Any questions about grades should be addressed to me in an email.

Getting to know you, getting to know all about you…

What is your favorite season and why?

Summary of Theories

Psychoanalytic Theories (explain the inner thoughts and feelings of the conscious and unconscious)

• Some notable individuals:– Freud – Psychosexual theory– Erikson – Psychosocial theory (this is the one our unit

mentions)– Rogers – The actualizing tendency (Humanistic

Theory)– Maslow – Self-actualization (Humanistic Theory)

Erik Erikson• Erikson built on Freud’s theories.• He proposed a Psychosocial Theory of personality

development.Psychosocial Theory argues “that social interactions

are more important then sexual drives in personality development” (Puckett & Black, 2005, p. 13).

• There were 8 levels to Erikson’s theory, we will deal with the first 3 as ECEs – Trust vs. Mistrust (birth to 1 year)– Autonomy vs. Shame and Doubt ( 1-3 years)– Initiative vs. Guilt (3-6 years)

Behavioral Theories (emphasizes understanding what we see not worrying about the internal behaviors)

• Classical Conditioning1. Pavlov – conditional responses

2. Thorndike – Father of Behaviorism

3. Watson – Albert and the white rat

• Operant Conditioning Theory1. Skinner - use of positive and negative reinforces are more effective than

punishment (this is the one our book looks at)

B. F. Skinner• He expanded on the ideas of Classical

Conditioning.• He was the father of Operant Conditioning

Theory.• “Desired behavior is reinforced by using positive

or negative reinforces” (Puckett & Black, 2005, p. 14).

• Successive approximation allows for the strengthening of learning by repetition and by breaking tasks down into small segments (Segal, et al, 2006).

Social Learning Theory (emphasizes that learning comes from watching others; role models)

• Notable individuals:– Miller and Dollard (Introduced this theory in 1941)– Bandura (children learn from observing others; The Bobo

doll experiment)

Things to remember:– Children learn from observing others not just from direct

instruction

Maturational Theory (explains that growth and development are predetermined by inheritance and not strongly effected by the environment)

•Noticeable individuals:– Gesell (the mental development of children appears to follow certain regularities comparable to the kind of regularities in physical development)

Things to remember:– Growth and development are relatively unaffected by the environment

Cognitive Theory (explains how children think and process information)

Noticeable individuals:

• Jean PiagetPoints to remember:

– Thinking develops in 4 stages• Sensorimotor• Preoperational• Concrete operations• Formal operations

– Terms to remember• Schemata• Assimilation• Accommodation• Equilibration

• Lev Vygotsky

Piaget’s Sensorimotor Stage

• Phase 1: Reflexive Stage(birth to 1 month)

• Phase 2:Primary Circular reactions(1 to 4 months)

• Phase 3: Secondary Circular reactions(4 to 8 months)

• Phase 4: Coordination of secondary schemata(8 to 12 months)

Lev Vygotsky

• “The course of development is shaped by a child’s interactions with a social environment” (Segal et al, 2006, p. 9).

• Children learn through interaction with their peers and adults.

• The zone of proximal development

Ecological Systems Theory (argues that a variety of social systems influences the development of children)

• Urie Bronfenbrenner (developed this theory)

Things to remember:• child is center of the four interacting systems

• 4 systems that interact include:

1. Macrosystem (dominant beliefs and ideas of child’s society)

2. Exosystem (community in which the child lives)

3. Mesosystem (direct groups child comes in contact with)

4. Microsystem (everyday people child comes in contact with

Curricula use theories…

• High/Scope curriculum is base on Piaget’s ideas. “Children are active learners who construct their knowledge through play and experimentation” (Segal, et al, 2006, p. 10).

• The Bank Street Model is based on the constructivist’s point of view. Relies heavily on the social aspect of learning (Segal, et al, 2006).

• Creative Curriculum is based on theory and research about how children grow and learn with 11 activity areas (Segal, et al, 2006).

More Curricula…

• The Reggio Emilia Approach embraces the constructivist philosophy. It stress respecting children and discovering the child’s amazing abilities (Segal, et al, 2006).

• Direct Instruction is based on the idea of following a pattern of teach, repeat, and reward (Segal, et al, 2006).

Which one do you like? Does your center use a particular curriculum that is not mentioned?

Developmentally Appropriate Practices

• This is a term used by NAEYC to “describe ways of teaching and organizing children's experiences that take into account the age and capabilities of each child” (Segal, et al, 2006, p. 14).

What do you consider developmentally appropriate practices?

Unit Quiz

http://pediatrics.about.com/library/newquiz/bl_dev_milestones_quiz.htm

We are going to this web-site and taking this quiz to see how much you know about child development before you

begin this unit.

http://www.preschoolrainbow.org/brain-growth.htm

Children are unique! They are a mixture of both genetic make-up and environmental influences

We are going to take an e-field trip to a site that has some interesting things about brain development in infants, and how ECP can use the preschool setting to help promote brain development.

Here we go!

http://www.preschoolrainbow.org/brain-growth.htm

When we talk about normal development, we are talking about developing skills like:

•Gross motor:  using large groups of muscles to sit, stand, walk, run, etc., keeping balance, and changing positions. •Fine motor:  using hands to be able to eat, draw, dress, play, write, and do many other things. •Language:  speaking, using body language and gestures, communicating, and understanding what others say. •Cognitive:  Thinking skills:  including learning, understanding, problem-solving, reasoning, and remembering. •Social:  Interacting with others, having relationships with family, friends, and teachers, cooperating, and responding to the feelings of others. *

These children require “assessment and identification that lead to timely diagnosis and intervention” (Black & Puckett, 2005, p. 139).

The following are all considered special needs children:

• Infants and children who have measurable developmental delays

• Children who have a diagnosed physical or mental condition

• Children who are at risk of experiencing developmental delays*

*Puckett, M. B. & Black, J. K. (2005) The Young Child: Development from Prebirth through age eight (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Resources

• http://www.devdelay.org/• http://www.keepkidshealthy.com/welcome/

conditions/DevelopmentalDelays.html

Any questions about unit 5