History of Childhood

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History of Childhood
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• Each culture and time period has different
  concepts and values of how children should be
  treated.
• Society is evolving from the view of children as
  property, subject to the whims of family.

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• Early history of children shows children as the
  property of families and families being
  patriarchal (ruled by the father)
• Fathers determined how each child was cared for
  and if the child lived or died.

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The Practice of Infanticide

• Infanticide was practiced in many early cultures
  justification by
• Maintaining a healthy population without
  overpopulating
• Maintaining the population to control limited
  resources resources for only the strong and
  valued
• Appease the gods

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• Limit family size guaranteed financial security
• Gender selection to guarantee provisions for
  elderly

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Cultural differences

• England in the 1600s, there was a hierarchy of
  rights and privileges. Children were at the
  bottom of the hierarchy poor children were at
  the very bottom (they became slaves)
• Asian cultures look at family as one consistent
  institution for caring for the individual from
  birth to death.

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• Native American cultures regarded children as the
  responsibility of the whole village
• Hispanic children are the responsibility of the
  extended family

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Discipline

• Corporal punishment was a means to mold children
  into moral, God-fearing, respectful human beings
• Obedience was the primary virtue of children
• Age 16 or older cursing your father or mother
  would result in death
• Educate through pain flappers

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Industrial Revolution

• Agrarian societies education was not as
  important as work (school year is based on
  planting and harvesting crops)
• Then families moved to cities as factories were
  built.
• Children became indentured servants Oliver
  Twist
• Fathers could trade their children for goods and
  services
• Dressed as little adults
• Often times left on their own to survive

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Laws to Protect Children

• In 1865, the SPCA was formed to protect animals
  from cruel owners.
• In 1915, SPCC and Child Welfare laws were passed
  to protect children in factories.
• In 1974, Child Abuse Prevention and Treatment
  Act.
• In 1983, Missing and Exploited Childrens Act
  authorizes interstate efforts

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• Code Adam
• Amber Alerts

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United Nations Declaration of Rights for the Child

• Right to affection, understanding and love
• Adequate nutrition and medical care
• Free education
• Full opportunity for play and recreation
• Right to a name and nationality
• Special care if handicapped
• First to receive relief in times of disaster

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• To learn to be a useful member of society and
  develop individual abilities
• Brought up in spirit of peace and brotherhood
• Enjoy these rights regardless of race, sex,
  color, national origin, religion or social origin

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Why study Child Development?

• Appreciate human development
• Awareness and understanding of children and their
  behaviors
• Apply your learning to everyday life
• Learn practical techniques for caring for children

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• Better understanding of self
• Assist with career decisions
• Recognize responsibilities of parenthood
• Learn that children can be fun and fascinating
• Protect childrens rights

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What is Development?

• Process of change- physical, social, emotional,
  intellectual

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What is the Individual Life Cycle?

• Prenatal Stage
• Neonatal stage
• Infancy stage
• Toddler stage
• Preschool stage
• School Age
• Adolescence
• Young Adult
• Adult
• Aging Adult

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What are the factors that influence growth and
development?

• -heredity
• -environment
• -genetics
• -genes
• -potential

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Genetics

• The study of heredity
• Every area of development (physical, social,
  emotional and intellectual) is affected by
  genetics
• Genetic instruction is lifelong

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• Genes affect some parts of growth more than
  others hair color, eye color, blood type are
  determined by genes social skills, mental
  abilities are influenced by both heredity and
  environment

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• Genes determine where a person will have a trait
• Some genes determine the range of a trait (height
  and ability and potential are genetic but
  reaching the potential are affected by
  environment)

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Environment

• Physical conditions basic needs
• Social environment relationships
• Intellectual development stimulation
  experiences
• Emotional climate of environment

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• Heredity and environment work together
• Genes control how quickly muscles and bones
  (heredity)
• A proper diet is needed for the proper growth
  (environment)
• A better diet does not make bones and muscles
  bigger than heredity allows. (heredity
  environment)

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• The influence of environment may interfere with
  the potential of heredity.

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Characteristics of Development

• These are the foundations of the study of human
  development. Development is
• Continuous throughout life
• Similar for everyone sequenced, patterned
• Proceeds at individual rate
• Builds on earlier learning
• Different areas are interrelated
• Describing Development activity

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Differences in Rates of Growth Development

• Humans change with time we grow, we develop
  skills, and we develop behaviors in expected
  patterns or sequences
• The rate of the changes vary from individual to
  individual based on heredity and environment

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Developmental Acceleration

• Performance or growth at a level beyond their
  stage
• (a 30 month old that speaks in complex sentences
  a 12 year old that studies at a university)

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Developmental Delays

• Performance or growth at a level below their
  stage
• ( an 18 month old just beginning to walk a 16
  year old reading at a 1st grade level)

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• People dont advance at the same rate or may have
  developmental advances in some areas and
  developmental delays in others

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Theories of Growth Development

• Abraham Maslow Human needs
• Robert Havighurst developmental tasks
• Jean Piaget Cognitive development
• Erik Erikson Social/Emotional development

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Abraham Maslow

• Development is the result of meeting personal
  needs
• Basic needs related to physiological needs and
  psychological needs
• Ranked in hierarchical order lowest level of
  needs must be met before pursuing higher-level
  needs

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• Adults must learn to help children meet their
  needs
• Provide nutritious food
• Make them feel secure
• Help them to establish healthy relationships
• Give children the skills to reach their potential

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Robert Havighurst

• Developmental tasks are skills that should be
  mastered at certain stages of life self-feeding,
  walking, language, relate to others
• Failure to achieve the developmental skills will
  lead to unhappiness and problems later

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Developmental tasks come from 3 sources

1. Physical growth helpless to walking
2. Social pressures acceptance by others (may be
   based on physical abilities)
3. Inner pressures push to achieve, to be admired

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Observing children

• The oldest and most common way to learn about
  behavior
• Senses are the main tools used to learn
• Observation skills must include knowledge and
  practice

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• Observe not just the children but the adults and
  how they are interacting
• Interpreting what you see, hear, feel
• Helps to understand what you are learning

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Ways to Observe

• Direct Observation
• Watching in their natural environment
• Laboratory setting where specific reactions

• Indirect Observations
• Asking questions of people associated with child
• observing products of children (art work)

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Guidelines for Observing

1. Know your objectives
2. Obtain permission
3. Know what to do at the observation site
4. Do not distract the children
5. Be objective
6. Record accurately
7. Protect the rights of the observed

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Assignment Self-assessmentof Personal Growth
Development

1. Create a personal time-line of events in your
   life.
2. Choose 2 of those events and discuss how each may
   have influenced a part of who you are today
   socially, emotionally,intellectually
3. Identify a person from your childhood and discuss
   the influence they have had on who you are today.

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• June 5,
• Born
• Younger brother born Favorite Uncle
  dies
• Moved to Edgewood