Review_Material_ECE_1_ECE_16-1.pdf

ECE 1 Child Development & ECE 16 Infant and Toddler Programs Maria Angelica C. Mugot ISED 3 Instructor | Reviewer The Whole Child All areas of Human Growth and Development are integrated. 4 4 Human Growth Quantitative Externally Observed...

ECE 1 Child Development & ECE 16 Infant and Toddler Programs Maria Angelica C. Mugot ISED 3 Instructor | Reviewer The Whole Child All areas of Human Growth and Development are integrated. 4 4 Human Growth Quantitative Externally Observed Achieves Maturation Height, weight, size, features 5 Development Qualitative Observed through experience and interaction From womb to tomb Innately achieved 6 Developmental Domains Developmental Domains 1. Social-Emotional Development 2. Physical-Motor Development 3. Cognitive Development 4. Language Development 5. Cultural Identity and Development 6. Creative Development 8 Social-Emotional Development Child’s Relationship with himself/herself and others Self-concept Self-esteem Ability to express feelings 9 Physical-Motor Development Gross motor Fine motor Perceptual motor activity 10 Cognitive Development Curiosity Ability to perceive and think Memory Attention span General knowledge Problem solving Analytical thinking Beginning reading Computing skills 11 Language Development Children’s utterances Pronunciation Vocabulary Sentence length Ability to express ideas, needs and feelings 12 Language Development Receptive language:  Do they understand what they hear? Verbal ability:  What do they say? 13 Cultural Identity Development Interconnections between developmental stages and growing awareness of one’s attitudes towards others. Aimed at the increase of a child’s sensitivity to differences 14 Creative Development Usual creative activities: movement, dance, music, and art Involves originality, imagination, divergent thinking and problem solving 15 Source: Browne, K.W. & Gordon, A.M. (2014). Beginnings and beyond: Foundations in early childhood education. United States: Wadsworth, Cengage Learning. Pages 66-78. 16 Psychodynamic Theory Psychodynamic Theory Sigmund Freud Psychoanalytic/Psychosexual Theory Id – the instinctive part that drives a person to seek satisfaction Ego – the rational structure that forms a person’s sense of self Superego – the moral side that informs the person of right and wrong Psychodynamic Theory Sigmund Freud Psychoanalytic/Psychosexual Theory Stage Age Description/Major Area Oral 0-2 Mouth – sucking, biting; teething & eating Anal 2-3 Bowel movement – toilet training Phallic 3-6 Genitals – sex role identification Latency 6-12 Sexual forces dormant - schoolwork Genital 12-18 Genitals Psychodynamic Theory Erik Erikson Psychosocial Theory Malignancy: the worse of the two – Too little of the positive and too much of the negative Maladaptation: not quite as bad – Too much of the positive and too little of the negative Virtue or Psychological Strength: healthy ratio or balance Erik Erikson Psychosocial Theory Stage 1: Trust VS Mistrust Infancy Goal: To develop trust without completely eliminating the capacity of mistrust. Maladaptive Tendency: Sensory maladjustment – overly trusting, gullible, the person cannot believe anyone would mean them harm, find excuse for the person who did him wrong. Erik Erikson Psychosocial Theory Stage 1: Trust VS Mistrust Infancy Malignant Tendency: Withdrawal – characterized by depression, paranoia and possibly psychosis. Virtue: Hope – the strong belief that, even when things are not going well, they will work out well in the end. Erik Erikson Psychosocial Theory Stage 2: Autonomy VS Shame & Doubt 18 months to 3 or 4 years old Goal: To achieve a degree of autonomy while minimizing shame and doubt. Maladaptive Tendency: Impulsiveness – a sort of shameless wilfulness that leads you, in later childhood and even adulthood, to jump into things without proper consideration of your abilities. Erik Erikson Psychosocial Theory Stage 2: Autonomy VS Shame & Doubt 18 months to 3 or 4 years old Malignant Tendency: Compulsiveness – feels as if their entire being rides on everything they do, and so everything must be done perfectly. Virtue: Willpower or Determination – “Can do” is the motto (with appropriate modesty to balance it) we are much better off as adults. Erik Erikson Psychosocial Theory Stage 3: Initiative VS Guilt 3 or 4 years old to 5 or 6 years old (early childhood) Goal: Learn initiative without too much guilt. Maladaptive Tendency: Ruthlessness – to be heartless or unfeeling or be “without mercy”; they tend to not care who they step on to achieve their goals Erik Erikson Psychosocial Theory Stage 3: Initiative VS Guilt 3 or 4 years old to 5 or 6 years old (early childhood) Malignant Tendency: Inhibition – will not try things because “nothing ventured, nothing lost” and nothing to feel guilty about. Virtue: Purpose/Courage – the capacity for action despite a clear understanding of your limitations and past failings. Erik Erikson Psychosocial Theory Stage 4: Industry VS Inferiority 6 years old to 12 years old (school age) Goal: To develop a capacity for industry while avoiding an excessive sense of inferiority. Maladaptive Tendency: Virtuosity – we see this in children who aren’t allowed to “be children” the ones that parents or teachers push into one area if competence without allowing the development of broader interests. Erik Erikson Psychosocial Theory Stage 4: Industry VS Inferiority 6 years old to 12 years old (school age) Malignant Tendency: Inertia – suffer from the “inferiority complexes”; If at first you don’t succeed, don’t ever try again. Virtue: Competency – develop mostly industry with a touch of inferiority to keep us sensibly humble. Erik Erikson Psychosocial Theory Stage Description Challenge Virtue/Strength 1 Newborns Trust VS Mistrust Hope Willpower or 2 Toddlers Autonomy VS Shame & Doubt Determination 3 Childhood Initiative VS Guilt Purpose or Courage 4 School Age Industry VS Inferiority Competence 5 Adolescence Identity VS Role Confusion Fidelity 6 Young Adulthood Intimacy VS Isolation Love 7 Middle Adulthood Generativity VS Stagnation Care 8 Late Adulthood Integrity VS Despair Wisdom Behaviorist Theory Behaviorist Theory Behaviorism – the most pragmatic and functional of the modern psychological ideologies Behaviorist Theorists: 1. Ivan Pavlov 2. John Watson 3. Edward Lee Thorndike 4. Burrhus Friedrich Skinner 5. Albert Bandura Ivan Pavlov Classical Conditioning Theory Studying how animals digest food Famous for the study of dog’s salivation in association to meal preparation Identified simple form of learning as respondent conditioning Association of involuntary reflexes with other environmental conditions Ivan Pavlov Classical Conditioning Theory John B. Watson Studied Pavlov’s experiments Translated ideas of conditioning into human terms Sweeping claims: - he could shape a person’s life by controlling exactly the events of an infant’s first year John B. Watson Sweeping claims: - discourage emotional ties between parents and children because they interfered with the child’s direct learning from the environment (modified) - gave scientific validity to the idea that teachers should set conditions for learning a reward proper responses John B. Watson John B. Watson Edward Lee Thorndike Connectionism means “learning by selecting and connecting” Put more emphasis on the response of the organism not limiting himself to the association between the stimulus and the response. Edward Lee Thorndike Three Major Laws of Learning: - Law of Readiness – important condition in learning – preparedness -Law of Exercise – connection is strengthened/weakened – use/disuse - Law of Effect – positive reinforcement strengthen connection - punishment, failure or negative experiences weaken connection Burrhus Friedrich Skinner Reinforcement and Operant Conditioning Stressed the consequence of behavior in order to learn. Reinforcement is a powerful tool in shaping and controlling behavior, in and out to reinforce or eliminate. Burrhus Friedrich Skinner Reinforcers: - Primary reinforcer – related to basic needs - Secondary reinforcer – value of something is acquired when associated with primary reinforcer. - Positive reinforcer – consequence given to strengthen a behavior - Negative reinforcer - removing something unpleasant to strengthen a desired behavior Albert Bandura “Observational learning” or “social learning theory” Learning takes place through observation and imitation. Models: Real life, Symbolic and Representational Albert Bandura Four Phases in Observational Learning: - Attention – recognition of the behavior observed - Retention –retains the recognized and attended behavior - Motor Reproduction Process – demonstration of behavior observed - Motivational Process – intrinsic feeling to show the overt performance Cognitive Theory  Jean Piaget’s Cognitive Development Theory “The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done – men who are creative, inventive and discoverers.” -Jean Piaget Basic Cognitive Concepts Schema Refers to the cognitive structures by which individuals intellectually adapt to and organize their environment An individual’s way to understand or create meaning about a thing or experience Likened to filing cabinet, each drawers has folders that contain files of things based on experience “A child sees a dog for the first time, creates his own schema, a dog has 4 legs and a tail, barks, furry.” Basic Cognitive Concepts Assimilation Process of fitting a new experience into an existing or previously created cognitive structure or schema “A child sees another dog, this time a smaller one, he would make sense of what he is seeing by adding this new information (a different-looking dog) into his schema of a dog” Basic Cognitive Concepts Accommodation Process of creating a new schema “A child sees another animal that looks a little bit like a dog, but somehow different (goat). A child might try to fit it into his schema of a dog, but corrects the concept and create a new schema that of a goat.” Basic Cognitive Concepts Equilibration Achieving proper balance between assimilation and accommodation When our experiences do not match our schemata or cognitive structures, we experience cognitive disequilibrium When we exert effort through assimilation and accommodation to establish equilibrium Piaget’s Stages of Cognitive Development Stage 1: Sensori-motor Stage Birth to Infancy Sensori-motor – focuses on the prominence of senses and muscle movement Stage when a child who is initially reflexive in grasping, sucking and reaching becomes more organized in his movement and activity. Teachers & Adults: Provide a rich and stimulating environment with appropriate objects to play with. 7 Most Common Types of Newborn Reflexes: 1. Moro Reflex or Startle Reflex 2. Rooting Reflex 3. Sucking Reflex 4. Tonic Neck Reflex 5. Grasp Reflex 6. Babinski Reflex 7. Stepping Reflex Source: https://www.tenethealth.com/healthy-living/corporate-content/newborn-reflexes Piaget’s Stages of Cognitive Development Stage 1: Sensori-motor Stage Birth to Infancy Object Permanence Ability of the child to know that an object still exists even when out of sight. Attained during the sensory motor stage. “Peek-a-boo” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Intelligence at this stage is intuitive in nature Stage when a child can now make mental representations and is able to pretend, the child is now ever closer to the use of symbols Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Symbolic Function Ability to represent objects and events. A symbol is a thing that represents something else. “Pretend Play: Nico pretending to drink from an empty glass” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Egocentrism Tendency of the child to only see his/her point of view and to assume that everyone also has his/her point of view. The child cannot take the perspective of others. “Five year-old boy who buys a toy truck for his mother’s birthday” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Centration Tendency of the child to only focus on one aspect of a thing or event and exclude other aspects. “2 glasses, 1 is taller and narrower, both have the same amount, the child chooses the taller and narrower glass.” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Irreversibility The child’s inability to reverse thinking. “They can understand that 2+3 is 5, but cannot understand that 5-3 is 2.” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Animism Tendency of children to attribute human like traits or characteristics to inanimate objects. “At night, the child is asked, where the sun is, she will reply, “Mr. Sun is asleep.” Piaget’s Stages of Cognitive Development Stage 2: Pre-Operational Stage 2 to 7 years old (pre-school years) Transductive Reasoning Child’s type of reasoning that is neither inductive nor deductive. “A causes B, then B causes A. The context of night time is associated with his/her mom getting home.” Piaget’s Stages of Cognitive Development Stage 3: Concrete-Operational Stage 8 to 11 years old (elementary school years) This stage is characterized by the ability of the child to think logically but only in terms of concrete objects Piaget’s Stages of Cognitive Development Stage 3: Concrete-Operational Stage 8 to 11 years old (elementary school years) Decentering The ability of the child to perceive the different features of objects and situations. The child no longer focus or limit to one aspect or dimension. This allows the child to be more logical when dealing with concrete objects and situations. Piaget’s Stages of Cognitive Development Stage 3: Concrete-Operational Stage 8 to 11 years old (elementary school years) Reversibility The child can now follow that certain operations can be done in reverse. “They can already comprehend the commutative property of addition, and the subtraction is the reverse of addition.” Piaget’s Stages of Cognitive Development Stage 3: Concrete-Operational Stage 8 to 11 years old (elementary school years) Conservation The ability to know that certain properties of objects like number, mass, volume, or area do not change even if there is change in appearance. “The child can now judge rightly that the amount of water in a taller but narrower container is still the same as when the water was in the shorter but wider glass.” Piaget’s Stages of Cognitive Development Stage 3: Concrete-Operational Stage 8 to 11 years old (elementary school years) Seriation The ability to order or arrange things in a series based on one dimension such as weight, volume or size. Piaget’s Stages of Cognitive Development Stage 4: Formal Operational Stage 12 to 15 years old (early adolescent years) Thinking becomes more logical They can now solve abstract problems and can hypothesize Piaget’s Stages of Cognitive Development Stage 4: Formal Operational Stage 12 to 15 years old (early adolescent years) Analogical Reasoning The ability to perceive the relationship in one instance and then use that relationship to narrow down possible answers in another similar situation or problem. “If United Kingdom is to Europe, the Philippines is to _____. Answer is Asia.” Piaget’s Stages of Cognitive Development Stage 4: Formal Operational Stage 12 to 15 years old (early adolescent years) Deductive Reasoning The ability to think logically by applying a general rule to a particular instance or situation. “All countries near the north pole have cold temperatures. Greenland is near the North pole. Therefore, Greenland has cold temperature” Sociocultural Theory Lev Vygotsky Sociocultural Theory Vygotsky studied the works of Freud, Piaget, Montessori; rooted in experimental psychology with philosophers William James, Pavlov and Watson Sociocultural – Focus transmission of values, beliefs, skills and traditions to the next generation (Vygotsky, 1987). Lev Vygotsky Sociocultural Theory Similarities to several Theories: Erikson – believed in the connection between culture and development; interpersonal connection Maslow – considered the child as a whole; humanistic Piaget – asserted that much of children’s learning takes place during play; language and development; interaction with others Lev Vygotsky Sociocultural Theory Three Concepts: 1. Zone of Proximal Development - The range of learning that would be beyond what the novice could learn alone but could grasp with help. - From the More Knowledgeable Other: Family, Teachers, Other Children (older) Lev Vygotsky Sociocultural Theory Three Concepts: 2. Scaffolding - Helpful structure created to support the child in learning - Tutoring – hints, advice, structure, assistance - Adults can arouse interest among children in a task through scaffolding Lev Vygotsky Sociocultural Theory Three Concepts: 3. Language Development/Private Speech (egocentric speech) - Language, even in its earliest forms, was socially based and critical to how children internalize and learn. - Children’s speech and language development is merged with and tied to what children are thinking. Ecological Theory Urie Bronfenbrenner Ecological Theory “No person can be understood in isolation, at just one moment in time. Urie Bronfenbrenner deserves credit for recognizing this fact” (Berger, 2011) Urie Bronfenbrenner Ecological Theory Development is “a joint function of person and environment and human ecosystems include both physical factors – climate, space, home and school – and the social environment – family, culture and the larger society” (Bronfenbrenner, 2000) Urie Bronfenbrenner Ecological Theory Learning is greatly affected by the kind of environment a person is in. Learners are understood within the context of their environment. Urie Bronfenbrenner Ecological Theory Environmental Contexts: Major Levels 1. Microsystem – innermost level – structure that has direct contact with the child 2. Mesosystem – connections between the structures of the child’s microsystem 3. Exosystem – social system which indirectly affects the child 4. Macrosystem – outermost level – all other systems: values, customs, laws, beliefs & resources of a culture/society 5. Chronosystem – includes changes or consistencies in a person’s lifespan Urie Bronfenbrenner Ecological Theory  Multiple Intelligences Theory Howard Gardner Multiple Intelligences Theory Asserts that there is strong evidence, both from the brain-based research and from the study of genius, that there are at least nine basic different intelligences Howard Gardner Multiple Intelligences Theory “Human cognitive competence is better described in terms of sets of abilities, talents, or mental skills, which we call ‘intelligences.’ all normal individuals possess each of these skills to some extent; individuals differ in the degree of skill and the nature of their combination.” (Gardner, 1993) Howard Gardner Multiple Intelligences Theory Musical Intelligence The capacity to think in music, to be able to hear patterns, to recognize them and then remember them. Howard Gardner Multiple Intelligences Theory Bodily-Kinesthetic Intelligence The capacity to use parts or all of your body to solve a problem or make something. Howard Gardner Multiple Intelligences Theory Logical-Mathematical Intelligence The capacity to think in a logical, often linear, pattern and to understand principles of a system; most common intelligence tested with standard “IQ” tests. Howard Gardner Multiple Intelligences Theory Linguistic Intelligence The capacity to use language to express thoughts, ideas and feelings and the ability to understand other people and their words. Howard Gardner Multiple Intelligences Theory Spatial Intelligence The capacity to represent the world internally in spatial terms, as in problem navigation, in the use of maps, and in relying on drawings to build something. Howard Gardner Multiple Intelligences Theory Interpersonal Intelligence The capacity to understand other people and focus on contrasts in moods, temperaments, motivations and intentions. Howard Gardner Multiple Intelligences Theory Intrapersonal Intelligence The capacity to understand yourself, knowing who you are, how you react, and the internal aspects of one’s self. Howard Gardner Multiple Intelligences Theory Naturalist Intelligence The capacity to discriminate among living things (plants, animals), as well as a sensitivity to other features of the natural world (clouds, rock configurations). Howard Gardner Multiple Intelligences Theory Existentialist Intelligence The ability to contemplate questions beyond sensory input, such as considering the infinite or unexplained phenomena. Maturation Theory Arnold Gesell Maturation Theory Arnold Gesell - Physician - Intrigued with the notion that children’s internal clock seemed to govern their growth and behavior. Arnold Gesell Maturation Theory Growth - the process of physical and mental growth that is determined by heredity - occurs in relatively stable and orderly ways - interrelated with growth Arnold Gesell Maturation Theory Maturation Theory - growth is genetically determined form conception - differs from behaviorism (environmental conditions) and cognitive theory (reflection of maturation and learning) Arnold Gesell Maturation Theory Quality of growth Maturation Qualitative How it happens Quantity of growth Growth Quantitative What happens Arnold Gesell Maturation Theory Maturation sequence is the same for all children, regardless of culture, country or learning environment. The precise age of maturation is approximate. Growth is uneven. Some stages may be slow or fast in some stages Humanistic Theory Abraham Maslow Hierarchy of Needs/Humanistic Theory Abraham Maslow - articulated the “third force” (or humanistic psychology) - focused on what motivated people to be well, successful and mentally healthy (Goble, 1970) - studied exceptionally mature and successful people Abraham Maslow Hierarchy of Needs/Humanistic Theory Humanistic Theory - centered on people’s needs, goals and successes. - culture-driven - religion-driven Abraham Maslow Hierarchy of Needs/Humanistic Theory Theory of Human Needs Maslow’s theory of self-actualization - Set of ideas about what people need to become and stay healthy - Asserts that every human being is motivated by a number of basic needs (regardless of age, gender, race, culture or geographic location) Abraham Maslow Hierarchy of Needs/Humanistic Theory According to Maslow (1954), a basic need is something: Whose absence breeds illness. Whose presence prevents illness. Whose restoration cures illness. Preferred by the deprived person over other satisfactions, under certain conditions (such as very complex, free- choice instances). Found to be inactive, or functionally absent in the health person.  Truth Beauty Aliveness Order Completion Justice Perfection Richness Self-sufficiency Goodness Individuality Necessity Effortlessness Meaningfulness Playfulness Self-esteem; respect by others Love and sense of belonging Safety and security Physiological: air, water, food, shelter, clothes, sex Abraham Maslow Hierarchy of Needs/Humanistic Theory Basic Needs Deficiency Needs Critical for a person’s survival Can cause death Until those are met, no other significant growth can take place The child who is deprived of basic physiologic needs may be able to think of those needs only; in fact “such a man can fairly be said to live by bread alone” (Maslow 1954) Abraham Maslow Hierarchy of Needs/Humanistic Theory Growth Needs Emerge when basic needs have been met Higher needs are dependent on those primary ones They are what we strive for to become more satisfied and healthy people Abraham Maslow Hierarchy of Needs/Humanistic Theory Important Implications for Child Care: “Teachers must ensure that children are properly clothed, fed and rested as well as safe and secure. Only then are they ready to address curriculum and skill development.”