These are the Class Session Power Point Files for my EDP 370: Applied Child Development Course: Unit 1 on the Role of Context on Development. This course is taught as a 'hacked' course. Lectures are prerecorded for students to listen to at home, we complete activities in-class. The culminating project is the Children's Thinking Project (adapted from Penelope Oldfather & West, 1999). Thus, we integrated a series of interviews from American Public Media: Dick Gordon's The Story radio program into the pedagogy for students to develop their interviewing skills. Flipped Videos can be accessed via the course ebook: https://itunes.apple.com/us/book/edp-370-handbook/id705427002?mt=11

1. +
February 4, 2014
Unit 1: Meso, Exo & MacroSystems
 Please sit in your reading groups from Jan 21st
 Lareau
 Lareau & Horvat
 Nisbett
 SEF Report
 Open the article, the notes from your group discussion, and the slides
your group created.
 Pick a Moderator, Pick a Scribe
 Moderator: Facilitate a discussion of the Websearch Activity
 What were your major insights from the Websearch activity (take turns
sharing)
 What connections did you see between the Websearch and our Reading
 Work together to add an additional slide to your presentation of the
connections you saw between the article and the websearch.

2. +
Micro Lecture Chapter 4:
The Foundations of Development
 Gene Environment Interaction (p. 73): “We‟re not born wild or shy.
Instead we‟re born with certain tendencies that our environment may
or may not encourage.”
 Passive Gene-Environment Relationships
 Evocative Gene-Environment Relationships
 Active Gene-Environment Relationships
 Gene-Hormone Interaction
 Canalization (p. 72); Early childhood and Puberty
 Critical Periods (p. 80); teratogens
 Learning begins in the womb (memory, pattern recognition)
 Fragile Infants (p.89): Bodies are dynamic systems
 Multiple pathways to proficiency
 Developmental Screenings: “less than 50% of children with developmental
delays are identified before they begin school; by which time significant
opportunities for treatment have been missed.”

3. +
Chapter 4: Growth and Well-Being
 Early Brain Development
 Importance of Physical Stimulation (Touch)
 Cache vs. Carry
 Harlow‟s Monkeys (Failure to Thrive)
 Importance of Eye Contact and Vocalization
 “When relationships are in need of repair, eye contact is the
first social actions to go, followed by touch.” (Bailey, 2000
p.9)
 Oxytocin (Bonding Hormone)

4. +
Chapter 4: Growth and Well-Being
Early Brain Development
 Synaptic Growth and Pruning
 Role of perception and rich environments in infancy
 Development and mylenation of the cortex (executive
control)
 Learning to Regulate Stress Hormones
 PURPLE Crying
 Withdrawl / Aggression
 “Children who are surrounded by chronic bickering
or tension at home may learn to tune out the
unpleasantness to survive.” (Bailey, 2000, p. 9)
 Risk-Taking Behaviors

5. +
Chapter 4: Growth and Well-Being
 Physical Development
 Development and refinement of gross and fine motor skills
 Rise of social comparison; Awareness of self and others
 Onset of puberty (menarch and spermarch)
 Desire and ability for increasing autonomy; adult-like participation /
behaviors
 Feelings about self: Impulsivity, resistance, and risk-taking behaviors
 Three areas of the brain:
 Brain Stem: Fight of Flight
•(Fully Developed by 15 Months)
 Limbic System: Emotion and Connection System
• (Not Fully Developed until around 12y Yrs of Age)
 Prefrontal Cortex: „Rational Decision Making‟
• (Not Fully Developed until 25 yrs of Age)
 Rise and decline of the personal fable

6. +
Break and DeStress with Christina

7. +
Partner Feedback for FR #1:
Strategies for Success
 Follow the Rubric
 Break down into each aspect:
 Is there a focus on context of the neighborhood /
school / field site?
 Is there a clear connection the observation / data with
something from the reading? Can you identify 1-2
concepts from the unit?
 Are you clear about where you got your information?
Do you need to apply specific citation/readings and
lectures
 Talk about how you can use these insights in the
future.
 Check for non-objective language

8. +
Chapter 5: Reciprocal Teaching
Early Childhood (0-4 yrs): Brain Development
Middle Childhood (5-12): Physical Development
Adolescence (12+): Physical Well Being
 In your small group, identify one or two ways in which context
shapes biological development during your period of
development?
 Be specific about how environmental factors affect the cognitive,
social or emotional developmental outcomes.
 Synthesis: Think about the articles you read and the data
you just reviewed in the websearch.
 Imagine you were on the school board / PTA. What kinds of
recommendations would you make for district /school policies?
(Should we send these to Wake County?)
 What Structures? (Context)
 How might Interactions Change (Culture)

9. +
Wrap-up: Biology & Context
 Direct Effects on Biological Development
 Genetics; Hormones; Canalization
 Teratogens / Toxins
 Health & Nutrition , Stress
 Sleep
 Indirect Effects on Biological Development
 Stimulus “Rich” Environments
 Opportunities for Exploration & Mastery
 Norms / Stereotypes
 Boundaries & Rationales
Biological Change Psychological
Change
“Increasingly, children are being
asked to pay for the „sins‟ of their
parents. If students are poor,
with parents who do not have
much education, they are at a
decided disadvantage in the
classroom.” (Ladson-Billings, p.
73)

10. +
Where are we and where have we
been?
 In depth discussions of the five articles and integrated with
discussion of peer / family / school relationships in the text.
 Nested that discussion within „Ecological Systems Theory‟
 Micro, Meso, Exo, and Macro Cultures
 Habitus, Cultural Capital
 Deficit Speak (Excerpt from Decoded)
 Learned to use publicly accessible „data‟ on schools and
neighborhoods.
 Establishing a culture of shared responsibility in group work and
reciprocal teaching (peer culture in our classroom)
 Learning to craft a contextualized report.

11. + Technology & “Optimal”
Cognitive Culture
How can technology be used to connect with
students?
How can technology be used to connect with
parents?
How can technology be used to connect with
„home‟ cultures?
How can technology be used to improve
instruction?
 How can technology open access to knowledge?

12. + Unit 2: School as a Theater for
Identity Development
 Why begin with social-emotional development?
 Sense of Belonging to School / Classroom
 Quality of Teacher-Child Relationships
 What do you mean, Social-emotional development?
 Personality / Temperament (Stable Traits)
 Identity Development (Semi-Stable)
 Emotions / Self (Constantly Evolving)
 What do we mean when we talk about identity? Why is
race so important?
 What develops over time?
 How do we create contexts that support “positive” identity
development? The development of a „student‟ identity?

13. +
Objectives for Unit 2
Explore the Theoretical Lenses for
Understanding Identity Development
Examine the usefulness of these theories for
understanding racial identity development.
 Applying them to the readings (in class)
 Apply them to the „data‟ we collect (in FR#2)
Evaluate the readings and identify „essential‟
processes that occur in (early childhood, middle
childhood, adolescence).
 In Field Report #2

14. +
Begin with the Metaphor
 School is like a THEATER for identity
development…
 Roles / lead roles / supporting parts
 backstage, directors, techies, orchestra
 Scripts, Settings, Props
 Acting “the parts”, reacting, improv
 Pressure to Perform, be on “stage”, others
perceive you (audience)
 Practices, Rehearsals & Performances
 Messing up, Ad-Libbing
 Everyone „acts‟ in the play; System, Symbiotic
 How does it all become integrated?

15. +
How Does Biology Impact Identity
Development?
 Genes and hormones create observable
characteristics (race, gender, eye color, hair color /
texture, body type, and temperament / personality)
that children attempt to understand in themselves
and others.
 Gene Environment Interactions: “We‟re not born wild
or shy. Instead we are born with certain tendencies
that our environment may or may not encourage.”
 Passive Gene-Environment Relationships
 Evocative Gene-Environment Relationships
 Active Gene-Environment Relationships

16. +
2/11 Transition to Identity Unit
 Sit in „Interview‟ Groups
 Death Valley Bus Stop
Interview
 Left Behind Interview
 The Layoff Interview
 Analyze the different
contextual / cultural
influences on child
development discussed
in each interview.
 Where in the interviews
did you hear the children
/ adults trying to resolve
one of Erikson‟s stages?
 Trust/Mistrust
 Autonomy / Shame
 Guilt / Initiative
 Industry / Inferiority
 Identity / Role Confusion

17. +
How might we “see” identity
development in the field?