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 Development refers to change or growth
that occurs in children.
 It starts with infancy and continues to
adulthood
 Most learning
involves changes in
neurons and synapse
 Development
changes in the brain
enable increase
thought
 Brain...
 Cognitive Theorist
 Theorized 4 stages of development
› Sensory motor (birth-age 2)
 Physical motor
› Pre-operational ...
 Schema: Ways in which children make sense of the
world
 Assimilation: Fitting new information into an existing
schema.
...
 Extends Piaget’s work
 Based on language and
social interactions
 What a child can do
with assistance
 Scaffolding
 Peer assistance
 Helps guide behavior
› Used more when tasks are difficult,
after errors, or when confused
 Gradually becomes more silen...
 Stages of Moral Reasoning
› Premoral
 pleasant or unpleasant consequences of actions
 physical power of those who impo...
 Piaget
 Cross-cultural
 Environment dependent
 Focus on infants and young
children
 Developmental ages and
stages
 ...
EducationalImpactionsExample:
 Create a classroom environment that
fosters desirable student behaviors
 When a student c...
EducationalImpacations:Example:
 Conclude that learning has occurred only
when students exhibit a change in
classroom per...
EducationalImplication:Example:
 Identify specific stimuli (including your
own actions as a teacher) that may be
influenc...
EducationalImplications:Examples:
 If you want students to associate two
events (stimuli, responses, or stimulus and
resp...
EducationalImplication:Example:
 Remember that research with nonhuman
species often has relevance for classroom
practice....
Child development
Child development
Child development
Child development
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Child development

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  • Development refers to change or growth that occurs in children. Some children develop faster then other it all depends on learning styles and how much there parents pushed them. You never stop developing in brain functioning, you don’t stop learning.
  • Most learning involves changes in the neuron synapse. Learning involves building new synapses or just building on ones that already exist. Development changes in the brain enable increase thought. This develops by have learning experiences, and trying new things. Many parts of the brain work in harmony to enable complex thinking and behavior. The left and right parts of the brain have differently specialties. Left hemisphere takes responsibility for language and logical thinking. Right side is more about visual and spatial tasks. Brain remains adaptable throughout life.
  • Piaget is a cognitive theorist developed the 4 stages of development. The first stage is Sensory motor which deals with physical development. Ex: When babies start to grab things and touch. The second stage is pre-operational that develops language, symbols, and letters. Ex: when a baby says her first word and starts reading. The third stage is concrete operational which is when you develop logic and organization. Ex: When a kid starts developing adult understanding.
  • This slide shows a graph of when the child learns at each age.
  • Vygotsky extended Piaget’s work. In his research he focused on the language and social interactions of children.
  • Students first develop with assistance, they learn by watching. Then learn to do things on there own. Scaffolding is a way that children get guided assistances. Peer assistances is when a classmate or someone your age helps you with a task.
  • Helps guide behavior this is used when tasks are difficult after errors or when confused.
  • This is a graph that I thought was very interesting it is a view of the best interests of the child. The Child is on the top because they are the number one priority then family then friends and so on.
  • Transcript of "Child development"

    1. 1.  Development refers to change or growth that occurs in children.  It starts with infancy and continues to adulthood
    2. 2.  Most learning involves changes in neurons and synapse  Development changes in the brain enable increase thought  Brain remains adaptable throughout life  Many parts of the brain work in harmony to enable complex thinking and behavior
    3. 3.  Cognitive Theorist  Theorized 4 stages of development › Sensory motor (birth-age 2)  Physical motor › Pre-operational (age 2 - 7)  Language, symbols and letters › Concrete operational (age 7 – 11)  Logic and organization › Formal operational ( age 11 – death)
    4. 4.  Schema: Ways in which children make sense of the world  Assimilation: Fitting new information into an existing schema.  Accommodation: Changing a schema to fit new information.  Equilibration: Explanation of cognitive shift (qualitative) from one stage of thought to the next  Disequilibrium: cognitive conflict motivation for change  Equilibrium: resolve conflict through assimilation and accommodation, to reach a new balance of thought
    5. 5.  Extends Piaget’s work  Based on language and social interactions
    6. 6.  What a child can do with assistance  Scaffolding  Peer assistance
    7. 7.  Helps guide behavior › Used more when tasks are difficult, after errors, or when confused  Gradually becomes more silent › Children with learning and behavior problems use longer
    8. 8.  Stages of Moral Reasoning › Premoral  pleasant or unpleasant consequences of actions  physical power of those who impose the rules. › Conventional role Confirmity  Moral values reside in performing the right role, in maintaining the conventional order and expectancies of others as a value in its own right. › Self accepted Moral Principles  conformity to shared standards,rights, or duties apart from supporting authority.  action-decisions are based on an inner process of thought and judgement concerning right and wrong.
    9. 9.  Piaget  Cross-cultural  Environment dependent  Focus on infants and young children  Developmental ages and stages  Vygosky  Helps explain cultural diversity in cognition  Emphasizes importance of teaching  Says little about biological contributions to cognition  Vague in explanation of change  Kohlberg  pleasant or unpleasant consequences of actions
    10. 10. EducationalImpactionsExample:  Create a classroom environment that fosters desirable student behaviors  When a student consistently has trouble working independently, praise her inconspicuously every time she completes and assignment without having to be prompted.
    11. 11. EducationalImpacations:Example:  Conclude that learning has occurred only when students exhibit a change in classroom performance  Regularly assess students’ learning, and look for ongoing progress in what they know and can do.
    12. 12. EducationalImplication:Example:  Identify specific stimuli (including your own actions as a teacher) that may be influencing students’ behaviors.  If a student frequently engages in disruptive classroom behavior, consider whether you might be encouraging such behavior by giving him attention every time he misbehaves.
    13. 13. EducationalImplications:Examples:  If you want students to associate two events (stimuli, responses, or stimulus and response), make sure those events occur close together in time.  Include enjoyable yet educational activities in each day’s schedule as a way of helping students associate school subject matter with pleasurable feelings.
    14. 14. EducationalImplication:Example:  Remember that research with nonhuman species often has relevance for classroom practice.  Reinforce hyperactive students for sitting quietly for successively longer time periods—a shaping process based on early research studies with rats and pigeons.
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