+February 4, 2014Unit 1: Meso, Exo & MacroSystems Please sit in your reading groups from Jan 21st

Lareau Lareau & Horvat Nisbett SEF Report

Open the article, the notes from your group discussion, and the slides your group created.

Pick a Moderator, Pick a Scribe

Moderator: Facilitate a discussion of the Websearch Activity What were your major insights from the Websearch activity (take turns

sharing) What connections did you see between the Websearch and our Reading

Work together to add an additional slide to your presentation of the connections you saw between the article and the websearch.

+Micro Lecture Chapter 4: The Foundations of Development Gene Environment Interaction (p. 73): “We’re not born wild or

shy. Instead we’re born with certain tendencies that our environment may or may not encourage.” Passive Gene-Environment Relationships Evocative Gene-Environment Relationships Active Gene-Environment Relationships

Gene-Hormone Interaction Canalization (p. 72); Early childhood and Puberty Critical Periods (p. 80); teratogens

Learning begins in the womb (memory, pattern recognition) Fragile Infants (p.89): Bodies are dynamic systems

Multiple pathways to proficiency Developmental Screenings: “less than 50% of children with

developmental delays are identified before they begin school; by which time significant opportunities for treatment have been missed.”

+Chapter 4: Growth and Well-Being Early Brain Development

Importance of Physical Stimulation (Touch) Cache vs. Carry Harlow’s Monkeys (Failure to Thrive)

Importance of Eye Contact and Vocalization “When relationships are in need of repair, eye

contact is the first social actions to go, followed by touch.” (Bailey, 2000 p.9)

Oxytocin (Bonding Hormone)

+Chapter 4: Growth and Well-BeingEarly Brain Development

Synaptic Growth and Pruning Role of perception and rich environments in infancy Development and mylenation of the cortex

(executive control) Learning to Regulate Stress Hormones

PURPLE Crying Withdrawl / Aggression

“Children who are surrounded by chronic bickering or tension at home may learn to tune out the unpleasantness to survive.” (Bailey, 2000, p. 9)

Risk-Taking Behaviors

+Chapter 4: Growth and Well-Being Physical Development

Development and refinement of gross and fine motor skills Rise of social comparison; Awareness of self and others Onset of puberty (menarch and spermarch)

Desire and ability for increasing autonomy; adult-like participation / behaviors

Feelings about self: Impulsivity, resistance, and risk-taking behaviors Three areas of the brain:

Brain Stem: Fight of Flight •(Fully Developed by 15 Months)

Limbic System: Emotion and Connection System• (Not Fully Developed until around 12y Yrs of Age)

Prefrontal Cortex: ‘Rational Decision Making’• (Not Fully Developed until 25 yrs of Age)

Rise and decline of the personal fable

+Break and DeStress with Christina

+Partner Feedback for FR #1:Strategies for Success Follow the Rubric

Break down into each aspect: Is there a focus on context of the neighborhood /

school / field site? Is there a clear connection the observation / data

with something from the reading? Can you identify 1-2 concepts from the unit?

Are you clear about where you got your information? Do you need to apply specific citation/readings and lectures

Talk about how you can use these insights in the future.

Check for non-objective language

+Chapter 5: Reciprocal TeachingEarly Childhood (0-4 yrs): Brain Development Middle Childhood (5-12): Physical Development Adolescence (12+): Physical Well Being

In your small group, identify one or two ways in which context shapes biological development during your period of development? Be specific about how environmental factors affect the

cognitive, social or emotional developmental outcomes.

Synthesis: Think about the articles you read and the data you just reviewed in the websearch. Imagine you were on the school board / PTA. What kinds of

recommendations would you make for district /school policies? (Should we send these to Wake County?) What Structures? (Context) How might Interactions Change (Culture)

+Wrap-up: Biology & Context

Direct Effects on Biological Development Genetics; Hormones; Canalization Teratogens / Toxins Health & Nutrition , Stress Sleep

Indirect Effects on Biological Development Stimulus “Rich” Environments Opportunities for Exploration & Mastery Norms / Stereotypes Boundaries & Rationales

“Increasingly, children are being asked to pay for the ‘sins’ of their parents. If students are poor, with parents who do not have much education, they are at a decided disadvantage in the classroom.” (Ladson-Billings, p. 73)

+Where are we and where have we been?

In depth discussions of the five articles and integrated with discussion of peer / family / school relationships in the text.

Nested that discussion within ‘Ecological Systems Theory’ Micro, Meso, Exo, and Macro Cultures Habitus, Cultural Capital Deficit Speak (Excerpt from Decoded)

Learned to use publicly accessible ‘data’ on schools and neighborhoods.

Establishing a culture of shared responsibility in group work and reciprocal teaching (peer culture in our classroom)

Learning to craft a contextualized report.

+Technology & “Optimal” Cognitive Culture

How can technology be used to connect with students?

How can technology be used to connect with parents?

How can technology be used to connect with ‘home’ cultures?

How can technology be used to improve instruction?

How can technology open access to knowledge?

+Unit 2: School as a Theater for Identity Development Why begin with social-emotional development?

Sense of Belonging to School / Classroom Quality of Teacher-Child Relationships

What do you mean, Social-emotional development? Personality / Temperament (Stable Traits) Identity Development (Semi-Stable) Emotions / Self (Constantly Evolving)

What do we mean when we talk about identity? Why is race so important? What develops over time? How do we create contexts that support “positive”

identity development? The development of a ‘student’ identity?

+Objectives for Unit 2

Explore the Theoretical Lenses for Understanding Identity Development

Examine the usefulness of these theories for understanding racial identity development. Applying them to the readings (in class) Apply them to the ‘data’ we collect (in FR#2)

Evaluate the readings and identify ‘essential’ processes that occur in (early childhood, middle childhood, adolescence). In Field Report #2

+Begin with the Metaphor

School is like a THEATER for identity development… Roles / lead roles / supporting parts

backstage, directors, techies, orchestra Scripts, Settings, Props Acting “the parts”, reacting, improv Pressure to Perform, be on “stage”, others

perceive you (audience) Practices, Rehearsals & Performances Messing up, Ad-Libbing Everyone ‘acts’ in the play; System, Symbiotic How does it all become integrated?

+How Does Biology Impact Identity Development?

Genes and hormones create observable characteristics (race, gender, eye color, hair color / texture, body type, and temperament / personality) that children attempt to understand in themselves and others.

Gene Environment Interactions: “We’re not born wild or shy. Instead we are born with certain tendencies that our environment may or may not encourage.” Passive Gene-Environment Relationships Evocative Gene-Environment Relationships Active Gene-Environment Relationships

+2/11 Transition to Identity Unit

Sit in ‘Interview’ Groups Death Valley Bus Stop

Interview Left Behind Interview The Layoff Interview

Analyze the different contextual / cultural influences on child development discussed in each interview.

Where in the interviews did you hear the children / adults trying to resolve one of Erikson’s stages? Trust/Mistrust Autonomy / Shame Guilt / Initiative Industry / Inferiority Identity / Role Confusion

+How might we “see” identity development in the field?