1. Learning About Children1
Learning About Children

2. Objective
List reasons for learning about children.

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

4. 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

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

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

7. 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

8. Objective
Define the term child development.

9. 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

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

11. 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

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

13. Factors That Influence Growth and Development

14. 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

15. 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

16. 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

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

18. Objective
Explain how brain development occurs.

19. Basic Wiring continued
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

20. 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 20

21. 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

22. 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

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

24. 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

25. 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

26. 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?
Answer these questions in the notes section below

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

28. Differences in the Rate of Growth and Development
Growth and development occurs in
Children
developmental
continued

29. Differences in the Rate of Growth and Development
Children do not advance
Children may be accelerated or delayed in
Children may be

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

31. Principles of Growth and Development
Principles of growth and development do not fit every person exactly
Key principles

32. Growth and Development Are Constant
Many aspects of growth and development are
Traits controlled by
People often live in the

33. Growth and Development Are Gradual and Continuous
Changes happen in
Positive aspects
continued

34. Growth and Development Are Gradual and Continuous
Negative aspects

35. Growth and Development Happen in Sequenced Steps
Change must build on
Steps in growth and development
continued

36. Growth and Development Happen in Sequenced Steps
A teachable moment occurs when
the child feels
Children feel stressed if
Waiting too long after a teachable moment

37. Growth and Development Happen at Different Rates
Both fast and slow periods of growth and development occur
Rates of growth and development vary from one child to another
continued

38. Growth and Development Happen at Different Rates
Heredity determines
Children need a good environment to
lags may occur if
Some children are

39. Growth and Development Are Interrelated
All aspects of

40. 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)

41. Havighurst’s Theory of Developmental Tasks
Mastery of skills and activities
Failure to achieve developmental tasks
continued

42. Havighurst’s Theory of Developmental Tasks
Developmental tasks come from three sources

43. Maslow’s Hierarchy of Human Needs
Development is a result of
People work to fulfill
Lower-level needs must be met before
continued

44. Maslow’s Hierarchy of Human Needs
Physical needs
Security
Love and acceptance
Esteem
continued

45. Maslow’s Hierarchy of Human Needs
Self-actualization

46. Objective
Develop observation skills.

47. Observing Children Observation is the
Observing adults who work with children
Many observational

48. Why Observe Children?

49. Ways to Observe Direct observation means
Indirect observation includes about children from various sources
questioning
examining children’s

50. Guidelines for Observing
Obtain permission to observe
Know what to do
Do not distract children from activities
Protect the rights of all observed
continued

51. Guidelines for Observing
Protect rights
List
Make

52. 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?
Answer question below in the notes section

53. 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.

54. 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.

55. 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.

56. 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.

57. 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.

58. 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.

59. 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.

60. 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.

61. 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.

62. 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.