Assignment 1 ECEA 100
Chapter 1 and 2
Name:
Date:
Criteria:
Grade Criteria
A 80% or above Student shows an advanced understanding of Lifespan development. 3 ideas in each section of the chart.
Reflection and connection include theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
B 70-79% Student shows an understanding of Lifespan development. 2 ideas in each section of the chart.
Reflection and connection demonstrates a general understanding of the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
C (pass) 60-69% Student shows some understanding of Lifespan development. 1 idea in each section of the chart.
Reflection and connection demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.
DNC (Did not complete) Criteria not met.
Student has not shown understanding of Lifespan development. Areas in chart incomplete. Reflection and connection demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Think Deeper
Chapter 1
Life-span development is the changes that occur from birth to death. Think about your development at birth, age 5, 10, 20 and now. In what ways have you changed? In what ways have you remained the same?
Periods of development Biological Changes
(Physical changes) Cognitive changes
(thoughts, intelligence and language) Socio-emotional changes
(relationships with other people, your emotions and personality)
What does this look like in the classroom?
Pre-natal period
(conception to birth) Eg. Fetus develops.
Brain develops.
Body develops. n/a n/a n/a
Infancy
(birth to 18-24 months) Eg. Child learns language. Child begins to learn new ideas. Eg. Child begins to develop relationships with others such as their mother. A child’s personality begins to develop. The child may be loving and kind. The child may cry when they need attention. Eg. Child begins to explore their world and ask questions. The child is curious. The child touches a variety of objects to begin to learn how they work.
Early childhood
(2-5 years)
Middle and late childhood
(6-11 years)
Adolescence
(10-12 to 18-21)
Early adulthood
(20-30)
Middle adulthood
(40’s-50’s)
Late adulthood
(60s-70s to death)
Connection:
Why is it important for ECEA’s to understand lifespan development? In the classroom, why is this knowledge important? (You may choose to search the internet for ideas. Please list websites.) 100-200 words
Reflect
Watch the TED Talk titled Lessons from the Longest Study on Human development by Helen Pearson at https://www.ted.com/talks/helen_pearson_lessons_from_the_longest_study_on_human_development?language=en
Reflect:
What are the lessons learned during the study?
What does a disadvantaged start mean?
What does it mean that parents matter?
Could a teacher, Early Childhood Educator Assistant, or other staff become the “parent” and make a difference in the life of the child?
You may choose to search the internet for ideas. Please list websites used. 100-200 words
Think Deeper
Chapter 2
Theories in Life-Span Development help us understand development throughout life. Today researchers continue to study human growth and development, building on the insights of past generations to open up new avenues of inquiry and discussion.
Approaches in Life-Span Development
Describe the major contributions of each major theory
Psychoanalytic Approach- Unconscious thought
Sigmund Freud
1856-1939 Eg. According to Freud a person’s personality is made up of id, the ego and superego. The id is the primitive and instinctual part of the mind that contains sexual and aggressive drives and hidden memories, the super-ego operates as a moral conscience, and the ego is the realistic part that mediates between the desires of the id and the super-ego. According to Freud an individual with an overly dominant id, for example, might become impulsive, uncontrollable, or even criminal ideas.
Erik Erikson
1902-1994
Cognitive Approach-Coconscious thought
Piaget’s Cognitive Developmental Theory
(1896-1980)
Vygotsky’s Socio-Cultural Cognitive Theory
(1896-1934)
Behavioral and Social Cognitive Approach
Pavlov’s Classical Conditioning
(1849-1936)
Skinner’s Operant Conditioning (1904-1990)
The Ethological Approach
Charles Darwin
(1809-1882)
Konrad Lorenz
(1903-1989)
The Humanist Approach
Carl Rogers
(1902-1987)
Abraham Maslow
(1908-1970)
Connection:
Karen Horney considers child neglect the most damaging type of child maltreatment because the child cannot fight back. Imagine a child that you know, perhaps in the class that you are working in, is being neglected. On what evidence do you base your suspicion? What might be the long term implications of this neglect? What theories outlined in this assignment might be useful in helping this child? You may choose to search the internet for ideas. Please list website used. 100-200 words
Reflect
Imagine what your development would have been like in a culture that offered fewer or distinctly different choices. How might your development have been different if your family had been significantly richer or poorer? More educated or less educated? You may choose to search the internet for ideas. Please list website used. 100-200 words
