1. 1 R. NeSmith Studying Children’s Development Part II

2. R. NeSmith2 What might cause educators to have improper expectations for student? Lack of child developmental knowledge Over-reaction to state and district “standards” Not being “in touch” with your “constitutes” Going through the motions “I’m trying to think, but nothin’s happening!” –Curly (Three Stooges)

3. R. NeSmith3 The History of Childhood 1.Our ideas about childhood are shaped by social, economic, and historical circumstances. 2.In colonial America, children were viewed as “miniature adults” (adultification) with a brief transition from childhood to adulthood.

4. R. NeSmith4 Concept of Children Being Miniature Adults Originated During Medieval Times

5. R. NeSmith5 3. During early years of industrialization children were viewed as a “cheap” source of unskilled labor. 4. “Adolescence” came about as a distinct stage as a result of economic & social changes in the late 1800s. --need for skilled workers --high school attendance “mushroomed”

6. R. NeSmith6 1910

7. 7 High school attendance reached new heights. Laws were passed making attendance compulsory. Adolescence became a type of moratorium in which teenagers had more free time. Prolonged by education & socialization.

8. R. NeSmith8 Is Adolescence a Creation of the Western World? G. Stanley Hall had proposed in the early 1900s that adolescence was a universal time of storm and stress. Margaret Mead spent 9 months in 1928 in Samoa, and concluded that adolescence is not universal. –Not all societies have adolescent periods in life. –Many societies move children straight into adulthood via rituals (rites).

9. R. NeSmith9 Schools: A Context for Development Students spend more than 10,000 hours in school by the time they graduate! In the last 50 years, graduation rates increased from 59% to 71%. There is no clear consensus concerning what the purpose and function of schools in children’s lives should be.

10. R. NeSmith10 Percentage of Time Adolescents Spend in Different Settings

11. R. NeSmith11 Purpose & Function of Schooling? The school environment changes as one set of goals is emphasized over another. During the 60s the emphasis was on “hands-on” learning and “real world” experiences. During the 80s the emphasis was on “back to basics” (The 3 R’s!) calling for tougher standards, more homework, and more testing.

12. R. NeSmith12 Schools differ greatly from one another in: 1.Philosophy (emphases) 2.Resources 3.Learning opportunities 4.Social climate A. Classroom environment B. School environment

13. R. NeSmith13 Schools obviously have an impact on the achievement, socialization, and psychological well-being of children and adolescents.

14. R. NeSmith14 US Students vs. Foreign Students US students consistently score lower on academic tests than children in many Western industrialized countries. Differences are mostly related to cultural differences in schooling and teaching practices.

15. R. NeSmith15 Quality of a Child’s School Experience Is influenced by: 1.Vocational aspirations 2.Feelings of competency & self-worth 3.Academic motivation 4.Identity formation 5.Peer relations 6.Racial attitudes 7.Gender-role beliefs 8.Teaching practices

16. R. NeSmith16 Current Status of Children Enrollment in public schools peaked in the early 70s, declined through mid-80s, and is now peaking again.

17. R. NeSmith17 The demand for new teachers has begun to exceed the supply. According to the Bureau of Labor Statistics, the demand for Elementary school teachers is expected to increase between 10-20% between the years 1996 and 2006. Demand for Secondary teachers and middle school teachers is expected to grow even more, with a 21-35% gain during those years. Demand for urban teachers at all levels is even higher. It is estimated that 2 million teachers will be needed in the next decade.

18. R. NeSmith18 Current Status of Children There are 70 million students under the age of 18 in the US in 1999. Main contribution to this increase: immigration. Approx. 5% of America’ schoolchildren speak a language other than English at home.

19. R. NeSmith19 Number of Children in the United States: 1950-2020

20. R. NeSmith20 Changing Demographics of U.S. School Population (Figure 1.8)

21. R. NeSmith21 Current Status of Children Children represent ~37% of the poor population in the US (highest of any industrialized nation!!!) The percentage of children living with two parents declined from 85% in 1970 to 68% in 1999.

22. R. NeSmith22 Percent of Poverty by Age Group

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24. R. NeSmith24 I hope you see the irony in this headline

25. R. NeSmith25 Perspectives on Children’s Development Development – systematic, successive changes in the child that occur over time and enhance the child’s overall adaptation to the environment.

26. R. NeSmith26 Perspectives on Children’s Development Theory – set of general statements (rules, assumptions, propositions, principles) used to explain facts.

27. R. NeSmith27 Dichotomies in Various Theories 1.Nature vs. Nurture Biological processes (nature) Environmental conditions (nurture) 2.Stability vs. Plasticity Critical periods during normal development Open to change at any point in development.

28. R. NeSmith28 Dichotomies in Various Theories 3. Continuity vs. discontinuity development is a continuous process series of discrete states that represents major and abrupt transformations

29. R. NeSmith29 Dichotomies in Various Theories 4. Passive vs. Active child Passively shaped by the genetic or environmental influences Actively shaping, controlling, and directing their own development 5. Endpoint vs. No endpoint Endpoint versus development continuing throughout life.

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31. R. NeSmith31 Perspectives on Children’s Development