2. 1 Child Growth & Development State Frameworks: Unit 2 revised 2010

3. Classification The process of mentally grouping objects or ideas into categories or groups based on some unique feature 2

4. Reversibility Capable of going backward or forward through a series of actions or changes 3

5. Seriation The ability to arrange items in an increasing or decreasing order based on weight, volume, number, or size; grouping by a common property 4

6. Conservation The understanding that certain properties (number, substance, weight, volume) remain the same (are conserved) even if they change in appearance. 5

7. Bonding Forming strong emotional ties between individuals 6

8. Child Development The study of how children grow and change physically, mentally, socially, emotionally, and intellectually. 7

9. Cooperative Play Activity in which children actually play with one another 8

10. Directed Learning Experiences Learning experiences that are planned with a specific goal in mind 9

11. Environment A person’s surroundings and everything in them, including both human and non-human factors. 10

12. Failure to Thrive A condition which the baby does not grow or develop properly. 11

13. Imitation Learning that occurs by watching and copying the actions of others 12

14. Individual Life Cycle A series of stages a person passes through during his or her lifetime; includes: infant, toddler, preschool, school age, and adolescence 13

15. Large Motor Skills The use and control of the large muscles of the back, legs, shoulders, and arms 14

16. Moral Behavior To behave in ways that are acceptable to society and family 15

17. Object Permanence The concept in which an infant learns that people or things exist even when they are gone from sight 16

18. Parallel Play Activity in which children play side-by-side without interacting 17

19. Puberty The set of changes that gives a child a physically mature body able to reproduce 18

20. Role Model A person that someone admires and wishes to pattern his or her behavior after 19

21. Separation Anxiety A child’s fear of being away from parents, familiar caregivers, or the normal environment 20

22. Small Motor Skills An ability that depends on the use and control of the finer muscles of the wrist, finger, and ankles. 21

23. Stranger Anxiety A baby’s fear of unfamiliar people 22

24. Temper Tantrum A sudden outburst of anger in which children may kick, scream, cry, or hold their breath. 23

25. 24 What is Child Development? …the study of how children grow and change physically.

26. 25 Development is sequential: –Children master tasks in a logical order. Simple to complex. Head to foot Center of the body outward. Development proceeds at an individual rate: –There really is no “average” child. Each child develops at their own rate and shouldn’t be compared to anyone else. However, each child should reach certain developmental milestones by certain ages. Development is interrelated: –Progress in one area affects progress in another. Development continues throughout life: –Life is a continuous process of development in which you develop new skills and abilities and constantly learn more about yourself. CHARACTERISTICS OF DEVELOPMENT

27. 26 Physical : –Increases in size and weight. –Increasing ability to control and coordinate body movements. –Biggest growth spurts occur during infancy when children triple or quadruple their birth weight and size. –Second growth spurt occurs during adolescence. –Imperative children receive nutritious meals and exercise to develop correctly and to their full potential. 2.2 List the 5 basic types of development. development.

28. 27 Intellectual: –The ways children develop language, solve problems, and remember what they learn. –The neurons (nerve cells) send information across synapses (junction points) in your brain. Some of these connections are fixed and unchangeable, others may be grown or developed your entire lifetime. –An infant has 50 trillion synapses at birth grow to 1,000 trillion in the first year! There can be a 25% increase or decrease in the final synapse number depending upon the level of interaction and positive attention babies receive. 2.2 List the 5 basic types of development. development. It is never too soon to help your child learn! help your child learn!

29. 28 Emotional: –Learning to recognize feelings and express them appropriately. –Some people never develop emotionally! WHY? 2.2 List the 5 basic types of development. development.

30. 29 Social : –Learning to relate to other people. 2.2 List the 5 basic types of development. development.

31. 30 Moral: –The process of learning to distinguish between right and wrong. Moral Behavior: to behave in ways that are acceptable to society and family. 2.2 List the 5 basic types of development. development.

32. Application For each of the 5 areas of development, give and describe one example (not said in class) that would represent a developmental milestone (accomplishment) in that specific area. 31

33. Objectives Match individual life cycle stages with ages. Describe key milestones or examples that each stage goes through in each area of development: PHYSICAL, EMOTIONAL, SOCIAL, and INTELLECTUAL 32

34. 33 2.3 Match the stages in the Individual life cycle with the correct age ranges. IndividualLifeCycle Infancy: Birth to one year. Toddler: 1-2 years of age. Preschool: 3-5 years of age. Middle Childhood: 6-10 years of age. Early Adolescence: 11-14 years of age. Late Adolescence: 15-18 years of age. Individual Life Cycle: a series of stages a person passes through during his or her lifetime; includes infant, toddler, preschool, school age, and adolescence.

35. Application Each group will randomly be assigned a stage in the individual life cycle. Based on that stage, your group will be required to create a power point presentation describing that stage. 1.You must give examples of milestones that occur in that stage (all areas of dev.) 2.Describe activities that help children develop and grow properly in that stage. 3.Make sure your power point is neat, appealing, and represents your age range appropriately. You will need to be ready to present your power point Wednesday 34

36. 35 Physical Development: –Infancy (Ages Birth-1): At 2 months, they have grown about 3 inches and gained 3 pounds. They can hold their head up for short periods of time. By 4 months, they have grown about 2 ½ inches and gained 2 more pounds. They can bear some weight upon their legs when held upright. At 6 months, they have gained 2 more pounds, grown 1 ½ inches, and have larger heads to accommodate brain development. They can roll over and sit up with support. During 6-12 months, physical growth slows and motor development speeds up. At 7 months, most can crawl and sit without support. By 12 months, many can walk with support and some can walk on their own. Also occurring no later than 12 months…object permanence: the concept in which an infant learns that people or things exist even when they are gone from sight. Describe the physical development in each stage of the individual life cycle.

37. 36 Physical Development: –Toddler (Ages 1-2): This age group tends to be picky eaters and eat less because physical development slows down and they do not need as much energy. They lose their baby fat, grow thinner and longer, and have a tendency to “graze” on food throughout the day rather than eat whole meals. Due to the lengthening and slimming of their bodies, their head will appear more proportionate to their bodies (it does not during infancy). By age 2, their brain has grown to 55% of its adult size. They are very physically active. They work on walking, running, climbing and other physical activities without help. Describe the physical development in each stage of the individual life cycle. Failure To Thrive: the child is not growing or developing properly(weight gain, height increase or brain development)…sometimes a result of abuse or neglect.

38. 37 Physical Development: –Preschool (Ages 3-5): Gross motor skill development (large muscles) increases. Children are very active and enjoy physical activity. At age 3, they can stand on their tiptoes and hop on one foot. By age 4, they can hop on one foot and skip. Children age 5 can jump, run, and throw. They also become more controlled with utilizing their fine motor skills (small muscles). They learn to draw, write, tie knots, and button clothes. Describe the physical development in each stage of the individual life cycle. Failure To Thrive: the child is not growing or developing properly(weight gain, height increase or brain development)…sometimes a result of abuse or neglect.

39. 38 Physical Development: –Middle Childhood (Ages 6-10): Noticeable changes in height, weight, loss of “baby” teeth, and the growth of permanent teeth. Boys and girls are physically matched pretty evenly as they grow stronger and more coordinated. Encouraging your child in sports is a great way for them to develop physical skills. Describe the physical development in each stage of the individual life cycle. Failure To Thrive: the child is not growing or developing properly(weight gain, height increase or brain development)…sometimes a result of abuse or neglect.

40. 39 Physical Development: –Early Adolescence (Ages 11-14): Girls attain their growth spurt at an earlier age. Various body parts grow at different rates causing children to have a gangly look. This may be a source of concern for children because of their desire to “fit in” and be accepted by their peers. The lungs in both genders grow larger and their hearts will double in size. The onset of puberty occurs during this stage of development. –Puberty: the set of changes that gives a child a physically mature body able to reproduce. –Females develop more body fat, breasts, and begin menstruation (between ages 9-11). –Males grow facial hair, have a decrease in body fat, and their voices deepen (beginning around ages 10-12). –Both genders grow hair around the genitals and under their arms. Describe the physical development in each stage of the individual life cycle.

41. 40 Physical Development: –Late Adolescence (Ages 15-18): Females grow another 1 ½ inches taller after the beginning of their first menstrual period. Males will usually begin their growth spurt 2 years after puberty begins. Males with surpass females in height, weight, strength. Both genders achieve sexual maturity. Describe the physical development in each stage of the individual life cycle.

42. 41 Intellectual Development: –Infancy (Ages Birth – 1): Describe intellectual development in each stage of the individual life cycle. Intellectual Milestones Ages 1-2 Months Looks at people and objects. Makes “ooh” and “aah” sounds. Ages 2-4 Months Coos in response to others’ speech. Anticipates events (smiles, coos) Ages 4-6 Months Makes more sounds. Recognizes own name. Ages 6-9 Months Says “Mama” & “Dada” Understands words. Looks for dropped Objects. Ages 9-12 Months Adds 1-3 words to vocabulary. Imitates sounds like “bow wow.”

43. 42 Intellectual Development: –Toddler (Ages 1-2): This age group is extremely curious and enjoy exploration of their environment. A sense of humor begins to develop. They imitate animal sounds. They typically begin to speak around age one, and by age two, they can speak in two- or three-word sentences and sing simple songs. They have a short attention span, and are easily distracted. When they become frustrated, you can divert their attention and distract them. Describe intellectual development in each stage of the individual life cycle.

44. 43 Intellectual Development: –Preschool (Ages 3-5): These children are very interested in the world around them. They are eager to learn and have active imaginations. Their language skills increase dramatically. Two-year-olds typically have about 100-200 word vocabularies and five – year-olds typically have at least 2,000 words in their vocabularies. Brain development brings more sophisticated mental skills and children are able to make logical connections. Short-term and long-term memory improves and they can recall short word lists read to them and describe past events in detail. They like to “pretend.” They can play games with simple rules. Describe intellectual development in each stage of the individual life cycle.

45. 44 Intellectual Development: –Middle Childhood (Ages 6-10): More complex thinking skills occur. At age 6, they can understand simple sentences. By age 10, children can grasp fairly complicated ideas. Mathematical skills develop. Reasoning is still in an immature stage. Children begin to think things through for themselves. Children in this stage are still more “concrete” thinkers rather than “abstract” thinkers (more in the here and now). Describe intellectual development in each stage of the individual life cycle.

46. 45 Intellectual Development: –Early Adolescence (Ages 11-14): They can perform more complicated tasks. At the beginning of the stage, they are still more concrete in their thinking skills and this can lead to trouble as they fail to consider the consequences of their actions. Around age 14, children are able to think more abstractly. Though they begin to look more mature physically, early teen years find children with reasoning and judgment skills which are still immature. Describe intellectual development in each stage of the individual life cycle.

47. 46 Describe intellectual development in each stage of the individual life cycle. As children enter school age (5-6) through early teens (12-14)…they can no longer be mislead. They can perform logical- thinking actions (operations) on information about real things in their world or what they can imagine (concrete). Some of the concepts children learn include… Classification: the process of mentally grouping objects or ideas into categories or groups based on some unique feature. Reversibility: capable of going backward or forward through a series of actions or changes. Seriation: the ability to arrange items in an increasing or decreasing order based on weight, volume, number, or size; grouping by common property.

48. 47 Intellectual Development: –Late Adolescence (Ages 15-18): According to studies at the National Institute for Mental Health, teenagers in this stage of development have brain connections developing which will affect the way their thought processes work for the rest of their lives. MAKE SURE TO TAKE CARE OF YOURSELF! Teens are able to use sequential logical thinking. They are able to forecast the logical consequences of their actions and juggle several concepts simultaneously. Mathematical, writing, and speech skills improve as their mental abilities progress. Describe intellectual development in each stage of the individual life cycle.

49. 48 Infancy (Birth to 1) Emotional: –1 month: eyes widen and they smile in recognition at parents/caregivers. –4 months: they make and keep eye contact, wave arms, smile. They quit crying when loved one picks them up. –From 6-9 months, the bond between infants and caregivers grows stronger. They miss absent parents… separation anxiety: a child’s fear of being away from parents, familiar caregivers, or the normal environment. Social: –Between 4-6 months, infants become more social. They will laugh, cuddle, and make eye contact with friendly people. –By 9-12 months, infants may hide their face when a stranger speaks to them or hide behind their caregiver. Fear of strangers grows. Stranger Anxiety: a baby’s fear of unfamiliar people. 2.5 Describe emotional and social stages of child social stages of child development. development.

50. 49 Toddler (Ages 1-2) Emotional: –They become frustrated easily. They want independence, but cannot do many things for themselves which lead to frustration. They will try and try until they master the task, usually with a lot of crying involved! –Temper Tantrums: a sudden outburst of anger in which children may kick, scream, cry, or hold their breath. –Distracting them can help. Social: –Toddlers are self-centered (egocentric). –They have trouble sharing anything! –They like to play beside other children (parallel play), but usually not with (cooperative play) them. –They do not understand how their own actions affect others. –They like to imitate adults. Describe emotional and social development in each stage of the individual life cycle.

51. 50 Preschool (Ages 3-5) Emotional: –They want independence. They work on developing self- confidence. –They begin to pull away and separate from their parents, but still need the security of having a parent nearby for encouragement and praise of their accomplishments. Socially: –Cooperative play begins, but children of this stage still want their own way. –They are sensitive to their family’s sense of “good” and “bad” behavior. –They anticipate how adults will react to inappropriate behavior. Describe emotional and social development in each stage of the individual life cycle.

52. 51 Middle Childhood (Ages 6-10) Emotionally: –Emotional skills become more refined as children are around more and more people. –Establishing their identity separate from their family is very important. Socially: –They come into contact with a variety of people in the community because of their age. –They try out behaviors on their peers as they try to find their identity. –They are not so self-centered by age 10, and can put aside their own desires in order to help the team or group. Describe emotional and social development in each stage of the individual life cycle.

53. 52 Early Adolescence (Ages 11-14) Emotional: –MOODY!!!! (Blame it on the hormones!). –Teens struggle with “Who am I?” and “Am I normal/ok?” Social: –Strong desire for peer approval. –Conflict with parents due to establishing their own identity. Conflict also occurs because of parental needs to continue nurturing their children. –Interest in dating picks up. Describe emotional and social development in each stage of the individual life cycle.

54. 53 Late Adolescence (Ages 15-18) Emotional: –Interest in romance and intimacy grows and teens personal awareness of their own sexuality and feelings has a strong affect on emotional development. –Acting on these feelings is a choice and some teens lack the emotional maturity to consider all the consequences before acting on their feelings. Social: –Family, culture, and religious beliefs has a strong impact upon teenagers behaviors. –Teenagers awareness of their own sexuality and feelings has a strong impact on social development. Describe emotional and social development in each stage of the individual life cycle.

55. 54

56. 55 Methods of Learning : –Imitation: learning that occurs by watching and copying the actions of others. –Directed Learning Experience: learning experiences that are planned with a specific goal in mind. –Trial and Error: learning through experimentation. –Incidental Learning: learning from new experiences that are unplanned. –Repetition: doing the same thing over and over. Types of Learners : –Visual –Auditory –Tactile –Combination 2.4 Identify ways children learn. children learn. Parents need to learn what type of learner their child is to best help them learn!

57. 56 Explore environment: a person’s surroundings and everything in them, including both human and non-human factors. Develop large motor skills: the use and control of the large muscles of the back, legs, shoulders, and arms. Develop small motor skills: an ability that depends on the use and control of the finer muscles of the wrist, finger, and ankles. Experience cooperative play: activity in which children actually play with one another. Experience parallel play: activity in which children play side by side without interaction. Bonding: forming strong emotional ties between individuals. 2.4.1 Describe the role of play in learning. in learning. How does the “Role of Play” effect learning?

58. 57 2.9 Name ways parents can influence intellectual influence intellectual development in children. development in children. ParentalIntellectualInfluences Nurture the desire to learn. Promoteconceptdevelopment. Promotethinkingskills.Promotelanguageskills. Provide music music & art experiences.

59. 58 Nurture the desire to learn-: Children love to learn. Always encourage them and help make every experience a learning one. Model enthusiasm for learning in your own life. Encourage their natural curiosity or exploration… Limit television time. Provide opportunities: –Pointing out shapes and colors on grocery store products. –Identify farm animals as you drive past farms and pastures. –List the colors they see in people’s clothing. Read to and with children. Stimulate creativity and imagination. 2.6 Identify ways parents can promote intellectual promote intellectual development development

60. 59 Promote Concept Development 2.6 Identify ways parents can promote intellectual promote intellectual development development Shapes Classification (sorting) Size and Space Number and Quantity Time

61. 60 Promote Thinking Skills Memory: –This ability starts early (such as a 2 month old expecting feeding time). –Strengthen memory by: Playing memory games. Keeping belongings in the same place in the house. Read books aloud and ask children questions taken from the story. Help older children create routines for homework and chores. Reasoning and Problem Solving: –This ability must develop over time. Encourage children to use reasoning skills like compare/contrast, classify, naming, identifying cause and effect, and generalizing. Curiosity, Imagination, & Creativity: –Answer “why” questions! –Teach them how to research and look up their questions or interests. –Do not stifle creativity. 2.6 Identify ways parents can promote intellectual promote intellectual development development

62. 61 Promoting Language Skills Understanding Language: –By 6 months of age, most infants recognize the basic vowel sounds of their native language. At 9 months, they begin to comprehend their first words. Pronunciation and articulation are important! –DO NOT TALK BABY TALK!!! Speaking: Children understand more words than they can say. –Point out objects and name them, read books, visit places and point out things, read rhymes and poems aloud to children, take them to see puppet shows. –Correct grammar and consider teaching them a second language. Three-year- olds learn second languages faster than adults! Reading: strengthens language skills, imagination, capacity for symbolic thought, attention to details, memory, and reasoning ability. –Reading to your children is the single most important factor to their success as readers! Make story time a natural part of your routine. Writing: It is never to early to start the habit of writing. –Have them help write grocery lists, to do lists, etc. –Have children write thank-you notes for presents they receive. 2.6 Identify ways parents can promote intellectual promote intellectual development development

63. 62 Choosing Books for Younger Children 2.6 Identify ways parents can promote intellectual promote intellectual development development Plot Is simple. Age- appropriate Theme Familiar situations with likeable characters. Respect for diverse cultures and beliefs. Basic, descriptive language. Pleasing rhythms and rhymes. Illustrations that are eye-catching. Appropriate age-constructed. Toddlers need sturdy cloth or cardboard books with large pages.

64. 63 Promoting Math Skills Basic skills like lining up and counting objects introduces the concept of numbers. Simple rhymes and songs that have counting up or down help lead to the understanding of addition and subtraction. Games involving sorting, counting, measuring, and matching help develop math skills. Grocery store trips allow older children to learn how to compare prices or use coupons. Have children help adjust recipes for fractions practice. ALWAYS help children with math homework. 2.6 Identify ways parents can promote intellectual promote intellectual development development

65. 64 Providing Music & Art Experiences Music: –Expose children early to a variety of musical artists & experiences & have them dance. –Children of all ages enjoy music. –Research has that neurons are exercised by listening to music (Mozart effect). –Children listening to music while working on math develop better spatial reasoning skills (they can perceive the relationships between objects). Art: –Process not product is the key. –Art encourages creativity. –Provide a variety of supplies for your child. –Have them describe their artwork to you. 2.6 Identify ways parents can promote intellectual promote intellectual development development

66. 65 Promote nutrition, wellness and fitness: –Follow myPLATE guidelines for children’s age groups. –Serve small portions and allow seconds if children are still hungry. –Keep snacks spaced between meals not right before them. Make them nutritious, not full of empty calorie foods. Be creative in presentation – this helps especially with younger children. –Promote good eating habits. Start when they are young, and model the desired behavior yourself! –Insure adequate sleep and ensure plenty of rest. –Encourage exercise of all kinds. Limit television time and have children play outside or in a safe place. Younger children especially love to run and play. –Design physical activities that the whole family can enjoy together. –Finally, teach and support good hygiene skills to further the physical development of your child. 2.5 Identify ways parents can promote physical promote physical development development

67. 66 Bond with your children. Provide opportunities for peer interaction. Teach Conflict Resolution… 2.7 Identify ways parents can promote social development

68. 67 Encourage independence. Help them establish a positive self-image and self- esteem. –Be accepting, offer help tactfully, and commend effort instead of achievement. –Correct misbehavior, criticize the behavior instead of the child, offer praise appropriately, and avoid comparisons. –Model appropriate self-esteem, encourage participation, allow healthy risks and mistakes, and give children time, attention, and respect. Encourage affection and empathy. Help them to identify and express difficult emotions. –Teach them effective ways to release and relieve stress. Model appropriate behavior within the family unit. Be aware of possible emotional problems such anxiety, eating disorders, depression, and suicide. 2.8 Identify ways parents can promote emotional development

69. 68 Discuss values and morals. Provide a positive home environment. Set examples as a positive role model. –Role Model: a person that someone admires and wishes to pattern his or her behavior. Set rules! Use teachable moments… 2.9 Identify ways parents can promote moral development

70. OBJECTIVE Describe the influence of heredity and environment on child development KEY VOCAB: Heredity, environment APK: Make a list of hereditary characteristics that you have from one or both birth parents and also environmental factors during your childhood that have affected you so far as you grow into a young adult. 69

71. 70 2.10 Describe the influence of heredity on child development. What do we inherit from Mom & Dad? Genotype - Mom 23 / Dad 23 = 46 pairs of Chromosomes Phenotype - expressed genes…the things we see! Carriers - unexpressed genes…things we can’t see and could tie into genetic disease. Dominant Genes - if your mom gave you the gene for blue eyes and your dad gave you the gene for brown eyes, the brown is the dominant gene that will be expressed. Recessive Genes - you are still a carrier of the blue gene it is just considered recessive…BUT, you have a 50% chance of passing that gene on to future generations. Sex Chromosomes - 23 pairs of chromosomes determine sex…XY is male and XX is female.

72. 71 2.10 Describe the influence of environment on child development. Environmental Factors Environment: a person’s surroundings and everything in them, including both human and non-human factors Family Friends Caregivers / Daycare Teacher / School Church Media Doctor / Dentist Extra Curricular Activities

73. 72 The family is the single most important environmental influence on development. A child’s society, culture, ethnic background also influence development and shape the child. Economic conditions can help or hinder a child’s development. Having access to healthcare, technology, and educational sources will impact development. Particular events in a child’s life will affect development. 2.10 Describe the influence of environment on child development.