front 1 Conservation | back 1 Children have difficulty understanding that this is the idea that inharet proberty should stay the same no
matter the cusement. |
front 2 Why do they perform poorly? | back 2 this is because they are only fouse on 1 aspact of contect or what feture of what we are looking at. so for the mass example the feature we are focusing on is liquide. that one feture is domenating that cognative engergie |
front 3 Why do they perform poorly? ¨ Irreversibility ¨ Unable to think backwards logically | back 3 we also know that kids have a hard time thinking backwards. which is called irreversibilty. so even though we saw the kid couting out each individual anemal crakers he was not tinking back to what he was couting out, he was centrating on one aspact, which was the little line presented by the anemal crakers and alot of times kids use there hands and gestury to help them explin what they think. |
front 4 In the classic Piagetian conservation of liquid task, | back 4 Centration |
front 5 Angie asks her grandmother over the phone, “Do you | back 5 Egocentrism |
front 6 mathematical reasoning | back 6 mathematical re Ordinality: understand ordering of numbers but not meaning (until ~3 years |
front 7 Cardinality | back 7 : understand last number indicates quantity in what was counted ¤ Counting 3.5-4 years , Addition 4+ years when we are thinking about 1st and 2end grade these mathmatetical concepts starts to rave up or ising addtion or subraction those skills develop around 4 or 4 in half the bases of mathmality is the understanding of number fall in destinged order but kids have a hard time understanding the meaning of the numbers. that number repersent the amount of somthing |
front 8 ordinality | back 8 around 3 and 3 in half they are going to start to understand that numbers refer to a mose. but is going to take alot of practice to master that |
front 9 cardinality | back 9 these is whenwe uderstand the last number that we count intocates the quietity or the amound that was counted. we can counnt effecshilty 3.5 or 4. we can start adding and subtracting. assisn numbers values from a number line to an objecuct asoning |
front 10 Phillip is able to count to ten, but when you ask | back 10 Cardinality |
front 11 Approaches to Early Education | back 11 Academic programs |
front 12 in early childhood education we are looking at academic program and chid-centerd progames | back 12 academic program is more triditional more fidiral funded program, daycare, the teacher is very much in control of the classroom, there are trasmitting the kowlege, the student is expected to resive the kowlege or to sit and lesson. we are very fimilier with the acadic program in collge. you sit in lagture and you resive what ever the lecture is talking about. so for kids that can be boring but for college students you are better eqwipt to sit for exsimpt for this amount of time. you are better eqwipt to hold your attention. depeding how you are strucured acedimiclly program it could be stekey to get your kids to payattention. this is how public education is set up even with younger grade child-centerd prorams the teacher is very nice or a cowaprative resourse. the student is able to construct there own lowlage trough exporation cowapration ans self-reglation. so this relates to cognative. so how do you know you need time by yourself vs how do you know when you are interjectic and have to work with the froup . how do you know to rise your hand before specking when is quit . all of that stuff is assisted trtough this program our activites here we are woking with alot of people, we are exploring doing hands on actives and there is alot of play time. with this child centerd programs play is part of the clulicum, espshilly for daycare preschool educators |
front 13 Academic V. Child-centered | back 13 Academic Programs ¤ Outdoor Education/Nature schools |
front 14 Problems with | back 14 What qualities as substandard? |
front 15 Erikson’s Psychosocial Theory Initiative vs. guilt (3-6 years) | back 15 Crisis: Activity planning/Goal setting/Exploration the ability for kids to start to explore. they plan out in what they want to do, how do they set goals. alot of childhood memories can include the games you made up, questions you may ask that you have. being creative function to address many things about the world. so the question of why. the kids are taking enashive with there abilities. they are pertty much well developed interms of there motor skills. they are able to walk, talk and write. all of these are starding to get developed or they are already developed |
front 16 Development of the Self | back 16 Use concrete terms to describe self when kids start to talk about themselves they are going to use concrete terms. asking them quetion about what they like and who they are. they are going to respont pertty consincty. for example, i am natily i like perate and ice cream. i have a brother or a sister so they are apresing positions that they have, meterial, charetristic phisical traties ability as will as there social rules we also know kids betwen 3 and 6 are unrealistically positiv about the world. there mostly are potivitive because they have not yet developed the concept of self-esteem. and we are also thinking about the development of complex emotions. we are incuding pride, gluit and sham along side there ability to maintain self-stem. the younger we are the less expreince we have with embarsing moments or feeling anaquwit, feeling not as smart as sombody ealse this will emarge in early cildhood we are going to start supper confident, but that confedent decress as we get older, eapeshilly into adelession |
front 17 Gender | back 17 Toddlerhood (18-36 months) this is moving in a mix of cognative, socility driven development. so in toddlerhood age 2 to about age 3 or 4 gender identity begain to imarge. do you view yourself as a girl or as a boy. what trates do you asocite yourself with gender once gender idenity can be diffrent or the same at there sex assighnd at berith this is a cognative, conceptual, and percptual idea of how you are on a begger depise |
front 18 gender typing emerges | back 18 nGender typing emerges this is diffrent from gender identity in terms of genral sociatla expectation for conception. this is were we associate things as reletaively masklen or fininam. it can be jobs, clothing, social rules apperrance. how does things relate to the gendr spectrum that we have. we are aquiring and also interizing the gender expectations that exsist within our citure or community or socity alot of times kids ae aquireing this gender typing abiility trough there interactions with family members, peers nd media. so what they are consuming beiound what they are just lessoing too Early childhood (3-6 years) once kids understand more about gender steriotypes. they tent to associate there gender into the things that they like and also corate that with sterio tippiclly |
front 19 Gender constancy | back 19 End of early childhood (~6-7 years) this is the idea that traits or apperance dont nessary corenate too binagical steps for most people bielogical sex is relaivly fixed or a stable trate. how we think about the gender idenity specturem as reget or more fluit. really depend on our socialization. |
front 20 Peer Relationships | back 20 Peers: individuals that are approximately the we start to make freind during the pre-schhol year. wheather you are in daycare or you have siblings, naboores you are tippiclly going to make peer gruop frindes. so you peers are the same age and the same level of mechority this are very beneficial for companionship, having a botty. freinships are also stimulating, play is ushilly envolved in these freinships. ego support, helping us build our self-esteam or self confidance which realtes closly to social comparison. we can begain social comparion when we enter thelarger social circle in peer groups. this can be more prblimatic when we are in middle childhood and adelessions. the more that we compaire the lowers our self-estem gets. that depens on the person. or it keeps us in track to succed |
front 21 Peer Influences | back 21 nPositive influences fairness/justice is a precorser to mortal thinking. prosocail behavore, heliping, confrating sharing. it is easer to make friends when you are being social and trying to help out. you share and play more with others. the more idea you have the more indiviuals you hsve to heng out with. self control you have to wite to be your turn, you have to ingage the others bersond emotions/thougts about what you are paing. this is adding the theory of mmind work we are thinking about other peopls thoughts anf feeling. if we have a grop that has negative influces, meaning that they are more delinqwint. so they are doing things outside the norm. or they are acting in there aggrsive ways. wether that is hurting another child or is goceping, name calling tezein. how would that lead to social seccess . will it can lead to fewr frinships. the more non-conferming you are at least in terms of behavires. sometimes the less likely you are to maintain those close freinships. this can lead to loneliness. we know that longlyness reales to mental health outcomes, egsity and depration, self estemish, and then we also know this leads to acueal ficical illness. there is derect influce on health based on social support |
front 22 development of play Non-social play | back 22 Observe others or play alone we start to play by ourselves or observing others. we are kinda are by staderds or on the side line before we actully inter the play contex. |
front 23 Parallel play | back 23 Play side-by-side but do not interact this is deping your toe in the pool. you are playing side by side with somebody ealse but you are not really interacting with them. it is more that you are sharing the space |
front 24 Associative play | back 24 Play with same or separate items while this is were you really start to work with the person next to you, we want to talk with them, but we may be playing with separate ideams . in pre-school classrooms they are tepiclly very loud because children are in opposite ends of the side of the room, but they still want to talk with one another. they end up yelleing at one another and letting each other know what is going on |
front 25 Cooperative play | back 25 Children play together for a common goal children playing togther for a common goal. so we are thinking a soccore game. we are thinking or tag, or borad game they have to work togther. and often they are communicaing. this is were social gematic play comes in when kids are making up games and telling each other what to do vs cowaprative |
front 26 Sarah and Lila are playing next to each other. | back 26 Associative |
front 27 In your opinion, is morality innate or learned? In | back 27 do you think morality is innate , are we born with moality or is it learned. do learn about morality. in other words do we have a imporant sense of right and wrong or do they have to be thought the diffrance |
front 28 Piaget: The first moral | back 28 Focus on cognitive development chilren develop this thinking structure throught everyday interaction. so by playing with other kids theory. so when you were a kid were there other kids who push you in place in terms of what is fear in a game. you are a rule keaper, or the rule keeper, or the kept we are thinking about how are those interactions shape how we think about right vs wrong |
front 29 How did Piaget assess children’s moral reasoning? (hint: did he use a story? | back 29 A little boy who is called John is Once there was a little boy who is naughtier john or henry the userstaing the perpisive vs accsited. what was intenchiakl and not intenchinal. john accted on acsedent. heanry does have intention of what he wants to get. when we think about our 4 years old. kids think about how much
damege can occure. it is refering back to our conversitaion about
coversetion. piages pre- occptional stage kids focuse on one senarial
to make there jujgments. we were talking about play-doug, there were
two equal sides spears of play dough and then one gets roled out is
the same amount of play dough. but kids are foucing on will now that
is longer so it has more. same thing hear. but it is with mortal
reasoning. will john is way worsh because he brock the cups. even if
it was an accsedent |
front 30 Piaget’s Theory of Moral Development | back 30 no data |