Chapter 1 Young Children Growing, Thinking and Learning

1. Chapter 1Young Children Growing, Thinking and Learning DAP and THEORISTS

2. NAEYC • National Association for the Education of Young Children • Refers to period from birth to eight • Their belief: know the child, know where he is developmentally, know his talents and interests • Teachers be aware of: basic needs of play and rest, focusing on children’s development in all areas (physical, intellectual, emotional, social), cultural differences, and supporting parents and families.

3. DAP • Developmentally Appropriate Practice • Age-appropriate • Individually appropriate • Hands on • Uses all senses • No winners or losers • Children explore and predict through hands-on props and activities

4. Behaviorist Theory • Ignore undesirable behaviors: pouting or temper tantrums. • Praise desirable behaviors: listening to the teacher or cleaning up toys.

5. Behaviorist Theory • Skinner’s basic views. • Works well for positive discipline. (If a child acts good he’ll get a reward or praise.)

6. Behaviorist Theory • Classical conditioning • Pavlovian (Dog rings a bell, gets food, salivates. Ring a bell and eventually the dog will salivate.

7. Behaviorist Theory • Operant Conditioning • Behave first, respond later • Pigeon pushes a lever and gets food. • Student’s backpack made fun of, student leaves backpack at home. • Child makes bed and is given allowance • Child pouts and is ignored; child smiles, is given attention. • Child has the desirable behavior and is given a sticker.

8. Behaviorist Theory • Negative Reinforcement • Sit by teacher quietly for 30 seconds instead of 5 minutes and you can go outside and play. • Child follows teacher’s instructions so he can continue to blow bubbles.

9. Maturationist Theory • Basis is Rousseau. • Development follows a predetermined schedule. • Learning environment must be optimal. • School requirements must match child’s developmental level. • Schools screen children on the basis of a developmental test.

10. Constructivist Theory • Piaget and Vygotsky are the basis. • Children learn by constructing their own understanding. • Piaget has qualitative stages--quality exploring. • Vygotsky had gradual changes using social contact and language which gradually changes with development.

11. Constructivist Theory • Piaget • Assimilation- fitting experiences into existing categories. • I have a dog; he barks. A German Shepherd barks too and is also a dog.

12. Constructivist Theory • Piaget • Accommodation • Creating a new category • My dog, your cat.

13. Constructivist Theory • Piaget • Equilibrium- balance for new information into an old or new category.

14. Constructivist Theory • Vygotsky • Talk to kids, socialize with them; this establishes a gradual change in development • Construction of knowledge with social contact • Learner constructs his own learning

15. Constructivist Theory • Vygotsky • Zone of proximal distance- gap for what a child can do by himself and what he can not do even with help. • It’s a waste of time to teach kids what they already know and what they can’t do even with assistance.

16. Constructivist Theory • Gardner’s views too. • Has 9 individual cognitive domains or intelligences. • Children learn through multiple intelligences.

17. Summary • The basis of NAEYC is to teach children using DAP guidelines. • Three theories of development • Behaviorist- give reinforcements • Maturationist- child can’t learn until he is old enough. • Constructivist- children learn through interacting with the environment

18. Abraham Maslow 1908-1970 • His theory states that before you can reach self-actualization you must meet physiological needs. • Describe the needs pyramid and give an example: Self-actualization –reach your full potential Esteem needs –you feel good about yourself , confident in what you do. Belonging needs – you have healthy relationships Safety needs – you feel not threat to your well being. Physiological needs –Basic needs such as food, water, shelter

19. Erik Erikson 1902 - 1994 • His theory states our ego identity is constantly changing due to new experiences and information we acquire in our daily interaction Eight Stages of Development • 1. Infancy (Birth-18 mos.) • 2 Early Childhood (18 mos.-3 yrs.) • 3 Play (3-5) • 4 School age (6-12) • 5 Adolescence (12-18) • 6 Young adulthood (18-35) • 7 Middle Adulthood ( 35-66) • 8 Late Adulthood (66-Death)

20. Sigmund Freud 1856 - 1939 • His theory that personality develops through a series of childhood stages where libido was described as the driving force behind behavior. • Define the following and give an example of how they work together. • Id –Focused on your needs • Ego – Realize other have needs and desires. • Superego –Morals, work to suppress urges

21. Noam Chomsky 1928 - • His theory states children are most open to learning between the ages of 3-10. • One example of this is Learning new languages. You are more likely to learn and speak that language if you learn it early in life.

22. Jean Piaget 1896 - 1980 • His theory states that children’s cognitive development occurs in stages. • Stages of Development 1. Sensorimotor (birth-2 years) • Preoperational (2-7 years) • Concrete Operational (7-11) 4. Formal Operational (12-adulthood)

23. B.F. Skinner 1904 - 1990 • His theory states that a behavior is Followed by consequences. Consequences (reinforcer) tend to modify that behavior. • One example of this is that a child has to say “cookie” before they can have it. The child will begin to think that every time they say cookie they should get one.