary of four to 6 words Asks for common foods by name 18 to 23 months Makes animal sounds, such as "moo" Uses 2-word phrases Knows some spatial concepts, such as "in" or "on" Knows pronouns 2 to 3 years

Knows descriptive words Uses 3-word sentences Answers simple questions Describes how to do things, such as painting a picture

4 to 5 years

Lists items that belong in a category, such as animals or vehicles Answers "why" questions...