Child Development from 6 - 12

Elizabeth Ross Hubbell

Montessori Education Center of the Rockies

Summer 2003

In this course, we will cover:• Part I: Early pioneers in Childhood Development,

including Maria Montessori

• Part II: Aspects of Development, including physical, social, emotional, cognitive/ intellectual, and moral development

• Part III: Theories of Development and Learning and the people behind these theories

• Part IV: Assessment and Measurement of Status and Progress

• Part V: Student presentations

Early Pioneers in Childhood Development Studies

• Rousseau

• Pestalozzi

• Froebel

• Itard

• Seguin

• Freud

• Montessori

• Piaget

Jean-Jacques Rousseau(1712 – 1778)

• “Man is born free but is everywhere in chains.”

• Lived a rather difficult life• Humans are born as

innocent, good beings, but are corrupted by an “artificial” society.

• Learning moral and practical lessons should come before scholastic learning. http://www.lucidcafe.com/library/96jun/rousseau.html

Johann Heinrich Pestalozzi(1746 - 1827)

• Picked up where Rousseau left off with the idea of freedom in education.

• Children should be free to pursue interests and come to their own conclusions.

• Actually put the theories into practice in his classrooms.

http://pestalozzi.hbi-stuttgart.de/

Friedrich Froebel (1782 – 1852)

• Created the first “garden of children”

• “Stimulating voluntary activity” best for pre-school education

• Created “gifts” or manipulatives for learning

www.cs.brown.edu/people/dla/polytope/froebel.html

http://www.froebelweb.de/froebel.htm

Jean-Marc Gaspard Itard(1775 - 1838)

• Was a great influence to Seguin who later taught Montessori

• Made many breakthroughs in education of deaf and mentally retarded

• Taught “The Wild Boy of Aveyron”

Entrance courtyard, Institute for the Deaf, Paris

http://www.ric.edu/dcousins/europsych/itard.html

Edouard Seguin (1812 – 1880)

• Student of Itard• Greatly influenced

Montessori in her quest to help “retarded” children

• Searched for muscular exercises to help with mental and behavioral deficiencies

http://www.elwyn.org/history/seguin.gif

Sigmund Freud (1856 – 1939)

• Was forming his theories of psychoanalysis at the same time Montessori was working on her theories

• Wrote letter to Montessori to comment on mutual interests in child’s psyche

http://users.rcn.com/brill/freudarc.html

Maria Montessori (1870 – 1952)

• Adopted many of her ideas of the ability to educate the mentally retarded from Itard

• Was influence by Seguin to create the “Montessori Method,” relating knowledge to the senses

Photo courtesy of NAMTA

Maria Montessori (1870 – 1952)• Ideas became internationally acclaimed• Woodrow Wilson’s daughter became secretary in a

Montessori school sponsored by Alexander Graham Bell

• In 1914, William Kilpatrick published book that criticized Montessori’s “out-dated” research and the Montessori movement temporarily died in the US

Photo courtesy of NAMTA

Jean Piaget (1896 – 1980)

• “I am a constructivist. I think that knowledge is a matter of constant, new construction, by its interaction with reality, and that it is not pre-formed. There is a continuous creativity.” http://www.time.com/time/time100/scientist/profile/piaget.html

Activity

• Besides Maria Montessori, who do you think had the biggest impact on the history of educating children?

• Be able to give one or two reasons for your answer.

Break Time!

Aspects of Development

• Physical

• Social

• Emotional

• Cognitive/Intellectual

• Moral

Physical Development in 6 - 9• Progress goes from

“cherubic” to “messy” to almost a pre-teen look

• Pincer grip refines• Hand-eye coordination

improves• Gait becomes smoother• May see some signs of

adolescence by 3rd year• Rhythm & grace develops

(clapping routines)

www.streetplay.com

Physical Development in 9 - 12

• Pre-adolescence• Gross motor skills, athletic skills, and

grace go through growing periods• Fine motor skills become refined• Females often taller and physically more

mature than males

Social Development in 6 - 9

• “Best Friends”• Often with same gender• Fairness very “black & white”• Feelings easily hurt• Rarely will challenge an adult• Social manipulation sometimes takes place

Social Development in 9 - 12

• Peers become extremely important• Friendships can cross gender lines• Social/emotional issues will often

overshadow academic agenda• Higher level of social values

Emotional Development in 6 - 9

• Generally very happy• Feelings easily hurt in

1st year, gradually subsides

• Rely heavily on adults for feelings of safety

• Impulsive• Instilling confidence is

key

Emotional Development in 9 - 12

• Emotional lull of 3rd – early 4th grade begins to give way to pre-adolescence by 4th - 5th

• Important that confidence has been instilled up to this point

Cognitive/Intellectual Development in 6 - 9

• Concrete to abstract• C-V-C to

comprehension and fluidity in reading

• Begin to see relationships and patterns

• Integration of subjects not usually automatic

Cognitive/Intellectual Development in 9 - 12

• More work is abstract than in 6 - 9

• Can make connections across the curriculum

• Reading is becoming a skill rather than a subject

• Practical uses of skills and concepts learned

(a+b)2 =(a+b)(a+b)=a2 + 2ab + b2

Moral Development in 6 - 9

• Few grey areas in “right” vs. “wrong”

• Feelings and impulses still sometimes overcome knowledge of what is right

• Pleasing adults & peers often drives actions

• Will remind adults of rules set

• Enjoy mediating

Moral Development in 9 - 12

• Erikson’s “Industry vs. Inferiority” stage

• Kohlberg’s “Authority Orientation” and perhaps beginnings of “Social Contract Orientation”

• Enjoy making own rules, consequences, peer judicial situations, classroom management

• Student council, debate teams, Model UN

Take a break!

Theories of Development and Learning

• Pavlov

• Skinner

• Piaget

• Bruner

• Erikson

• Kohlberg

• Vygotsky

• Maslow

• Bloom

• Gardner

• Hirsch

Ivan Pavlov (1849 – 1936)

• Left seminary after reading Darwin’s work

• Famous study of feeding dogs was originally a study of digestion

• “Conditioned reflex”• Behaviorist theory of

psychologyhttp://www.nobel.se/medicine/laureates/1904/pavlov-bio.html

If a child lives with... by Dorothy Law Nolte

If a child lives with criticism. . .. . . he learns to condemn.

If a child lives with hostility. . . . . . he learns to fight.

If a child lives with fear. . . .. . . he learns to be apprehensive.

If a child lives with honesty. . . . . . he learns what truth is.

If a child lives with fairness. . . . . . he learns justice.

If a child lives with security. . . . . . he learns to trust in himself and others.

If a child lives with jealousy. . .. . . he learns to feel guilt.

If a child lives with tolerance. . . . . . he learns to be patient.

If a child lives with encouragement. . .. . . he learns to be confident.

If a child lives with praise. . . .. . . he learns to be appreciative.

If a child lives with friendliness. . .. . . he learns the world is a nice place in which to live.

B. F. Skinner (1905-1990)

• Familiarized self with Pavlov and Watson while working at bookstore

• Operant behavior• Programmed

instruction• Tried to create

teaching machinehttp://www.bfskinner.org/index.asp

Piaget (1896-1980)

General Periods of Development• Period 1: Sensori-Motor

Intelligence (ages 0 – 2)• Period 2: Preoperational Thought

(ages 2 – 7)• Period 3: Concrete Operations

(ages 7 – 11)• Period 4: Formal Operations

(ages 11 to adulthood)

http://www.piaget.org/

Jerome Bruner (1915 - )

• Greatly impacted curriculum development

• Researched cultural impact upon an individual’s growth and learning (propaganda, WW II)

• Proponent of giving children opportunities to develop interests and hypotheses

• Founded Head Start• "I'm interested in the various

institutional forms by which culture is passed on ... My preferred method of work in both instances is the anthropological-interpretive."

http://oaks.nvg.org/wm1ra2.html

Erik Erikson (1902 - 1994)

• Believed that our personalities continued to develop throughout our lives, contradicting Freud’s theory that our personalities were in tact by age five.

• 8 psychosocial stages we go through in life

http://fates.cns.muskingum.edu/~psych/psycweb/history/erikson.htm

Erikson’s Eight Psychosocial Stages

1. Trust vs. Mistrust (birth – 1 year)

2. Autonomy vs. Shame & Doubt (ages 2 – 3)

3. Initiative vs. Guilt (ages 4 – 5)

4. Industry vs. Inferiority (age 6 – puberty)

5. Identity vs. Role Confusion (adolescence)

6. Intimacy vs. Isolation (young adulthood)

7. Generativity vs. Stagnation (adulthood)

8. Integrity vs. Despair (late adulthood)

Lawrence Kohlberg (1927-1987)

http://academics.smcvt.edu/psych/Krikstone/developmental%20lecture/img016.gif

http://tigger.uic.edu/~lnucci/MoralEd/gifs/kohlberg.gif

Kohlberg's Dilemmas

Lev Vygotsky (1896-1934)

• Zone of Proximal Development

• Importance of play in child’s development

• Three stages of speech development– Social Speech– Egocentric Speech– Inner Speech

http://web.archive.org/web/20010802101038/http://www.bestpraceduc.org/people/LevVygotsky.html

Abraham Maslow (1908-1970)

http://www.ship.edu/~cgboeree/maslow.html

• Studied under Harry Harlow, famous for work with rhesus monkeys and attachment behavior

• Formed theory that certain needs must be met before one can focus on other things: “Hierarchy of Needs”

Abraham Maslow (1908-1970)

Chart courtesy of Shippensburg University of Pennsylvania

Benjamin Bloom (1913 – 1999)

• Created Bloom’s Taxonomy, a categorized level of abstraction used by educators

web.odu.edu/webroot/instr/ED/ llschult.nsf/pages/blooms

http://oaks.nvg.org/wm6ra3.html

Bloom’s Taxonomy

Students are required to list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Bloom’s Taxonomy

Students are required to describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Bloom’s Taxonomy

Students are required to apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Bloom’s Taxonomy

Students are required to infer analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain

Bloom’s Taxonomy

Students are required to combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Bloom’s Taxonomy

Students are required to assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Howard Gardner (1943 - )

Theory of Multiple Intelligences

1. Visual / Spatial Intelligence

2. Musical Intelligence

3. Verbal Intelligence

4. Logical/Mathematical Intelligence

5. Interpersonal Intelligence

6. Intrapersonal Intelligence

7. Bodily / Kinesthetic Intelligence

http://www.indiana.edu/~intell/gardner.html

E. D. Hirsch (1928 - )

• “Core Knowledge” program• What Your Kindergartener

Needs to Know• Discovery learning takes

time away from children learning “the basics”

• Presenting all children with the same information will promote excellence and fairness in early education

http://www.coreknowledge.org/CKproto2/conf/Hirsch%20BW.jpg

For further study:

• Due to time constraints, these individuals were not covered, but have made great contributions to the science of educating children •Dewey

•Gesell•Werner•Watson•Locke•Bandura•Jung•Chomsky

Break time!

Assessment and Measurement of Status and Progress

• Types of Assessment:– IQ Tests– Norm-referenced tests– Standards-based tests

including CSAP– Authentic assessment– Rubrics– Project-based or

research-based assessment

IQ Tests

• First created by Binet (Stanford-Binet)• Weschler• IQ: fixed or malleable?• Different cultural ideas of intelligence

Norm Reference Tests

• Compares scores to “norm group”

• Assumes bell curve as ideal• One question can throw off• Intentionally make questions

for people to miss (lower socio-economic at disadvantage, worded to trick students)

• Test the curriculum• ERBs, Iowa Test of Basic

Skills0

5

10

15

20

25

Standardized vs. Standards-Based Tests

• Standardized tests operate along the bell curve

• If lowest score was 80, that receives an “F”

• If highest score was 40, that received an “A”

• Standards-based tests have teachers teach certain standards

• No surprises to students

• Grading criteria set in advanced (rubrics)

• CSAP is standards-based

Authentic Assessment

• Students demonstrate skills and knowledge

• Science experiments• Research• Write stories• Make materials• Give presentations• Give lessons• Solve real-life problems• Portfolios

Rubrics

• Lists specific criteria for project• Numbered (excellent, acceptable, needs

improvement)• Are given when project is assigned• Progress reports:

– Independently– With materials– Working on concept

• Example

Project-based or Research-based Assessment

• Children do not think of these as “tests”

• Are culminating activities following a unit of study

• Technology can play a large role

• Exciting, meaningful assessment

• "An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery."

- Maria Montessori

Student Presentations

• One page outline– ideas of a major theorist with regard to children ages 6-12– or a description of any aspect of assessment and testing

• List 3 published primary or secondary references which are the sources of the information.

• Present the outline to the class and provide copies for all class members. (40 pts)

PowerPoint

www.our-montessori.com

http://www.moteaco.com/index.shtml

http://www.mecssoftware.com/

ehubbell@msd-co.org