1. In your notebook…
“Studying children will help me understand
myself by…”

2. Human Development 1
Unit 1
Chapter 1

3. Learning Objective
and FCS Standards
 Learning Objective: Students will identify the
benefits of studying children, what factors
affects a child’s development, and compare and
contrast various theories related to human
development.
 FCS Standards: 06-12.5.1, 5.B,

4. You Can Make A Difference
 The interaction you have with children has an
impact on what a child learns and how they
grow and develop.
 Are you a good role-model??

5. The Benefits of Studying
Children
1. Learn why they feel, think, and act the way they
do.
2. Discover the caregivers’ importance.
 Who is considered a caregiver? DEFINE caregiver.
3. Enjoy children more.
4. Learn about career opportunities.

6. Comparing Childhood
Past and Present
1. Health- positive and negative results
2. Education
3. Love- This need has not changed and never will.
4. Work
5. Play
6. Dress
Form 5 groups: Teacher will
assign you a topic.
Your job: Brainstorm how have
these things changed for
children?

7. You are at the perfect age to
study children.
 You are young enough to remember your
childhood, but old enough to develop concepts
about children and what impact you want to
have on children, now and in the future.
 In this class you will…
 Gain new skills
 Understand yourself better
 Build for the future

8. What’s the big deal about
development?
 Stimulation: Activities that arouse a baby’s sense
of sight, sound, touch, taste, and smell.
 Stimulation=Development WHY??
 Research has found that stimulation is crucial.
 Babies who are stimulated develop more quickly and
have a more secure self-image.
 Childhood is a time of preparation for adulthood.

9. What We Know About Development
(Characteristics of Development)
1. Development is similar for each individual.
2. Development builds upon earlier learning. It
follows a sequence or order of steps.
3. Development proceeds at an individual rate.
4. The different areas of development are
interrelated.
5. Development is a lifelong process.

10. Activity!
1. Create 4 groups.
2. Read through the scenario your group is
assigned.
3. Discuss how the person in the scenario
would be as an adult.
4. Write down your conclusions and be ready
to share them with the class.

11. Who are these people?
1. Vincent Edward Jackson, or Bo Jackson,
overcame the abuse and hardship of his
childhood and is one of the only athletes to
have ever played two professional sports
(football and baseball).

12. Who are these people?
2. Tonya Harding was the 1994
U.S. National figure skating
champion and also
represented the USA in the
1994 Winter Olympics in
Lillihammer, Norway. She
was involved in a scandal in
which figure skater Nancy
Kerigan, her rival, was
attacked.

13. Who are these people?
3. Jeffrey Dohmer confessed to brutally killing
17 men and even keeping some of their body
parts in his freezer for months, as well as
eating some of their flesh. He is one of the
most horrifying murderers known in the
United States.

14. Who are these people?
4. Charlie is Charles Manson; he was the master
mind of Helter-Skelter, or the Tata/LaBianca
murders. This was a two day killing spree in
which 7 people were left mutilated and dead.

15. What does this all mean?
 Some individuals can overcome great obstacles in their
childhood while others allow themselves to be victims or
to fail due to their early environment.
 There is no question that we are influenced and molded
by our childhood. However, it is how we react to these
influences that is vital for personal success.
 You can choose to overcome or succumb to negative
situations and influences in your own childhood, like
these people we have discussed.

16. What does this all mean?
 It is imperative that you, as future parents
and caregivers, strive to build and provide a
positive base for your own future children or for
any children you are in contact with in your
life.
 This does not guarantee that the children will
have a successful, happy lives, but it certainly
gives them a head start at life.

18. Children Learn What They Live
By Dorothy Law Nolte
If children live with criticism,
They learn to condemn.
If children live with hostility,
They learn to fight.
If children live with ridicule,
They learn to be shy.
If children live with shame,
They learn to feel guilty.
If children live with encouragement,
They learn confidence.
If children live with tolerance,
They learn to be patient.
If children live with praise,If children live with praise,
They learn to appreciate.They learn to appreciate.
If children live with acceptance,If children live with acceptance,
They learn to love.They learn to love.
If children live with approval,If children live with approval,
They learn to like themselves.They learn to like themselves.
If children live with honesty,If children live with honesty,
They learn truthfulness.They learn truthfulness.
If children live with security,If children live with security,
They learn to have faith in themselvesThey learn to have faith in themselves
and others.and others.
If children live with friendliness,If children live with friendliness,
They learn the world is a nice place inThey learn the world is a nice place in
which to live.which to live.

19.           
Criticism = Condemn
Hostility = Fight
Ridicule = Shy
Shame = Guilt

20.           
Tolerance = Patience
Encouragement = Confidence
Praise = Appreciation
Firmness = Justice
Security = Self-Esteem
Acceptance = Love

21. Children Learn What They Live

24. More on Development…
 Influences on development-IMPORTANT!
Heredity: the biological transfer of certain
characteristics from earlier generations.
Environment: people, places, and things that surround
and influence a person.
Identify three or four factors in your childhood that have
influenced your personal development and have aided
in forming your present personality. These factors
may be individuals, events, places, etc.

25. The Role of Self-Esteem
in Development
 Self-esteem: self-worth, the value you place
on yourself.
 Research has shown that the level of self-
esteem that is developed in childhood
changes little over time.

26. More on Development…
 Development continues through life.
 Human Life Cycle: stages of life from birth to death
 Developmental tasks: Skills that are acquired at these
various life cycles.

27. Stages of the Human Life
Cycle Beyond Childhood
 Adolescence
 Young Adulthood
 The Thirties
 Middle age
 Late Adulthood
 Very Late Adulthood
 What are some developmental tasks that take
place in each of these human life cycle stages?

28. Different Theorists
 Sigmund Freud
 Jean Piaget
 Lev Vygotsky
 Erik Erickson
 B.F. Skinner
 Albert Bandura
 Urie Bronfenbrenner

29. On poster board…
1. Use your own words to create a summary of the
findings or ideas of your assigned theorist
2. Draw a picture that represents the significance of
the theorist
3. Come up with a “memory hook” to help you
remember important information for that theorist
4. As a group, present your research to the class
SEE EXAMPLE – next slide

30. Maria Montessori
 Findings/Ideas:
 Children learn by using their
senses
 Children learn best by
pursuing their interests
 Memory Hook
Maria Montessori
 “Manipulate”
 “My Choice”
 Significance:
While cooking his favorite snack, a child
uses his senses and manipulates
ingredients and utensils.

31. ??WhichTheorist ??

32. ♪
My child arrived just the other day
He came into the world in the usual way
But there were planes to catch and bills to pay
He learned to walk when I was away
And he was talking before I knew it, and as he grew
He’d say, “I’m gonna be like you, dad,
You know I’m gonna be like you”

33. ♪
And the cat’s in the cradle and the silver spoon
Little boy blue and the man on the moon
“When you comin’ home dad?”
“I don’t know when, but we’ll get together then.
You know we’ll have a good time then.”

34. ♪
My son turned 10 just the other day
He said, “Thanks for the ball, dad, come on let’s
play.
Can you teach me to throw?” I said “Not today
I got a lot to do.” He said “That’s OK”
And he walked away, but his smile never dimmed
And said “I’m gonna be like him, yeah,
You know I’m gonna be like him.”

35. ♪
Well he came home from college just the other day
So much like a man I just had to say
“Son, I’m proud of you. Can you sit for awhile?”
He shook his head and said with a smile
“What I’d really like dad is to borrow the car keys.
See you later, can I have them please?”

36. ♪
I’ve long since retired. My son’s moved away.
I called him up just the other day.
I said “I’d like to see you if you don’t mind.”
He said “I’d love to dad if I can find the time.
You see my new job’s a hassle and the kids have
the flu
But it’s sure nice talking to you, dad.
It’s been sure nice talking to you.”

37. ♪
And as I hung up the phone it occurred to me –
He’d grown up just like me
My boy was just like me

39. (Adults Model Behavior)

40. Jean Piaget
Childhood Experiences Affect Adulthood

41.  Complete the Theorist Assignment