...Theory | Assumptions | Reliability | Validity | Application | Psychoanalytic Theory | -First developed by Sigmund Freud.-Negates influenced by free will.-Influenced by genetics as well as the environment.-behavior occurs as a result of internal conflict unresolved from childhood.-behavior is motivated by unconscious motives and desires.-these unconscious motives sometime resulted in what were termed Freudian slips.-occurred as a result of childhood experiences.-proposed that personality is driven by sex and aggression.-states that the mind influences one’s personality.-personality includes the id, ego, and superego. Id- holds aggressive energy, driven by one’s unconscious impulses and desires, seeks immediate gratification. Ego- caught between the id and the superego, works to balance the two and uses defense mechanisms to resolve conflicts and solve problems. Superego- conscious, includes morals, self control and values.Psychosexual stages :-Oral- 0-18 mths-Anal- 2-3 yrs-Phalic- 4-6 yrs-Latency- 7-11 yrs-Genital- 12+ yrs | -Based merely on clinical observations, Freud had no scientific evidence to prove his theory.-Theory was based off of Freud’s background, his personal philosophy, experiences and observations. -No experiments were used to prove his theory, no one could test to prove or disprove his hypothesis.-Findings were not consistent for all individuals and could not be verified, and were too general in nature and biased.-Studies did not involve the female gender whose...
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...The project approach Katz, Lilian G. Scholastic Early Childhood Today12.6 (Mar 1998): 43-44. Turn on hit highlighting for speaking browsers by selecting the Enter button Abstract (summary) TranslateAbstract Engaging children in active investigations of topics that have personal meaning for them can enhance a curriculum and a child's desire to learn. Projects are ways to help children answer their own questions and learn more about the world. Full Text * TranslateFull text * Headnote Enhance your curriculum by engaging children in active investigations of topics that have personal meaning for them. Projects are ways to help children answer their own questions and learn more about the world. A PROJECT IS an in-depth investigation of a topic worth learning more about. The study is undertaken by a small group of children within a class, by a whole class, or occasionally by an individual child. The key feature of a project is that it is a research effort focused on finding answers to questions about a topic posed by children, the teacher, or both. Rather than simply seeking right answers, the goal of a project is to learn more about a topic. The Place of Project Work The project approach should be seen as complementary to the more informal parts of the early childhood curriculum. Project work is not a separate subject; it provides contexts for applying specific skills learned in other parts of the curriculum. Nor is project work an "add on" to the basics; it is integral...
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...Due: Spring, 2014 Assignment: Observation Paper: Head Start / Early Head Start Point Value: 25 points Directions: Now that you have a broader perspective on both the early intervention movement in general and the Head Start initiative, consider their impact on both society and the field of early childhood education. Responding to social inequities and global demands may not be motivations you previously associated with teaching. Consider these perspectives as you observe, reflect, and research on the following questions. You will search out a variety of avenues to offer free or reduced services in your community which meet the following situations. 1. Head Start is the primary model for Early Childhood Education here in the United States. President Obama supports Head Start with federal dollars. Discuss the advantages of your own personal child attending a Head Start Program. 2. What is the difference between Head Start and Early Head Start? Where is the local seat for Head Start located in your region? Who is the state Early Head Start seat? 3. Subsidized childcare assistance: What is the poverty level for income in your county? How many children in your county are on subsidized childcare assistance? Whom do they talk to? Where are they located? What is the number? 4. Who is your Healthy Start Nurse in your county? What is their job? What services do they offer to your parents? 5. Subsidized housing: What is the...
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...Answer any five of the following questions. 2. What is the General Adaptation Syndrome, explain with an example. Scientist Hans Selye (1907-1982) introduced the General Adaptation Syndrome model in 1936 showing in three phases what the alleged effects of stress has on the body. In his work, Selye - 'the father of stress research,' developed the theory that stress is a major cause of disease because chronic stress causes long-term chemical changes. He observed that the body would respond to any external biological source of stress with a predictable biological pattern in an attempt to restore the body’s internal homeostasis. This initial hormonal reaction is your fight or flight stress response - and its purpose is for handling stress very quickly! The process of the body’s struggle to maintain balance is what Selye termed, the General Adaptation Syndrome. Pressures, tensions, and other stressors can greatly influence your normal metabolism. Selye determined that there is a limited supply of adaptive energy to deal with stress. That amount declines with continuous exposure. Going through a series of steps, your body consistently works to regain stability. With the general adaptation syndrome, a human’s adaptive response to stress has three distinct phases: ALARM STAGE - Your first reaction to stress recognizes there’s a danger and prepares to deal with the threat, a.k.a. the fight or flight response. Activation of the HPA axis, the nervous system (SNS) and the adrenal glands...
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...Observation During the first field visit to Bolich middle school the observation consisted of two different language arts class rooms. The classroom that was observed first was a class of eighth graders. There were Twenty-three students, broken down to thirteen girls and ten boys. As I entered the room it was the middle of their class. The classroom setting had rows of desks facing the front of the room, although the teacher’s desk was in the back of the room facing the student’s backs. The classroom was equipped with a smart board in the front of the room covering up most of the chalkboard. The teacher had the daily class objectives written on the chalkboard along with any homework that was going to be assigned for the day. Posters pertaining to grammar and literature filled the walls all around the room. There were several computers for student use in the back of the room. The teacher said that they were to give the student the option of writing their papers or typing them. (Field notebook, October 4, 2012, p. 1) After the class was over and all of the students left the room, the teacher spoke to us observers and told us that the next class is going to be a little different than the one that was just witnessed. This was the same classroom but according to the teacher half of the students had IEP’s, because of this there was another teacher that came to the room to help with the class. (Field notebook, October 4, 2012, p. 3) During this observation one of the...
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...topics that should be covered. One area that is often overlooked is the relationship between siblings, and more specifically the relationship between siblings during adulthood. This is often an area that most do not even think about. Very few sociologists have looked into this topic. Almost all studies done on sibling focus on either early childhood or adulthood; researchers know little about sibling relationships between the ages of 20 and 60. Some important questions on the topic include what types of relationships do you think are held between adult siblings? Do adult siblings have the same quality of relationships as siblings do during childhood? I found this a particularly interesting topic due to my own experiences and observations viewing many different groups of adult siblings and the various types of relationships that may have with one another. I will discuss various forms of adult sibling relationships using several past studies on the topic. Literature Review: As previously mentioned adult sibling ties are among the least studied of all family relations. Most of the studies that are concuted on siblings are done during childhood. In some studies, such as one mentioned in Gender Differences in Adult Sibling Relations in Two-Child Families from the Journal of Marriage and Family 68 (November 2006), gender is said to play a significant role in the closeness of kin relationships. Studies such as this one pay closer attention to differences in sibling relationship quality...
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...behaviour that we now possess but we were not born with, was somehow learned from the people and environment around us. Children are natural learners. They learn by from the way they are spoken to and generally, the way they are treated by the people around them. Imitation is one of the most important ways of acquisiton in childhood, later playing takes over and 'the learners' gather most of the information about the world around them through 'doing' and experiencing. Adult learning is different from childhood learning. With adult learning personal experience plays a big part in the learning process as new information is instinctively checked against the learners own experience. (This is probably one of the reasons why learning a foreign language as an adult is so different from learning it in childhood.) David Kolb produced his work on experimental learning in 1984. It is known as 'Kolb's experimental learning cycle'. In his work he states that experience plays a central role in the learning process. According to Kolb's theory learning is a four-stage cycle: always starts with Experience (concrete experience), then Reflection (reflective observation), Thinking (abstract conceptualisation) and Acting...
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...Observation Analysis Andrew Sanders University of Phoenix MTE/506 – Child and Adolescent Development Cynthia Lowe March 17, 2014 Word count: 2,925 Observation Analysis Teacher observation has been received as a reasonable source of information for recording and reporting student demonstrations of learning outcomes in childhood education. During my observation analysis, I examined a nontraditional setting, YMCA, where children and teenagers gather. This paper will address the location of the observation, social gathering for the observation, description of the setting, and activities observed. Additionally, this paper shall evaluate the application of educational theory; describe the application of information processing to student learning; evaluate the instructor’s behaviors that promote student’s thinking abilities; analyze the implications of language development; and describe the relationship of social and emotional development to student learning and behavior. Location of the observation Young Men's Christian Association (YMCA) is located in Millington, Tennessee. YMCA is a world-wide Christian voluntary movement for men and women with distinctive importance on and genuine involvement of young people that seeks to share the Christian ideal of building a human community of justice with love, peace and resolution for the fullness of life for all creation (YMCA, n.d.). Today the YMCA is more aimed on inspiring youths and their...
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...my belief that children’s learning should be done among friendly faces, sharing experiences, conversations and learning from each other through hands-on interactions and play. Learning can be direct or vicarious… life experiences provide many opportunities for the child to learn. My role as a teacher My role is a very important role in the classroom. I am responsible for the care and education of all the little children who are enrolled at my school. I am their guide, mentor, role model, who scaffolds their learning like Vygotsky (Morrison, 2009) implied. My goal is to provide the experiences needed to develop the whole child. I am their caregiver, a surrogate mother if I might say, sharing love, comfort, and motivation. Through my careful observations, I detect my student’s challenges, and provide the support they need to help them succeed, or direct them to helpful services. I set the stage for learning, and stand at the side observing while they shine, giving them a little boost when needed, and assessing their learning. I am not perfect, nor do I know it all, therefore I reflect on my work and constantly seek to improve. Teaching is my calling. The role of the...
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...Psychoanalysis Psychoanalysis is a highly specialized treatment based on the observation that people are often unaware of the many internal factors that determine their emotions and behavior. Because it addresses core problems as well as symptoms, psychoanalysis is a comprehensive treatment for many psychological and emotional difficulties in appropriate individuals. It enables people to become aware of inner forces that affect life and helps master those inner forces that are out of conscious control. Psychoanalysis opened up a new view on mental illness, suggesting that talking about problems with a professional could help relieve symptoms of psychological distress. Psychoanalysis was developed by psychologist Sigmund Freud (1856-1939) pioneered the psychoanalytic perspective. Sigmund Freud was the founder of psychoanalysis and the psychodynamic approach to psychology. This school of thought emphasized the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements the id, the ego, and the superego. Many of Freud's observations and theories were based on clinical cases and case studies, making his findings difficult to generalize to a larger population. Regardless, Freud's theories changed how we think about the human mind and behavior and left a lasting mark on psychology and culture. Freud's theories overemphasized the unconscious mind, sex, aggression and childhood experiences. Many of the concepts proposed by psychoanalytic theorists...
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...Stephanie Salony B00397265 March 10, 2013 Developmental Psychology Of The Life Span Douglas Butler The Impact of Bandura’s Social Learning Theory On Today’s Children There are many different psychologists who have varying views on the learning and development of humans. This paper will focus primarily on Albert Bandura’s Social Learning theory and his view between cognitive and behaviorist learning and how it impacts development today. His ideas essentially include three main abilities: attention, memory, and motivation. Also, how people learn from one another via: observation, imitation, and modeling. “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do.” - Albert Bandura (1977) To start, Bandura believed most human behavior is learned by watching other humans interact and perform. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura: 1977). For example, you will notice children constantly watching others, or particularly their parents, while they are cooking, doing a project, or interacting with others. Notice the child may start to mimic the parent and try to reenact what they just saw. This is what Bandura is explaining by watching the performance and...
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...Brief overview of child development theories: Freud Freud considered a child to go through various stages in their development; these stages were age specific as outlined in the module and each stage had key features dependent on the age of the child and where they derived their pleasure and trust from. For Freud, the experiences of the child during the different age ranges was central to the child’s overall development and he considered such experiences to have an impact on a child’s later adult life. Erikson Erikson considered development in terms of 8 distinct stages with a conflict being the central issue in each stage. If the conflict was not resolved, the child suffered consequences. The names and key points of each stage are outlined in the module. Piaget Piaget outlined the theory of cognitive development and broke this into four areas – the module looks at the first two in detail. Essentially, Piaget is looking at how the child learns and develops this ability to learn – he looked at how this ability developed and how the child developed the ability to solve problems. Pavlov Pavlov is a well-known behavioural psychologist and is credited with the theory of classical conditioning. Essentially this involves the association between a neutral stimulus (sign or symbol) and an environmental stimulus (a reward, a food item. A toy etc) – by introducing the neutral stimulus before presenting the environmental...
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...psychodynamic theories provide for a better understanding of the human personality and human nature. Sigmund Freud began the revolution of research and developed the first modern theory of personality. Freud’s research became a test if the future and led many others to develop their own theories some of which were empirical and some philosophical speculation. * Freud is well known for the twin cornerstones of psychoanalysis, which are sex and aggression. Freud revised his concept of personality several times because he believed that a theory should be followed up with observation. Freud based his theory on his own dreams as well as encounters with patients. The psychoanalytic theory and dynamics of personality supported the idea that “motivation is derived from psychical and physical energy that springs from their basic drives” (Feist, J., & Feist, G., 2009, p. 2). Freud used the concept of motivation to explain the driving forces that cause people to behave or act as they do. Freud’s goal was to uncover repressed memories through dream analysis. The purpose of psychoanalysis is to strengthen the ego through the superego to basically refresh the id according to Freud. Some of Freud’s theories went unsupported because he lacked a true understanding of women and directed his theories to mainly men. “During the early years of his...
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...Psychoanalytic theory vs behaviourism: motivation Freud's psychoanalytic theory with its model of the mind and its central concepts provides a better interpretation of one's behavior and accounts for behavior on a wider scope of issues than does the radical behaviorist theory of B. F. Skinner. Skinner successfully explains human behavior in terms of operant conditioning and reinforcing agents. He changes the focus from Freud's internalized (mental) processes to the importance of the external environment. Skinner emphasizes the importance of the directly observable behavior. However, he fails to completely account for behavior, excluding the original motivational drive. In contrast, Freud succeeds in construing the origins of behavior and motivation, which makes the psychoanalytic theory of Freud more adequate as a theory of personality. Throughout history humans have been puzzled by human behavior, the reasons behind it, and have been faced with the consequences of their own as well as others' behavior. Many studies have been done and theories developed in an attempt to explain this fascinating area of human existence. Among many theories and theorists, Freud's psychoanalytic and Skinner's radical behaviorist theories have been selected and looked at throughout the following paper. Theory of personality that Freud introduced together with its concepts, many deemed romantic, unprovable and sometimes obscene, has shaped the way humans view themselves in many cases...
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...Early Childhood Research Quarterly 19 (2004) 375–397 The early childhood classroom observation measure Deborah Stipek∗ , Patricia Byler School of Education, Stanford University, 485 Lasuen Mall, Stanford, CA 94305-3096, USA Abstract This study assesses a new measure of early childhood classroom practice in 127 kindergarten- and first-grade classrooms. The measure was designed to be appropriate for classrooms serving children from the age of 4–7 years. It assesses the nature and quality of instruction as well as the social climate and management of the classroom. Two separate scales assess the degree to which constructivist, child-centered and the degree to which didactic, teachercentered instructional practices are implemented. Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers’ self-reported practices, teaching goals, relationships with children, and perceptions of children’s ability to be self-directed learners, on the other. © 2004 Elsevier Inc. All rights reserved. Keywords: Early childhood; Classroom observation; Teaching; ECCOM; Measure 1. Introduction Political and public concerns about improving education have been fueled recently by reports highlighting the number of students, particularly from economically disadvantaged homes, who fail to achieve minimum academic standards. The National Center for Educational Statistics (2002)...
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