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Baumrind’s Theory of Parenting
•Authoritarian parenting
•“Law and Order”•“Because I said so! “
•Demand obedience•often maintain distance from
child
Baumrind’s parenting
•Permissive Parenting
•Few demands yet nurturing and accepting
•Tend to communicate well with children
Baumrind’s parenting
•Authoritative Parenting •Negotiation and participation
•Limits set and rationally explained
•often democratic
•mutual respect
Other models of parenting
•Traditionalespecially related to gender roles
•Permissive forms•rejecting/neglecting
•democratic/indulgent
SPIDER ROCK
•What role does this landmark play in discipline procedures?
•What dangersare inherent in this practice?
Complexities of Parenting
•Child’s temperament
•Size of the family
•Child’s age and gender
•Parents age
•Marital relationship
Discipline
•What method is best?•For infants?
•For toddlers?
•For preschoolers?
•Name some pro’s and con’s of physical (corporal) punishment
Cognitive Development
Piaget•children actively seek to comprehend their world
•infants do think contrary to the “no talk; no thought” ideas
Cognition
•Active intelligence functions through senses and motor skills
•Toddler is the “little scientist”
•Piaget sees development in stages
Piaget’s first stage
Sensorimotor thinking
•substages 1 & 2 relate to reflexes
•substages 3 & 4 relate to objects and people; responding to people
•substages 5 & 6 relate to action and ideas
Piaget’s second stage
Preoperational thinking
•acquisition of information and basic skills to manipulate information and perform operations
Piaget: Key Concepts
•Object permanence•understanding that objects and people continue to exist even though they cannot be seen
•marks transition to preoperational thinking
•object permanence is acquired gradually
•active searching requires
motivation and memory and motor ability
Piaget: Key Concepts for pre-operational thinking
•Centration
•Reversibility
•Egocentrism
•Conservation
•Animism
Rethinking Piaget
•Is the timetable too rigid?
•Are the stages too sequential?•Actual development seems to occur
much less evenly
•Perhaps Piaget was not wrong, just not complete•Reality includes more diversity
Vygotsky
•Social activity rather than individual discovery
•Cultural goals rather than maturational milestones
•Guided assistance enables a child to independently accomplish the tasks
Vygotsky
•Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development
•social context determines how and when a person moves through his/her ZPD
Vygotsky
•Since every culture values certain cognitive skills more
than others, it is not surprising that cultural variations exist.
•There is also a family context
Language Development
•Competency develops first in
language function ( uses of
language) then on structure (sequence of words in sentence, grammar rules, etc.)
Chomsky
•All children have an innate predisposition to learn language. This is known as a
Language Acquisition Device or LAD
Related terms
•Over-extension•over-generalization of a set of words to
inappropriate objects
•Over-regularization•over-application of rules; same rules; all
situations
Vocabulary Development
•Predictable sequence
•first nouns•then verbs•then adjectives and adverbs
•then conjunctions, pronouns, etc.
Related concepts
•Private speech =Vygotsky’s idea that children review what they know and regulate their actions accordingly
•Through social use of language children incorporate potential learning into actual development
Ponder these
•What can be done to stimulate a child’s language development?
•What is the difference between speech and language?
•What cues tell you that a child’s speech and language may not be developing normally?
•Special ability issues?