1. Middle Development Chapter 4 Education and Training Ms. Faust

2. Monday, November 30, 2015  1. Learning Target- I can identify developmental delays.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 82 and read the opener.  3. What is a developmental delay?

3. Tuesday, December 1, 2015  1. Learning Target- I can describe visual-motor coordination.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 86 and read “Gross Motor Skills.”  3. What is visual-motor coordination?

4. Children 5-7

5. Physical Growth & Development  On average, children grow 2 to 3 inches per year and gain 4 to 5 pounds per year  Boys and girls are similar in size  Baby teeth are falling out and being replaced by permanent teeth

6. Gross-Motor Skills  More developed than fine motor skills at this age  Can play at recess by:  swinging on the monkey bars  throwing a ball  running  Jumping  Skipping  Swinging  Dodge objects  **Visual-motor coordination improves!

7. Fine-Motor Skills  Hand-eye coordination and dexterity improves  Writing is a new task that they are now able to do! Writing includes cognitive and physical development.  Drawing become more detailed  Cutting with scissors and coloring  Dress independently

8. Cognitive Development- Thinking Skills  Can only focus on how things appear  Can start to follow directions in greater detail  Begin to show a sense of humor with jokes  Imagination is vivid!

9. Cognitive Skills- Language and Reading  Begin by recognizing alphabet letters  Followed by letter combinations  Then whole words!  Eventually, they will start reading short and simple sentences.  Most students begin reading in Kindergarten or 1 st grade

10. Social Emotional Development- Peer Relationships  Their choice of friends change often  Share secrets  Change partners  Stick up for one another  Usually play with friends of the same gender

11. Social-Emotional Development- Family Relationships  Children want to please others, especially their parents  They respond well to established expectations and family rules  Form relationships with siblings, whether positive or negative

12. Social-Emotional Development- Self-Concept  Begin to assess themselves  Based on comments from others, abilities, successes and failures

13. Moral Development  Can tell the difference between right and wrong  Able to wait their turn while playing a game  Know how to share toys  Do best when activities are for cooperation, rather than competition

14. Wednesday, December 2, 2015  1. Learning Target- I can identify fine motor skills.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 87 and read “Fine Motor Skills.”  3. What is hand eye coordination? What is dexterity?

15. Children 8&9

16. Physical Growth and Development  More individual variation  Steady growth  Girls starting to become taller than boys  Some kids starting to reach puberty

17. Motor Skills  Better body control  More graceful  Good age for sports, dance, gymnastics, etc  Hand-eye coordination improves

18. Cognitive Development- Thinking Skills  Can focus for longer periods of time  Memory improves  Still learn best through experience with actual objects  Now can solve problems mentally  Seriation  Classification  Conservation  Transitivity

19. Cognitive Development- Language and Reading  Reading and writing abilities have increased  Reading comprehension becomes important  Identify main points and summarize

20. Social-Emotional Development- Peer Relationships  Like to be part of a group  Want to have friends  Developing social skills

21. Social-Emotional Development- Family Relationships  Still look up to parents, but now may ignore what they are told or argue  Sensitive to criticism  Often at odds with siblings

22. Social-Emotional Development- Self-Concept  Want to feel a sense of belonging  Want to be accepted by others  Want to dress like everyone else

23. Moral Development  Follow rules selectively  Like to make deals  Concerned about fairness

24. Thursday, December 3, 2015  1. Learning Target- I can summarize the concept of thinking skills.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 93 and read “Thinking Skills.”  3. What is classification?

25. Friday, November 4, 2015  1. Learning Target- I can define transitivity.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 94 and read “Transitivity.”  3. What is transitivity?

28. Monday, December 7, 2015  1. Learning Target- I can identify self-concept.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 91 and read “Self Concept.”  3. What is self-concept?

29. Children Ages 10 to 12

30. Physical Growth and Development  Size and variation now determined by DNA (easier to see)  Some children have major growth spurts  Some still look like children  Some showing signs of puberty

31. Motor Skills  Muscle strength and reaction continues to improve  Enjoy active play and organized sports  Can write and draw with more skill  Can complete complicated projects

32. Cognitive Development- Thinking Skills  Capable of more complex thoughts  Master sequencing and ordering  Short-term memory grows  Executive strategies

33. Cognitive Development- Social Skills  Use more complex sentences in speech and writing  Can understand grammar  Often proficient readers

34. Social-Emotional Development- Peer Relationships  Need to be accepted by others  Group activities give a sense of belonging  Most 10 year olds don’t interact much with the opposite gender; Changes by 12. Could have classroom crushes  Value the opinions of peers

35. Social-Emotional Development- Family Relationships  Respect parents but relationship is changing  Sometimes defy authority by talking back, doing things they know they shouldn’t, or ignoring what their parents say  Preteens tend to be bossy towards younger siblings and annoying to older siblings

36. Social-Emotional Development- Self-Concept  See themselves as functioning capably on their own  Define themselves in terms of their appearance, possessions, and involvement in activities  Fear of rejection  Deal with worry

37. Moral Development  Some still base decisions on rewards and punishments  Some pre-teens begin to question their parents’ morals. This combined with negative peer pressure can lead to bad decisions

38. Tuesday, December 8, 2015  1. Learning Target- I can identify growth and development in middle childhood.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 98 and read “Thinking Skills.”  What are executive strategies?

39. Wednesday, December 9, 2015  1. Learning Target- I can show my mastery of middle childhood through the Chapter 3 quiz.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 101 and read “Summary.”  3. In your own words, summarize child development in children 5-12.

40. Thursday, December 10, 2015  1. Learning Target- I can summarize developmental stages in middle childhood.  2. Bell Ringer-  1. Grab a blue book.  2. Open to page 88 and read “Thinking Skills.”  3. What is conservation?

41. Friday, December 11, 2015  1. Learning Target- I can explain why teachers need to understand child development.  2. Bell Ringer- As a future teacher, why is it important for you to understand child development?

42. Monday, December 14, 2015  1. Learning Target- I can make a Christmas card.  2. Bell Ringer-  1. Pick a colored piece of paper.  2. Get the supplies you need: markers, scissors, etc.  3. Make a Christmas card for our soldier friend, Jess.