HDFS 105 1st Edition Lecture 16 Outline of Last Lecture I. Mind meldII. Early notions of adolescence in western societiesIII. Adoescence to grow old into adulthoodIV. Adolescence around the world V. Digital media in adolescents’ livesVI. Biological changesVII. Girls’ maturationVIII. Boys’ maturationIX. Social changesX. High school stereotypes or quest for identity?XI. At risk behaviors XII. Some adolescent statistics XIII. Adolescent eating disorders XIV. Teenage mothersXV. Media impact Outline of Current Lecture I. Reviewa. Early childhood b. Middle and later childhood c. Adolescence Current LectureI. Early Childhood a. Know Piaget’s stage that correlates to this age group – Pre Operational (Age 2-7)i. Symbolic thinking--> Understanding of words and ii. images in mind that represents objects and things they see iii. Egocentrism (ends around 8-10 years old) iv. Hands-on activities- classrooms, etc. as the best way for them to learnv. Constructivismb. Piaget – Conservation – why preschooler have trouble and grade school age kids cansolve; only center their attention to one state at a time (centering) c. Erikson’s stages that correlate with this stage – i. Initiative vs Guilt (4-5 y/o)--> growth in emotional self-control and social skills- sharing, cooperative play; instrumental aggression (goal directed aggression) These 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.ii. Autonomy vs Shame and Doubt (2-3 y/o) toddlers--> independence b. 7 Developmental areas: cognitive, language, social, emotional, creative, fine motor,large motor (be able to list them!) c. Importance of play – It’s how children learn as well as express what they know! Tells us what they know, what they are worried about, gives them the opportunity to try things outd. Parten’s 6 types of play – unoccupied (not engaged), onlooker (watching others before trying things themselves), solitary (alone), parallel (toddlers- 3 y/o- each need their own toys/materials but play with each other), associative (3 y/o- playing together and sharing but unplanned), cooperative (4-5 y/o- social engagement and planning of play together)e. Gardner’s 8 types of intelligence –i. linguisticii. logical-mathematicaliii. Kinestheticiv. Musicalv. Natural (nature; biological topics) vi. inter-personalvii. intra-personalviii. spatial ix. (favored modes of learning for each individual; memorize this list!) b. Aggression info from lecturei. Hostile Aggression – intent to damage self esteem (true bullying; kids are old enough to understand self-esteem of others; can be physical/verbal) ii. Instrumental Aggression – a goal directed attack, or expression of frustration (physical/verbal; intent to get something that’s needed/wanted) b. Bilingual learning i. Prime time for brain to learn second language (earlier is better--> CHOMSKY- we were born with the ability to learn the language we're supposed to learn at birth) b. Information processing- how a child focuses their attention c. Theory of mind- ones awareness of their own mental processing (crayon box example; think about thinking; cope with own fears) II. Middle and later childhood a. Supporting creativity – hands-on materials, respect children’s ideasb. Piaget, Concrete Operational Stagec. Kohlberg (moral development), childhood stages – pre-conventional, conventional reasoningd. Erikson: Industry vs Inferiority. Self-efficacy, self-regulation e. Parenting styles and effects on children – i. Permissive (child is always testing the limits to see if parent would let them get by; kids' behavior tend to get worse because no one stops them)ii. Authoritarian (harsh spanking, threats, lots of adult control; preschoolers can stop dangerous behavior but don’t know how to control themselves in thefuture; only follow rules only adult in control is present so will break the rules in their absence)iii. Authoritative (best style; kids know you love them even though you don’t like their behaviors sometimes; consequences that fit their behaviors; toddlers are seeking more independence when they want to do things their way; teaches kids to have self-control; telling them what to do instead of telling them what not to do) b. Intelligence tests - cultural contexts not always appropriate for all childreni. A way to measure what children know cognitively ii. Not the best way to measure intelligence/developmentb. Divorce and its effects on childreni. About 50% kids in US have divorced parents ii. Keep a good relationship with both parents = best outcome for child! b. Peer groups – 4 roles peer groups play from lecture notesi. Letting them gain more independence ii. Experience relationship on equal terms (w/o hovering adults)iii. Provide social institutions for informal knowledge to be passed iv. Provide environment where children are not marginal b. Gender roles- age 2-3 don’t really self-select genders; 4-6 y/o would gender segregate! c. Peer status- i. Popular (everyone likes to play with them; good social skills; nice) i. Averagei. Neglected (loners; poor social skills; don’t cue in to other kids' play; bad at social cues) ii. Rejected- (actions cause them to be disliked by others, mean, hurtful, bully) iii. controversial (can be disruptive and bad but also funny and warm) a. Learning disabilities and Inclusion Lawi. IDEA (act)- started during civil rights movement ii. Children should have opportunity to be educated in the least restricted environment iii. Guaranteed free appropriate public education II. Adolescencea. Physical growth in puberty- hormonal changes, growth spurt, asynchrony (uneven growth) b. Maturation - boys and girls (girls go through changes/puberty 2 years earlier!)c. Gender differences and learning, gender roles, stereotypes- there seems to be less gender stereotypes in adolescence since you can think more abstractly, rite of passage (marked that you’ve moved into adulthood), gender cleavage i. Girls should have cooperative class time because they will do better b. Identity information and influences, relationships with parents (values are similar with parents’ values) c. Imaginary audience (preoccupied with what others think; looks at themselves in the mirror often)a. Erikson: Identity vs Identity Confusioni. Do not need to know the breakdown of this stage b. Piaget: Formal Operationala. Personal fable- self-importance