学前儿童发展概论第一章节资料.pptVIP

* Explain to students that this is an introduction to theories of development. As we work through this unit we will link theories more closely with areas of development. This will reinforce learning about theorists – we will use theories to understand children’s development in specific areas. * * 对于亲子关系的建立也是有关键期的。很多父母因为工作等多方面的原因，在孩子婴儿期不跟其在一起，妄图在孩子长大后补偿，但他们会发现，他们对长大的小孩付出再多金钱与精力，他们不但不感恩，而且还觉得理所应当。同时，当父母表现出对小孩亲近时，他们反而不习惯，甚至厌恶。为什么？错过了亲子关系建立的关键期。 * Theories are influenced by many things Attitudes and beliefs of the culture, and sub-culture and family units we come from All these shape our image of the child, just as they shape the work of the major theorists Our beliefs will influence what we might find useful from different theorists * * Ask students to reflect on their childhood, schooling, life experiences. * As you study this unit you may hear theories that challenge your current view of the child. You will be asked to assess your attitude and beliefs – not to change you but rather to help you to acknowledge the similarities and differences that we face each day in our work with children and their families * Play why game. Ask why to this question then ask why to each response (x 5). Ask group to think about what influenced their responses. Eg. Personal experience What I have learned (or been told) Something I read * MATURATIONISTS believe that development is genetically defined ie biological (clock) eg. We will walk when we are ready and nobody can teach us to do it earlier. Arnold Gessell mapped out NORMS of development– if a child did not reach a particular milestone in the “normal” age range his development was labelled “abnormal”. BEHAVIOURIST believe that we can be influenced to behave in a particular way – Skinner - Operant conditioning ie. Behaviour results from reward or punishment (eg. Praise or ignore) Classical conditioning: Pavlov was able to demonstrate that a neutral stimulus comes to elicit a certain response by repeated association with an