“TEACHING” BY SHARLEEN L . KATO

Chapter 3

Understanding Human

Development

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Key Terms / Vocabulary

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1. Growth: refers to physical changes in size, such as gains in height and weight.

2. Development: the gradual increase in skills and abilities that occurs over a lifetime.

3. Physical Development: advances in physical abilities.

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4. Gross Motor Skills: physical skills involving larger muscles of the body, such as the legs, hips, back, and arms.

5. Fine Motor Skills: physical skills involving smaller muscles in the body, such as the hands and wrists.

6. Cognition: all of the actions or processes involving thought and knowledge.

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7. Cognitive Development: the way people change and improve in their ability to think and learn throughout life.

8. Social-Emotional Development: development that includes the areas of relationships and feelings.

9. Sequence: a consistent step-by-step pattern that consistently follows one after another, as in development.

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10. Developmental Theories: comprehensive explanations, based on research, about why people act and behave the way they do and how they change over time.

11. Behaviorism: a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control.

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12. Classical Conditional: the theory that behaviors can be associated with responses.

13. Operant Conditioning: the theory that states that people tend to repeat behaviors that have a positive result or are reinforced.

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Areas of Development

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14. The four main types of development: physical, cognitive, social, emotional.

15. Physical development involves: advances in physical abilities, often referred to as motor skills.

16. Cognitive development involves: knowing, sensing, memorizing, organizing, which are cognition; development of connections between nerve cells in the brain.

17. Social-emotional development involves: the areas of relationships and feelings; developing new skills to deal with increasing independence of childhood, the more complex social situations of adolescence, establishing an identity, adult relationships, parenting, careers, retirement, and other challenges of life.

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Principles of Human

Development

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18. The basic principles of human development state that development:

is relatively orderly;

is a gradual,

continuous process;

is interrelated;

varies among individuals

19. Development is relatively orderly mean:Development occurs in a predictable and organized manner—a sequence of steps that consistently follow one another

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20. Development is a gradual, continuous process means: Most developmental changes happen slowly and are apparent over time.

21. Development is interrelated means: Most development is not solely physical, cognitive, social, or emotional. Acquiring new skills typically requires gains in several of these areas.

22. Development varies amount individuals means: Each individual’s progress is unique because so many factors affect development.

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Theories of Development

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23. As a future teachers, you should learn about developmental theories because: They can help you better understand what students are capable of doing and why. Instead of relying only on your own limited personal experiences and observations, understanding developmental theories will give you a broader picture.

24. The heredity vs. environment theory involves: answering the question about whether development results from nature (heredity) or nurture (environment) since heredity and environment interact in complex ways.

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25. Environmental influences on development include: family, peers, community, media, health, nutrition, and physical activity.

26. Behaviorist theorists involve: a theory based on the belief that individuals’ behavior is determined by forces in the environment that are beyond their control; how people behave (their thoughts, feelings, and actions) depends on what they have learned through experience rather than genetics or free will:

A. theory that behaviors can be associated with responses

B. theory that states that people tend to repeat behaviors that have a positive result or are reinforced

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27. Bandura’s social cognitive theory involves: knowledge that people of all ages observe and imitate the behaviors of others, regardless of rewards and punishments involved; People are affected by rewards and punishments, but their reactions to them are filtered by their own perceptions, thoughts, and motivations.

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28. Piaget’s cognitive theory involves: identifying four stages of cognitive development. His studies showed that at any stage of life, thinking skills of individuals are similar. At each new stage, individuals incorporate new experiences into what they know based on skills they have developed earlier in previous stages. The stages are sensorimotor (infancy), preoperational (toddler), concrete operational (early childhood), and formal operational (adolescence and adulthood).

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29. Vgotsky’s sociocultural theory involves: the belief that children are social beings and develop their minds through interactions with parents, teachers, and other students. He believed social interaction is critical to cognitive development.

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30. Erikson’s psychosocial theory involves: the belief that personality development occurs during eight stages of life. At each stage, people face and must successfully resolve a psychological or social conflict. If they do not, their unsuccessful resolution will affect future stages of their development.

1. infancy—trust versus mistrust

2. toddler—autonomy versus shame and doubt

3. early childhood—initiative versus guilt

4. middle childhood—industry versus inferiority

5. adolescence—identity versus role confusion

6. young adulthood—intimacy versus isolation

7. middle adulthood— generativity versus self-absorption

8. older adulthood—integrity versus despair

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31. Kohlberg’s theory of moral development involves: identifying three levels of moral development. Preconventional morality—decisions about right and wrong depend on whether you will be punished or rewarded for your behavior. Conventional morality— decisions are motivated by society’s laws and rules and how a person who disobeys might be perceived. Postconventional morality—based on principles such as justice and individual conscience.

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32. An understanding of several approaches to development can help teachers to: understand the way humans learn so they can develop more effective teaching strategies.

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Middle Childhood:

Growth and

DevelopmentCHAPTER 4

Key Terms1. Developmental Delay – a noticable lag in a specific aspect of development that is beyond average variations

2. Visual motor coordination – the ability to match body movements to coordinate with what is seen

3. Hand-eye coordination- the ability to move the hands precisely to coordinate with what the eyes see

4. Dexterity- the skillful use of the hands and fingers

5. Conservation – the ability to understand that a simple change in the shape of an object does not change is amount.

6. Self-concept – a persons own assessment of himself or herself based on an evaluation of abilities, successes, failures and comments from other people.

Key Terms continued7. Seriation – The ability to place objects in order

by a characteristic, such as smallest to largest

8. Classification – The ability to sort items by one or

more characteristics they have in common

9. Transivity- the ability to understand that

relationships between tow objects can extend to

a third object.

10. Executive strategies- skills used to solve

problems, including assessing problems, setting

goals, developing a plan to meet goals, and

implementing and evaluating solutions

Beginning School

11. Learning initiatives are important before

beginning schools because:

Research shows about half of a child’s critical

brain development takes place before

kindergarten.

This shows importance of making sure preschools

and child care centers have high-quality

programs that foster learning.

Most schools offer readiness assessments or issue

guidelines for kindergarten readiness to make

certain children come to kindergarten with the

skills they need for learning.

Children Ages Five to Seven

12. Description:

Talkative, imaginative, and great at

exploration.

Focus on the present rather than the future.

Show their feelings through laughs, smiles,

and tears.

Adult approval is important to them.

Eager to learn.

Sensitive to the needs and feelings of others.

13. Physical Growth and

Development 5-7

They grow two to three inches and gain

four to five pounds per year.

Bodies look longer and leaner.

Boys and girls are similar in size.

Each baby tooth falls out and is replaced

by a larger permanent one.

13 A. Gross-motor skills:

They can jump, skip, hop, run fast, dodge objects, and

change directions. Visual-motor coordination improves,

allowing them to jump rope and catch a small ball.

B. Fine-motor skills:

hand-eye coordination and dexterity improve.

write and draw recognizable objects.

more proficient at handheld electronic games.

dress independently

handle forks and spoons skillfully.

14. Cognitive Development

Children are eager to learn.

Curious and have a desire for

independence.

Limited attention spans.

Lessons must be fairly concise.

Learn best through experience.

Ages 5-7

14. A. Thinking Skills - Children become more logical thinkers. Capable of problem-solving, planning, and decision-making. Imagination is vivid.

B. Language and reading:

Formal reading instruction begins with identification of alphabet letters

followed by the recognition of the sounds they make.

letter combinations, and then they begin to

read whole words.

Whole words are combined into sentences and paragraphs. Soon, children are reading books.

Reading skills are central to school success so problems cannot be ignored.

15. Social Emotional developmentAges 5-7 Self-confidence grows. However, if compared

negatively to other children, their feelings of inferiority

surface. Parents and teachers play a vital role in providing

the encouragement children need.

A. Peer Relationships - Peers play a more important role in

their lives. Girls usually play with girls and boys usually

play with boys.

B. Children want to please others, especially parents and

other adults. They are capable of completing simple

household tasks. Relationships with siblings vary from

helpfulness to arguments.

Self-concept of 5-7 year olds

C. Self-concept

Children have a drive to learn new skills and

become more

independent. When adults help them succeed,

their sense

of competence gives them the self-confidence to

keep meeting

new challenges and mastering additional skills.

16. Moral Development

Can tell the difference between right and

wrong.

Are able to wait for their turn when playing

in a group or on a team.

Know how to share toys and often come up

with rules for doing so. They do best when

activities are based on cooperation, rather

than competition.

17. Children 8 and 9

17. Usually in second through fourth grades.

They have increase skills, greater knowledge, and

better

judgment, resulting in increased independence.

18. Physical growth and development - Physical

growth shows more individual variation than at

younger ages. A few children show signs of

puberty. Steady growth is experienced. Girls tend

to have slightly larger gains than boys.

A. Motor Skills

Strength increases. Better body control

helps children become more graceful in

activities such as sports, dance, and

gymnastics.

Hand-eye coordination continues to

improve.

19. Cognitive developmentNew challenges are faced at school. Learning becomes

more complex. If they fall behind in studies, they have a

more difficult time catching up.

A. Thinking Skills - Able to focus their attention for longer

periods of time. Memory improves. They are learning to

solve problems mentally. They are mastering seriation,

classification, conservation, and transitivity.

B. Language and reading - Improved thinking skills boost

reading and writing abilities. Children should be able to

recognize most words by sight. The ability to identify

main points, summarize, and make predictions

continues to improve.

20. Social – emotional development

Ages 8 and 9

Eager, friendly and responsible. They can also be irritable, critical, and careless. They tend to be sensitive.

A. Peer Relationships - like to be part of a group. want friends. Being part of groups helps to develop social skills. They begin to show empathy and caring. Some can show a lack of compassion. Some children are excluded from groups. Bullying could occur.

B. Family Relationships - Children begin to focus outside their families for ideas andactivities. They don’t like to be told what to do and are sensitiveto criticism. They are often at odds with siblings who are close to them in age. They need consistent rules and limits.

C. Self- concept Ages 8 and 9

Children want to feel a sense of belonging and

of being competent. They are also full of doubts.

Dressing like everyone else is an attempt to

ensure acceptance. Criticizing others may be a

way to look better in comparison.

21. Moral Development

Children may follow rules selectively, depending

on whether they see a benefit in doing so.

They are concerned about fairness.

Children Ages 10-12

22. Children are often in fifth, sixth, and seventh grade. They are often tagged as pre-adolescents or preteens.

23. Physical Growth and development

Individual variation in size and maturity is apparent at this stage.ASome experience a growth spurt and the early signs of puberty. Growth can be uneven. Girls tend to develop ahead of boys.

A. Motor Skills: Muscle strength and reaction time continue to improve. Active play and organized sports are popular.

24. Cognitive Development 10-12 The move to middle school means adapting to multiple

teachers, more independent learning, and additional

homework. Listening skills and note taking are important.

A. Thinking skills - The move to middle school means

adapting to multiple teachers, more independent

learning, and additional homework. Listening skills and

note taking are important.

B. They master sequencing and ordering. They move past

simple memorization to more complex memorization.

Their short-term memory grows, and experiences make

longer lasting impressions. They develop executive

strategies. They enjoy using various methods and

materials to solve creative problems.

Children Ages 10 - 12

B. They are learning about 20 new words a day and will know about 40,000 words. They use more complex sentences in speechand writing. They know words have multiple meanings. Reading competence is important for learning.

25. Children are struggling to dealwith new feelings, problems, and expectations. They can develop strong bonds with teachers, coaches, or club leaders.

A. Peers are important. There is aneed to feel accepted by others,as friends and as part of groups. Classroom romances and crushesbecome more common. They are very vulnerable to peer pressure. They respond enthusiastically to projects that help others.

10-12

B. Parent-child relationships begin to change. Preteens may defy

parental authority by talking back, ignoring what parents say

or doing things they know their parents would not approve. It is

important to keep lines of communication open. Teachers provide a

source of adult feedback. Moodiness increases.

Sibling relationships can become strained.

C. They fail to see their limitations. They often define

themselves in terms of their appearance, their material possessions,

and their involvement in activities. They may deal with worries. They

often confide in friends, rather than parents. The terror of

rejection is strong. Preteens often become very self-conscious.

Ages 10 - 12

26. Questions about right and wrong

become more of an issue. They begin to

question some of their parents’ values.

They want and needguidance, but they

do not always accept it. They need to be

helped to choose good friends, adopt

strong values, and develop the social skills

to withstand negative peer pressure

THE TEEN YEARS: GROWTH AND DEVELOPMENTChapter 5

CH 5 KEY TERMS

1. Puberty-the physical transformation from a child to an adult capable of reproduction

2. Growth spurts-rapid increases in height and weight, such as those associated with puberty

3. Asynchrony-when body parts grow at different rates

4. Egocentrism-focused primarily on one’s own concerns

5. Metacognition-the ability to think about thinking

CH 5 KEY TERMSCONTINUED

6. Neural connections – the links between brain cells that develop when actions are repeated

7. Multitasking- trying to do many things at the same time

8. Autonomy- independence that includes personal responsibility and decision making

9. Resilience- being able to bounce back after a defeat or setback

10. Invincibility- feeling incapable of being defeated or having anything bad

happen to you

PHYSICAL GROWTH AND DEVELOPMENT

11. Major changes in physical growth and development: Changes arelinked to puberty. This process begins when the pituitary gland,located at the base of the brain, signals the endocrine system torelease specific hormones.

12. Adolescent growth and development:

Growth is marked by growth spurts. Growth does not always occur in an orderly way. Hormone shifts trigger sexual development.

Growth continues even after sexual maturity is reached.

COGNITIVE DEVELOPMENT

14. Changes in cognitive development: Girls, as a group, mature before boys. Those who develop early must deal with being out of sync with their classmates. Young teens are dealing with changing and unfamiliar feelings. They may be self-conscious. They experience egocentrism. Body image is a major concern. Teens are concerned about their personal appearance and attractiveness. Older teens may be uncomfortable with how well their body meets perceived cultural expectations. Dieting is an issue. i

COGINITVE DEVELOPMENT CONTINUED

15. Developing abstract thinking involves the following abilities:

To grasp abstract concepts such as honor and freedom; to think about the future; to consider multiple solutions to problems and the potential consequences of each; to figure out why things are the way they are; to understand complex math problems; to think criticallyabout a person’s own thinking (metacognition)

16. Understanding the adolescent brain is important because:

There is evidence that the teen years are a window ofopportunity for boosting lifetime cognitive ability. Neural connections can be strengthened through activities that repeatedly stimulate the brain.

17. Meeting school challenges is important for teens because: most teens understand that doing well in highschool is important to future career options and success. Teens often juggle many things atonce including school, work, outside activities, and friends. Many students’ academic performance declines during adolescence due to many distractions, concerns, and multitasking.

18. Setting goals for the future is important for teens because: studentsbegin to think seriously about career goals or at least the short-termfuture. As teens mature, their improved thinking skills make thembetter able to understand the long-term effects of their decisions.Teachers, school counselors, employers, parents, and other adultsplay an important role in helping teens navigate decisions.

SOCIAL-EMOTIONAL DEVELOPMENT

19. Major changes in social-emotional development are:

• redefining self

• moving toward independence

• refining relationships

• dealing with emotional changes

20. Redefining self means: working to establish a personal identity, independent of parents; seeing oneself as a male or female; trying out different roles and integrating opinions of others in formulating their sense of self

SOCIAL-EMOTIONAL DEVELOPMENT CONTINUED

21. Moving toward independence means: there is a drive for autonomy. Establishing independence from others, especially family, is an important part of establishing identity. Rules and limits shouldgradually loosen as teens show they are ready for additional independence, once they prove that they are reliable and trustworthy. Teens are building skills needed to become self-sufficient adults

22. Refining relationships means: That with teens’ emerging abilities tothink critically and the corresponding push toward independence, the

importance of various types of relationships changes.

SOCIAL-EMOTIONAL DEVELOPMENT CONTINUED

A. Peer Relationships: Having friends gives a sense of belonging. Popularity is very important. Teens are very influenced by peers. Older teens are able to develop friendships with peers that are close and more long-lasting. Extracurricular activities provide opportunities for teens to meet new people and develop social skills. Electronic communication is changing the way people interact.

B. Romantic Relationships: There are different levels of interest in the opposite sex. Shyness, awkwardness, and fear of rejection are obstacles. Socializing in groups are common. Pairing off begins to occur. Most teens enjoy group activities, some are in dating relationship. Some teens experience abusive relationships.

SOCIAL-EMOTIONAL DEVELOPMENT CONTINUED

C. Family Relationships - In order for teens to learn the skills they need to become independent adults, parents must gradually give them more freedom and less supervision. Teens often push for more independence. Parents must set guidelines that strike a balance. Teens often question or reject the views and values of their family.

SOCIAL-EMOTIONAL DEVELOPMENT CONTINUED

23. Dealing with emotional challenges includes:

experiencing anxiety from causes ranging from looks to falling behind at school or problems with relationships. Having someone to listen can be helpful. Sports and activities can be good outlets for stress. Many can bounce back after a defeat or setback. Others adopt coping behaviors that are self-defeating such as using alcohol and other drugs, reckless drinking, promiscuity, or joining gangs. These make problems worse. Notifying a counselor or other person in authority can help.

MORAL DEVELOPMENT

24. Major changes in moral development: Teens’ beliefs about right and wrong and what is fair and right continue to evolve. Teens tend to see moral decisions in all-or-nothing terms. They are often idealistic andconcerned about their personal impact on the world and embrace moral issues with conviction.

25. Establishing personal values involves: deciding for themselves the type of people they will be. This involves evaluating, choosing, and committing to specific values and ideals. Teens must consider what kind of adult they want to be. Many look to role models.

MORAL DEVELOPMENT

26. Risk-taking behaviors involve: Teens believing that nothing bad will happen to them regardless of what they do. This causes them to engage in high-risk behaviors. Brain development may play a role in risk-taking behavior. Teens with low self-esteem and those who struggle in school may be more likely to engage in high-risk behaviors. Negative peer influence as well as teens from families with less parent-teen communication and lack of parental supervision are more likely to take risks. Engaging in high-risk behaviors can have life altering consequences. Teens who decide their personal limits before situations actually arise can make appropriate decisions when they are under pressure.