These are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 1 on the Role of Context on Development.
This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills.
Flipped Videos can be accessed via the course ebook:
https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11
1. +
February 4, 2014
Unit 1: Meso, Exo & MacroSystems
Please sit in your reading groups from Jan 21st
Lareau
Lareau & Horvat
Nisbett
SEF Report
Open the article, the notes from your group discussion, and the slides
your group created.
Pick a Moderator, Pick a Scribe
Moderator: Facilitate a discussion of the Websearch Activity
What were your major insights from the Websearch activity (take turns
sharing)
What connections did you see between the Websearch and our Reading
Work together to add an additional slide to your presentation of the
connections you saw between the article and the websearch.
2. +
Micro Lecture Chapter 4:
The Foundations of Development
Gene Environment Interaction (p. 73): “We‟re not born wild or shy.
Instead we‟re born with certain tendencies that our environment may
or may not encourage.”
Passive Gene-Environment Relationships
Evocative Gene-Environment Relationships
Active Gene-Environment Relationships
Gene-Hormone Interaction
Canalization (p. 72); Early childhood and Puberty
Critical Periods (p. 80); teratogens
Learning begins in the womb (memory, pattern recognition)
Fragile Infants (p.89): Bodies are dynamic systems
Multiple pathways to proficiency
Developmental Screenings: “less than 50% of children with developmental
delays are identified before they begin school; by which time significant
opportunities for treatment have been missed.”
3. +
Chapter 4: Growth and Well-Being
Early Brain Development
Importance of Physical Stimulation (Touch)
Cache vs. Carry
Harlow‟s Monkeys (Failure to Thrive)
Importance of Eye Contact and Vocalization
“When relationships are in need of repair, eye contact is the
first social actions to go, followed by touch.” (Bailey, 2000
p.9)
Oxytocin (Bonding Hormone)
4. +
Chapter 4: Growth and Well-Being
Early Brain Development
Synaptic Growth and Pruning
Role of perception and rich environments in infancy
Development and mylenation of the cortex (executive
control)
Learning to Regulate Stress Hormones
PURPLE Crying
Withdrawl / Aggression
“Children who are surrounded by chronic bickering
or tension at home may learn to tune out the
unpleasantness to survive.” (Bailey, 2000, p. 9)
Risk-Taking Behaviors
5. +
Chapter 4: Growth and Well-Being
Physical Development
Development and refinement of gross and fine motor skills
Rise of social comparison; Awareness of self and others
Onset of puberty (menarch and spermarch)
Desire and ability for increasing autonomy; adult-like participation /
behaviors
Feelings about self: Impulsivity, resistance, and risk-taking behaviors
Three areas of the brain:
Brain Stem: Fight of Flight
•(Fully Developed by 15 Months)
Limbic System: Emotion and Connection System
• (Not Fully Developed until around 12y Yrs of Age)
Prefrontal Cortex: „Rational Decision Making‟
• (Not Fully Developed until 25 yrs of Age)
Rise and decline of the personal fable
7. +
Partner Feedback for FR #1:
Strategies for Success
Follow the Rubric
Break down into each aspect:
Is there a focus on context of the neighborhood /
school / field site?
Is there a clear connection the observation / data with
something from the reading? Can you identify 1-2
concepts from the unit?
Are you clear about where you got your information?
Do you need to apply specific citation/readings and
lectures
Talk about how you can use these insights in the
future.
Check for non-objective language
8. +
Chapter 5: Reciprocal Teaching
Early Childhood (0-4 yrs): Brain Development
Middle Childhood (5-12): Physical Development
Adolescence (12+): Physical Well Being
In your small group, identify one or two ways in which context
shapes biological development during your period of
development?
Be specific about how environmental factors affect the cognitive,
social or emotional developmental outcomes.
Synthesis: Think about the articles you read and the data
you just reviewed in the websearch.
Imagine you were on the school board / PTA. What kinds of
recommendations would you make for district /school policies?
(Should we send these to Wake County?)
What Structures? (Context)
How might Interactions Change (Culture)
9. +
Wrap-up: Biology & Context
Direct Effects on Biological Development
Genetics; Hormones; Canalization
Teratogens / Toxins
Health & Nutrition , Stress
Sleep
Indirect Effects on Biological Development
Stimulus “Rich” Environments
Opportunities for Exploration & Mastery
Norms / Stereotypes
Boundaries & Rationales
Biological Change Psychological
Change
“Increasingly, children are being
asked to pay for the „sins‟ of their
parents. If students are poor,
with parents who do not have
much education, they are at a
decided disadvantage in the
classroom.” (Ladson-Billings, p.
73)
10. +
Where are we and where have we
been?
In depth discussions of the five articles and integrated with
discussion of peer / family / school relationships in the text.
Nested that discussion within „Ecological Systems Theory‟
Micro, Meso, Exo, and Macro Cultures
Habitus, Cultural Capital
Deficit Speak (Excerpt from Decoded)
Learned to use publicly accessible „data‟ on schools and
neighborhoods.
Establishing a culture of shared responsibility in group work and
reciprocal teaching (peer culture in our classroom)
Learning to craft a contextualized report.
11. + Technology & “Optimal”
Cognitive Culture
How can technology be used to connect with
students?
How can technology be used to connect with
parents?
How can technology be used to connect with
„home‟ cultures?
How can technology be used to improve
instruction?
How can technology open access to knowledge?
12. + Unit 2: School as a Theater for
Identity Development
Why begin with social-emotional development?
Sense of Belonging to School / Classroom
Quality of Teacher-Child Relationships
What do you mean, Social-emotional development?
Personality / Temperament (Stable Traits)
Identity Development (Semi-Stable)
Emotions / Self (Constantly Evolving)
What do we mean when we talk about identity? Why is
race so important?
What develops over time?
How do we create contexts that support “positive” identity
development? The development of a „student‟ identity?
13. +
Objectives for Unit 2
Explore the Theoretical Lenses for
Understanding Identity Development
Examine the usefulness of these theories for
understanding racial identity development.
Applying them to the readings (in class)
Apply them to the „data‟ we collect (in FR#2)
Evaluate the readings and identify „essential‟
processes that occur in (early childhood, middle
childhood, adolescence).
In Field Report #2
14. +
Begin with the Metaphor
School is like a THEATER for identity
development…
Roles / lead roles / supporting parts
backstage, directors, techies, orchestra
Scripts, Settings, Props
Acting “the parts”, reacting, improv
Pressure to Perform, be on “stage”, others
perceive you (audience)
Practices, Rehearsals & Performances
Messing up, Ad-Libbing
Everyone „acts‟ in the play; System, Symbiotic
How does it all become integrated?
15. +
How Does Biology Impact Identity
Development?
Genes and hormones create observable
characteristics (race, gender, eye color, hair color /
texture, body type, and temperament / personality)
that children attempt to understand in themselves
and others.
Gene Environment Interactions: “We‟re not born wild
or shy. Instead we are born with certain tendencies
that our environment may or may not encourage.”
Passive Gene-Environment Relationships
Evocative Gene-Environment Relationships
Active Gene-Environment Relationships
16. +
2/11 Transition to Identity Unit
Sit in „Interview‟ Groups
Death Valley Bus Stop
Interview
Left Behind Interview
The Layoff Interview
Analyze the different
contextual / cultural
influences on child
development discussed
in each interview.
Where in the interviews
did you hear the children
/ adults trying to resolve
one of Erikson‟s stages?
Trust/Mistrust
Autonomy / Shame
Guilt / Initiative
Industry / Inferiority
Identity / Role Confusion
APA Monitor Sept 2011 (p.16): Preschool can help children overcome poverty-related disadvantages and succeed as adults including completing high school, earning a higher wage, holding health insurance, and decreased risk of substance abuse. (Large scale study of people born 1979-1980)APA Monitor Dec 2010 (p.20): Children’s living arrangements in the US are becoming increasingly more unstable / choatic (including stress in marriage)– and that is linked to lower well-being.
APA Monitor, Sept 2010 (p. 15): Even when they are sleeping infants are picking out causation patterns; Being exposed to new foods can make you more likely to eat it (not necessarily enjoy it)APA Monitor, Feb 2011 (p. 16): Very young babies (as young as 10 months) consistently choose between the larger of two amounts of food
APA Monitor, Oct. 2010 (p. 14): Growing up in poverty and under stress is linked to heightened reactivity to stress in adulthood and can lead to physical health problems (including higher blood pressure and thicker arteries as adolescents; these are precursors to heart disease)APA Monitor, Feb 2011 (p. 15): Teens who use music to “tune out” emotionally stressful situations are at a higher risk for developing neuroses (anxiety, self-focus)
Human face is baby’s first playground
APA Monitor, March 2011 (p.15): Girls who begin puberty early are more likely to experience depression than those who begin later.APA Monitor Jan 2012 (p.17): IQ fluctuates throughout the teenage years; verbal and non-verbal IQ rises and falls with corresponding changes in gray matter
There are some things we didn’t have time to do… We didn’t have time to play the Five Tricks Game. (EDP 304 or we may play it later)We didn’t have time to really go in depth into the discussion of impact of context on biology / physical well being.We haven’t really had an opportunity to put our finger on WHAT IS an optimal cognitive culture in school…Haven’t had a chance to talk about technology’s role in creating an optimal culture…