CE114 Unit Eight Seminar: CE114 Unit Eight Seminar: Psychosocial and Cognitive Psychosocial and Cognitive Development: Ages 4 and 5Development: Ages 4 and 5

CE114 Unit Eight Seminar: CE114 Unit Eight Seminar: Psychosocial and Cognitive Psychosocial and Cognitive Development: Ages 4 and 5Development: Ages 4 and 5

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Welcome to Unit 8 SeminarWelcome to Unit 8 Seminar

Hello! While you are waiting, please feel free to

chat among yourselves. I am sure you have

lots to talk about.

I am looking forward to tonight’s discussion.

Unit 9 ProjectUnit 9 Project• In this project, you will develop an appealing and

informative handout for parents offering developmentally appropriate tips for dealing with young children. You may title it "Tips for Toddlers." If you work with infants or children ages 4 and/or 5, you may create this handout at an age level that will be of use to you. You may title it "Tips for Tots," or with infants, "Basics for Babies.“

• You will want to begin with an introductory paragraph on why the topic you selected addresses important biological and environmental factors affecting, infant, toddler, and early childhood development.

Unit 9 Project, con’t.Unit 9 Project, con’t.

• This handout (single sheet flier form or tri-fold brochure style) may focus on one area of many key issues in infant, toddler, or early childhood growth and development. Following is a list of possible topics:

• Community Support Services• Discipline Issues/Tips• Family Outings/Family Time• Fitness and Exercise Issues/Tips• Health Issues/Tips/Services• Communication Issues/Tips• Math/Science - At Home• Raising Readers - Activities/Tips• Social Emotional Issues/Tips

Unit 9 Project, con’t.Unit 9 Project, con’t.• Theories - What current research has to say• Depending on the area or areas you select, include

information on behavioral expectations, physical changes, or ways to enrich a child’s learning and language development. You may want to include information on realistic expectations or developmentally appropriate experiences.

• The NAEYC web resource in the reading this week should help you to ensure that your contributions and ideas are developmentally appropriate.

• Your responses should follow the conventions of Standard American English (correct grammar, punctuation, etc.). Your writing should be well ordered, logical and unified, as well as original and insightful. Your work should display superior content, organization, style, and mechanics. Use the APA style for all citations. There should be no evidence of plagiarism. More details can be found in the GEL 1.1 Universal Writing Rubric.

Thought for the day…Thought for the day…

• If our American way of life fails the child, it fails us all.  ~Pearl S. Buck

Unit Eight Course OutcomesUnit Eight Course Outcomes

• CE114-1: Discuss age appropriate behavioral expectations and intervention strategies for the early childhood care professional educator.

• CE114-2: Identify milestones in infants, toddlers, and early childhood development.

Topic OneTopic One

Describe adult-child interactions that support self-control, compliance, and social competence. How do children benefit from clear guidance goals?

Topic TwoTopic Two

What kinds of limits and expectations should be emphasized with young children and why are these important?

Topic ThreeTopic Three

How does a child's behavior affect interaction patterns in play? 

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Patterns of PlayPatterns of Play

Onlooker play: the child observes others playing

Solitary play: the child participates in a different activity

without the involvement of others

Parallel play: the child plays in a like activity without the

involvement of others

Associative play: the child plays, talks about the activity, but

does not allow other play goals to override his goals

Cooperative play: the child plays, cooperates, and works out

assigned role in mutual agreement with other children

concerning shared goals and themes

Topic FourTopic Four

Dramatic play allows children to explore many roles. What might some of these roles be? How does role-playing influence psychosocial and cognitive development?

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Role of dramatic play in Language DevelopmentRole of dramatic play in Language Development

Sociodramatic play: the child’s attempt to integrate social knowledge into role playing activities

Concrete objects are significant props in play themes

Metacommunication: the child uses his or her cognitive skills to plan, reconstruct, and talk about play scripts

Role of dramatic play in Social Skills Development Role of dramatic play in Social Skills Development

• Children are rewarded for good and original ideas.

• Social awareness is increased. • Children often work in groups toward a

common goal.• Problem solving and resourcefulness

are learned.• Communication skills are emphasized.

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A Positive Environment A Positive Environment

Encourage positive self-concepts.

Provide opportunities for discovery of cultural

identity.

Promote social skills including perspective

taking, communicating, and conflict

resolutions.

Teach lessons using multi-cultural curriculum.

Things to do…Things to do…

• Complete the Readings• Complete Discussion• Complete Seminar• Complete Graded Review

Think about….Think about….

• Children seldom misquote.  In fact, they usually repeat word for word what you shouldn't have said.  ~Author Unknown