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Development 0-12

years Old 2016

Child Developme

nt

Linden High SchoolMs. Nealy

Spring 2016

Students will apply principles of Child Development milestones and age related theory to their own lives for a deeper understanding of themselves.

Student’s Name: Date:

ContentsStandards....................................................................................................................................................3

Resources....................................................................................................................................................4

Outline.........................................................................................................................................................5

Vocabulary...................................................................................................................................................1

Piaget’s Theory of Intellectual Development...............................................................................................2

Language Milestones: Ages 1 to 3...............................................................................................................3

The Way We Grow.....................................................................................................................................11

Infancy 0-1 years of age.........................................................................................................................11

Older Infants 6 to 12 months.................................................................................................................11

Toddler 12 to 36 months.......................................................................................................................12

Preschoolers- 3 to 5 years of age...........................................................................................................13

Activities for the classroom.......................................................................................................................14

Monday, February 22nd..........................................................................................................................14

Wednesday, February 24th.....................................................................................................................14

Thursday, February 25th.........................................................................................................................15

Friday, February 26th..............................................................................................................................15

Monday, February 29th..........................................................................................................................16

Wednesday, March 2nd..........................................................................................................................16

Thursday, March 3rd...............................................................................................................................21

Friday, March 4th....................................................................................................................................24

Monday, March 7th................................................................................................................................24

Wednesday, March 9th...........................................................................................................................25

Thursday, March 10th.............................................................................................................................25

Friday, March 11th..................................................................................................................................26

Wednesday, March 16th.........................................................................................................................26

Thursday, March 17th.............................................................................................................................27

Friday, March 18th..................................................................................................................................27

Homework.................................................................................................................................................28

Graphic Organizers:...............................................................................................................................28

Child Development Page 1


Student Workbook................................................................................................................................38



Child DevelopmentFourth Quarter0-12 years Old

StandardsExamine physical development during the first year.

Identify physical characteristics.Demonstrate physical care in relation to needs.

Summarize the emotional and social development of the first year.Discuss the progress of emotional and social development.Relate the impact of care on social and emotional development.Recognize personality types.

Examine intellectual development during the first year.Evaluate the components of intellectual development.Explain language development.

Examine physical development during years one through three.Identify physical characteristics.Demonstrate physical care in relation to needs.

Summarize the emotional and social development of years one though three.Discuss the progress of emotional and social development.Relate the impact of care on emotional and social development.Recommend practices that contribute to development of a positive self-image.

Examine intellectual development in years one through three.Outline types of intellectual development.Propose ways to stimulate intellectual development.

Examine physical development during years four through six.Identify physical characteristics.Demonstrate physical care in relation to needs.

Summarize the emotional and social development during years four through six.Discuss the progress of emotional and social development.Relate the impact of care on emotional and social development.Recommend practices that contribute to moral development

Examine intellectual development during years four through six.Outline the characteristics of intellectual development.Propose ways to stimulate intellectual development.



ResourcesBrisbane, H. E. (1997). The Developing Child. (7th ed.). New York, NY: Glencoe/McGraw-Hill,

203-204, 208-210, 215, 228-258.Brisbane, H. E. (1997). The Developing Child. (7th ed.). New York, NY: Glencoe/McGraw-Hill,

204, 220-221, 266-287, 309-310.Brisbane, H. E. (1997). The Developing Child. (7th ed.). New York, NY: Glencoe/McGraw-Hill,

292-303, 308-311.Brisbane, Holly. (1997). The Developing Child. (7th ed.) New York, NY: Glencoe/McGraw-

Hill, 319-347.Brisbane, Holly. (1997). The Developing Child. (7th ed.). New York, NY: Glencoe/McGraw-

Hill, 348-381.Brisbane, Holly. (1997). The Developing Child. New York, NY: Glencoe/McGraw-Hill, 413-

433.Brisbane, Holly. (1997). The Developing Child. New York, NY: Glencoe/McGraw-Hill, 435-

453.Brisbane, Holly. (1997). The Developing Child. New York, N.Y: Glencoe/McGraw-Hill, 26,

297-301, 460-469.



OutlineInfants’ Physical characteristicsA. Apgar scaleB. Patterns

1. Head to foot2. Near to far3. Simple to complex

C. Weight and lengthD. SightE. HearingF. Smell and tasteG. PrematurityH. Low birth weightI. SIDSInfants’ Physical careA. HandlingB. Feeding

1. Breast2. Bottle3. Weaning4. Self-feeding5. Nutrition

C. Bathing1. Sponge2. Tub

D. DressingE. DiaperingF. SleepingInfants’ Emotional developmentA. TrustB. Home climateC. Cry and comfortD. Emotions

1. Delight2. Elation3. Affection4. Distress5. Anger6. Disgust7. Fear

E. Sigmund Freud

Impact of care on Infants’A. Emotional adjustmentB. Healthy relationshipsPersonality typesA. SensitiveB. PlacidC. AggressiveComponents of the Infant BrainA. Mind-body connection

1. Five senses2. Brain

B. Developmental standardsC. Piaget’s theory

1. Sensorimotor period2. Preoperational period3. Concrete operations period4. Formal operations period

Infants Language developmentA. Communication skillsB. Speech and hearingYears’ 1-3 Physical characteristicsA. Height and weightB. Proportion and postureC. DentalD. Motor skills

1. Fine2. Gross

Physical care for years 1-3A. EatingB. BathingC. Dressing

1. Choices2. Self-help features

D. SleepingE. Toilet training

1. Readiness2. Attitudes

F. Safety

Progress of years 1-3A. Social patterns

1. Friends2. Play

a. Cooperativeb. Parallelc. Dramaticd. Onlooker

B. Emotional1. Negativism2. Egotism3. Separation anxiety4. Temper tantrum5. Fear6. Jealousy7. Love/affection8. Sympathy

Impact of care on the 1-3 year oldA. Emotional adjustmentB. Healthy relationshipsDevelopment of skills for the 1-3 year oldA. Personality types

1. Sensitive2. Placid3. Aggressive

B. Effective disciplineTypes of development for 1-3 year oldsA. Elements of activity

1. Attention2. Memory3. Reasoning4. Perception5. Imagination6. Curiosity7. Creativity

B. Methods of learning1. Incidental2. Trial-and-error3. Imitation4. Directed

C. Jean Piaget



Stimulating development for the 1-3 year oldA. Guiding learning

1. Attention2. Thinking3. Help4. Encouragement5. Problem solving6. Positive attitude7. Simple explanations

B. Language development1. Speech2. Articulation

C. Methods of learning1. Incidental2. Trial-and-error3. Imitation

Physical characteristics of the 4-6 year oldA. Height and weightB. Proportion and postureC. DentalC. Motor

1. Dexterity2. Handedness

Physical care of the 4-6 year oldA. NutritionB. BathingC. DressingD. SleepingE. ToiletingF. SafetyProgress of development for the 4-6 year oldA. Social

1. General patterns2. Family relationships3. Personality development

a. Erik Eriksonb. Sigmund Freud

B. Emotional1. General patterns2. Specific emotions

a. Angerb. Fearc. Jealousy

3. Sibling rivalryImpact of care on the 4-6 year oldA. Role modelsB. Reaction to stress

Moral development of the 4-6 year oldA. GuidelinesB. Growth of conscienceC. CompetitionCharacteristics of the 4-6 year oldA. Piaget's theoryB. Measuring intelligenceStimulating intellectual development of the 4-6 year oldA. Reading and literatureB. ArtC. MusicD. Math



Vocabulary

Growth- A process in which a measurable change in size, skill, or ability occurs. Example: Doubles birth weight, learns to catch a small ball, learns to count in sequence

Development- The changes that take place from earlier to later stages of human growth. Examples: From being fed to self-feeding, from crawling to climbing stairs, from crying to using words.

Area of Development- The different types of growth and development that occur. Examples: physical, Intellectual or Cognitive, Social, and Emotional

Stage of Development- The time during which a child is usually ready to learn and practice a skill. Examples: Infant (birth to 12 months), Toddler (1 to 3 years), Preschooler (3 to 5 years).

Developmental Pattern- The predictable steps that children follow as they grow and develop. Examples: sit, crawl, walk, and run; reach for, grasp, hold, and manipulate objects; scribble, draw one shape, and draw a picture.

Developmental Task- The skills and abilities that children learn as they grow. Examples: learning to walk, learning to take solid food, learning to talk.

Physical Development- The growth in size, proportion, and muscle coordination. Examples: Use of small muscles: cutting, printing; Use of large muscles: jumping, skipping; Increase in height and weight

Intellectual Development- The growth in the ability to reason, to think, and to solve problems. Examples: Identifies shapes, Identifies colors, Counts in sequence.

Social Development- The skills of learning how to relate to others. Examples: shares toys, play cooperatively, says “please” and “thank you”

Emotional Development- The skills of learning to express feelings in acceptable ways. Examples: asks instead of cries for something wanted, tells how one feels instead of pouting.



Piaget’s Theory of Intellectual Development



Language Milestones: Ages 1 to 3



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The Way We Grow

Infancy 0-1 years of age

Developmental milestones at 1 month The first days with your 1-month-old can be a blur of feeding, changing diapers, settling

her to sleep, and responding to her wails. But within a few weeks, she'll start to take more notice of your voice, face, and touch.

Your baby can't focus farther than 8 to 12 inches away – just the right distance for her to gaze at your face. Black-and-white patterns also draw her attention. Her hearing is fully developed and she might turn toward familiar sounds, such as your voice.

She can lift her head briefly and turn it to the side when she's on her stomach, but when she's upright her head and neck still needs supporting. Although her arms move jerkily, she can get her hands close to her mouth.

Developmental milestones at 3 months By now, you're basking in the warmth of your baby's delighted smiles! Your 3-month

old actively enjoys playtime now, amusing you both when he imitates your facial expressions. He's starting to babble and mimic the sounds you make.

You no longer need to support his head. When he's on his stomach, he can lift his head and chest, and even do the mini-pushups that set the stage for rolling over. He can open and close his hands, shake toys, swat at dangling objects, bring his hands to his mouth, and push down with his legs if you hold him in a standing position.

His hand-eye coordination is improving. You'll notice him closely tracking objects that interest him and focusing intently on faces. He's able to recognize you from across the room!

Developmental milestones at 4 to 7 months Your baby is fully engaged with the world now: She smiles, laughs, and has babbling

"conversations" with you. And she's on the move – by 7 months she can probably roll to her tummy and back again, sit without your help, and support her weight with her legs well enough to bounce when you hold her. She uses a raking grasp to pull objects closer and can hold toys and move them from one hand to another.

Your baby is more sensitive to your tone of voice and may heed your warning when you tell her "no." She also knows her name now and turns to look at you when you call her.

Peekaboo is a favorite game and she enjoys finding partially hidden objects. She views the world in full color now and can see farther. If you move a toy in front of her, she'll follow it closely with her eyes. Watching herself in a mirror is sure to delight her.

Older Infants 6 to 12 monthsPhysical- size, and motor skill

o Transfers objects from hand to hand



o Begins to creep (7 to 8 months)o Begins to teeth (7 to 8 months)o Stands alone (9 to 10 months)o Begins to walk (10 to 12 months)

Intellectual/Cognitive- thinking and learningo Says a few single wordso Understands a few verbal commands such as noo Begins to feed selfo Gets into everything; enjoys exploring

Social- getting along with otherso Enjoys getting attention by playing dropping gameso Holds out arms to be picked upo Responds to parents’ moods and emotionso Likes to watch other children playo Waves bye-bye

Emotional- expressing feelingso May be easily frightenedo Shows dislikes when given some foods or when taken from a toy or an activity he

or she enjoys

Toddler 12 to 36 monthsPhysical- size muscle coordination

o Runso Throws a ballo Scribbleso Develops large muscles (referred to as GROSS motor skills)o Starts to be toilet trained (requires development of sphincter muscles)

Intellectual/Cognitive- thinking and learningo Learns to put words into sentenceso Learns to cope with his or her environment by experimentingo Asks many questions, especially, “Why?”o Remembers and can follow requests

Social- getting along with otherso Plays beside others- known as parallel playo Imitates otherso Begins to enjoy playing with other childreno Is interested in peopleo May have imaginary friends



Emotional- expressing feelingso Likes to be read too Expresses angry feelings through temper tantrumso Is often negative and says, “NO!”o Becomes frustrated easily

Preschoolers- 3 to 5 years of agePhysical- size, muscles coordination

o Rides a tricycleo Dresses himself or herself (requires FINE motor skills)o Learns to hop, skip, assemble puzzles, and color (Requires a combination of gross

and fine motor skills)o Can go to the toilet by himself or herself

Intellectual/Cognitive- thinking and learningo Uses longer sentences and talks a loto Learns by playingo Is interested in simple countingo Recognizes pennies, nickels, and dimes

Social- getting along with otherso Cooperates with other children and shares- Mastery of COOPERATIVE playo Plays with others or in groupso Makes friends and is interested in other people

Emotional- expressing feelingso Gets angry easily and may kick to show angero Is proud of abilities and bragso May develop fear of animals, dark, water, and so fortho Learns to control temper and cope with some problems.



Activities for the classroom

Monday, February 22nd

Recipes for ToddlersMaterials Needed:

Small Index cards found in top drawer by mirror and little sinkSurface Pro’s

Project:Develop a small cookbook or recipe file containing nutritious snack recipes appropriate for toddlers. Make sure everyone in the class contributes at least one recipe.

Wednesday, February 24th

Going to the Preschool- groups of 6 can go at a time to the preschool. 6 go on Mondays and then do Monday’s assignment on Wednesday. On Wednesday, send 6 for 30 minute. When they come back send another 6. On Friday send the remaining students

Materials needed:Checklist

Use the checklist to observe a group of toddlers at the preschool. Check as many skills as you observe. Share your observations with classmates.

Checklist:o String large beadso Hold scissors correctly (use blunt-edged scissors)o Scribble and mark with crayonso Walk between two straight lineso Jump or walk backwardo Copy vertical and horizontal lineso Cooperate in dressingo Close snaps and unbutton large buttonso Pedal a tricycleo Run without fallingo Play on swings, ladders and other playground equipment with a fair

amount of easeo Jump about 8 inches from a standing position (broad jump)o Open and close scissors (use only blunt-edged type and, please,

supervise!)o Drink from a small cup or glass without help (they may still spill a lot)o Drink from a cup using a strawo Use the toilet without helpo Begin to cut with blunt-edged scissors





Thursday, February 25th

Theory ConnectionMaterials Needed:

Surface Pro’shttp://www.webmd.com/parenting/baby/infant-development-9/https://www.ted.com/speakers/stuart_brownhttps://www.youtube.com/watch?v=csUWSQ5nZJA

Lesson:Divide into 6 groups Group 1: Erik Erikson- personality development of toddlersGroup 2: Erik Erikson- behaviors of toddlersGroup 3: B. F. Skinner- personality development of toddlersGroup 4: B. F. Skinner- behaviors of toddlersGroup 5: Sigmund Freud- personality development of toddlersGroup 6: Sigmund Freud- behaviors of toddlersChoose from, B.F. Skinner, and Sigmund Freud.

After each group has had time to research, they should report to the class on their findings.

Friday, February 26th

DisciplineMaterials Needed:

Paper and penLesson:

Divide class into their 6 groups.Each group is to write a short scenario depicting a discipline problem that could occur with children between the ages of one and three. Then each group will act out the situation for the class, offering a positive solution to the problem.


https://www.youtube.com/watch?v=csUWSQ5nZJA

https://www.ted.com/speakers/stuart_brown

http://www.webmd.com/parenting/baby/infant-development-9/


Monday, February 29th

ToysMaterials needed:

In the white cabinet to the right of the front classroom door you will find toys that are used for Nealy Day Care.Take these out for this activity.

Lesson:Identify elements of intellectual activity that each toy impacts.Make recommendations that would help parents choose the right kind of toys.

Wednesday, March 2nd Go to PreschoolMaterials Needed:

Pages 25-29 of student packetsLesson:

Observe a group of toddlers at play over at the preschool. Identify the social behaviors you observe as you complete the following exercise.Share your observations with classmates.











Thursday, March 3rd The brain

Materials NeededPaper and pen Diagram of the brainKitchen- Surface Pros Play dough recipeWaterSaltCream of tartarVegetable oilFlourFood coloring

Lesson:In the kitchen, conduct research about the part of the brain that controls intellectual activities. Draw a diagram of the brain, labeling each part and what intellectual activity it controls. OrFor extra fun find a recipe to make play dough. Make it in the kitchen and make several colors. Use the playdough to build a model of the brain.





The Best Playdough Recipe

Supplies:2.5 cups water1 1/4 c. salt1 1/2 tbsp. cream of tartar5 tbsp. vegetable oil2.5 cups flourFood coloring

Directions:1. Mix water, salt, cream of tartar, vegetable oil, and flour together in a large pot until

somewhat smooth. 2. It will be lumpy. Not to worry, the dough will get smoother as it cooks. 3. Cook the dough over a low heat. Mix frequently. 4. The water will slowly cook out of the mixture and you’ll notice it starts to take on a

sticky dough appearance. 5. Keep mixing until the edges of the dough along the side and bottom of the pan appear

dry. Pinch a piece of dough. If it’s not gooey, the dough is ready.6. Add color



Friday, March 4th

MemoryItems needed:

Trays found in purple kitchen90- 120 items found in the classroom

Lessons:Give one tray to each group.Place 15-20 items you find in the classroom on each tray.For 30-60 seconds, view a tray holding 15-20 common items. When the tray is removed, list every item that you can remember seeing (memory). Then answer the following questions:

1. What color was the tray (attention)?2. How are the items related to each other (imagination)? 3. Which item would you need most on a desert island (reasoning)? 4. Discuss each, using an example of intellectual activity.

Use the surface Pro’s, Watch two different TV shows on http://pbskids.org/ that are frequently viewed by preschool children. Analyze how the shows portray characters as role models, both positive and negative. Make notes, and share with the class.

Monday, March 7th

Shoes and Clocks- making directions:Materials Needed:

ShoePaper and pencils’Brass fastenersConstruction paper

Lessons:1. Write detailed instructions on how to tie a shoelace. You may want to draw pictures

to accompany the instructions. Read the instructions to a student, and see if he/she understands the instructions. How did the physical development of the student affect his/her ability to tie the shoes?

2. Make clocks with construction paper and brass fasteners that allow the hands to move. Take these home and teach the concept of time to a child you know, when you are in class next, share your experiences with the class.


http://pbskids.org/


Wednesday, March 9th Going to the Preschool

Share your shoe and clock project with a child. See how they do with your directions.Then answer the following questions:

1. What provisions have been made to get children involved in reading? 2. What do you like most about the reading center? 3. Why is it attractive to children? 4. Observe the materials for art and music how do these help build cognitive

development?Share your findings with your classmates.

Thursday, March 10th Theory ConnectionMaterials Needed:

Surface ProsLesson:

Use the Internet to gather information on Lawrence Kohlberg’s and Jean Piaget’s theories on moral development. Make posters illustrating both theoriesExplain how to use the theories to promote positive moral development.Share with class.



Friday, March 11th

Car Seat SafetyMaterials Needed:

Crayons, markers, glue, and construction paper- all found in craft closet next to utility sink and washer and dryer.

Lesson:Make a poster that emphasizes the importance of using car seats and seat belts when transporting children under the age of six. Post in the classroom.

Monday, March 14th

ProportionMaterials Needed:

Surface ProsMaybe the text books’Poster paperCraft supplies

Lesson:Draw a poster that illustrates the differences in height/weight and proportion/posture between children two and five years old.Post in the classroom, if running out of places to post then don’t just roll up so I can see them next week.

Wednesday, March 16th

StressAs a class:

1. Identify causes of stress in young children.2. Explain the possible effects of the stress on children age’s four to six.

Individually:Draw a cartoon or comic strip about a child who told a lie and learned a lesson.Display in class.



Thursday, March 17th

Create an 8 by 11.5 size poster about the road signs of intellectual development for children ages four to six years old.Use Piaget's "signs" of preoperational thinking as your focus.

Friday, March 18th

1. In the “Toy Closet” you will find lots of books. Select a children's book with a theme, such as fishing. Plan activities that reinforce the theme. For example, sing a fish song, act out fish movements and rhythm exercises, engage in water play, sponge paint fish, etc. Evaluate your activities for stimulation of preschooler intellectual growth and development.



Homework

Graphic Organizers:



















Student WorkbookSection 7–1: Infant Growth and Development

1. Do the terms “growth” and “development” mean the same thing? Explain.

2. Give an example of each of the following patterns of development.

A. Head to toe:

B. Near to far:

C. Simple to complex:

3. What are developmental milestones, and why are they useful?



Infant Growth and Development SECTION 7–1Tracking Infant Development




















































