Chapter 1

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Chapter 1

  1. 1. Chapter 1 Ways of Thinking About Children
  2. 2. How? <ul><li>How do you know what you know about developing children? </li></ul><ul><li>How reliable is your knowledge at this point? </li></ul>
  3. 3. Where? <ul><li>Where do children spend most of their waking hours? </li></ul><ul><li>Where do schools fit into child development? </li></ul>
  4. 4. What? <ul><li>What does the shift in national demographics have to do with teaching? </li></ul><ul><li>What do societal factors have to do with teaching? </li></ul><ul><li>What does culture have to do with teaching? </li></ul>
  5. 5. Current Status of Children and Adolescents <ul><li>How will you deal with </li></ul><ul><ul><li>Teaching diverse students </li></ul></ul><ul><ul><li>Language barriers </li></ul></ul><ul><ul><li>Difficulties in providing a quality education to all of your future students? </li></ul></ul>
  6. 6. Theory <ul><li>An organized group of principles used to explain some aspect of children ’s development </li></ul><ul><li>Research helps improve formal theories </li></ul><ul><li>What are some of your personal theories </li></ul><ul><ul><ul><li>about life? </li></ul></ul></ul><ul><ul><ul><li>about children? </li></ul></ul></ul><ul><ul><li>These will affect your behavior as a teacher </li></ul></ul>
  7. 7. Theories of Development <ul><li>Bioecological (Bronfenbrenner) </li></ul><ul><li>Ethology (Lorenz & Tinbergen) </li></ul><ul><li>Behaviorism (Skinner) </li></ul><ul><li>Social cognitive (Bandura) </li></ul><ul><li>Cognitive developmental (Piaget) </li></ul><ul><li>Sociocultural (Vygotsky) </li></ul><ul><li>Information processing </li></ul><ul><li>Psychodynamic (Freud, Erickson) </li></ul>
  8. 8. Research Methods <ul><li>Experimental </li></ul><ul><li>Non-experimental </li></ul><ul><li>Qualitative </li></ul><ul><li>Each can be longitudinal or cross-sectional </li></ul>
  9. 9. Judging the Quality of a Study <ul><li>Sample selection – why this/these participant/s </li></ul><ul><li>Generalizability – applicable to broader contexts </li></ul><ul><li>Reliability – does it measure consistently? </li></ul><ul><li>Validity – does it measure what it says it does? </li></ul>

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