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Lecture 1

CLD 101 Lecture 1: CLD 101 - Lecture 1

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Ryerson University
Early Childhood Studies
CLD 101
Julia Forgie

Monday, September 12, 2016 CLD 101 – Lecture 1 Chapter 1: peace pipe The Study of Child Development:  Child development focuses on the scientific study of systemic process of change and stability in human children o Developmental scientists look at ways in which children have changed from conception through adolescence, as well as characteristics that remain fairly stable  Field of child development is part of a broader study of the human development o Which covers the entire human lifespan from conception to death  Study of child development is organized around periods and domains of development  Wide range of disciplines --- psychology, psychiatry, sociology, anthropology, biology, genetics, family science, education, history, and medicine Periods of Development:  Division of the lifespan into periods of development is a social construction; concept about what is real based on socially shared perceptions or assumptions  Follow a sequence of five periods (ONLY IN A CHILD)  After examining the crucial changes that occur in the first period during conception, physical, cognitive and psychological development is traced through;  Infancy  Toddlerhood  Early childhood  Middle childhood  Adolescence Early Child Educator:  Educators support children’s early development in the classroom, focusing on infants, toddlers, and children up to the age of 6  These educators plan children’s environments that encourage exploration and learning, lead developmentally appropriate activities, and guide their students. Monday, September 12, 2016 CLD 101 – Lecture 1  Variety of early ed. approaches but all emphasize the importance of developmentally appropriate strategies with which to engage their students More about ECE on site given on page 4 Five Periods of Child Development Age Period Physical Developments Cognitive Developments Psychological Developments Prenatal period  Conception occurs  Abilities to learn &  Fetus responds to (conception – birth) by normal remember & to mother’s voice and fertilization or other respond to sensory develops a means stimuli are preference for it developing  Basic body structures & organs form; brain growth spurt begins.  Physical growth is the most rapid in the lifespan.  Vulnerability to environmental influences is great. Infancy & Toddlerhood  All senses & body  Ability to learn 7  Attachment to (birth – 3) systems operate at ability to remember parents & other birth to varying are present, even in forms degrees. the early weeks  Self-awareness  The brain grows in  Use of symbols & develops complexity & ability to solve  Shift from influence problems develop by dependence to nd  Physical growth & end of 2 year autonomy begins development of  Comprehension &  Interest in other motor skills are use of language children increases rapid develop rapidly Early Childhood (3-6)  Growth is steady;  Thinking is  Self-concept & appearance somewhat understanding of becomes more egocentric, but emotions become slender & understanding of more complex; self- proportions more other people’s esteem is global adult like perspectives grows  Independence,  Appetite diminishes,  Cognitive initiative, & self- & sleep problems immaturity results in control increase are common some illogical ideas  Gender identity  Handedness about the world develops appears; fine &  Memory & language  Play becomes more gross motor skills & improve imaginative, more Monday, September 12, 2016 CLD 101 – Lecture 1 strength improve  Intelligence elaborate, & usually becomes more more social predictable  Altruism, aggression,  Kindergarten and fearfulness are experience is common common  Family is still the focus of social life, but other children become more important Middle Childhood (6-11)  Growth slows  Egocentrism  Self-concept  Strength & athletic diminishes becomes more complex, affecting skills improve  Children begin to  Respiratory illnesses think logically but self-esteem are common, but concretely  Coregulation health is generally  Memory & language reflects gradual shift in control from better than at any skills increase other time in  Cognitive gains parents to child lifespan permit children to  Peers assume benefit from formal greater importance schooling  Some children show special educational needs & strengths Adolescence (11-about  Physical growth &  Ability to think  Search for identity 20) other changes are abstractly & use including sexual rapid & profound scientific reasoning identity, becomes  Reproductive develops central relationships with parents are maturity occurs  Immature thinking  Major health risks persists in some generally good arise from attitudes &  Peer group may behavioral issues, behaviors exert a positive or negative influence such as eating  Education focusses disorders & drug on preparation for abuse college or vocation Domains of Development:  Development scientists generally study 3 broad domains/areas of the self o Physical o Cognitive o Psychosocial Monday, September 12, 2016 CLD 101 – Lecture 1  Physical development o Growth of the body & brain o Sensory capacities o Motor skills o Health  Cognitive development o Learning o Attention o Memory o Language o Thinking o Reasoning o Creativity  Psychosocial development o Emotions o Personality o Social relationships Influences on Development:  Individual differences (Darwin) o Differences among children;  In characteristics  Influences  Developmental outcomes  Children differ in range of areas o Gender to body build to energy level to personality Monday, September 12, 2016 CLD 101 – Lecture 1  How they develop can be impacted by hereditary environment, & maturation; the contexts of their lives; & normative & non-normative influences  Timing is also a factor Heredity, Environment, & Maturation  Scientists have found a way to measure the contributions of heredity, or nature, and environment, or nurture, to the development of specific traits within a population o Ex.  Intelligence is strongly affected by heredity, but environmental factors such as parental stimulation, education & peer influences also affect it  Maturation of the body & brain o Typical changes of infancy & early childhood such as;  Emergence of the abilities to walk & talk  Maturational processes are mostly seen in the early years Contexts of Development:  In England--- fathers were generally remote figures & did not typically take part in child caregiving activities  Charles Darwin---loving & involved father Family  Nuclear family -- Two-generational household unit consisting o
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