Child Development Notes LESSON PLANS Learning through Play Lesson plans can be implemented during- circle time

(Books), Special Activities to help learn, projects, Games, Props, outdoors such as recess time Teachers need to be creative Cognitive Skills Social /Emotional Physical/Fine Motor Skills Speech/Language development Dramatic Play Cognitive Skills- Child's ability to learn and solve problems an EX: A two month old baby learning to explore his/her environment with hands or eyes or a five year old learning to solve a math problem Social/Emotional- The child's ability to interact with others including helping themselves and self control. EX: A six week old learning to smile, Ten month learning to wave bye bye, or 5 year old learning to take turns while playing a game Fine Motor- Are small movements that involve grabbing something with your thumb or forefinger that uses small muscles such as fingers, toes, wrist, lips, and tongue Gross Motor skills- The big movements such as running, jumping, arms, legs, and torso Sensory Skills- vision, touch, sight, taste, hearing Speech and Language- Child's ability to use and understand language EX: A 12 month old learning to say their first words, a two year old naming parts of their body, or a five year old learning to say feet instead of foots Dramatic Play- When children act out a certain scenario such as pretending to be a cow or dressing up as a prince or princess can be done alone or with others Theorists on Children's Development Jean Piaget Schema's (building blocks of knowledge) way of organizing knowledge. Indeed, it is useful to think of schema's as units of knowledge, each relating to one aspect of the world, including objects, actions and abstract (i.e. theoretical) concepts. Processes that enable transition from one stage to another ( equilibrium, assimilation, and accommodation) Stages of Development: Sensorimotor, Preoperational, Concrete Operational, and Formal Operational

Assimilation which is using an existing schema to a new situation.

Accommodation happens when the existing schema (knowledge) needs to be changed to take in new information. Equilibration is the force, which moves development along. An unpleasant state of disequilibrium happens when new information cannot be fitted into existing schema's

(assimilation). Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it.

Example of Assimilation
A 2 year old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his fathers horror, the toddler shouts Clown, clown (Sigler et al., 2003).

Example of Accommodation
In the clown incident, the boys father explained to his son that the man was not a clown and that even though his hair was like a clowns, he wasnt wearing a funny costume and wasnt doing silly things to make people laugh With this new knowledge, the boy was able to change his schema of clown and make this idea fit better to a standard concept of clown. According to Piaget, teaching can support these developmental processes by o Providing support for the "spontaneous research" of the child o Using active methods that require rediscovering or reconstructing "truths" o Using collaborative, as well as individual activities o Devising situations that present useful problems, and create disequilibrium in the child Vygotsky o Attention ,Sensation Perception Memory

Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions. Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. Example: Teacher eating with children during lunch so that they observe proper ways to eat, socialize, and use eating utensils.

Freud Oral, Anal, Phallic, Latency, Genital

Oral- The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. The oral character who is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. The stage lasts approximately one and one-half years Anal- At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions. The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character. This character is generally messy, disorganized, reckless, careless, and defiant. Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passiveaggressive. The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. This stage lasts from one and one-half to two years. Phallic- is the setting for the greatest, most crucial sexual conflict in Freud's model of development. In this stage, the child's erogenous zone is the genital region. As the child becomes more interested in his genitals, and in the genitals of others, conflict arises. The conflict, labeled the Oedipus complex (The Electra complex in women), involves the child's unconscious desire to possess the opposite-sexed parent and to eliminate the same-sexed one. In the young male, the Oedipus conflict stems from his natural love for his mother, a love which becomes sexual as his libidal energy transfers from the anal region to his genitals. Unfortunately for the boy, his father stands in the way of this love. The boy therefore feels aggression and envy towards this rival, his father, and also feels fear that the father will strike back at him. As the boy has noticed that women, his mother in particular, have no penises, he is struck by a great fear that his father will remove his penis, too. The anxiety is aggravated by the threats and discipline he incurs when caught masturbating by his parents. This castration anxiety outstrips his desire for his mother, so he represses the desire. Moreover, although the boy sees that though he cannot posses his mother, because his father does, he can posses her vicariously by identifying with his father and becoming as much like him as possible: this identification indoctrinates the boy into his appropriate sexual role in life. A lasting trace of the Oedipal conflict is the superego, the voice of the father within the boy. By thus resolving his incestuous conundrum, the boy passes into the latency period, a period of libidal dormancy. On the Electra complex, Freud was more vague. The complex has its roots in the little girl's discovery that she, along with her mother and all other women, lack the penis which her father and other men posses. Her love for her father then becomes both erotic and envious, as she yearns for a penis of her

own. She comes to blame her mother for her perceived castration, and is struck by penis envy, the apparent counterpart to the boy's castration anxiety. The resolution of the Electra complex is far less clear-cut than the resolution of the Oedipus complex is in males; Freud stated that the resolution comes much later and is never truly complete. Just as the boy learned his sexual role by identifying with his father, so the girl learns her role by identifying with her mother in an attempt to posses her father vicariously. At the eventual resolution of the conflict, the girl passes into the latency period, though Freud implies that she always remains slightly fixated at the phallic stage. Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and narcissistic--excessively vain and proud. The failure to resolve the conflict can also cause a person to be afraid or incapable of close love; Freud also postulated that fixation could be a root cause of homosexuality. Latency-The resolution of the phallic stage leads to the latency period, which is not a psycho sexual stage of development, but a period in which the sexual drive lies dormant. Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. But soon puberty strikes, and the genitals once again become a central focus of libidal energy. Genital- as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses.

Types of Philosophys on implementing lesson

Reggio Emilia-Innovative approach to education Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves. The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy. Early childhood programs that have successfully adapted to this educational philosophy share that they are attracted to Reggio because of the way it views and respects the child. Parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. Teachers respect parents as each child's first teacher and involve parents in every aspect of the curriculum. It is not uncommon to see parents volunteering within Reggio Emilia classrooms throughout the school. This philosophy does not end when the child leaves the classroom. Most parents who choose to send their children to a Reggio Emilia program incorporate many of the principles within their parenting and home life. Even with this bridge between school and home, many people wonder what happens to Reggio children when they make the transition from this style of education to a non Reggio Emilia school. The answer is that there is some Role of Teachers- In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning

activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001). Some implementations of the Reggio Emilia approach self-consciously juxtapose their conception of the teacher as autonomous colearner with other approaches. For example: Teachers' long-term commitment to enhancing their understanding of children is at the crux of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests. The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation.[1] While working on projects with the child, the teacher can also expand the child's learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The teacher needs to maintain an active, mutual participation in the activity to help ensure that the child is clearly understanding what is being "taught". Community Support and Parental involvment-Reggio Emilia's tradition of community support for families with young children expands on a view, more strongly held in Emilia Romagna and Tuscany, of children as the collective responsibility of the local community. In Reggio Emilia, the infant/toddler and pre-primary program is a vital part of the community, as reflected in the high level of financial support. Community involvement is also apparent in citizen membership in La Consulta, a school committee that exerts significant influence over local government policy. The parents' role mirrors the community's, at both the schoolwide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation. Because a majority of parentsincluding mothersare employed, meetings are held in the evenings so that all who wish to participate can do so. Parents have to support their children in whatever choice they like. Montesorri Philosophy- Montessori education is characterized by an emphasis on independence, freedom within limits, and respect for a childs natural psychological development, as well as technological advancements in society. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential:[2][3]

Mixed age classrooms, with classrooms for children aged 2 or 3 to 6 years old by far the most common Student choice of activity from within a prescribed range of options Uninterrupted blocks of work time A Constructivism or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction Specialized educational materials developed by Montessori and her collaborators

In addition, many Montessori schools design their programs with reference to Montessoris model of human development from her published works, and use pedagogy, lessons, and materials introduced in teacher training derived from courses presented by Montessori during her lifetime.

Montesorri Education Theory-

Self-construction, liberty, and spontaneous activity

Montessori education is fundamentally a model of human development, and an educational approach based on that model. The model has two basic elements. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her observations, Montessori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development.

Human tendencies
Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. There is some debate about the exact list, but the following are clearly identified:[6]

Self-preservation Orientation to the environment Order Exploration Communication Work, also described as "purposeful activity" Manipulation of the environment Exactness Repetition Abstraction The "mathematical mind"

In the Montessori approach, these human tendencies are seen as driving behavior in every stage of development, and education should respond to and facilitate their expression.

Prepared environment
Montessori's education method called for free activity within a "prepared environment", meaning an educational environment tailored to basic human characteristics and to the specific characteristics of children at different ages. The function of the environment is to allow the child to develop independence in all areas according to his or her inner psychological directives. In addition to offering access to the Montessori materials appropriate to the age of the children, the environment should exhibit the following characteristics:

Construction in proportion to the child and his/her needs Beauty and harmony, cleanliness of environment Order An arrangement that facilitates movement and activity Limitation of materials, so that only material that supports the child's development is included

Planes of development
Montessori observed four distinct periods, or "planes", in human development, extending from birth to six years, from six to twelve, from twelve to eighteen, and from eighteen to twenty-four. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period. First plane The first plane extends from birth to around six years of age. During this period, Montessori observed that the child undergoes striking physical and psychological development. The first plane child is seen as a concrete, sensorial explorer and learner engaged in the developmental work of psychological selfconstruction and building functional independence. Montessori introduced several concepts to explain this work, including the absorbent mind, sensitive periods, and normalization. Absorbent mind: Montessori described the young child's behavior of effortlessly assimilating the sensorial stimuli of his or her environment, including information from the senses, language, culture, and the development of concepts with the term "absorbent mind". She believed that this is a power unique to the first plane, and that it fades as the child approached age six. Sensitive periods: Montessori also observed periods of special sensitivity to particular stimuli during this time which she called the "sensitive periods". In Montessori education, the classroom environment responds to these periods by making appropriate materials and activities available while the periods are active in the young child. She identified the following periods and their durations:

Acquisition of languagefrom birth to around six years old Orderfrom around one to three years old Sensory refinementfrom birth to around four years old Interest in small objectsfrom around 18 months to three years old Social behaviorfrom around two and a half to four years old

Normalization: Finally, Montessori observed in children from three to six years old a psychological state she termed "normalization". Normalization arises from concentration and focus on activity which serves the childs developmental needs, and is characterized by the ability to concentrate as well as "spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others." Second plane The second plane of development extends from around six to twelve years old. During this period, Montessori observed physical and psychological changes in children, and developed a classroom environment, lessons, and materials, to respond to these new characteristics. Physically, she observed the loss of baby teeth and the lengthening of the legs and torso at the beginning of the plane, and a period of uniform growth following. Psychologically, she observed the "herd instinct", or the tendency to work and socialize in groups, as well as the powers of reason and imagination. Developmentally, she believed the work of the second plane child is the formation of intellectual independence, of moral sense, and of social organization.

Third plane The third plane of development extends from around twelve to around eighteen years of age, encompassing the period of adolescence. Montessori characterized the third plane by the physical changes of puberty and adolescence, but also psychological changes. She emphasized the psychological instability and difficulties in concentration of this age, as well as the creative tendencies and the development of "a sense of justice and a sense of personal dignity." She used the term "valorization" to describe the adolescents' drive for an externally derived evaluation of their worth. Developmentally, Montessori believed that the work of the third plane child is the construction of the adult self in society. Fourth plane The fourth plane of development extends from around eighteen years to around twenty-four years old. Montessori wrote comparatively little about this period and did not develop an educational program for the age. She envisioned young adults prepared by their experiences in Montessori education at the lower levels ready to fully embrace the study of culture and the sciences in order to influence and lead civilization. She believed that economic independence in the form of work for money was critical for this age, and felt that an arbitrary limit to the number of years in university level study was unnecessary, as the study of culture could go on throughout a person's life

Education and peace

As Montessori developed her theory and practice, she came to believe that education had a role to play in the development of world peace.She felt that children allowed to develop according to their inner laws of development would give rise to a more peaceful and enduring civilization. From the 1930s to the end of her life, she gave a number of lectures and addresses on the subject, saying in 1936, Preventing conflicts is the work of politics; establishing peace is the work of education. She received a total of six nominations for the Nobel Peace Prize in a three year period: 1949, 1950, and 1951.[18][19]

Montessori education practices

Ages birth to three
White Pine Montessori School in Moscow, Idaho, USA Infant and Toddler Programs: Montessori classrooms for children under three fall into several categories, with a number of terms being used. A "Nido", Italian for "nest", serves a small number of children from around two months to around fourteen months, or when the child is confidently walking. A "Young Child Community" serves a larger number of children from around one year to two-and-ahalf or three years old. Both environments emphasize materials and activities scaled to the children's size and abilities, opportunities to develop movement, and activities to develop independence. Development of independence in toileting is typically emphasized as well. Some schools also offer "Parent-Infant" classes, in which parents participate with their very young children.

Ages three to six

Preschool and kindergarten Montessori classrooms for children from two-and-a-half or three to six years old are often called Childrens Houses, after Montessoris first school, the Casa dei Bambini in Rome in 1906. This level is also called "Primary". A typical classroom serves 20 to 30 children in mixed-age groups, staffed by one trained teacher and an assistant. Classrooms are usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on childheight shelves throughout the room. Activities are for the most part initially presented by the teacher, after which they may be chosen more or less freely by the children as interest dictates. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, math materials, language materials, music and art materials, and more.

Ages six to twelve

Elementary Classrooms: Classrooms for this age are usually referred to as "Elementary", and can range in size from very small up to 30 or more children, typically staffed by a trained teacher and one or more assistants. Classes usually serve mixed-age six- to nine-year old and nine- to twelve-year old groupings, although six- to twelve-year old groups are also used. Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate. The scope of lessons and work in the Elementary classroom is quite broad. Montessori used the term "cosmic education" to indicate both the universal scope of lessons to be presented, and the idea that education in the second plane should help the child realize the human role in the interdependent functioning of the universe. Classroom materials and lessons include work in language, mathematics, history, the sciences, the arts, and much more. Student directed explorations of resources outside the classroom, known as "going out" in Montessori, are an integral element of the Elementary work.

Ages twelve to eighteen

Middle and High School: Montessori education for this level is less well-developed than programs for younger children. Montessori did not establish a teacher training program or a detailed plan of education for adolescents during her lifetime. However, a number of schools have extended their programs for younger children to the middle school and high school levels. In addition, several Montessori organizations have developed teacher training or orientation courses and a loose consensus on the plan of study is emerging. Montessori wrote that; The essential reform of our plan from this point of view may be defined as follows: during the difficult time of adolescence it is helpful to leave the accustomed environment of the family in town and to go to quiet surroundings in the country, close to nature. Thus, many Montessori schools for adolescents 12-18 are set in the country, close to nature.

Classroom Management:
Questions; A two year old bonked his friend with a block while they were playing together. The teacher gave a 15 minute "time out" to the boy that hit. Appropriate? __________ Why?

___________________________________________________________________________________ ___________________________________________________________________________________ ______________ Two 4 year old boys were arguing about who got to the water fountain first. The teacher walks up to them and tells them that since they are fighting about it, neither may get a drink, and they must go find something else to do. Appropriate? ___________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ An infant keeps crawling over the others when the teacher looks away. The teachers move the infant away, but she keeps coming back to get on top of the smaller ones. The teacher puts the aggressive infant in a bouncer chair. Appropriate? __________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ A group of ten 1 year olds and two teachers are having art time. The children are getting paint all over themselves and the toys and walls. The teachers decide that they should split into two groups and do art with a smaller group size but some children will have to wait. Appropriate? ___________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ A 2 year old is singing loudly while the teacher is trying to read a story to the group. The teacher tells the child to sit at the table by himself if he does not want to hear the story. Appropriate? ___________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ The teacher of a 3 year old keeps the child's lunchbox out of reach until the child says "please". Appropriate? ___________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ A 2 year old child hits her friend and the teacher makes her say she's sorry. Appropriate? _____________ Why? ___________________________________________________________________________________ ___________________________________________________________________________________ ______________ Describe how you would handle the following scenarios: Two 3 year olds who want the same toy, and are crying and upset: ___________________________________________________________________________________

___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ Two one year olds who got to the swing at the same time and both want to ride: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ Ten 4 year olds who are running around the room wildly: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ Three infants who all need bottles at the same time and all are upset: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ A 2 year old who is being dropped off at school, but is crying and clinging to their parent: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ A one year old who bites another child because he took her toy away: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ A 4 year old who bites another child because she took his toy away: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ Describe a typical group time that you would initiate for a group of eight 3 year olds: ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _____________________ Please respond to the following statements or questions. Feel free to use the back of the sheet if necessary. What is your philosophy regarding the education of young children? ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ____________________________ What are your goals and expectations as a Teacher? ___________________________________________________________________________________ ___________________________________________________________________________________

________________________________________ ________________________________________ ___________________________________________________________________________________ _______________________________ Describe what kind of child care settings you have worked in previously (i.e. group sizes, age groups, philosophy, lead or assistant teacher, staff support):