Fundamentals of Human Growth and Development - Alexandria City ...

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PLAY Play is the spontaneous activity in which a child engages with people and objects around him. It can be active or imaginative, quiet or loud, engaged in alone or in a group. In play, the child is learning how to learn. The child is learning about himself and others. He is learning about the world and how he fits into that world. Through play, the child develops skills, solves problems, explores social relationships and learns to communicate with others. Play helps children develop intellectually. It provides them practice in gaining a sense of autonomy and competence. It helps them learn how to manipulate and control objects. Play helps children develop a sense of self-direction, trust in one’s self, and a feeling of self-worth. It helps children in the socialization process: learning his own feelings and learning the importance of understanding others’ feelings, sharing, taking turns and cooperating. Play is not trivial or a waste of time. It is the way children learn. There are several developmental stages of play. The first stage is solitary play in which the child plays alone, ignoring other children nearby. Parallel play is the next stage, in which the child plays along side of other children but does not share or cooperate with them. Associative play is the stage in which children play at the same thing (such as on a jungle gym or in a sand box) but do not interact with one another. Cooperative play is the stage in which children discuss plans and assign roles. Finally, organized or group play is the stage in which elaborate games with rules are played and children enter the world of organized sports. The age at which a child moves from one stage of play to the next varies from child to child and depends on the child’s personality, developmental pace, and the amount of group experiences (and exposure to other children) he had. Play has different characteristics at different ages. Toddlers practice motor skills and using their bodies. They run, climb and jump. They fill and empty containers and explore the physical properties of objects. They build and knock down towers of blocks and engage in dramatic play with “mother-baby” themes. At two, children move quickly from one toy to another and like toys they can pull, push and ride on. They like to play alone and often talk to themselves as they play. They do not know how to share things. At three, toddlers engage in more complex dramatic play. They play “pretend” and collect costumes and materials for ritual play acting. Boys and girls play together. They prefer the floor and space to move about. In the pre-school years children engage in vivid fantasy play, staging mock battles of good versus evil, as “Batman” or “Captain America.” They like to play in hidden spaces, pretending that those outside are “bad guys.” They express curiosity about gender and sex by playing “doctor” and they have a better awareness of the difference between reality and fantasy. They like to hide and bury things and to play “hide and seek.” Children begin at the age of about four to prefer to play with members of their own sex. They are boisterous and often argue. The five-year old begins to play games with rules. They play more cooperatively and engage in dramatic play in which they practice real life roles (playing “school” or “house”). They can use abstract symbols in their play - using paper money to buy a hamburger at a pretend restaurant. They enjoy running games such as tag and simple board and card games such as “War” and “Candyland.” They can choose, plan, organize and carry out activities. Play allows children to release energy and gain body control. It simulates intellectual growth and develops creativity. It can help children develop a conscience - to value fairness, honesty and good sportsmanship. Play allows children to work out tension and stress and to express inner feelings. Play is the child’s work. Child Development Unit40
“The Importance of Play” Child Development Unit41 Name: 1. Paragraph 1: Complete the definition of play given in the first two sentences. “Play is the spontaneous activity in which a child engages with _______________ and _______________. It can be active or ______________________, quiet or ___________, engaged in alone or _________________________.” 2. Paragraph 1: “In play, the child is learning how to learn.” List 10 of the skills and concepts from this paragraph that describe what a child can learn while playing. A. _________________________________________________________________________ B. _________________________________________________________________________ C. _________________________________________________________________________ D. _________________________________________________________________________ E. _________________________________________________________________________ F. _________________________________________________________________________ G. _________________________________________________________________________ H. _________________________________________________________________________ I. __________________________________________________________________________ J. __________________________________________________________________________ 3. Paragraph 2: Write the definitions of each of the developmental stages of play. A. Solitary play _______________________________________________________________________ _____________________________________________________________________________________ B. Parallel play _______________________________________________________________________ _____________________________________________________________________________________ C. Associative play ____________________________________________________________________ ______________________________________________________________________________________ D. Cooperative play ____________________________________________________________________ ______________________________________________________________________________________ E. Organized or Group play _______________________________________________________________ _______________________________________________________________________________________
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FUNDAMENTALS OF HUMAN GROWTH AND DE
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Review of the Male and Female Repro
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COURSE OVERVIEW The Alexandria City
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9.4 The student will identify good
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Human Development McGraw-Hill Famil
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ADOLESCENCE (con’t) • No Time S
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February/March/April Unit 4: Adoles
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SURVEY - FAMILY LIFE EDUCATION Dire
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STATEMENT: AGREE DISAGREE NO OPINIO
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LEVELS OF LISTENING AND RESPONSE: C
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Purpose Procedure EITHER-OR FORCED
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Perspective Picture 1. Create a tra
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nuclear family extended family blen
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Personal Shield Students design a P
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MARRIAGE FORMS Monogamy: __________
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Family Unit Parent Interview Note:
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Project Family Roles Collage This a
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Family Research Name: Data Sheet Di
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• available community resources f
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CONCEPTION, PREGNANCY AND BIRTH (Po
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I. The Impact of Heredity HEREDITY
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General Information Sex Determinati
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Models of Human Reproduction System
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CERVIX VAGINA HYMEN Appearance: Tip
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SEMINAL VESICLES Appearance: A pair
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The Male Reproductive System Extern
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I The Male Reproductive System Revi
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Method Type Abstinence Behavioral O
Page 58 and 59: Name of STD/STI Chlamydia Gonorrhea
Page 60 and 61: Reproductive Health Care Questions
Page 62 and 63: Individual Research of a Specific G
Page 64 and 65: Name: Fertilization FERTILIZATION A
Page 66 and 67: Name: First Trimester Second Trimes
Page 68 and 69: 6. Briefly discuss the history of a
Page 70 and 71: Standards of Learning 9.5 The stude
Page 72 and 73: Child Development Theories: Giants
Page 74 and 75: Erikson’s Stages of Psychosocial
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Page 78 and 79: I. Infant's immediate needs - neona
Page 80 and 81: PLAY AGE (Pre-school) Erickson: In
Page 82 and 83: Five Year Old • In focus, stable,
Page 84 and 85: D. Moral and ethical values change
Page 86 and 87: A LOOK AT THE NEWBORN by H.D. Riley
Page 88 and 89: The fingernails are usually very lo
Page 90 and 91: THE STARTLE REFLEX 1. Why do newbor
Page 92 and 93: Infancy Unit NAME:_________________
Page 94 and 95: Directions: Read the poem and answe
Page 96 and 97: 5. extracting rules. Not all of a c
Page 98 and 99: Toddler Unit Name: “How Children
Page 100 and 101: Young Children’s Love Objects By
Page 102 and 103: Generally, in the second year the t
Page 104 and 105: 13. What is a young child trying to
Page 106 and 107: Parent’s Belief I must control. I
Page 110 and 111: 4. Paragraphs 3 & 4: List some of t
Page 112 and 113: Increase vocabulary Learn concepts
Page 114 and 115: MEMORIES AND ACCOMPLISHMENTS SCHOOL
Page 116 and 117: Due Date: CHILDHOOD PROJECTS The ch
Page 118 and 119: • consider the value of abstinenc
Page 120 and 121: ADOLESCENCE I. Overview: Metamorpho
Page 122 and 123: Adolescence Chart EARLY ADOLESCENCE
Page 124 and 125: Adolescence Unit STAGES OF ADOLESCE
Page 126 and 127: Purpose: This exercise is a non-thr
Page 128 and 129: Directions: Read the article titled
Page 130 and 131: I. RESPONDING TO PEER PRESSURE Dire
Page 132 and 133: Peer Pressure Lesson Day 2 1. Discu
Page 134 and 135: Decision Making Model Use the follo
Page 136 and 137: Teen Pregnancy Questions (Answer on
Page 138 and 139: Sexual Orientation Lesson Plan ****
Page 140 and 141: Examples: • Mutual • Voluntary
Page 142 and 143: “GOOD DECISION MAKING NOW AVOIDS
Page 144 and 145: PARENT INTERVIEW 1. How have I chan
Page 146 and 147: excuse for sexual harassment. Certa
Page 148 and 149: TEACHER REFERENCE SEXUAL HARASSMENT
Page 150 and 151: TECHNIQUES OF PERSUASION EXAMINING
Page 152 and 153: ADVERTISEMENT ANALYSIS Adolescence
Page 154 and 155: Adolescence Unit: Book Project Titl
Page 156 and 157: Vocabulary • Young Adult • Matu
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Young Adult intimacy/isolation marr
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B. According to Freud, maturity is
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MATURE ADULT I. Transition to and t
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Old Age I. General Characteristics
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Adulthood Unit 11 Young Adult Chart
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Part II What do I want to do? 7. Ra
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CAREER INTERVIEW Adulthood Unit 15
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Sexual Ethics 1. Have students writ
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5. WHO WILL HANDLE FAMILY FINANCES?
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Fair Fighting ( Prelude to film “
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Adulthood Unit 23 DOMESTIC VIOLENCE
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Understanding Parent/Teen Behavior
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VALUES AUCTION 1. My child adopting
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Old Age Brainstorm: Characteristics
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PERSONAL FEELINGS ABOUT OLD AGE Dir
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“MY VIEWS” Directions: This sca
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KUBLER-ROSS: STAGES IN ACCEPTANCE O
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