2. Learning About Children1
Learning About Children

3. Key Terms child-centered society socialize culture character
development
child development
individual life cycle
heredity
environment
genes
genetics
neurons
wiring
axons
dendrites
continued 3

4. Key Terms synapse pruning window of opportunity plasticity
developmental acceleration
developmental delay
principles of growth and development
sequenced steps
teachable moment
developmental tasks
direct observation
indirect observation

5. Objective
List reasons for learning about children.

6. Why Study Children? Understand yourself Be a responsible parent
Protect children’s rights
Work with children

7. Children Need Safe Environments
Homes and schools that promote health and well-being
A child-centered society
sees children as important
cares about their well-being
works to meet their needs

8. To Be a Responsible Parent
Physical needs
food, clothing, shelter
physical protection
proper health and medical care
Intellectual needs
positive learning experiences
continued

9. To Be a Responsible Parent
Social needs
socialize children
teach children about their culture
help children develop character
Trust needs
Love and guidance needs

10. Children’s Rights An identity A family
Express themselves and have access to information
A safe, healthy life
Special protection in times of war
An education
Special care for the disabled
Protection from discrimination
Protection from abuse
Protection from harmful work
Special treatment if arrested

11. Objective
Define the term child development.

12. What Is Child Development?
Development is the gradual process through which babies become adults
Child development is the scientific study of children from conception to adolescence
The individual life cycle is a description of the stages of change people experience throughout life

13. Objective
Summarize the six stages of the individual life cycle that involve children.

14. Individual Life Cycle— Childhood Stages
Prenatal stage: conception to birth
Neonatal stage: birth through the second week
Infancy stage: two weeks through the first birthday
Toddler stage: 12–36 months
Preschool stage: 3–6 years
School-age stage: 6–12 years

15. Objective
Describe three factors that promote growth and development.

16. Factors That Influence Growth and Development

17. Heredity
Heredity includes traits passed to a child from blood relatives
Genes are sections of the DNA molecule
found in cells
determine traits
Genetics is the study of heredity
continued

18. Heredity The genes’ instructions are lifelong
Genes affect some parts of growth and development more than others
Some genes determine whether a person will have a trait
Other genes affect the range of a trait

19. Environment Physical conditions are part of the environment
food, rest
Environments shape experiences
Relationships with others are part of the environment
Environments affect physical, intellectual, and social-emotional traits

20. Heredity and Environment Combined
Genes and the environment work together

21. Objective
Explain how brain development occurs.

22. Basic Wiring
Neurons are brain cells that direct various tasks of the brain
Wiring is a network of fibers that carry signals between neurons
Axons are cables that transmit signals from a neuron to other neurons
continued

23. Basic Wiring
Dendrites are cables that allow each neuron to receive signals sent by other neurons
Synapse is a gap between neurons across which electrical impulses can be transmitted 23

24. Heredity and Environment Interact
Heredity and environment work together to develop the brain
Rich sensory experiences enhance brain development
create new dendrites
Pruning is the process in which the brain weeds out unused pathways

25. Windows of Opportunity
Genes control the order and timetable of brain development
Each region of the brain has a specific function
develop at various rates
Windows of opportunity occur
prime period for developing a specific skill
may overlap

26. Brain Plasticity Plasticity lessens with age
early years are crucial
Plasticity can have positive and negative effects on brain development
continued

27. Brain Plasticity
Interaction with loving adults engaged in daily tasks and family-type activities
Choices in what and how to learn
Time to practice and master skills
continued

28. Brain Plasticity
The infant and toddler years are times of great brain activity and learning
Some children need early professional intervention to overcome obstacles to healthy brain development
Good early environments provide the best foundation for development and promote resiliency

29. What Do You Think?
Do you think most families know what best supports brain development in young children? Why or why not?
Do academic exercises, such as computer programs for infant learning, support brain development in young children? Why or why not?

30. Objective
Identify differences in the rate of growth and development.

31. Differences in the Rate of Growth and Development
Growth and development occurs in expected sequences
stages
Children enter and leave stages at different rates
developmental acceleration
developmental delay
continued

32. Differences in the Rate of Growth and Development
Children do not advance in all areas at the same rate
Children may be accelerated or delayed in one or more areas
Children may be accelerated in one area and delayed in another

33. Objective
Explain and give examples of some major principles and theories of growth and development.

34. Principles of Growth and Development
Principles of growth and development do not fit every person exactly
Key principles
constant
gradual and continuous
sequenced steps
different rates
interrelated

35. Growth and Development Are Constant
Many aspects of growth and development are unchanging
constancy
Traits controlled by heredity do not change
People often live in the same environment for many years

36. Growth and Development Are Gradual and Continuous
Changes happen in little, unbroken steps
Positive aspects
development does not reverse overnight
if development is delayed, may occur later in life
continued

37. Growth and Development Are Gradual and Continuous
Negative aspects
poor growth and development are not easily reversed
a delay because of environmental issues may need intervention

38. Growth and Development Happen in Sequenced Steps
Change must build on what children have already learned
Steps in growth and development follow one another in sequenced steps
continued

39. Growth and Development Happen in Sequenced Steps
A teachable moment occurs when
the body and mind are physically ready
caregivers offer encouragement
the child feels a strong desire to learn
Children feel stressed if pushed to learn before the teachable moment
Waiting too long after a teachable moment may cause problems

40. Growth and Development Happen at Different Rates
Both fast and slow periods of growth and development occur
intense growth in infancy, slower in middle school
Rates of growth and development vary from one child to another
sequence is similar
differ due to heredity, environment, and motivation
continued

41. Growth and Development Happen at Different Rates
Heredity determines different growth rates
Children need a good environment to grow at the best rate
lags may occur if environment is lacking
hurrying a child may cause stress
Some children are more motivated to grow and achieve than others

42. Growth and Development Are Interrelated
All aspects of growth and development interact in complex ways

43. Theories of Growth and Development
Erik Erikson (1902–1994)
Jean Piaget (1896–1980)
Lev Vygotsky (1896–1934)
Robert J. Havighurst (1900–1991)
Abraham Maslow (1908–1970)

44. Havighurst’s Theory of Developmental Tasks
Mastery of skills and activities that fit level of growth and development
Failure to achieve developmental tasks leads to unhappiness and problems with later tasks
continued

45. Havighurst’s Theory of Developmental Tasks
Developmental tasks come from three sources
physical growth
social pressures
inner pressures

46. Maslow’s Hierarchy of Human Needs
Development is a result of meeting personal needs
People work to fulfill basic needs and higher-level needs
Lower-level needs must be met before higher-level needs can be pursued
continued

47. Maslow’s Hierarchy of Human Needs
Physical needs
air, water, food, clothing, shelter
Security
need to feel safe in surroundings
Love and acceptance
need for support, assurance, praise, acceptance
Esteem
need to be liked and accepted
continued

48. Maslow’s Hierarchy of Human Needs
Self-actualization
all needs have been fulfilled to some degree

49. Objective
Develop observation skills.

50. Observing Children
Observation is the oldest, most common, and best way to learn about human behavior
Observing adults who work with children provide a model
Many observational skills are learned

51. Why Observe Children?

52. Ways to Observe
Direct observation means watching children in natural environments
Indirect observation includes gathering information about children from various sources
questioning parents, teachers, children
examining children’s products, such as artwork or writings

53. Guidelines for Observing
Know your objectives
Obtain permission to observe
Know what to do at the site
Ask questions at convenient times
Do not distract children from activities
Observe carefully and objectively
Record accurately
Protect the rights of all observed
continued

54. Guidelines for Observing
Protect rights
subject
observer
List behaviors to follow
Help make observations meaningful

55. What Would You Do?
You are working in a child care facility caring for 10 five-year-olds
One child cries every day when transitioning from free play to lunch
How could you use observation to address this problem?

56. Glossary of Key Terms
axons. Long, thick cables that transmit all the signals from a neuron to other neurons.
character. Principles and beliefs that guide one’s conduct and define one’s personality and behavior.
child-centered society. Society that sees children as important, cares about their well-being, and works to meet their needs.

57. Glossary of Key Terms
child development. Scientific study of children from conception to adolescence.
culture. Way of life within a group that includes language, beliefs, attitudes, values, rituals, and skills.
dendrites. Short, bushy cables that allow each neuron to receive signals sent by other neurons.

58. Glossary of Key Terms
development. Gradual process of growth through many stages, such as before birth, infancy, childhood, adolescence, and adulthood.
developmental acceleration. When a child performs like an older child.
developmental delay. When a child performs like a younger child.

59. Glossary of Key Terms
developmental tasks. Skills that should be mastered at a certain stage in life.
direct observation. Watching children in their natural environments.
environment. Sum of all the conditions and situations that surround and affect a child’s growth and development.

60. Glossary of Key Terms
genes. Sections of the DNA molecule found in a person’s cells that determine the individual traits the person will have.
genetics. Study of the factors involved in the passing of traits from one generation of living beings to the next.
heredity. Sum of all the traits that are passed to a child from blood relatives.

61. Glossary of Key Terms
indirect observation. Observation done by methods other than watching children, including asking other people questions about the children and observing the products children make.
individual life cycle. Description of the stages of change people experience throughout life.

62. Glossary of Key Terms
neurons. Brain cells that send and receive electrical impulses amongst each other to direct the various tasks of the brain.
plasticity. Ability of the brain to be shaped and reshaped, which is greatest early in life.
principles of growth and development. Statements of the general patterns in which growth and development take place in people.

63. Glossary of Key Terms
pruning. Process of weeding out underused or weak pathways between neurons.
sequenced steps. Steps in growth and development that follow one another in a set order.
socialize. To train a child to live as part of a group, such as the family, culture, or society.

64. Glossary of Key Terms
synapse. Tiny gap between a dendrite of one neuron and the axon of another across which electrical impulses can be transmitted.
teachable moment. Time when a person can learn a new task because the body is physically ready, caregivers encourage and support, and the child feels a strong desire to learn.

65. Glossary of Key Terms
window of opportunity. Prime period in a child’s life for developing a particular skill if given the opportunity.
wiring. Network of fibers that carry brain signals between neurons.