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CHAPTER 1

CHAPTER 1. Studying Early Childhood Development in a Diverse World. In Class Activity Partner/Group Work (groups of 5 students). Think about how children change over time. Consider all of the following areas of development: Social Emotional Cognitive Physical Language.

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CHAPTER 1

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  1. CHAPTER 1 Studying Early Childhood Development in a Diverse World

  2. In Class Activity Partner/Group Work(groups of 5 students) Think about how children change over time. Consider all of the following areas of development: Social Emotional Cognitive Physical Language

  3. WHAT IS EARLY CHILDHOOD DEVELOPMENT? Definitions: Development = change over time Early childhood = conception/birth to age 8 Early childhood development: The process by which children change as they age from conception/birth, both quantitatively and qualitatively

  4. TYPES OF DEVELOPMENTAL CHANGES • QUANTITATIVEchange = occurs gradually, step-by-step Examples: height, weight, factual knowledge • QUALITATIVE change= • gradual change into something quite different from before Example: concrete  abstract thinking

  5. Group Work Continued • Look at the list and identify each as quantitative or qualitative changes. • Write your findings and be ready to report.

  6. WHY STUDY EARLY CHILDHOOD DEVELOPMENT To guide professionals working with young children and their families in 5 ways: 1) Interacting with children 2) Curriculum planning 3) Observing children & identifying special needs 4) Understanding and appreciating diversity 5) Advocacy and shaping of public policy

  7. Why use a multicultural perspective in our study?

  8. AN IMPORTANT SOURCE OF INDIVIDUAL DIFFERENCES Those individual differences whch can be explained by life experience are often rooted in cultural differences

  9. INDIVIDUAL DIFFERENCES HAVE DIFFERENT SOURCES It is important to distinguish among the different sources of individual differences: ∙ Unique diverse needs

  10. SPECIAL NEEDS Physical, emotional, and learning needs of individual children based on developmental delays or deficits

  11. CULTURAL / ETHNIC DIVERSITY Variations in needs and styles of play, learning, and interaction stemming from ethnic/cultural groups

  12. SOCIOECONOMIC STATUS (SES) Measure of overall economic and social status determined by: ∙ level of education ∙ income ∙ place of residence ∙ occupation of primary wage earner SES affects children’s development

  13. CHILDREN OF COLOR / CHILDREN OF HISTORICALLY UNDERREPRESENTED GROUPS These terms refer specifically to children with a Non-European, non-Causasian background More accurate terms than ‘minority’

  14. CONFUSIONS TO BE AVOIDED • Cultural/ethic diversity ≠ deficit • Special needs≠ cultural needs • Socioeconomic status≠ cultural/ethnic diversity • Children of color≠ minority

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