Making a Difference in Children’s Lives: Studying and Observing Young Children

1. 1 Chapter Learn About Children Contents • Section 1.1 Make a Difference in Children’s Lives • Section 1.2 Studying Children • Section 1.3 Observing Young Children

2. Section 1.1 Make a Difference in Children’s Lives • Caregivers use their skills and knowledge to interact with children. • Caregivers can make a positive difference in a child’s life. • Childhood is viewed differently today than in past years.

3. Benefits of Studying Children • Understand why children do what they do. • Taking care of children is one of the most important responsibilities you can have.

4. Benefits of Studying Children • Learn job skills by working with children. • Better understand yourself by evaluating your own childhood. How do you think learning about children can help you understand yourself?

5. Views of Childhood Childhood is known to be: a period of rapid development a time of dependence on caregivers preparation for adult life caregiver A person who takes care of a child.

6. Views of Childhood • Childhood has changedover time in the areas of: • health • education • work • play • dress • Children learn through play. (Read pg. 10-11)

7. Predict- • How do you think our lives would be different if everyone had to pay for their education? • What families would be affected the most? • What might be the effect on the children in these families?

8. Section 1.2 Studying Children • Childhood is an important time of physical, mental, and emotional development. • A child’s heredity and environment affect development. • Development continues throughout the life cycle.

9. Influences on development Think about the words- Heredity Environment Define each word. What do you think has the greater influence on a child’s development?

10. Importance of Childhood Development • Childhood prepares us for adulthood. • Babies receiving stimulation develop more quickly and have a more secure self-image. stimulation Any activity that arouses a baby’s sense of sight, sound, touch, taste, and smell.

11. Importance of Childhood Development • Development is similar for each individual. • Development builds upon earlier learning and proceeds at an individual rate. • Development continues throughout life. • Different areas of development are interrelated. Hereditybiological transfer of certain characteristics from earlier generations. Blood type, eye color and hair color for example. Environment people, place and things that surround and influence a person, including family, home, school, and community.

12. heredity self-esteem The biological transfer of certain characteristics from earlier generations. Self-worth; the value people place on themselves. Importance of Childhood Development • Heredity and environment influence a child’s development. • Self-esteem affects the ability to handle challenges.

13. Read through chart on page 15, together as a class. Human Life cycle- a set of stages of human development that each present challenges to be met or skills to be acquired.

14. Stages of Life After Childhood • Adolescence (13-19 yrs) • young adulthood (20-29 yrs) • the thirties (30-39 yrs) • middle age (40-55 yrs) • late adulthood (55-75 yrs) • very late adulthood (beyond 75)

15. Section 1.3 Observing Young Children • An important component in learning and understanding child development is observation. • Observation allows caregivers to better understand individual children and their particular needs.

16. Why Observe Children? • We learn more by observing than by reading. • Observing allows you to see personalities.

17. subjective objective To rely on personal opinions and feelings, rather than facts, to judge an event. Something is factual, and leaves aside personal feelings and prejudices. How to Observe Young Children • Separate fact from opinion. • Observations can be subjectiveor objective.

18. How to Observe Young Children • Observation records should include: • date • time • number of children and adults present • names and ages ofall present

19. How to Observe Young Children • Choose the correct type of observation record. • Avoid interacting with the children unless necessary. • Keep observations and interpretations confidential.

20. How to Observe Young Children Explain each of the following actions. Action Explanation Know your purpose. Before you begin, define the purpose of your observation. What are you supposed to observe? Note the physical features of the setting. Who is there? What activities are going on? Record the time and place. Identify the when, where, who, and what. Be descriptive. Use words and phrases to capture the moment. Give a picture of what you see.

21. How to Observe Young Children Explain each of the following actions. Action Explanation Make comparisons. Look for similarities and differences. Uncover the data. Record factual information, focus on the evidence at hand. At the end, read through your comments, make clarifications or corrections, and add any additional notes. Review and clarify.

22. Chapter Summary Section 1.1 Make a Difference in Children’s Lives • By studying children, you can • learn why they act the way they do. • discover why caregivers are an important influence. • enjoy children more. • Attitudes and practices have changed due to research.

23. Chapter Summary Section 1.2 Studying Children • Experiences in the first years of life promote rapid brain development. • Heredity and environment both impact development. • Self-esteem influences a person’s ability to face life’s challenges.

24. Chapter Summary Section 1.3 Observing Young Children • Learn things by observing that you cannot learn from a book. • There are four types of observation methods. • Observations should be conducted carefully and kept confidential.

25. Review Do you remember the vocabulary terms from this chapter? Use the following slides to check your knowledge of the definitions. The slides in this section include both English and Spanish terms and definitions. Start

26. comportamiento típico typical behavior A way of acting or responding that is common at each stage of childhood. Una manera de actuar o responder que es común en cada etapa de la infancia. Show Definition

27. persona a cargo del ciudado caregiver A person who takes care of a child. Persona que se encarga de un niño. Show Definition

28. stimulation estimulación Any activity that arouses a baby’s sense of sight, sound, touch, taste, and smell. Una actividad que despierta el sentido de la vista, el oído, el olfato y el tacto en el bebé. Show Definition

29. heredity herencia The biological transfer of certain characteristics from earlier generations. La transferencia biológica de características de generaciones anteriores. Show Definition

30. environment entorno The people, places, and things that surround and influence a person, including family, home, school, and community. Las personas, lugares y cosas que rodean e influyen a una persona, como la familia, la escuela, la comunidad. Show Definition

31. self-esteem autoestima Self-worth; the value people place on themselves. Autovaloración, el valor que las personas se dan a sí mismas. Show Definition

32. human life cycle ciclo de vida humano A set of stages of human development that each present different challenges to be met or skills to be acquired. Serie de etapas en el desarrollo humano; cada una presenta retos por alcanzar y habilidades por adquirir. Show Definition

33. developmental task escala de desarrollo The challenge to be met or skill to be acquired in each stage of the human life cycle. Reto por alcanzar o habilidad que se debe tener en cada una de las etapas del ciclo de vida humano. Show Definition

34. subjective subjetivo To rely on personal opinions and feelings, rather than facts, to judge an event. Basarse en opiniones y sentimientos personales, en vez de en hechos, para juzgar un suceso. Show Definition

35. objective objetivo Something is factual, and leaves aside personal feelings and prejudices. Algo que se basa en hechos, y hace caso omiso de sentimientos personales y prejuicios. Show Definition

36. running record registro continuo A record of everything observed for a set period, such as 15 minutes. El registro de todo lo observado por un periodo de tiempo, como 15 minutos. Show Definition

37. anecdotal record anecdotario/récord A report of a child’s actions that concentrates on a specific behavior or area of development. Reporte de la actividad de un niño que se enfoca en ciertos comportamientos y áreas de desarrollo. Show Definition

38. frequency count conteos de frecuencia A tally of how often a certain behavior occurs. Cuenta de la frecuencia en la que ocurre un comportamiento específico Show Definition

39. baseline (comportamiento) base A count made before any steps are taken to try to change a behavior. Medición que se realiza antes de tomar medidas para cambiar un comportamiento. Show Definition

40. developmental checklist lista de indicadores de desarrollo A list of skills children should master, or behaviors they should exhibit, at a certain age. Lista de habilidades o comportamientos que un niño debería tener o dominar a cierta edad. Show Definition

41. interpretation interpretación The analysis an observer forms and expresses about what was observed. El análisis que alguien se forma y expresa sobre algo que ha observado. Show Definition

42. confidentiality confidencialidad The protection of another person’s privacy by limiting access to personal information. Protección de la privacidad de alguien al limitar acceso a información personal. Show Definition

43. impact impacto A significant effect. Efecto significativo. Show Definition

44. moral moral Ético; se refiere a lo correcto y lo incorrecto. Ethical; relating to issues of right and wrong. Show Definition

45. theory teoría A belief; an abstract thought or idea. Creencia; un pensamiento o idea abstracto. Show Definition

46. sequence secuencia An order of steps. Orden de pasos. Show Definition

47. assumption suposición A fact that is taken for granted. Algo que se da por hecho. Show Definition

48. judgment juicio An opinion. Opinión. Show Definition

49. End of Chapter1 Learn About Children home glencoe.com