Ed Psych Week 3: 2-2 and 2-4
Ed Psych Week 3: 2-2 and 2-4 EIPT 3473
Popular in Educational Psychology of Childhood and Adolescent Development
Popular in Education and Teacher Studies
EDAH 2963 - 001
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This 3 page Class Notes was uploaded by Crystal Neill on Sunday February 7, 2016. The Class Notes belongs to EIPT 3473 at University of Oklahoma taught by Ben Heddy in Winter 2016. Since its upload, it has received 15 views. For similar materials see Educational Psychology of Childhood and Adolescent Development in Education and Teacher Studies at University of Oklahoma.
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Date Created: 02/07/16
Continued from last week: Parenting styles: • Uninvolved ◦ If it goes too far, this is criminal neglect ◦ Parents: ‣ Undemanding, but not warm ‣ Aren't really caregivers and don't meet needs of children ‣ Often care more about their own worries ◦ Young kids ‣ Behind intellectually, socially ‣ Don't form strong attachments ‣ Anger, disobedient, dependent ◦ Teenagers ‣ Easily frustrated and don't handle it well ‣ Little self-control ‣ Think in the short term ‣ More likely to get in trouble with the law • Daily Activities ◦ Guided Participation- children doing adult tasks with supervision ‣ Help kids take on responsibility ‣ Ex. Dishes, laundry, feeding pets, volunteering ◦ Learning at home happens with conversation stimulating language learning and reasoning, kids are introduced to technology, some job skills, music ◦ Families are involved in education by talking about school with children at home I was sick Tuesday so I missed most of these notes. If you have questions feel free to contact me and I will try to ﬁnd the answer in the textbook or online • Acculturation- a person moves into a different culture and how it changes them. ◦ Melting pot or salad bowl? ◦ High commitment to new adopted culture and to old original culture creates selective adoption and bicultural orientation ◦ Low commitment to adopted culture and high commitment to original creates separation from adopted ◦ High commitment to adopted culture and low commitment to original creates assimilation, where you take on new characteristics. Melting pot idea ◦ None of these are bad. Affects our relationships with students, but it's not our job to tell them which one go pick. • Funds of knowledge ◦ Different banks of knowledge and experience ◦ Immigrants may have trouble understanding and going with new expectations at schools ◦ Need to be aware of different experiences: teacher has different funds of knowledge than children ◦ Think consciously about how to incorporate other funds of knowledge into class ‣ Have students talk about experiences they've had with relation to content you are learning. ‣ Have students talk about their own family traditions around holidays ‣ Have students take 5 minutes and each speak in the language they use at home if you're in a multilingual classroom ‣ Have them make "About Me" posters ‣ Have an end-of-semester party where students bring food from home • Family-School Partnerships ◦ Research shows that parents want to be involved in schooling and that this helps. ◦ Meet and communicate with families and all caregivers ‣ Parent-teacher conferences: be yourself and ask them questions about themselves ◦ Let parents know what is happening in your classroom for rapport ◦ Help families understand how development is affecting their children ◦ Try to put yourself in their place ◦ Remember that children are personal- parents view them as a mirror of their own competence ‣ If you're talking badly about kids, parents can feel like you're talking badly about them ◦ Become a part of the community you live in and interact with parents in that context ◦ Be aware of cultural differences and biases ◦ Build relationships with all families, no matter their background ‣ Keep in mind that not all parents may have email ‣ Use different ways of communicating ◦ Encourage family involvement ◦ Ask families about talents of child ◦ Be aware of different languages and literacy levels ◦ Let parents know about services ◦ Parents' ﬁrst response can often be that you're teaching badly if their child is doing badly ‣ Still be pleasant • Inﬂuences of poverty ◦ Effects of living in poverty ‣ Physical development: stunted growth caused by lack of nutritional food ‣ Cognitive: parents may have less time to read to their children, so less literacy skills and comprehension at home ‣ Social: may be too expensive to do extra-curriculars, early social skills may not be learned if parents are working all the time ◦ Daily life: ‣ Not sure if they will be able to eat healthy food, walking a lot, spending a lot of time alone if young, stress ◦ Effects on school experience ‣ Lack of developmental growth may cause issues in the classroom ‣ Stress and hunger can cause inability to focus ‣ May have to get a job and spend less time doing schoolwork ‣ May not have Internet access, so not able to do some homework ‣ May be made fun of at school ◦ What can be done to support impoverished families? ‣ Teachers: • Be ﬂexible, offer technology alternatives • Ask kids to let your know if they are having trouble paying for a trip or something • Be aware of those who may need free or reduced lunch ‣ School: • Offer food for the weekend • Offer training for parents on how to help kids with homework and how to apply for grants/ Fafsa/loans ‣ Community: • Donate time, items, money to shelters and food banks • Big Brothers and Big Sisters ‣ National: • Improve welfare and insurance systems • More investment in the school system Physical Development • Development of the body ◦ Different body parts don't develop at the same speed ‣ Heads fastest ◦ Functioning becomes more differentiated ‣ Although all cells contain same content, each follows a different part of those instructions ◦ Also becomes more integrated ‣ Cells cooperate ‣ Finger dexterity ◦ Unique pattern of growth for each child ◦ Qualitative (slow over time, height) and quantitative (abrupt change, running) changes both happen ◦ Bodies are changing and working systems ‣ Systems within each other ◦ Health is affected by environment and all its layers ‣ Video games/playing outside ‣ Healthy snack/junk food • Growth curve ◦ First two years: critical period ‣ Intense growth ‣ Brain functions developing ‣ Need to be interacting with environment and learning ◦ Growth slows from 4 to puberty ‣ Brain and head still developing ◦ Most external features and organs follow this pattern ‣ Not head and genitals ◦ Brain and head ‣ Early and quick growth ‣ 70% of mature size at age 3 ‣ 95% at age 7 ‣ Not ﬁnished until middle school ◦ Reproductive organs ‣ Very slow growth through early and middle childhood ‣ Very quick growth in adolescence • Periods of development ◦ Infancy ‣ Reﬂexes, motor skills ‣ Cephalocaudal trend- skills grow top to bottom • Moving head to walking ‣ Proximodistal trend- easier to do things far away • Can reach something, but not pull it in ◦ Early childhood : motor skills ‣ Gross: moving through environment ‣ Fine: manipulating smaller things • Coloring, cutting, puzzles ◦ Middle childhood: growth and coordination ◦ Early adolescence: puberty ‣ Growth spurt ‣ Secondary sex characteristics: • Menstruation (menarche), ejaculation (spermarche) usually happens ﬁrst in sleep ◦ Late adolescence: sexual maturity ‣ Interest in romantic relationships Talk about reading next week
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