Development 0-12 years Old



50003886204500452120Child Development2016Development 0-12 years Old3500050000Child Development2016Development 0-12 years Oldcenter550005532120Students will apply principles of Child Development milestones and age related theory to their own lives for a deeper understanding of themselves.Linden High SchoolMs. NealySpring 2016 9000040000Students will apply principles of Child Development milestones and age related theory to their own lives for a deeper understanding of themselves.Linden High SchoolMs. NealySpring 2016 Contents TOC \o "1-3" \h \z \u Standards PAGEREF _Toc441223975 \h 3Resources PAGEREF _Toc441223976 \h 4Outline PAGEREF _Toc441223977 \h 5Vocabulary PAGEREF _Toc441223978 \h 1Piaget’s Theory of Intellectual Development PAGEREF _Toc441223979 \h 2Language Milestones: Ages 1 to 3 PAGEREF _Toc441223980 \h 3The Way We Grow PAGEREF _Toc441223981 \h 11Infancy 0-1 years of age PAGEREF _Toc441223982 \h 11Older Infants 6 to 12 months PAGEREF _Toc441223983 \h 11Toddler 12 to 36 months PAGEREF _Toc441223984 \h 12Preschoolers- 3 to 5 years of age PAGEREF _Toc441223985 \h 13Activities for the classroom PAGEREF _Toc441223986 \h 14Monday, February 22nd PAGEREF _Toc441223987 \h 14Wednesday, February 24th PAGEREF _Toc441223988 \h 14Thursday, February 25th PAGEREF _Toc441223989 \h 15Friday, February 26th PAGEREF _Toc441223990 \h 15Monday, February 29th PAGEREF _Toc441223991 \h 16Wednesday, March 2nd PAGEREF _Toc441223992 \h 16Thursday, March 3rd PAGEREF _Toc441223993 \h 21Friday, March 4th PAGEREF _Toc441223994 \h 24Monday, March 7th PAGEREF _Toc441223995 \h 24Wednesday, March 9th PAGEREF _Toc441223996 \h 25Thursday, March 10th PAGEREF _Toc441223997 \h 25Friday, March 11th PAGEREF _Toc441223998 \h 26Wednesday, March 16th PAGEREF _Toc441223999 \h 26Thursday, March 17th PAGEREF _Toc441224000 \h 27Friday, March 18th PAGEREF _Toc441224001 \h 27Homework PAGEREF _Toc441224002 \h 28Graphic Organizers: PAGEREF _Toc441224003 \h 28Student Workbook PAGEREF _Toc441224004 \h 38Child DevelopmentFourth Quarter0-12 years OldStandardsExamine 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 developmentExamine 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. Patterns1. Head to foot2. Near to far3. Simple to complexC. Weight and lengthD. SightE. HearingF. Smell and tasteG. PrematurityH. Low birth weightI. SIDSInfants’ Physical careA. HandlingB. Feeding1. Breast2. Bottle3. Weaning4. Self-feeding5. NutritionC. Bathing1. Sponge2. TubD. DressingE. DiaperingF. SleepingInfants’ Emotional developmentA. TrustB. Home climateC. Cry and comfortD. Emotions1. Delight2. Elation3. Affection4. Distress5. Anger6. Disgust7. FearE. Sigmund FreudImpact of care on Infants’A. Emotional adjustmentB. Healthy relationshipsPersonality typesA. SensitiveB. PlacidC. AggressiveComponents of the Infant BrainA. Mind-body connection1. Five senses2. BrainB. Developmental standardsC. Piaget’s theory1. Sensorimotor period2. Preoperational period3. Concrete operations period4. Formal operations periodInfants Language developmentA. Communication skillsB. Speech and hearingYears’ 1-3 Physical characteristicsA. Height and weightB. Proportion and postureC. DentalD. Motor skills1. Fine2. GrossPhysical care for years 1-3A. EatingB. BathingC. Dressing1. Choices2. Self-help featuresD. SleepingE. Toilet training1. Readiness2. AttitudesF. SafetyProgress of years 1-3A. Social patterns1. Friends2. Playa. Cooperativeb. Parallelc. Dramaticd. OnlookerB. Emotional1. Negativism2. Egotism3. Separation anxiety4. Temper tantrum5. Fear6. Jealousy7. Love/affection8. SympathyImpact of care on the 1-3 year oldA. Emotional adjustmentB. Healthy relationshipsDevelopment of skills for the 1-3 year oldA. Personality types1. Sensitive2. Placid3. AggressiveB. Effective disciplineTypes of development for 1-3 year oldsA. Elements of activity1. Attention2. Memory3. Reasoning4. Perception5. Imagination6. Curiosity7. CreativityB. Methods of learning1. Incidental2. Trial-and-error3. Imitation4. DirectedC. Jean PiagetStimulating development for the 1-3 year oldA. Guiding learning1. Attention2. Thinking3. Help4. Encouragement5. Problem solving6. Positive attitude7. Simple explanationsB. Language development1. Speech2. ArticulationC. Methods of learning1. Incidental2. Trial-and-error3. ImitationPhysical characteristics of the 4-6 year oldA. Height and weightB. Proportion and postureC. DentalC. Motor1. Dexterity2. HandednessPhysical care of the 4-6 year oldA. NutritionB. BathingC. DressingD. SleepingE. ToiletingF. SafetyProgress of development for the 4-6 year oldA. Social1. General patterns2. Family relationships3. Personality developmenta. Erik Eriksonb. Sigmund FreudB. Emotional1. General patterns2. Specific emotionsa. Angerb. Fearc. Jealousy3. Sibling rivalryImpact of care on the 4-6 year oldA. Role modelsB. Reaction to stressMoral 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. MathVocabularyGrowth- 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 sequenceDevelopment- 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 EmotionalStage 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 weightIntellectual 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 DevelopmentLanguage Milestones: Ages 1 to 3------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------The Way We GrowInfancy 0-1 years of ageDevelopmental milestones at 1 monthThe 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 monthsBy 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 monthsYour 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 skillTransfers objects from hand to handBegins to creep (7 to 8 months)Begins to teeth (7 to 8 months)Stands alone (9 to 10 months)Begins to walk (10 to 12 months)Intellectual/Cognitive- thinking and learningSays a few single wordsUnderstands a few verbal commands such as noBegins to feed selfGets into everything; enjoys exploringSocial- getting along with othersEnjoys getting attention by playing dropping gamesHolds out arms to be picked upResponds to parents’ moods and emotionsLikes to watch other children playWaves bye-byeEmotional- expressing feelingsMay be easily frightenedShows 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 coordinationRunsThrows a ballScribblesDevelops large muscles (referred to as GROSS motor skills)Starts to be toilet trained (requires development of sphincter muscles)Intellectual/Cognitive- thinking and learningLearns to put words into sentencesLearns to cope with his or her environment by experimentingAsks many questions, especially, “Why?”Remembers and can follow requestsSocial- getting along with othersPlays beside others- known as parallel playImitates othersBegins to enjoy playing with other childrenIs interested in peopleMay have imaginary friendsEmotional- expressing feelingsLikes to be read toExpresses angry feelings through temper tantrumsIs often negative and says, “NO!”Becomes frustrated easilyPreschoolers- 3 to 5 years of agePhysical- size, muscles coordinationRides a tricycleDresses himself or herself (requires FINE motor skills)Learns to hop, skip, assemble puzzles, and color (Requires a combination of gross and fine motor skills)Can go to the toilet by himself or herselfIntellectual/Cognitive- thinking and learningUses longer sentences and talks a lotLearns by playingIs interested in simple countingRecognizes pennies, nickels, and dimesSocial- getting along with othersCooperates with other children and shares- Mastery of COOPERATIVE playPlays with others or in groupsMakes friends and is interested in other peopleEmotional- expressing feelingsGets angry easily and may kick to show angerIs proud of abilities and bragsMay develop fear of animals, dark, water, and so forthLearns to control temper and cope with some problems.Activities for the classroomMonday, February 22ndRecipes for ToddlersMaterials Needed:Small Index cards found in top drawer by mirror and little sinkSurface Pro’sProject: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 24thGoing 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 studentsMaterials needed:ChecklistUse the checklist to observe a group of toddlers at the preschool. Check as many skills as you observe. Share your observations with classmates.Checklist:String large beadsHold scissors correctly (use blunt-edged scissors)Scribble and mark with crayonsWalk between two straight linesJump or walk backwardCopy vertical and horizontal linesCooperate in dressingClose snaps and unbutton large buttonsPedal a tricycleRun without fallingPlay on swings, ladders and other playground equipment with a fair amount of easeJump about 8 inches from a standing position (broad jump)Open and close scissors (use only blunt-edged type and, please, supervise!)Drink from a small cup or glass without help (they may still spill a lot)Drink from a cup using a strawUse the toilet without helpBegin to cut with blunt-edged scissorsThursday, February 25thTheory ConnectionMaterials Needed:Surface Pro’s 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 26thDisciplineMaterials 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.Monday, February 29thToysMaterials 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 brainMaterials NeededPaper and pen Diagram of the brainKitchen- Surface Pros Play dough recipeWaterSaltCream of tartarVegetable oilFlourFood coloringLesson: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 RecipeSupplies:2.5 cups water1 1/4 c. salt1 1/2 tbsp. cream of tartar5 tbsp. vegetable oil2.5 cups flourFood coloringDirections:Mix water, salt, cream of tartar, vegetable oil, and flour together in a large pot until somewhat smooth. It will be lumpy. Not to worry, the dough will get smoother as it cooks. Cook the dough over a low heat. Mix frequently. The water will slowly cook out of the mixture and you’ll notice it starts to take on a sticky dough appearance. 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.Add colorFriday, March 4thMemoryItems needed:Trays found in purple kitchen90- 120 items found in the classroomLessons: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:What color was the tray (attention)?How are the items related to each other (imagination)? Which item would you need most on a desert island (reasoning)? Discuss each, using an example of intellectual activity.Use the surface Pro’s, Watch two different TV shows on 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 7thShoes and Clocks- making directions:Materials Needed:ShoePaper and pencils’Brass fastenersConstruction paperLessons: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?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.Wednesday, March 9th Going to the PreschoolShare your shoe and clock project with a child. See how they do with your directions.Then answer the following questions:What provisions have been made to get children involved in reading? What do you like most about the reading center? Why is it attractive to children? 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 11thCar 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 14thProportionMaterials Needed:Surface ProsMaybe the text books’Poster paperCraft suppliesLesson: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 16thStressAs a class:Identify causes of stress in young children.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 17thCreate 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 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.HomeworkGraphic Organizers:Student WorkbookSection 7–1: Infant Growth and DevelopmentDo the terms “growth” and “development” mean the same thing? Explain. Give an example of each of the following patterns of development. Head to toe:Near to far:Simple to complex:What are developmental milestones, and why are they useful?Infant Growth and Development SECTION 7–1Tracking Infant Development ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download