Chapter 1Chapter 1

Ways of ThinkingWays of Thinking

About ChildrenAbout Children

How?How?

How do you know what you know about How do you know what you know about developing children?developing children?

How reliable is your knowledge at this How reliable is your knowledge at this point?point?

Where?Where?

Where do children spend most of their Where do children spend most of their waking hours?waking hours?

Where do schools fit into child Where do schools fit into child development?development?

What?What?

What does the shift in national What does the shift in national demographics have to do with teaching?demographics have to do with teaching?

What do societal factors have to do with What do societal factors have to do with teaching?teaching?

What does culture have to do with What does culture have to do with teaching?teaching?

Current Status of Children and Current Status of Children and AdolescentsAdolescents

How will you deal with How will you deal with Teaching diverse studentsTeaching diverse students Language barriersLanguage barriers Difficulties in providing a quality education to Difficulties in providing a quality education to

all of your future students?all of your future students?

TheoryTheory

An organized group of principles used to explain An organized group of principles used to explain some aspect of childrensome aspect of children’’s developments development

Research helps improve formal theoriesResearch helps improve formal theories

What are some of your personal theories What are some of your personal theories about life?about life? about children?about children?

These will affect your behavior as a teacherThese will affect your behavior as a teacher

Theories of DevelopmentTheories of Development

Bioecological Bioecological

(Bronfenbrenner)(Bronfenbrenner)

Ethology (Lorenz & Ethology (Lorenz &

Tinbergen)Tinbergen)

Behaviorism Behaviorism

(Skinner)(Skinner)

Social cognitive Social cognitive

(Bandura)(Bandura)

Cognitive Cognitive

developmental developmental

(Piaget)(Piaget)

Sociocultural Sociocultural

(Vygotsky)(Vygotsky)

Information Information

processingprocessing

Psychodynamic Psychodynamic

(Freud, Erickson)(Freud, Erickson)

Research MethodsResearch Methods

ExperimentalExperimental

Non-experimentalNon-experimental

QualitativeQualitative

Each can be longitudinal or cross-sectionalEach can be longitudinal or cross-sectional

Judging the Quality of a StudyJudging the Quality of a Study

Sample selection – why this/these Sample selection – why this/these participant/sparticipant/s

Generalizability – applicable to broader Generalizability – applicable to broader contextscontexts

Reliability – does it measure consistently?Reliability – does it measure consistently?

Validity – does it measure what it says it Validity – does it measure what it says it does?does?