ED 300: Human Growth and Learning

1. ED 300: Human Growth and Learning Welcome Opening Prayer ??? Chapter Outline Assignments Turn in: Chapter 2: Cognitive and Linguistic Development Vocabulary Matching

2. Review: Cognitive and Language Development • Children’s development is guided by both heredity and environment. • Children actively construct, rather than passively absorb knowledge. • With age, children become capable of increasingly complex thought. • Language provides a foundation for many cognitive advancements. • Challenging situations and tasks promote development. (disequilibrium, schemes, assimilation, accommodation)

3. Personal and Social Development Content Objectives • I will review the major concepts in cognitive and language development. • I will identify the different parenting styles and the effects they have on children’s personalities. Language Objectives: • I will discuss the concept of identity. • I will discuss and write how to encourage moral development in the classroom

4. Chapter 3: Personal and Social Development Vocabulary Assignment: Crossword puzzle

5. Personality Development • Temperament • Tendency to respond to or deal with the environment in a particular way • Seth • Environmental Influences on Personality Development • Parents Behaviours • Attachment – • A strong, affectionate bond between parent and child

6. Personality Development • Authoritative Parenting • Combines affection, respect, reasonable restrictions, high expectations and standards for performance. • Enforce household rules consistently • Include children in decision making • Children from authoritative homes tend to be happy, energetic, self-confident, and likeable.

7. Personality Development • Authoritarian Parenting • Expect complete and immediate compliance • Neither negotiate expectation or provide reasons for requests • Permissive Parenting • Let their children come and go as they please • Impose few consequences • Children from Authoritarian or permissive homes tend to be immature, impulsive, do poorly in school, act aggressively towards others.

8. Personality Development • Child Maltreatment • Cultural Expectation and Socialization • Socialization • Process of molding a child’s behavior and beliefs to be appropriate for the culture • Culture Shock • Sense of confusion when a student encounters a new environment where behavior expectations differ from those previously learned.

9. Ticket Out (10 points) • Think of a situation in which you were being a authoritarian or permissive parent (or you have observed). • Using the vocabulary terms authoritarian or permissive parent/teacher briefly describe the situation. (5 points) • In 2-3 sentences describe what you could have done differently to be a more authoritative parent/teacher. (5 points)

10. Ticket out example Claudia was preparing the evening meal when her 14 year old son John came to her and asked, “Mom, can I go out with my friends tonight?” Authoritarian Parent: Claudia: “Absolutely not.” John: “Why not?” Claudia: “The answer is NO. Go get your chores done.” Permissive Parent: Claudia: “Yeah, go ahead, I don’t care.” John: “See you later.”

11. Ticket out example Authoritative Parent: Claudia: “What friends?” John: “Just Sam, Will, and Michael.” Claudia: “Where do you want to go?” John: “To the school’s football game. They’re playing at our school tonight.” Claudia: “It sounds like fun. How will you get there and get home?” John: “Will’s mom said she could take us. Could you or Dad pick us up?” Claudia: “I’m sure we could do that. Go wash up for dinner and we’ll talk to Dad about it then.”

12. Development of a Sense of Self • Factors Influencing Sense of Self • Their own successes and failures • Other people’s behaviours • Membership in a successful group • Developmental Changes in Sense of Self • Childhood • Early Adolescent • Late Adolescent • Identity diffusion – No commitment • Foreclosure – Firm commitment, based on others prescriptions • Moratorium – No commitment, but exploring • Identity Achievement – Clear commitment of occupation, political, religious beliefs

13. Identity: Who Am I really? Identity: A self constructed definition of who they are, what things they find important, and what goals they want to accomplish in life. • Adolescents may take on temporary identities, e.g. skater (long hair, baggy pants) • Most adolescents achieve an overall sense of identity by the end of adolescence. • For some, it may be a work in progress for a long time.

14. Identity: Who Am I really? What does the gospel teach us about who we are? Romans 8:16 The Spirit itself bearethwitness with our spirit, that we are the children of God: Turn and talk: How does the gospel help our youth move through the phases of identity at a faster pace?

15. Development of Peer Relationships and Interpersonal Understandings • Roles of Peers in Children’s Development • Provide an arena for learning • Reveal their innermost thoughts and feelings to their friends • Promoting Healthy Peer Relationships • Provide numerous opportunities for social interaction and cooperation • Help students interpret social situations accurately and productively • Teach specific social skills, provide opportunities for students to practice them and give feedback • Explain what bullying is and why it cannot be tolerated • Create a general climate of respect for others

16. Development of Peer Relationships and Interpersonal Understandings Help students interpret social situations accurately and productively • Promoting Perspective Taking – pg. 82 • Create opportunities for students to encounter multiple perspectives (Stories, events ) • Use words such as: think, feel, want, sad, happy, mixed feelings, frustration, etc. Read and Retell: Story pg. 82

17. Moral Development As children mature they will develop: • Guilt • Shame • Empathy • Sympathy

18. Encouraging Moral Development • Encourage perspective taking, empathy, and prosocialbehaviours • Give reasons that some behaviours are unacceptable • Expose students to numerous models of moral and prosocialbehaviour • Engage students in discussion of moral issues related to academic subject matter • Get students involved in community service

19. Group Assignment • Watch the video “Honesty, You Better Believe it.” • As the teacher in the classroom, you saw what happened. • Using the steps for encouraging moral development, discuss with your group the conversation you could have with the class the following day. • Individually, write a brief paragraph, 5-7 sentences describing the conversation you would have with the students. You may list the main points to be discussed.

20. Closing Before you leave today turn in the following assignments. • Vocabulary assignments from Chapters 2 & 3 • Paragraph on disequilibrium. • Paragraph on parenting. • Paragraph on moral development. Next Week Chapters 4 & 5 Vocabulary

21. Personal and Social Development Content Objectives • I will review the major concepts in cognitive and language development. • I will identify the different parenting styles and the effects they have on children’s personalities. Language Objectives: • I will discuss the concept of identity. • I will discuss and write how to encourage moral development in the classroom