Download Child Development

Session Name: Basics of Child Development
Objectives:
Major Developmental Theory and milestones (Piaget and Erikson)
How these impact our work in our classrooms
Session Materials –
For Facilitator – PPT, Session Plan and Video (Child Development_Ice Cream Video)
For Participants – Handout (Child Development_Handout) - to be given at the beginning of the session
Facilitator Name:
Time: 70 minutes
Time
What is
Facilitator Actions
Teacher Actions
happening?
1 – 7 min Ice Cream Video
We will start by watching a short video. Watch the video
Please listen to the kids in the video carefully
and raise hands if you can’t hear properly.
7 - 12
Debrief
What did you notice in that video?
Teachers respond –
min
< take a couple of responses >
Kids are manipulating
one another / they are
Why are kids behaving like this? Is this selfish or mean / they
normal?
are bullying / being
< take a couple of responses >
bullied / they want the
ice-cream too / they
Pre-school children continue to be egocentric don’t know patience /
and concrete in their thinking. They are still etc.
unable to see things from another’s
perspective, and they reason based on No/ yes / maybe
specifics that they can visualize and that have
importance
to
them.
(Piaget’s
Developmental Milestones (3 – 6 years old))
So our knowledge of these theories actually
helps us see why students in our classrooms
are doing things the way they are doing it.
And it helps us put in place the best
corrective measure or guidance for them.
In this session we will deep dive into 2 major
developmental theories and see what is their
impact in our classrooms.
13 – 20
min
Questions and
Debrief
Why is it important for us to know about
child psychology?
How will it help us in the classroom?
<Take a couple of responses>
-
<change slide>
Child Psychology is a tool to understand why
children do what they do. It also helps us
understand how we should mould our ways
-
Its important
because teachers
should know how
students grow up
and learn
The teacher will be
able to understand
if the students are
facing any problem
of operation around our children to help
them grow holistically.
-
1 min
Key Questions
20 - 30
Piaget’s Stages of
Cognitive
Development
or not.
General awareness
as a teacher
Help us design our
classrooms
Help us understand
what kind of
support our
students will need
<Change slide>
Some key questions to keep in mind while we
are going through the 2 theories.
- Questions are mentioned on the
slide
How many of us here know about Piaget’s Listen and read
Theory of Cognitive Development?
<Take a couple of responses>
I will take a couple of minutes to quickly take
you through the different stages of the
Piaget’s Theory. While we are going through
the concepts please keep thinking about the
key questions that we just saw
<Change slide>
Piaget’s theory is broadly divided into 4
stages – each stage has a particular age
group but more often than not we see
children move over buckets much more
fluidly and what then remains important for
us to notice is the progression of the
characteristics through the different age
groups.
<Change slide>
Sensorimotor Stage – (0 to 2 yrs)
Sensory – using our senses, kids generally
start using their senses, eyes, ears, mouth,
nose and touch. They can be seen putting
everything in their mouth. This is because
they understand the world through their
senses.
Motor – means active – they are very active,
moving around and trying to touch and feel
everything.
They learn through ass
A major characteristic during this period is
permanence – they do not develop
permanence, which means that they do not
understand that things might exist even if
they are not around them. Hence they get
very excited when you play peek-a-boo with
them. How many of you have played peeka-boo with kids of this age group? Have you
seen them get excited to these things?
Its because of permanence – when things are
not in front of them they think that they are
not there.
<Change slide>
Pre Operational Stage – (2 to 7 yrs)
Operational here means their mental abilities
– for kids in this group their mental abilities
start forming and they start making sense of
the world around them. They start talking
too and realise that there are symbols
attached to each and every thing. They start
identifying things with words – that’s the
start of aligning things with symbols.
Kids at this stage are also egocentric – like we
saw in the video – this is not a bad thing –
they just do not understand others
perspective – they feel that if they are able
to do something everyone else will be able to
do it too – which is why sometimes when you
are playing with them they just shut their
eyes to hide from you – they believe if they
can’t see cant you then you can’t see them
too.
<Change slide>
Concrete Operational Stage (7 to 12 yrs)
This is the stage when children start to build
stronger understanding, they can form
mathematical reasoning – like if 8 + 4 = 12
then 12 – 4 = 8 – They also start forming
ideas around conservation. If you show them
2 identical glasses filled with equal amount
of water, then pour one in a flat tumbler and
the other in a tall glass and ask them which
one has more water they will be able to say
that both have same amount of water, unlike
in the pre-operational stage where they
would say that the tall glass has more water
since its levels are higher.
<Change slide>
Formal Operational (12 +yrs)
This is the stage when children start
understanding things and forming views and
opinions, they also start understanding
morals and values for themselves. They have
better control over emotions and develop
higher order thinking.
Take a moment to go through the handout
that has been provided to you so that you
have a clearer idea. We have summarized the
theories for you in the handout.
31 – 35
min
36 – 45
min
Key Questions
and Pointers
Erikson’s Theory
of Development
1. What does this mean for my
students?
2. What does this mean for me?
3. What should be my next steps to
support my students better?
<Take a couple of responses>
<Change slide>
Key Pointers for Teachers
<Ask someone to read them>
Erikson was a German born American Listen and Read
Psychologist and Psychoanalyst who
proposed another theory of human
development that ranges from infancy to old
age – for the discussion here we will keep
our conversations restricted to 2 groups –
School Age (6 to 12 years) and Adolescence
(12 to 18 years) – We will provide you with
summaries for the entire Theory.
Erikson’s Theory is based on a principle of
conflict – event – Outcome
This theory is important for us to understand
as our behavior with the students during this
time can lead to them building a certain
understanding that might harm them moving
forward.
<Change slide>
In the Pre Schooler child the conflict is
between initiative and guilt – if the child
does something and is congratulated foe it
they feel a sense of initiative and If they are
scolded then they feel a sense of guilt and
lack of control. Children in this age group feel
the need to control things and when they
over exercise control then they are often
scolded which results to them growing with a
sense of guilt. We need to encourage them
and help them understand situations better
and not scold them
<Change slide>
For example – in the School Age stage – the
conflict is between industry and inferiority –
they start going to school and gets
introduced to a whole new social dimension
– they might do well in school, wherein they
will then be more industrious and feel a
sense of achievement – or they may fail and
hence feel insecure about their position in
the society – as adults its our duty to support
them and guide them towards industry and
not inferiority.
<Change slide>
In the Adolescence stage – the conflict is
between self identity and role confusion –
they develop social relationships which have
a tendency to guide them – at this stage
teens need support to develop a sense of self
and personal identity and not copy someone
or try to emulate someone who they are not
– this is very often seen in teenagers.
46 – 50
min
Key Questions
and Pointers
So again take a few minutes to read through
the summary handout and then we will move
forward.
4. What does this mean for my
students?
5. What does this mean for me?
6. What should be my next steps to
support my students better?
<Take a couple of responses>
<Change slide>
Key Pointers for Teachers
<Ask someone to read them>
50 – 53
Role Play Prep
Now we will do a fun activity to deepen our
understanding of the different stages of child
development –
I will assign each team the age group and
you will have to enact it in a way that others
understand the key factors of that stage.
You can use any theory you like or do a
combination of both.
Participants are
preparing for their role
plays and asking
questions if necessary.
You will have 7 minutes to prepare and then
2 minutes to present your piece.
At the end of 7 minutes all the teams will be
back to their seats and the first team will
start presenting.
All the participants must be a part of the
role play.
53 – 60
min
Role Play
<Use the team divisions already done>
Role Play Prep Time
60 – 70
min
Role Play
Each team gets 2 minutes
All the other teams must be watching and
not preparing
1 Master Trainer will be the judge
The groups start presenting
70 – 75
min
Take Away
What are your key take aways from this
session?
<take a couple of responses>
Participants prepare for
their role plays
Teams present their
role plays