HD 341 1st Edition Lecture 4Outline of Last Lecture II. Developmentally Appropriate PracticeIII. National Association for the Education of Young ChildrenIV. 3 Core ConsiderationsV. 12 Principles of Child Development and Learning That Inform PracticeVI. 5 Guidelines for DAPVII. Framework for Decision MakingOutline of Current Lecture II. Developmental EgocentrismIII. AutonomyIV. VygotskyV. Multiple IntelligencesVI. Neuroscience and nurturing relationshipsCurrent LectureDevelopmental Egocentrism- young children are egocentric as a result of limited developmento ex: cannot understand when they are causing other people physical pain- understand events from own perspectiveo unable to understand their own intense immediate and personal need can be feltby otherso we need to know this and apply - difficulty accommodating the viewpoints of others- results as the inability to understand complex social situationsAutonomy- governed by oneself- the ability to make intelligent, ethical decisions is essential to a democratic societyo help children learn how to make good choicesAutonomy is best supported through accepting children where they are right now and using guidance strategies to move them to where they will be later- toddlers cannot feel another child’s pain, but we know they can feel empathyo that’s how we help them move to another levelLev VygotskyThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- development occurring through social interactions- zone of proximal developmento when an activity is within a child’s zone of proximal development (ZPD) the teacher or more knowledgeable peers can scaffold the experience to promote developmentPrivate Speech (Vygotsky)- private speech allows children to try out new ideas, allowing them to become their own teachero realized private speech allows for cognitionGardner’s Multiple Intelligences- intelligence is not just a score on a cardo you can be very good at multiple things and not good at other thingso you don’t just have to be good at math to be smart, etc.MI and Guidance- intrapersonal intelligenceo encourage expression of emotions, preferences, thinking strategieso help with understanding of wishes, fears, abilitieso creativity and personal expression- interpersonal intelligenceo social interaction, cooperation, personal problem solving, conflict managemento games to figure out intentions and emotionso frequent class meetings and small group experienceEmotional Intelligence- Solvey and Grewal, 2005o the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions, regulate emotions to promote personal growth if you can do these things, you can be emotionally intelligento they saw this ^^ idea as static, you have it or you don’t- Goleman (2010)o self-awareness, self-management, social awareness, relationship managemento EI refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationshipso it describes abilities distinct from but complementary to academic intelligenceo purely cognitive capacities measured by IQNeuroscience and nurturing relationships- the most important experiences for building - we build brains, we aren’t just given everything genetically and that’s all we getAttachment Theory- the lasting psychological connectedness between human beings. Bowlby 1982o we need this as human beings for survival and mental healtho genes do not stop developing after birth they are constantly active well into the first year“Mind in the Making”Neuroplasticity - the brains ability to build itself from experiences70% if the brain neural architecture forms after birthdual functions of the genes- template function - working of genes to build basic structure of