This document provides an overview of child development and the major theories of development. It discusses the key periods of development from prenatal to adolescence and the domains of physical, cognitive, and social/emotional development. Major theories covered include psychoanalytic, behaviorist, social learning, biological, cognitive, and systems approaches. These theories aim to describe and explain how children grow and learn over time.
Science does not need to be something early childhood teachers avoid, This is not to sat food should be treated as a toy, There is a happy middle ground. Take a look,
Using Ecological System Model for Transforming Systems & People DrKathrynHudson
Working with #systems on changes to make people's lives better can be enhanced by using an #ecological system model of development. By encouraging multi-interactions across the system through distributive #leadership systems can build #sustainablechange through adaptation.
Science does not need to be something early childhood teachers avoid, This is not to sat food should be treated as a toy, There is a happy middle ground. Take a look,
Using Ecological System Model for Transforming Systems & People DrKathrynHudson
Working with #systems on changes to make people's lives better can be enhanced by using an #ecological system model of development. By encouraging multi-interactions across the system through distributive #leadership systems can build #sustainablechange through adaptation.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
Ciampolillo giuseppe anza' salvatore procedimento 9916 2011 mem.art.183,6° n...Pino Ciampolillo
Alla luce di quanto sopra, appare evidente che le parti suddette non siano state neppure riviste dagli “autori”, anche considerato che risultano presenti gli stessi refusi del documento del Veneto e, soprattutto, perché al cap. 1, § 1.6, sotto § 1.6.1, pag. 26, dopo l’ultimo capoverso che recita “Per una trattazione di maggiore dettaglio sulla normativa inerente la qualità dell’aria e le emissioni in atmosfera si rimanda al Cap. 4” è stato “dimenticato” il link http://serviziregionali.org/prtra/files/33/prtra/PRTRA-04.htm, che è giusto il collegamento (interno) web al cap. 4 del Piano del Veneto. Per accedere dall’esterno al capitolo basta anteporre www. all’indirizzo sopra riportato <servizigenerali.org />;
Le parti che sono state riquadrate in vari bordi colorati. risultano “prelevate” integralmente, con lo stesso sistema del “copia ed incolla”, da varie pubblicazioni (Allegati n. 11-41 CD) quali Annuari ARPA, capitolo “Atmosfera” (2004, 2005, 2006, ecc.), Relazione sullo stato dell’ambiente della città di Palermo (2006, Agenda 21), Carta climatica ed atlante climatologico della Sicilia, ecc., che gli “autori” riportano tra le fonti bibliografiche o i documenti di riferimento. Come già detto, tuttavia, non si è in presenza di spunti o di citazioni bibliografiche, ma di un vero e proprio copiato di interi brani e capitoli. Altre parti, ancora, risultano “prelevate” persino da tesi di laurea di Istituti Universitari non siciliani come anche da siti web di facile reperimento, che però non figurano tra le fonti indicate.
Alcuni Progetti da attuarsi in regime di convenzione, elaborati già negli anni passati da Istituti Universitari e proposti all’Assessorato al fine di fornire “Attività di supporto tecnico-scientifico” per la “redazione” del Piano, risultano ora inseriti, pur rimasti del tutto invariati i soggetti proponenti ed il contenuto della proposta, non già per le finalità originarie, bensì per la “revisione” e l’attuazione del Piano stesso. I soggetti proponenti, che figurano tra gli “autori” del Piano, si sono limitati a ritoccare il titolo del Progetto, sostituendo la parola “redazione” con “revisione”. Per qualche altro Progetto non si è persino ritenuto di cambiare il titolo. Inoltre, fanno parte dell’elenco dei Progetti - non si comprende a quale titolo e finalità - un Progetto della Regione Lombardia, corredato di tanto di stralcio di Decreto di approvazione del 2004 e di citazione di varie Delibere della Giunta lombarda, un Progetto messo sulla carta dal Comune di Palermo nel 2006 ed abortito da tempo ed un presunto Progetto “Analisi della Climatologia Urbana e Qualità del Clima”, presunto nel senso che non è dato a comprendere di cosa effettivamente si tratti, dato che si limita ad una sintetica spiegazione delle modalità e dei criteri per classificare i climi della terra. Insomma, brani copiati e nulla più.
http://tutelaariaregionesicilia.blogspot.it/2014/01/audizione-assessore-lo-bello-dr-capilli.html
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
Summary by Deans for Impact of existing research related to how young children (from birth to age eight) develop skills across three domains: agency, literacy, and numeracy.
Ciampolillo giuseppe anza' salvatore procedimento 9916 2011 mem.art.183,6° n...Pino Ciampolillo
Alla luce di quanto sopra, appare evidente che le parti suddette non siano state neppure riviste dagli “autori”, anche considerato che risultano presenti gli stessi refusi del documento del Veneto e, soprattutto, perché al cap. 1, § 1.6, sotto § 1.6.1, pag. 26, dopo l’ultimo capoverso che recita “Per una trattazione di maggiore dettaglio sulla normativa inerente la qualità dell’aria e le emissioni in atmosfera si rimanda al Cap. 4” è stato “dimenticato” il link http://serviziregionali.org/prtra/files/33/prtra/PRTRA-04.htm, che è giusto il collegamento (interno) web al cap. 4 del Piano del Veneto. Per accedere dall’esterno al capitolo basta anteporre www. all’indirizzo sopra riportato <servizigenerali.org />;
Le parti che sono state riquadrate in vari bordi colorati. risultano “prelevate” integralmente, con lo stesso sistema del “copia ed incolla”, da varie pubblicazioni (Allegati n. 11-41 CD) quali Annuari ARPA, capitolo “Atmosfera” (2004, 2005, 2006, ecc.), Relazione sullo stato dell’ambiente della città di Palermo (2006, Agenda 21), Carta climatica ed atlante climatologico della Sicilia, ecc., che gli “autori” riportano tra le fonti bibliografiche o i documenti di riferimento. Come già detto, tuttavia, non si è in presenza di spunti o di citazioni bibliografiche, ma di un vero e proprio copiato di interi brani e capitoli. Altre parti, ancora, risultano “prelevate” persino da tesi di laurea di Istituti Universitari non siciliani come anche da siti web di facile reperimento, che però non figurano tra le fonti indicate.
Alcuni Progetti da attuarsi in regime di convenzione, elaborati già negli anni passati da Istituti Universitari e proposti all’Assessorato al fine di fornire “Attività di supporto tecnico-scientifico” per la “redazione” del Piano, risultano ora inseriti, pur rimasti del tutto invariati i soggetti proponenti ed il contenuto della proposta, non già per le finalità originarie, bensì per la “revisione” e l’attuazione del Piano stesso. I soggetti proponenti, che figurano tra gli “autori” del Piano, si sono limitati a ritoccare il titolo del Progetto, sostituendo la parola “redazione” con “revisione”. Per qualche altro Progetto non si è persino ritenuto di cambiare il titolo. Inoltre, fanno parte dell’elenco dei Progetti - non si comprende a quale titolo e finalità - un Progetto della Regione Lombardia, corredato di tanto di stralcio di Decreto di approvazione del 2004 e di citazione di varie Delibere della Giunta lombarda, un Progetto messo sulla carta dal Comune di Palermo nel 2006 ed abortito da tempo ed un presunto Progetto “Analisi della Climatologia Urbana e Qualità del Clima”, presunto nel senso che non è dato a comprendere di cosa effettivamente si tratti, dato che si limita ad una sintetica spiegazione delle modalità e dei criteri per classificare i climi della terra. Insomma, brani copiati e nulla più.
http://tutelaariaregionesicilia.blogspot.it/2014/01/audizione-assessore-lo-bello-dr-capilli.html
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
This powerpoint is part of AllCEU's Addiction Counselor Training Series. This section focuses on developmental theories of Erickson, Piaget, Vygotsky and many more. In class we discussed how trauma during a developmental period or failure to achieve developmental milestones may impact later social and emotional development. Each week we provide 8 hours of face-to-face continuing education and precertification training to LPCs, LADCs, and those wishing to become addiction counselors. Many states allow precertification to be done via online learning as well. We are approved education providers by NAADAC #599 and NBCC #6261.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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2. Child Development
Definition:
Change in the child that occurs over time. Changes follow an
orderly pattern that moves toward greater complexity and
enhances survival.
Periods of development:
Prenatal period: from conception to birth
Infancy and toddlerhood: birth to 2 years
Early childhood: 2-6 years old
Middle childhood: 6-12 years old
Adolescence: 12-19 years old
3. Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
Physical Domain:
body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health.
Cognitive Domain:
thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday
knowledge, metacognition, and language.
Social/Emotional Domain:
self-knowledge (self-esteem, metacognition, sexual identity, ethnic
identity), moral reasoning, understanding and expression of emotions,
self-regulation, temperament, understanding others, interpersonal skills,
and friendships.
4. Theories
What is a theory?
Orderly set of ideas which describe, explain, and predict
behavior.
Why are theories important?
To give meaning to what we observe.
As a basis for action -- finding ways to improve the lives and
education of children.
6. 6th - 15th centuries
Medieval period
Preformationism: children seen as little adults.
Childhood is not a unique phase.
Children were cared for until they could begin
caring for themselves, around 7 years old.
Children treated as adults (e.g. their clothing,
worked at adult jobs, could be married, were made
into kings, were imprisoned or hanged as adults.)
7. 16th Century
Reformation period
Puritan religion influenced how children
were viewed.
Children were born evil, and must be
civilized.
A goal emerged to raise children effectively.
Special books were designed for children.
8. 17th Century
Age of Enlightenment
John Locke believed in tabula
rasa
Children develop in response to
nurturing.
Forerunner of behaviorism
www.cooperativeindividualism.org/ locke-john.jpg
9. 18th Century
Age of Reason
Jean-Jacques Rousseau
children were noble savages, born with an
innate sense of morality; the timing of growth
should not be interfered with.
Rousseau used the idea of stages of
development.
Forerunner of maturationist beliefs
10. 19th Century
Industrial Revolution
Charles Darwin
theories of natural selection and survival
of the fittest
Darwin made parallels between
human prenatal growth and
other animals.
Forerunner of ethology
11. 20th Century
Theories about children's development expanded
around the world.
Childhood was seen as worthy of special
attention.
Laws were passed to protect children,
12. Psychoanalytical
Theories
Beliefs focus on the formation of personality. According
to this approach, children move through various stages,
confronting conflicts between biological drives and social
expectations.
13. Sigmund Freud
Psychosexual Theory
Was based on his
therapy with troubled
adults.
He emphasized that a
child's personality is
formed by the ways
which his parents
managed his sexual and
aggressive drives.
14. Erik Erikson
Psychosocial Theory
Expanded on Freud's theories.
Believed that development is life-long.
Emphasized that at each stage, the child
acquires attitudes and skills resulting from
the successful negotiation of the
psychological conflict.
Identified 8 stages:
Basic trust vs mistrust (birth - 1 year)
Autonomy vs shame and doubt (ages 1-3)
Initiative vs guilt (ages 3-6)
Industry vs inferiority (ages 6-11)
Identity vs identity confusion (adolescence)
Intimacy vs isolation (young adulthood)
Generativity vs stagnation (middle adulthood)
Integrity vs despair (the elderly)
16. Behaviorism
Developed as a response to
psychoanalytical theories.
Behaviorism became the dominant view
from the 1920's to 1960's.
17. John Watson
Early 20th century, "Father of
American Behaviorist theory.”
Based his work on Pavlov's
experiments on the digestive
system of dogs.
Researched classical conditioning
Children are passive beings who
can be molded by controlling the
stimulus-response associations.
www.psych.utah.edu./…/Cards/Watson.html
18. B. F. Skinner
Proposed that children "operate" on their
environment, operational conditioning.
Believed that learning could be broken down
into smaller tasks, and that offering
immediate rewards for accomplishments
would stimulate further learning.
19. Social Learning Theory
Albert Bandura
Stressed how children learn by observation
and imitation.
Believed that children gradually become
more selective in what they imitate.
21. Maturationists: G. Stanley Hall
and Arnold Gesell
Believed there is a predetermined biological
timetable.
Hall and Gesell were proponents of the
normative approach to child study: using
age-related averages of children's growth
and behaviors to define what is normal.
22. Ethology
Examines how behavior is determined by a
species' need for survival.
Has its roots in Charles Darwin's research.
Describes a "critical period" or "sensitive
period,” for learning
24. Attachment Theory
John Bowlby applied ethological
principles to his theory of attachment.
Attachment between an infant and her
caregiver can insure the infant’s survival.
26. Jean Piaget
Cognitive development
theory
Children "construct" their
understanding of the world
through their active involvement
and interactions.
Studied his 3 children to focus not
on what they knew but how they
knew it.
Described children's
understanding as their "schemas”
and how they use:
assimilation
accommodation.
27. Piaget’s Cognitive
Development Stages
Sensori-motor
Ages birth - 2: the infant uses his senses and motor abilities to
understand the world
Preoperation
Ages 2-7: the child uses metal representations of objects and is
able to use symbolic thought and language
Concrete operations
Ages 7-11; the child uses logical operations or principles when
solving problems
Formal operations
Ages 12 up; the use of logical operations in a systematic fashion
and with the ability to use abstractions
28. Lev Vygotsky
Socio-Cultural Theory
Agreed that children are active
learners, but their knowledge is
socially constructed.
Cultural values and customs
dictate what is important to
learn.
Children learn from more expert
members of the society.
Vygotsky described the "zone of
proximal development", where
learning occurs.
ced.ncsc.edu/hyy/devtheories.htm
29. Information Processing Theory
Uses the model of the computer to describe
how the brain works.
Focuses on how information is perceived,
how information is stored in memory, how
memories are retrieved and then used to
solve problems.
31. Urie Bronfenbrenner
Ecological Systems Theory or
bioecological theory
The varied systems of the
environment and the
interrelationships among the
systems shape a child's
development.
Both the environment and biology
influence the child's development.
The environment affects the child
and the child influences the
environment.
32. Bronfenbrenner’s Bio-Ecological Model
The microsystem - activities and
interactions in the child's immediate
surroundings: parents, school,
friends, etc.
The mesosystem - relationships
among the entities involved in the
child's microsystem: parents'
interactions with teachers, a school's
interactions with the daycare
provider
The exosystem - social institutions
which affect children indirectly: the
parents' work settings and policies,
extended family networks, mass
media, community resources
The macrosystem - broader cultural
values, laws and governmental
resources
The chronosystem - changes which
occur during a child's life, both
personally, like the birth of a sibling
and culturally, like the Iraqi war.
33. Outline of 20th Century Theories
Psychoanalytical Theories
Psychosexual: Sigmund Freud
Psychosocial: Erik Erikson
Behavioral & Social Learning Theories
Behaviorism: Classical Conditioning - John Watson &
Operant Conditioning - B.F. Skinner
Social Learning - Albert Bandera
Biological Theories
Maturationism: G. Stanley Hall & Arnold Gesell
Ethology: Konrad Lorenz
Attachment: John Bowlby
34. Cognitive Theories
Cognitive Development: Jean Piaget
Socio-cultural: Lev Vygotsky
Information Processing
Systems Theories
Ecological Systems: Urie Bronfenbrenner
Outline of 20th Century Theories