Chapter 1 Berk

3 aspects of child development

Physical changes in body size; appearance; brain development; perceptions;
motor skills; physical health
Cognitive- thought processes & brain abilities such as attention memory,
academic, problem solving, imagination, creativity, language
Emotional & Social self understanding, emotional communication, ability to
manage ones own feelings, knowledge about other people, interpersonal skills,
friendships, intimate relationships, and moral reasoning and behaviour. P 5 BERK
Resilience in children dictated by:

High intelligence and socially endowed talents, including

temperament

A warm parental relationship

Social support outside the immediate family

Community resources and opportunities

Medieval times 6th-15C childhood not considered separate from adults

-

Once past infancy, considered mini adults performation.

Dress, expression etc in paintings depicted same as adults
(p.11)
Toys and games were for everyone not just children

REFORMATION 16C Puriton beliefs children were born evil; stubborn and had
to be civilized.
-

Child rearing strict & harsh

Clothing stiff, uncomfortable clothing although many
puritan parents were restricted with their own morals, by
decent human values of philosophy, love and affection, from
being this strict on their children
Puritans 1st to develop special reading materials for children
with religious & moral ideals.

ENLIGHTMENT 17th C human dignity

-

(p12)

Respect

JOHN LOCKE British philosopher 1632-1704 (p 12 & 13)

-

experiences can shape childrens character

children should be rewarded for good behaviour with praise &

approval NOT money or sweets
opposed to physical punishment
Development continuous & nurturing

JEAN-JACQUES ROUSSEAU French philosopher 1712-1778

-

Not blank slates & empty containers to be filled by adult

instruction
They have a natural sense of right & wrong

CHARLES DARWIN 1809-1882 British naturalist

-

Mid 19C
2 theories on evolution principles natural selection
Survival of the fittest

CHAPTER 5
CHAPTER 6 COGNITIVE DEVELOPMENT PIAGETIAN, CORE
KNOWLEDGE, & VYGOTSKIAN PERSPECTIVES
Jean Piaget Swiss cognitive theorist
Cognition the inner processes and products of the mind that lead to
knowing. It includes all mental activity, attending, remembering, symbolizing,
categorizing, planning, reasoning, problem solving, creating and fantasizing.
Piaget viewed children as discovering/constructing all knowledge about their
world through their own activity constructivist approach to cognitive
development.
Piagets cognitive development theory
Mentally children develop through images (mental pictures of objects, people &
spaces) and concepts (categories that group together similar objects/events
such as an image of where we lose our keys, to mentally retracing our steps)
Birth 2 years
Sensorimotor stage
Consists of 6 stages see page 221
2 years 7 years - Preoperational stage
-increase in mental representation- through make believe play & largely in
language
- thought not yet logical
- believed sensorimotor activity leads to internal images of experience, which
children then label with words (p 230).
- make believe play e.g. imitating parents behaviour e.g. talking on telephone
children use a toy telephone or foam cup to imitate
- play contributes to childrens cognitive & social development

and many studies reveal that make believe strengthens a wide variety of
mental abilities, including sustained attention memory, logical reasoning,
language and literacy, imagination creativity and the ability to reflect on ones
own thinking and take anothers perspective (p 231)
7 years 11 years
- concrete operational stage
Viewed by Piaget as a time of major cognitive development thought processes
resemble that of adults
Conservation e.g. liquid understands e.g. water is shorter but its also wider
pour it back the liquid is the same
Hierarchical classification able to classify hierarchies such as stamp; card;
collections
Seriation-ability to order items such as length or weight
Spatial reasoning- distance; direction; cognitive maps-mental representations of
large scale spaces
11 years older
- formal operational stage
- Have the capacity for abstract thinking
Hypothetico-deductive reasoning when faced with a problem, they start with a
general theory of all possible factors & deduce from its specific hypothesis (or
predictions) about what might happen.
Propositional thought can evaluate the logic or propositions (verbal statements)
PIAGET believes egocentric speech (or self directed talk that children use to
guide their thinking and behaviour), is the preoperational childs inability to
imaging the perspectives of others.
VYGOTSKY objected to Piagets conclusions stating children engaged in
egocentric speech for self guidance. Further studies have revealed that
VYGOTSKY opinion is correct rather than PIAGET referring to it as private
speech rather than egocentric speech.

Recipricol learning - Teacher and students take turns leading dialogue

Ask
Summarize
Clarify
Predict

Video PIAGET & VYGOTSKY BY FRENCHCHAPLETON

Piaget lists 4 stages of cognitive development
Infants sensory motor cognition
Toddlers & young children preoperational abilities including the ability to
understand symbols
7-11 logical skills called concrete operations children around the age of 11
can begin to understand abstract concepts
Vygotsky says infants dont have internal speech because they dont
understand language
Vygotsky demonstrates scaffolding as: e.g. a child learning to ride a bike begins
with parental assistance & trainer wheels, practice and learning, makes it
possible over time to remove the wheels & the child to ride without wheels or
parent
Internalization can now do
it by myself scaffolding
removed

Guided assistance
from skilled peer
(scaffolding)
Verbal help from
skilled peer
(scaffolding)
Cant

VIDEO _ ZONE OF PROXIMAL

DEVELOPMENT vygotsky learning takes place
complete task
within ZPD difference
between
what a child can do alone without guidance and
by self
what they can do with help
Scaffolding, where assistance is given to the child, slightly above what they can
achieve on their own
This creates an environment that enhances a childs learning. As the child
progresses, support is removed and the childs own learning takes over.
Video - Vygotsky in the Classroom
Get in the zone TEACHERS need to work within the childs ZPD
Vygotskys principles- e.g. words we may have heard those words before, but
dont know what they look like
The first letters or the first few letters may give us a clue as to what it might be
What sounds do those letters make e.g. c could be a c or a s sound
Follow with the other letters
Private speech is Audible speech to help her determine/direct her own behaviour,
or develop her own strategy for learning
VIDEO _ Vygotsky's Got it!
ZPD level is determined by independent problem solving, or in collaboration
with problem solving under adult guidance.
Work with a friend
Scaffolding
Ask questions
Find a + role model
We first learn through person to person interactions, and then individually
reflection.
People will always develop cognitive through social interaction.
CHAPTER 7 COGNITIVE DEVELOPMENT: AN INFORMATION PROCESSING
PERSPECTIVE
Kpelle suggests that culture can greatly influence information processing.
Storage model for information processing
- Sensory register 1st part of the mental system where
sights/sounds are represented directly but held only briefly
- Working or short term memory conscious part of the mental
system, where we work on a limited amount of info to
ensure it is retained. The longer we hold info in this part, the
more chance there is of retaining it in long term memory
- Long term memory stores info permanently. P. 112
Developmental theories of information processing

CASES NEO-PIAGETIAN THEORY Robbie Case s theory

accepts Piagets stages each major stage involving a distinct
type of cognitive structure
-infants sensory input & physical actions
-early childhood-internal representations of
events/actions
-middle childhood simple transformations of
representations
-adolescence-complex transformations of
representations
Sequence made possible, as children become more efficient
cognitive processors and the amount of information they hold
in working memory expands

3 factors responsible for gains in working memory capacity:

-brain development-brain growth enables efficiency of
thought 4 each stage
-practice with schemes/automatization as children
repeatedly use schemes, they become more automatic
working memory is then freed for new schemes
and/or combination of existing schemes
-formation of central conceptual structures- once
sufficiently automatic, central conceptual structures or
networks of concepts & relations that permit them to
think about a wide range of situations in more
advanced ways. When children form new central
conceptual structures, they move to the next stage of
development.
-Speech gesture mismatches, indicate that children are considering 2
contradictory strategies and are highly receptive to teaching. Children who
produce speech-gesture mismatches are in a transitional state, which is a sign
they are ready to learn.
Parents and teachers can use childrens gestures to provide instruction at
the most opportune moment.
-As we age, it appears our processing time also decreases
OVERLAPPING WAVE PATTERNS
- When facing a problem or task, children:
Try variety of strategies
Observe how well they work
Gradually select those leading to rapid, accurate answers
WAYS OF FINDING MORE EFFICIENT STRATEGIES
Using a slower technique
Problem requires it
Reasoning about concepts
Being taught
COGNITIVE INHIBITION the ability to control internal & external distracting
stimuli, preventing them from capturing attention and cluttering working
memory with irrelevant information
Ability to control distracting stimuli
Internal - thoughts
External - distractions

Improves from infancy on

Gains on complex tasks from middle childhood to
adolescence

EFFECTIVENESS OF ATTENTIONAL STRATEGIES

- Production deficiency pre-schoolers fail to use a strategy in
situations that could be helpful. E.g. children just open doors
regardless of what pictures were on them
- Control deficiency early elementary school children
sometimes produce a helpful strategy, but not consistently.
fail to control strategies e,g, 5 year olds used a selective
strategy to open relevant doors, but not always sometimes
irrelevant.
- Utilization deficiency children start to apply a strategy
consistently, but their performance improves little or not at
all. 6-7s opened relevant doors, but did not lead to improved
memory after pictures were removed from doors
- Effective strategy use finally children use a strategy
consistently
PLANNING thinking out a sequence of acts ahead of time & allocating attention
accordingly to reach a goal
-children learn much more about planning effectively by collaborating on tasks
with more expert planners (p 281)
TYPES OF ATTENTION
Sustained
Selective
Adaptable
ENHANCING COGNITIVE CONTROL THROUGH PRESCHOOL EDUCATION
Cognitive Control:
inhibition
effortlessly holding information in working memory
flexibly adjusting attention to changes in task requirements
MEMORY as attention improves so do memory strategies (P 282), deliberate
mental activities we use ito increase the likelihood of holding information in
working memory & transferring it to our long term knowledge base. Memory
strategies techniques remarkably increase in middle childhood
STRATEGIES FOR STORING INFORMATION
Rehearsal e.g. repeating the information to yourself e.g before going
shopping
Organization e.g. when shopping, group related items together
Elaboration 3rd memory strategy where a relationship or shared meaning
between 2 or more pieces of information that are not members of the same
category is used e.g. fish & pipe by imagination
Culture, schooling& memory strategies
RETRIEVING INFORMATION information is retrieved from memory in 3 ways
- recognition- type of memory that involves noticing whether a
stimulus is identical or similar to one previously experienced
--- recall a type of memory that involves generating a mental
representation of an absent stimulus.

Reconstruction- a type of memory in which complex,

meaningful material is reinterpreted in terms of existing
knowledge
- Fuzzy-trace theory a theory that proposed 2 types of
encoding 1 that automatically reconstructs info into a vague
fuzzy version known as gist 2nd verbatim version that is
adapted for answering questions about specifics
AUTOBIOGRAPHICAL MEMORY
Long-lasting representations of
one-time events
Personal meaning
Develop basis after age 2
Self-image
Time-oriented life story
Parents help develop
narrative
Elaborative
Repetitive
Knowledge is not the only factor involved in strategic memory processing this
also includes the area that children are expert in e.g. maths, spelling, and are
usually highly motivated.
western children produce marratives with more talk about thoughts, emtions
and preferences than do Asian children/ these differences fit with variations in
parent-child conversations. Parents talk about the past in more detail with
daughters. Collectivist cultural values lead Asian parents to discourage their
children from talking about themselves (p 291)
METACOGNITION
Awareness and understanding of various aspects of thought
Develops with:
Theory of Mind
Knowledge of Mental Activity
Cognitive capacities
Strategies
Task variables
COGNITIVE SELF REGULATION
- POINT out special demands of tasks
- Stress importance of planful learning
- Suggest effective learning strategies
- Provide for evaluation of effectiveness
- Emphasis monitoring of progress
APPLICATION OF INFORMATION PROCESSING TO ACADEMIC LEARNING
Fostering emergent literacy young childrens active efforts to construct literacy
knowledge through informal experiences
- Whole language approach an approach to begin reading
instruction that parallels childrens natural language learning
and keeps reading materials whole + meaningful
- Basic skills approach an approach to beginning reading
instruction that emphasizes training in phonics the basic
rules for translating written symbols into sounds & simplified
reading materials
Spoken language skills
Phonological awareness

 Adult conversations
Informal literacy
experiences
Interactive reading
Games
Writing
Training, books for low-SES families
Teaching 1st graders to read instruction that works p 300
- Excellent classroom management- busy, orderly, well planned
lessons & activities. Teachers closely monitoring students
- Positive encouraging environment praise & encouragement
to tackle problems
- Balancing basic skills & whole language teaching explicit
teaching of phonics. Exposing children to literature & writing
tasks
- Matching teaching to student progress & encouraging self
regulation scaffolding ensure students read books that are
slightly challenging for them. Provide support but dont do it
for the kids. Suggest strategies for students to use on their
own to decode unknown words
- Strong connections across subject areas integrate reading &
writing into all school subjects
Middle childhood literacy
Combines Information-Processing Skills
Phonological awareness
Processing speed
Visual scanning
Balanced reading instruction combines
Whole language
Phonics
SCIENTIFIC REASONING
Coordinating Theory with Evidence
Improves with Age
From childhood through adulthood
Individuals vary
Contributing factors
Working memory capacity
Exposure to
complex problems
Metacognitive understanding
Open-mindedness
EVALUATION OF INFORMATION PROCESSING APPROACH
Advantages
Breaks complex cognitive activities into precise components
Provides details of age- and skill-related differences
Describes precise mechanisms of cognitive development
Limitations
Components hard to combine into broad picture
Computer metaphors simplify real-life experience; overlooks
nonlinear aspects, interaction with others
Slow to include biology, evolution
CHAPTER 8 INTELLIGENCE

- Definitions of intelligence- vary most said

- Verbal ability
- Practical problem-solving
- Social competence
Louis Thurston (1938) American contemporary of British psychologist
Charles Spearman, concludes 7 factors in primary mental abilities:
- Verbal meaning
- Perceptual speed
- Reasoning
- Number
- Rote memory
- Word fluency
- Spatial visualization
Crystallized intelligence accumulated knowledge & skills;
tasks highly correlated with it include vocabulary, general
information & arithmetic problems---Crystallized
Skills that depend on:
Accumulated knowledge
Experience
Good judgment
Mastery of social conventions
Valued by persons culture

Fluid intelligence ability to see relationships among stimuli

- Although both work together, crystallized intelligence
depends on culture & learning opportunities, whereas
fluid intelligence is believed to depend largely on
conditions in the brain. ---Fluid
- Depends on basic information processing skills:
- Detecting relationships among stimuli
- Analytical speed
- Working memory
STERNBERGS TRIARCHIC THEORY p 317

GARDNERS MULTIPLE INTELLIGENCES distinct sets of processing operations that

permit individuals to solve problems, create products & discover new knowledge
in a wide range of culturally valued activities
Linguistic
Logico-mathematical

Musical
Spatial
Bodily-kinesthetic
Naturalist
Interpersonal
Intrapersonal

EMOTIONAL INTELLIGENCE- the abilities that includes accurately perceiving

emotions, expressing emotion appropriately, understanding the causes &
consequences of emotions & managing ones own & others feelings to facilitate
thinking & social interaction. P 320
Positively associated with self-esteem, empathy, prosocial behavior,
cooperation and leadership skills
Negatively associated with dependency, depression, and aggressive
behavior
INTELLIGENCE TESTS
Group Tests
Allow testing of large groups
Require little training to administer
Useful for instructional planning
Identify students who need individual testing
Individual Tests
Examiners need training & experience
Provide insights about accuracy of score
Identify highly intelligent children and also those with learning
problems
CULTURAL BIAS IN TESTING
Two views:
1. Tests not biased; represent success in the common culture
2. Cultural factors can hurt test performance
Communication styles
Culture-specific content
Stereotypes
CHAPTER 9 LANGUAGE DEVELOPMENT
Components of language
- Phonology rules about structure and sequence of speech
sounds
- Semantics vocabulary words and word combinations for
concepts-understanding the meaning of words and word
combinations
- Grammar syntax rules for sentences (rules by which words
are arranged
sentences)
-morphology grammatical markers- (use of
grammatical markers that indicate number,
tense, case, person, gender, active or passive
voice & other meanings)
Pragmatics appropriate and effective communication (p
354)
Three theories of language development

Behaviourist learned through operant conditioning

(reinforcement) & imitation
Nativist LAD language acquisition device, biologically
prepares infants to learn rules of language through universal
grammar-linguist Noam Chomsky (1957)-stated this is an
innate system that allows children to combine words into
grammatically consistent utterances & to understand the
meaning of sentences they hear, as soon as they have
acquired sufficient vocab.
Interactionist inner capacities & environment work together;
social context is important

LANGUAGE DEVELOPMENT-Erik Lenneberg (1967) p 360, believed children must

acquire language during the age span of brain lateralization, which is complete
by puberty.
Acquiring a second language in a study of Chinese and Korean adults who
immigrated to the United States at varying ages those who began learning
English between ages 3 and 7 scored as well as native speakers on a test of
grammar. Individuals who began learning English in early childhood attained
the competence of native speakers. With increasing age scores declined p 361
GETTING READY TO TALK RECEPTIVITY TO LANGUAGE Newborns sensitive to speech
Especially mothers
Categorical speech perception
Ability to distinguish phonemes
Statistical analysis, rule-learning
Child-directed speech
PHONEMES english the smallest sound unit that signals a change in meaning
such as pa and ba, however, this is not the same for Japanese e.g. ra and la
they hear them as the same
Within the first few days after birth, babies distinguish and prefer the overall
sound pattern of their native tongue to that of other languages. P 363.
By six months, they organize speech into the phonemic categories of their own
language they stop attending to sounds that will not be useful in mastering
their native tongue.
CHILD DIRECTED SPEECH (CDS) speech that uses emphasis and repetition of
new words e.g. the ball, the ball bounced, I love that ball
PHONOLOGICAL DEVELOPMENT
Early Phase
First words - can only pronounce few sounds
Related to semantic development
Understand more than can say
Phonological Strategies
Later development
Refine syllable stress patterns - related to meaning

TYPES OF BILINGUAL EDUCATION

Language immersion
Strong in Canada
English-only

 Favored in U.S.
Risk of semilingualism
Bilingual education
Support and instruction in native language while learning
English
Children can become bilingual in 2 ways 1. Acquiring both languages at the same
time in early childhood; 2. Learning a second language after mastering the first.
Although initially their vocabularies in each language are smaller than those of
monolingual children, they readily catch up.
Toddlers mix the two languages p 388
Many Americans until recently, believed that childhood bilingualism led to
cognitive and linguistic deficits & a sense of personal rootlessness, since the
bilingual child was thought to identify only weakly with mainstream culture p
388
Advantages positive consequences for development. Children who are fluent in
two languages are advanced in cognitive development. They do better than
others on tests of selective attention, analytical reasoning, concept formation,
and cognitive flexibility p 388.
Are more aware that words are arbitrary symbols, more conscious of some
aspects of language sounds and better at noticing errors of grammar and
meaning capacities that enhance reading achievement. Bilingualism becomes
an important tool of the mind and fosters cognitive development, therefore
helping children with cognitive, language and cultural enrichment.
VIDEO LANGUAGE ACQUISITION 1
Why do we talk?
- Our ability to talk, defines us a human
- Why is it uniquely human?
VIDEO BILINGUAL EDUCATION
- Immersion education students
- Best time to learn when they are young
- Retain
-

CHAPTER 12 MORAL DEVELOPMENT

Rules for good conduct has a moral; cognitive and behavioural
components
If the area in the brain at the frontal cortex has been damaged, the
person rarely shows empathy for others, particularly before 2 years.
According to Sigmund Freud, morality emerges between ages 3-6.
Induction a type of discipline in which the effects of the childs misbehaviour on
others are communicated to the child. (p 478)
Inductive discipline important to use appropriate language/explanation etc., to
suite the age of the child.
Encourages empathy and sympathetic concern when pointing out the impact of
the childs actions on others.

By providing children with reasons for changing their behaviour, enables them to
judge the appropriateness of parental expectations
Childrens temperaments- will determine what discipline & induction they need.
To learn how to behave to need warmth & affectionate relationship combined
with firm induction.
Discipline should NEVER rely on threats of punishment or love withdrawal
produces high levels of fear & anxiety in children
- Inducing empathy based guilt, by explaining to the child their
behaviour is causing pain or distress to a victim & has
caused disappointment in a parent, is an important motivator
of moral action
- Toddlers use social referencing to check with a parent,
searching for emotional information to guide their behaviour
with a shake of the head, or disapproving glance, parents
give a powerful message about the moral meaning of the
childs actions (p 481)
-moral behaviour is acquired through reinforcement & modelling development
of concepts such as justice & fairness
-follow up childrens good behaviour with approval, affection is not enough for
children to acquire moral responses. The behaviour must be spontaneous.
-negative consequences of punishing parents, is associated with aggression and
defiance outside the home-therefore the greater the rise in maladaptive
behaviour; depression; antisocial acts and poor academic performance.
-Spanking children, enforces aggression.
-Alternatives to harsh punishment time out
-withdrawal of privileges
-Discipline must be consistent/warm parent-child
relationship/explanations/positive relations + discipline
-Positive discipline builds mutually respectful bonds
- lets child know how to act & ahead of time
-praise mature behaviour
-children make moral judgements re discipline on concepts such as justice and
fairness
-Heteronomous morality Piagets first stage of moral development, in which
children view rules as handed down by authorities, as having a permanent
existence, as unchangeable, and as requiring strict obedience BERK _ p 485
-Realism A view of rules as external features of reality rather than as
cooperative principles that can be modified at will.
-Autonomous morality-Piagets 2nd stage of moral development, in which children
view rules as flexible, socially agreed on-principles that can be revised to suit the
will of the majority
-Ideal reciprocity A standard of fairness based on mutuality of expectations, in
which individuals express the same concern for the welfare of others as they
would have others grant to them.
-By the age of 4, children can distinguish between truthfulness & lying.
-KOHLBERGS STAGES OF MORAL UNDERSTANDING
- 6 stages into 3 levels
-preconventional level morality is externally controlled children accept the
rules of authority figures & actions are judged by their consequences (p 488)
1. punishment & obedience orientation children 2 this stage find it
difficult to consider 2 points of view in a moral dilemma
2. Instrumental purpose orientation children become aware that people
can have different perspectives in a moral dilemma

-conventional level continue to regard conformity to social rules as important,

but not for reasons of self interest-but for ensuring + human relationships and
society acceptance
3. Good boy-good girl orientation or the morality of interpersonal
cooperation. the desire to obey rules because they promote social harmony
close personal ties
4. The social order maintaining orientation individual takes into account
societal laws morals no longer depend on close ties
-postconventional/principled level move beyond ? support for the rules & laws of
their own society.
5. The social contract orientation individuals regard laws & rules as
flexible for human purpose
6. the universal ethical principle orientation right action is defined by
self-chosen ethical principles of conscience that are valid for all humanity,
regardless of law & social agreement.
MORAL UNDERSTANDING factors relating to moral understanding include peer
interaction, child rearing practices, schooling and aspects of culture (p493)
- Personality open minded people are more socially skills,
they have more opportunities for social participation.
- Peer interaction promotes moral understanding as children
can see others perspectives
- Child rearing practices associated with mature moral
reasoning combine warmth with exchange of ideas. Most
change evident in children whose parents listen with
sensitivity, ask ?, clarify, give higher level reasoning, use
praise & humour.
- Schooling years of schooling completed is one of the most
powerful predictors of moral understanding.
- Culture those in technologically advanced urban cultures
move through Kohlbergs stages more quickly & to a higher
level than nonindustrialized, village societies.
MORAL REASONING & BEHAVIOUR
- Children learn that behaving in line with the way one thinks is
vital for creating & maintaining a just social world (p 496)
needs to be central to self concept. This also affects moral
behaviour.
Formal religious involvement declines in adolescence
- Religious involvement linked to:
- More community service
- Lower drug & alcohol use
- Later sex
- Less delinquency
DEVELOPMENT OF CIVIC RESPONSIBILITY _ parents who bring up controversial
issues & encourage their children to form opinions, have teenagers who are more
knowledgeable, more interested in civic issues, and better able to see them from
more than one perspective.
- School & community influences teachers must hold the
same high academic and moral standards for all students,
express respect for students ideas, and insist students listen
to & respect one another, encourages a sense of civic
responsibility.
MORAL SELF-RELEVANCE the degree to which morality is central to selfconcept.

MORAL REASONING OF YOUNG CHILDREN

- Moral imperatives standards that protect peoples rights and
welfare
- Social conventions customs determined solely by
consensus, e.g table manners, dress styles, rituals of social
interaction
- Matters of personal choice =- concerns that do not violate
rights or harm others, are not socially regulated and therefore
are up to the individual.
DISTRIBUTIVE JUSTICE beliefs about how to divide material goods fairly
SELF CONTROL (resistance to temptation) _ inhibiting an impulse to engage in
behaviour that violates a moral standard
BEGINNINGS OF SELF CONTROL - by the 2nd year
DELAY FOR GRATIFICATION waiting for a more appropriate time and place to
engage in a tempting act or obtain a desired object
SELF CONTROL DEVELOPMENT OF AGGRESSION
- INSTRUMENTAL AGGRESSION aimed at obtaining an object,
privilege or space with no deliberate intent to harm another
erson
- HOSTILE AGGRESSION may be direct or indirect - aggression
intended to harm another person
-3 types of aggression overt & relational
- overt or physical harms others through
physical injury or threat e.g. hitting, kicking
-relational damages anothers peer
relationships as in social exclusion or rumor spreading
-verbal-threats of physical aggression; name
calling; teasing

AGGRESSION/DELINQUENCY IN ADOLESCENCE strife ridden families, coercive

interaction patterns poor parenting practices, aggressive peers and televised
violence are strongly linked to antisocial acts, see the world as hostile; believe
aggression works; community and culture ethnic, political conflicts and
including love withdrawal, power assertion, physical punishment, inconsistent
discipline, and overly high self esteem. Even though they may fail socially and
academically, they see themselves as superior, competent beings.
HELPING CHILDREN /PARENTS CONTROL AGGRESSION- Coaching
- Modelling
- Reinforcing alternative behaviours
- EQUIP positive peer culture program
Moral Social- concerns how goods should be divided fairly?
5-6 years strict equality
6-7 merit principle those who work the hardest, should reap the rewards
8-9 years equity & benevolence that those who are disadvantaged should be
given a greater share

WEEK 4 EMOTIONAL DEVELOPMENT CHAPTER 10

What is emotion? An expression of readiness to establish, maintain, or change
ones relation to the environment on a matter of personal importance p 394
Emotions control every choice & action we make
Intelligent children have many problems if they are not emotionally secure
Happiness adds to children being willing to try new things
Things that can affect emotions 1.you may already have a goal in mind
2 others social behaviour may alter a situations
significance for you e.g. when a friend visits happiness
3 a sensation or a state of mind e.g. sight, sound
taste, smell, touch, memory or imagining
EMOTIONS & SOCIAL BEHAVIOUR
Childrens emotional signals smiling, crying, etc., affect others behaviour
EMOTIONS AND HEALTH
Emotions influence childrens physical well being e.g. non organic failure
to thrive & psychsocial dwarfism a result of emotional deprivation
EMOTIONAL SELF REGULATION middle childhood & adolescence children
compare their accomplishments with their classmates and care more about peer
approval, they must manage negative emotion that threatens their sense of self
worth p 402
FUNCTIONS OF EMOTION
Effects on cognition
lead to learning essential for survival
Can impair learning
SOCIAL
Affect behaviour of others
Regulate own behaviour
HEALTH
influence well-being, growth
Stress related to disease
SOCIAL REFERENCING relying on another persons emotional reaction to
appraise an uncertain situation
As a child, I would describe my temperament as happy, although fiercely
stubborn and independent. A lot of the feelings of contentment came from being
in a loving and stable home life, which instantly crumbled before I was 10 years
of age. I had also learnt before this time, that I was adopted, and although this
created mixed emotions, of anger, hurt, frustration, (at not feeling wanted by my
natural mother, and without a mature understanding why this choice was
made--- I dont feel a young child really understands). What really crumbled
my world, was prior to age 10, my dad, who I had a wonderful relationship with (I
think most young girls would view their dad as their hero), was tragically killed in
a farming accident. I sometimes wonder if I really had the opportunity to
develop temperament skills by learning and adapting to various stages. Theres
nothing like a disastrous time to make or break ones temperament. I do
believe children have the potential to develop many interpersonal skills, which
may be influenced by parenting skills, friends, learning behaviours etc., however
I felt this experience at a young age, allowed me to develop a high level of

empathy, care for others, although remaining quite shy & fearful of becoming
attached to those I loved the most (in case they left or were taken away as
well), and although I wouldnt say I became a difficult child (my dear mum may
argue differently), I did become fiercely independent and reserved. I can also
relate to the topic of fear with probably an over-abundance of seeing the
potential dangers in situations. Ask my son (no on second thoughts- dont).
This led to a stint as an ambulance officer, which I thoroughly enjoyed, being
able to help people, but also a realisation that not everyone can be helped the
way we want to, and a feeling of guilt that, had I known first aid as a young child,
maybe I could have helped my dad (growing up, I realise this wouldnt have been
an option anyway). I do feel as well, that those feelings I grew up with re being
adopted, & losing my dad, and although I felt very much loved from my mum,
there really wasnt time to spend with her like I often see mums, dads and young
children today, as she was left with the total responsibility of running the farm,
and this has allowed me to have a better understanding of those students who
have emotional needs at school---I really want to take each and every one of
them home who experience dysfunctional families and suffering, and tell and
show them it will all be okay. I also realise this is not an option, and have to be
supportive while they are at school each day in a stable, environment. As an
adolescent, I feel the only other change in temperament, is if something hurt too
much, I would tend to push those people I cared about away, as my way of
resolving the hurt instead of facing it. Unfortunately this has been a major flaw
design, which Ive had to amend into a positive way.
Terms used in schools to describe social and emotional learning include personal
and social development; emotional literacy; emotional intelligence; social and
emotional competence; and social, emotional and behavioural skills.
The core areas of social and emotional competency include self-awareness; selfmanagement; responsible decision making; relationship skills and social
awareness. These areas allow educators to teach children skills needed to
manage their emotions; establish positive relationships through caring and
concern for others; resolve conflicts and to make ethical and safe choices.
(www.casel.org)
I really dont remember any programs to build social and emotional learning
when I went to school, except if there were issues between students, both were
seen quickly, sometimes individually and sometimes as a group. Issues were
resolved as quickly as possible.
At the school where I did my first placement, there are strict guidelines for social
and emotional learning. Classroom rules are negotiated with children at the
beginning of each year. Individual teachers use their own reward systems such
as stickers, contracts, rewards, and time out. Occasionally, there are negotiated
behaviour plans for students who require more social and emotional learning.
The school have a caring and sharing policy, where students are required to:
1. Treat others as they would like to be treated and play safely with
others
2. Respect everyones right to be safe at all times this includes a
stop, look and listen agenda when a staff member speaks to a
child
3. Care for the school by keeping it clean and tidy, and care and share
equipment.
There are some students who have social and emotional learning issues these
are given added assistance from outside helpers such as speech therapists, and
also school SSOs who spend extra time one on one with students.
Issues are also communicated generally, to parents and carers through
newsletters, and the use of the SMART program, for children of abuse. These

issues are dealt with collaboratively between the school, and external groups
qualified in such issues, with programs designed to suit the individual needs of
each child.
There appear to often be behavioural issues in classrooms, which can be made
difficult for a teacher to deal with, when also still having to look after and teach
the remainder of the children in class.
Some of the school policies I looked at had more specific policies for yard rules.
The Port Lincoln Primary and Junior Primary School, encourage students to take
responsibility for their own actions, and behaviour management issues where
possible e.g. if a student is having difficulties with another student, teachers
assist students to develop ways to stand up for themselves and say either how
they felt about the issue, or other verbal strategies, rather than the teacher
being the one to resolve issues. Both schools have a policy that covers both yard
and class rules with consequences of inappropriate classroom behaviour,
dependent on individual classrooms. The main intent of individual class
strategies at this school involve:
1. Expectation reminder or warning
2. Choice or logical/fitting consequence
3. Time out/take a break
- In own class (short term e.g. 3-5 minutes)
- In a buddy class (to be negotiated) removal of distraction
4. Parent communication via classroom teacher
5. Office Time Out to be negotiated with leadership out of class support

CHAPTER 13 DEVELOPMENT OF SEX RELATED DIFFERENCES AND GENDER

ROLES
Woman is more compassionate than man and has a greater propensity to
tears.but eht male.is more disposed to give assistance in danger, and is
more courageous than the female (Aristotle, cited in Miles, 1935)
A man will say what he knows, a woman says what will please (Jean Jacques
Rousseau, Emile, 1762/1955) p 521
Man with the head and woman with the heart; Man to command and woman to
obey; All else confusion (Alfred, Lord Tennyson, Home They Brought Her Warrior,
1842)
love is a mood no more to a man, And live to a woman is life or death (Ella
Wheeler Wilcox, Blind, 1882)
Women ask: How do you get a man to open up? Men ask: Why does she always
want to talk about the relationship? (Gray, Mars and Venus on a Date, 1997)
INSTRUMENTAL TRAITS reflecting competence, rationality and assertiveness,
were regarded as masculine;
EXPRESSIVE TRAITS warmth, caring and sensitivity were feminine
Personality + physical characteristic stereotypes exist:

Tall, strong, sturdy men

Soft, dainty, graceful women
Occupations truck driver, insurance agent, chemist-men
- Nurse, secretary, elementary school teacher women

Gender stereotyping in early childhood:

Gender stereotyped knowledge and behaviours are transmitted to children

through direct teaching. P 526

CHAPTER 14

CHAPTER 15

Why are there more women than men in teaching? Is this an issue for childrens
development and learning?
As indicated in Berk (2003), teaching is stereotypically seen to be more a
responsibility of females, as the caring, nurturing, teaching, guiding role. Men
are seen more as the providers. Teaching in the past, was less of a career for a
male as this was not predominately the role of a provider. Also in a teaching
role, it was often viewed as not politically correct for a male to be teaching- thatas it was seen usually as a womans role to nurture, that men must have another
motive for providing a caring, nurturing, guiding role, particularly when it is not
relating to their own children.
I think this is a real issue for childrens development and learning. To see men in
a teaching role, illustrates the need to change thoughts on gender-appropriate
careers, and that men, have many talents, knowledge and abilities, that can
assist in students learning and development. Students are both male and
female, so male teachers are able to guide and teach male (as well as females),
with an understanding of the learning and development needs of male students.
In this day and age of so many single parent families, students, particularly
males, also need the influences of a good male role model male teachers can
fill that void, which so many students need.
During 2010, adolescent psychologist Michael Carr-Gregg, stated in the Herald
Sun newspaper, that male teachers were essential to the development of boys,
citing, we know males give something different to the developing boy than what
female teachers give.
Recall instances of gender bias from your schooling or home contexts. Did these
have any impact that you can recall, on your educational or career pathways?
My school consisted of a reasonable mix of male and female teachers, although
predominately female. Four male teachers taught us Maths; history; PE; and
Tech studies. I do remember the male teachers, were the ones to deal with any
issues with boys. I dont believe there was any impact from the mix of
male/female teachers, however, I do remember some girls, really liking the fact
that there were male teachers, especially at an age where some girls craved

male attention. I do note however, that the junior primary school where I
recently completed a placement session, employed 1 male teacher for HPE, and
20 female teachers to cover receptions to year 2. The school have identified
several issues particularly with young boys, who are presenting with behavioural
issues, often relating to single parent families where these students have no
male role model influences in their lives. The school have since employed
another male person, who spends time with students during lunchtimes, kicking
the football, some classroom assistance, and general male role model
influence, which has benefited some students enormously. I do think it would be
fantastic to see a higher number of male teachers in schools, working alongside
female teachers to provide that nurturing, caring, learning environment.