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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