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These are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 1 on the Role of Context on Development.

This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills.

Flipped Videos can be accessed via the course ebook:

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  • APA Monitor Sept 2011 (p.16): Preschool can help children overcome poverty-related disadvantages and succeed as adults including completing high school, earning a higher wage, holding health insurance, and decreased risk of substance abuse. (Large scale study of people born 1979-1980)APA Monitor Dec 2010 (p.20): Children’s living arrangements in the US are becoming increasingly more unstable / choatic (including stress in marriage)– and that is linked to lower well-being.
  • APA Monitor, Sept 2010 (p. 15): Even when they are sleeping infants are picking out causation patterns; Being exposed to new foods can make you more likely to eat it (not necessarily enjoy it)APA Monitor, Feb 2011 (p. 16): Very young babies (as young as 10 months) consistently choose between the larger of two amounts of food
  • APA Monitor, Oct. 2010 (p. 14): Growing up in poverty and under stress is linked to heightened reactivity to stress in adulthood and can lead to physical health problems (including higher blood pressure and thicker arteries as adolescents; these are precursors to heart disease)APA Monitor, Feb 2011 (p. 15): Teens who use music to “tune out” emotionally stressful situations are at a higher risk for developing neuroses (anxiety, self-focus)
  • Human face is baby’s first playground
  • APA Monitor, March 2011 (p.15): Girls who begin puberty early are more likely to experience depression than those who begin later.APA Monitor Jan 2012 (p.17): IQ fluctuates throughout the teenage years; verbal and non-verbal IQ rises and falls with corresponding changes in gray matter
  • There are some things we didn’t have time to do… We didn’t have time to play the Five Tricks Game. (EDP 304 or we may play it later)We didn’t have time to really go in depth into the discussion of impact of context on biology / physical well being.We haven’t really had an opportunity to put our finger on WHAT IS an optimal cognitive culture in school…Haven’t had a chance to talk about technology’s role in creating an optimal culture…
  • 1.AppliedChildDevelopment.Undergraduate.ClassSessions.MesoExoMacroSystems

    1. 1. + February 4, 2014 Unit 1: Meso, Exo & MacroSystems  Please sit in your reading groups from Jan 21st  Lareau  Lareau & Horvat  Nisbett  SEF Report  Open the article, the notes from your group discussion, and the slides your group created.  Pick a Moderator, Pick a Scribe  Moderator: Facilitate a discussion of the Websearch Activity  What were your major insights from the Websearch activity (take turns sharing)  What connections did you see between the Websearch and our Reading  Work together to add an additional slide to your presentation of the connections you saw between the article and the websearch.
    2. 2. + Micro Lecture Chapter 4: The Foundations of Development  Gene Environment Interaction (p. 73): “We‟re not born wild or shy. Instead we‟re born with certain tendencies that our environment may or may not encourage.”  Passive Gene-Environment Relationships  Evocative Gene-Environment Relationships  Active Gene-Environment Relationships  Gene-Hormone Interaction  Canalization (p. 72); Early childhood and Puberty  Critical Periods (p. 80); teratogens  Learning begins in the womb (memory, pattern recognition)  Fragile Infants (p.89): Bodies are dynamic systems  Multiple pathways to proficiency  Developmental Screenings: “less than 50% of children with developmental delays are identified before they begin school; by which time significant opportunities for treatment have been missed.”
    3. 3. + Chapter 4: Growth and Well-Being  Early Brain Development  Importance of Physical Stimulation (Touch)  Cache vs. Carry  Harlow‟s Monkeys (Failure to Thrive)  Importance of Eye Contact and Vocalization  “When relationships are in need of repair, eye contact is the first social actions to go, followed by touch.” (Bailey, 2000 p.9)  Oxytocin (Bonding Hormone)
    4. 4. + Chapter 4: Growth and Well-Being Early Brain Development  Synaptic Growth and Pruning  Role of perception and rich environments in infancy  Development and mylenation of the cortex (executive control)  Learning to Regulate Stress Hormones  PURPLE Crying  Withdrawl / Aggression  “Children who are surrounded by chronic bickering or tension at home may learn to tune out the unpleasantness to survive.” (Bailey, 2000, p. 9)  Risk-Taking Behaviors
    5. 5. + Chapter 4: Growth and Well-Being  Physical Development  Development and refinement of gross and fine motor skills  Rise of social comparison; Awareness of self and others  Onset of puberty (menarch and spermarch)  Desire and ability for increasing autonomy; adult-like participation / behaviors  Feelings about self: Impulsivity, resistance, and risk-taking behaviors  Three areas of the brain:  Brain Stem: Fight of Flight •(Fully Developed by 15 Months)  Limbic System: Emotion and Connection System • (Not Fully Developed until around 12y Yrs of Age)  Prefrontal Cortex: „Rational Decision Making‟ • (Not Fully Developed until 25 yrs of Age)  Rise and decline of the personal fable
    6. 6. + Break and DeStress with Christina
    7. 7. + Partner Feedback for FR #1: Strategies for Success  Follow the Rubric  Break down into each aspect:  Is there a focus on context of the neighborhood / school / field site?  Is there a clear connection the observation / data with something from the reading? Can you identify 1-2 concepts from the unit?  Are you clear about where you got your information? Do you need to apply specific citation/readings and lectures  Talk about how you can use these insights in the future.  Check for non-objective language
    8. 8. + Chapter 5: Reciprocal Teaching Early Childhood (0-4 yrs): Brain Development Middle Childhood (5-12): Physical Development Adolescence (12+): Physical Well Being  In your small group, identify one or two ways in which context shapes biological development during your period of development?  Be specific about how environmental factors affect the cognitive, social or emotional developmental outcomes.  Synthesis: Think about the articles you read and the data you just reviewed in the websearch.  Imagine you were on the school board / PTA. What kinds of recommendations would you make for district /school policies? (Should we send these to Wake County?)  What Structures? (Context)  How might Interactions Change (Culture)
    9. 9. + Wrap-up: Biology & Context  Direct Effects on Biological Development  Genetics; Hormones; Canalization  Teratogens / Toxins  Health & Nutrition , Stress  Sleep  Indirect Effects on Biological Development  Stimulus “Rich” Environments  Opportunities for Exploration & Mastery  Norms / Stereotypes  Boundaries & Rationales Biological Change Psychological Change “Increasingly, children are being asked to pay for the „sins‟ of their parents. If students are poor, with parents who do not have much education, they are at a decided disadvantage in the classroom.” (Ladson-Billings, p. 73)
    10. 10. + Where are we and where have we been?  In depth discussions of the five articles and integrated with discussion of peer / family / school relationships in the text.  Nested that discussion within „Ecological Systems Theory‟  Micro, Meso, Exo, and Macro Cultures  Habitus, Cultural Capital  Deficit Speak (Excerpt from Decoded)  Learned to use publicly accessible „data‟ on schools and neighborhoods.  Establishing a culture of shared responsibility in group work and reciprocal teaching (peer culture in our classroom)  Learning to craft a contextualized report.
    11. 11. + Technology & “Optimal” Cognitive Culture How can technology be used to connect with students? How can technology be used to connect with parents? How can technology be used to connect with „home‟ cultures? How can technology be used to improve instruction?  How can technology open access to knowledge?
    12. 12. + Unit 2: School as a Theater for Identity Development  Why begin with social-emotional development?  Sense of Belonging to School / Classroom  Quality of Teacher-Child Relationships  What do you mean, Social-emotional development?  Personality / Temperament (Stable Traits)  Identity Development (Semi-Stable)  Emotions / Self (Constantly Evolving)  What do we mean when we talk about identity? Why is race so important?  What develops over time?  How do we create contexts that support “positive” identity development? The development of a „student‟ identity?
    13. 13. + Objectives for Unit 2 Explore the Theoretical Lenses for Understanding Identity Development Examine the usefulness of these theories for understanding racial identity development.  Applying them to the readings (in class)  Apply them to the „data‟ we collect (in FR#2) Evaluate the readings and identify „essential‟ processes that occur in (early childhood, middle childhood, adolescence).  In Field Report #2
    14. 14. + Begin with the Metaphor  School is like a THEATER for identity development…  Roles / lead roles / supporting parts  backstage, directors, techies, orchestra  Scripts, Settings, Props  Acting “the parts”, reacting, improv  Pressure to Perform, be on “stage”, others perceive you (audience)  Practices, Rehearsals & Performances  Messing up, Ad-Libbing  Everyone „acts‟ in the play; System, Symbiotic  How does it all become integrated?
    15. 15. + How Does Biology Impact Identity Development?  Genes and hormones create observable characteristics (race, gender, eye color, hair color / texture, body type, and temperament / personality) that children attempt to understand in themselves and others.  Gene Environment Interactions: “We‟re not born wild or shy. Instead we are born with certain tendencies that our environment may or may not encourage.”  Passive Gene-Environment Relationships  Evocative Gene-Environment Relationships  Active Gene-Environment Relationships
    16. 16. + 2/11 Transition to Identity Unit  Sit in „Interview‟ Groups  Death Valley Bus Stop Interview  Left Behind Interview  The Layoff Interview  Analyze the different contextual / cultural influences on child development discussed in each interview.  Where in the interviews did you hear the children / adults trying to resolve one of Erikson‟s stages?  Trust/Mistrust  Autonomy / Shame  Guilt / Initiative  Industry / Inferiority  Identity / Role Confusion
    17. 17. + How might we “see” identity development in the field?