New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Ed Psych Week 3: 2-2 and 2-4

by: Crystal Neill

Ed Psych Week 3: 2-2 and 2-4 EIPT 3473

Crystal Neill
GPA 4.0

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Some of Tuesday's notes and all of Thursday's. Contact me with questions!
Educational Psychology of Childhood and Adolescent Development
Ben Heddy
Class Notes
25 ?




Popular in Educational Psychology of Childhood and Adolescent Development

Popular in Education and Teacher Studies

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.

Popular in Education and Teacher Studies


Reviews for Ed Psych Week 3: 2-2 and 2-4


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

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


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Anthony Lee UC Santa Barbara

"I bought an awesome study guide, which helped me get an A in my Math 34B class this quarter!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.