1. Learn About Children Chapter 1
Section 1-Making a Difference in Children’s Lives
Section 2- Studying Children
Section 3- Observing Young Children

2. Chapter Objectives Explain the best way to learn about children
Identify 3 areas of childhood that researchers have studied
Summarize how children learn and develop important skills
List the stages of development after childhood
Determine why observation is important to the study of child development
Compare and Contrast different methods of observation and interpretation

3. Understanding Children and Yourself
Learn why children feel, think, and act the way they do.
Typical Behavior: way of acting or responding that is common at each stage of childhood.
Discover caregivers’ importance.
Caregiver: A person who takes care of a child
Enjoy children more
Learn about career opportunities

4. Apply What You Learn Gain New Skills Understand Yourself
As you learn about child development try applying it in real life.
Work at local parks or swimming pools
Understand Yourself
You may begin to see your childhood differently as you learn about child development
Think about your childhood. What were some major events?
Even if you do not work in a profession where you deal with children, you or your close friends could be parents one day.

5. Views of Childhood
Childhood means different things to different people.
Childhood is a period of rapid development, dependence on caregivers, and preparation for adult life.
Childhood has not always been considered a separate, important stage in life.

6. Childhood Past and Present
Health
Education
Before the 20th century, diseases caused deaths among every family; particularly children.
Today
Better nutrition
Understanding of childrens’ health
Childhood nutrition is still a concern (i.e. Childhood obesity)
Public education for all children was not common in the US until the early 1800s.
Small schools
Children with different ages and abilities were in the same room
Today
Children are groupd according to age and learning levels
Technology has enhanced learning options

7. Childhood Past and Present
Love
Work
Not changed much is a child’s need for love.
Caregivers work hard to raise children with moral (ethical) values
Responsible
Independent
Early America
Children helped with chores, gathering wood, sewing, and plowing
Until the early 20th century, children were expected to work early in life
Laws were enacted banning children from working in factories or other adult workplaces
Teens hold jobs
Laws specify minimum working age and hours

8. Childhood Past and Present
Play
Play is how children learn.
Simple toys still forced a child to use their imagination.
Sports were not developed until the 1800s
Baseball and basketball
Video/computer games first available in 1970s
Not much imagination use
Reading books and other traditional toys are still popular

9. Childhood Past and Present
Dress
Past
Children dressed more formally
Infants and toddlers (both genders) wore long gowns
Older boys wore suits and girls wore dresses
Today
Casual clothes for boys and girls are similar in style
Washable and comfortable

10. Studying Children
Chapter 1.2

11. Importance of Childhood Development
Childhood prepares us for adulthood
Researchers show that childhood may be the most important developmental stage throughout life
A child’s brain is not fully developed at birth; it is the least developed of all the organs
By age 3, it has already made trillions of cell connections
Scientists have found that a baby’s brain develops in direct response to stimulation
Stimulation is any activity that arouses a baby’s sense of sight, sound, touch, taste, and smell
Can improve a baby’s curiosity, attention span, memory, and nervous system development

12. What Researchers Have Found
Child development theorists have provided valuable information about how children learn and develop skills by testing theory
Some theories cant be tested (i.e. Erik Erikson’s belief of a childhood crisis)
Past researchers and theorists have laid the foundation of child development and how we build upon it today.

13. Child Development Theorists
Sigmund Freud
( )
Jean Piaget
( )
Believed that personality develops through a series of stages.
Experiences in childhood profoundly affect adult life.
Significance:
Childhood is much more important than previously thought, and its effects are longer lasting
The first to study children scientifically
Focused on how children learned
Believed that children go through 4 stages of learning
Significance:
Children must be given learning tasks appropriate to their level of development

14. Child Development Theorists
Lev Vygotsky
( )
Erik Erikson
( )
Wrote that biological development and cultural experience influence children’s ability to learn
Social contact is essential to intellectual development.
Significance:
Children should be given the opportunity for frequent social interaction.
Personality develops in stages
Thought each stage includes a unique psychological crisis
If the crisis is met in a positive way, the individual develops normally
Significance:
Parents and other caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crisis

15. Child Development Theorists
B.F. Skinner
( )
Urie Bronfenbrenner
( )
Argued that when a child’s actions have positive results, they will be repeated
Negative results make the actions stop
Significance:
Parents and other caregivers can affect a child’s behavior through the use of negative and positive feedback.
Outlined layers of environment that affects a child’s development, such as the child’s own biology, family/community environment, and society
Significance:
Child’s primary relationship with a caregiver needs to be stable, loving, and lasting.

16. Child Development Theorists
Albert Bandura
(b. 1925)
Said that children learn by imitating others.
Disagrees with Skinner
Pointed that although the environment shapes behavior, behavior also affects environment
Significance:
Caregivers must provide good examples for children to follow

17. Characteristics of Development
Researchers have found that child development follows 5 general rules:
Development is similar for each individual
Development builds upon earlier learning
Development follows a sequence (order of steps)
Development proceeds at an individual rate
The different areas of development are interrelated
Development is continuous throughout life

18. Influences on Development
Children develop at different rates because each has a unique combination of factors influencing their development. They fall under 2 categories;
Heredity
Biological transfer of certain characteristics from earlier generations
Blood type, eye color, and hair color for example
Nature vs. Nurture concept
Nature refers to heredity
Nurture refers to influences and conditions in a child’s environment
Environment
People, places, and things that surround and influence a person (family, home, school, and community)

19. Self-Esteem in Development
Self-esteem (self-worth) is the value people place on themselves
Researchers have found a link between low self-esteem and poor school performance
Children who have high self-esteem are more likely to show enthusiasm for learning, form friendships, and make healthy choices.

20. Stages in Life AFTER Childhood
The Human Life Cycle is a set of stages of human development that each present different challenges. Each stage is met with a developmental task (a skill to attain)
Adolescence
Teens work on 3 developmental tasks: creating an identity, becoming independent, and pursuing education/careers
Young Adult Hood
Finishing education and begin working
Getting married
The Thirties
Establishing roots, finding stability in life and relationships
Middle Age
40-55 years of age
Parents adjust as their children become more independent
Late Adulthood
55-75 years of age
Retirement
Very Late Adulthood
75 and beyond
Health problems are more common

21. Observing Young Children
Chapter 1.3

22. Objective vs. Subjective
Knowing how to record what you observe will later give you insight into children's development
Objective vs. Subjective

23. Examples of Observations
Observation A
What differences do you see between these two observations?
Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.
Observation B
Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

24. Subjective Observations
Observation A is Subjective
Subjective means to rely on personal opinions and feelings, rather than facts, to judge an event.
Based on false assumption that the observer knows what is on the child’s mind
Can be misleading
Do not record facts
Ethan is feeling selfish. He won’t let anyone play with the toys in the sandbox. He gets mad at Cody a lot.

25. Objective Observations
Observation B is Objective
Objective means something is factual, and leaves aside personal feelings and prejudices
Observer describes what is actually seen or heard
Analyzing this observation later will help determine why those actions occured
Ethan is sitting in the sandbox. He reaches out and takes a truck away from Cody. Cody grabs for the truck, but Ethan pulls it away. “It’s my turn now,” says Ethan., looking Cody straight in the eyes.

26. Types of Observation Records
Running Record
Record everything observed for a set period of time, such as every 15 minutes.
Used for observers who are just getting to know the child and observing social interation
Anecdotal Record
Report of a child’s actions that concentrates on a specific behavior or area of development
EX: Every day for 2 weeks, the observer would record how a child behaves upon arriving at the center
Frequency Count
Tally of how often a certain behavior occurs. Used for trying to change an unwanted behavior.
A baseline isa count made before any steps are taken to try to change the behavior
Developmental Checklist
List of skills children should master or exhibit at a certain age

27. How to Act While Observing
Two different ways:
Formally
Something you set up with a child care center or family
Informally
Where you do not make yourself so obvious
Could be while you are sitting at a mall or airport watching children
Avoid making quick judgments about children
Whether observing formally or informally, you do not want to be noticed; blend into the environment.

28. How To Take Notes During an Observation
Know your purpose
Ask yourself what are you supposed to observe
Identify the when, what, who, and where
Take notes of the physical features of the setting. Who was there? What activities were going on?
Be descriptive
Think of it as taking a picture of what you are seeing
Make comparisons
Look for similarities and differences
Uncover the data
Record as much factual information as you can
Review and clarify
Read through your comments and make clarifications if needed

29. How to Interpret Observations
Transfer notes to a final report so that it is neat and easily read. Some reports are attached to a child’s file for future references.
Interpretation: analysis an observer forms and expresses about what was observed
During observation you had to remain objective, now you can form your own ideas and express them
Confidentiality: is the protection of another person’s privacy by limiting access to personal information
You may only share the findings to the child’s parents or your child development teacher.
It is not ethical to discuss children outside of class.