Heat it! Magic pictures

Materials:

Concentrated or fresh lemon juice

A small, plastic cup

A paintbrush

A sheet of thick paper

An iron

Some things you can talk about while they are painting is the smell of the juice and the color. You could also talk about other uses for lemon juice.

Steps:

1: Pour lemon juice into the plastic cup

2: Using the paintbrush, draw a secret picture or message on the paper(s) with the juice. (just like if you were painting)

3: Leave your paper(s) somewhere to dry

4: When all the juice has dried, your paper will look like there is nothing on it. To reveal the picture or message, ask an adult to iron to paper with a hot iron.

Explain as you iron the paper what is happening.

When lemon juice dries, it is invisible on the paper. The heat from the iron cooks the dry juice. The lemon juice turns brown, and the secret picture or message appears. The change is permanent. You cannot make the picture invisible again.

Glover, David. "Heat It." What Is It Made Of? [New York]: Dorling Kindersley, 2001. 88-89. Print.

Making Little Wooden Furniture

Materials:

2 pieces of wood measuring 5 inches by 2 inches

4 pieces of wood measuring 2 inches by 2 inches

A piece of sandpaper

Nontoxic glue

Paint

While setting up everything here is some things you can tell the child.

Wood comes from trees. It is a natural material because it grows. As long as we replace the trees that are cut down, we won’t run out of wood. Wood is used to make furniture, toys, fences, and other items.

Let the child do the work. Assist as little as possible.

Steps:

1: Use the sandpaper to smooth the edges of the wood.

2: Lay one of the longer pieces of wood flat on the table. Glue one of the smaller pieces to each end of the wood so it is straight up and down. There is your table. Set aside to dry.

3: Lay the second longer piece of wood flat on the table. Take one of the remaining two smaller pieces of wood and about half way up the longer piece glue the wood so it is standing straight up and down.

4: Take the last smaller piece of wood and glue the end to the top part of the one standing straight up and down so the last piece is lying the same way as the long piece. From this you should now have a chair.

5: Allow the glue to dry.

6: Once fully dry, paint the table and chair as desired.

Glover, David. "Wood Is Good." What Is It Made Of? [New York]: Dorling Kindersley, 2001. 50-51. Print.

Emotions

What is emotion? Well I would say that it is one of the basic needs to all human development. According to Wikipedia it is stated that “emotion is a complex psychophysiological experience of an individual's state of mind as interacting with biochemical (internal) and environmental (external) influences”. Have you ever been curious of when we start showing our emotions? Well, here is a list of when we start showing some of the more common emotions. 

Fear: 9-15 months

Contentment: birth

Curiosity: 3 months

Social smile: 6 weeks

Laughter: 3-4 months

Anger: 4-6 months

Stranger wariness: 6 months starts/ 10-14 months shows well

Separation anxiety: 8-9 months

Pride: 2 years

Shame: 18 months

Embarrassment: 18 months

Self-awareness: 15-24 months

Isn’t it amazing that by 2 years old we can have such strong emotions embedded in us? Now you need to remember that this is based off of the typical child. Not all children will have a particular emotion at that exact time; however, it does not mean that it needs to be a concern. Emotions are complex and are a part of everyday life. We learn many things from emotions. Not all emotions do we like, but we go through and learn how to deal with those. 

 http://en.wikipedia.org/wiki/Emotion

class discussion. Understanding Human Growth and Development. Sept. 20, 2011

Kohlberg's Stages of Moral Development

Lawrence Kohlberg extended his studies off of Jean Piaget’s studies. Kohlberg found that there are the levels of moral development with 6 sublevels. 

Level I: Pre-conventional Morality (Early Middle Childhood)

At this level, a child learns what is right and wrong, good or bad based off of the consequences that are received, whether it is a reward or punishment.

Stage 1: The punishment and obedience orientation

Right and wrong is what is rewarded or punished. Actions are based on apparent, physical outcomes rather than on the intention behind the act.

Stage 2: The instrumental relativist orientation

This is an all about me stage. This is where “I will help you, if you help me” comes into play with what is right or wrong. It is the satisfaction of personal needs.

Level II: Conventional Morality (Late Middle Childhood)

The child sustains the expectations of those around them as respected in its own right, regardless of immediate and obvious consequences. Right behavior is that which is accepted, approved and praised by others who are seen as being in positions of authority.

Stage 3: The interpersonal concordance or “good boy- nice girl” orientation

Behavior is often judged with the intention behind it. Good behavior is what pleases or helps others and is accepted by them. 

Stage 4: The “law and order” orientation

Right behavior is doing one’s duty, showing respect for authority, and following the rules because they are “right”.

Level III: Post-Conventional, Autonomous, or Principled Level

At this level, the individual makes choices on the basis of principles that they have thought through, accepted and internalized.

Stage 5: The social- contract, legalistic orientation

Right is a matter of personal values which have been inspected and established by society. Laws are not outright but subject to modification.

Stage 6: The universal, ethical principle orientation

Right is defined by individual integrity in harmony with self-chosen, ethical codes of justice, mutuality, quality of human rights, and admiration for the pride of the human being as a distinct person.

Remember levels are not absolute and a person may perform within several different levels subject upon the conditions.




http://info.psu.edu.sa/psu/maths/Stages%20of%20Moral%20Development%20According%20to%20Kohlberg.pdf

Psychoanalytical Theory. Freud vs. Erikson!

Psychoanalytical theory, what is it? 

Psychoanalytical theory is a grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. Sigmund Freud was an Austrian physician who treated those who were going through mental illnesses. According to Freud there are 5 stages that we go through in life. 3 out of those 5 occur within the first 6 six years of life. On the other hand Erik Erikson who believed there are 8 stages that a person goes through.

(ages are approximate)

Freud:

Stage 1: birth- 1 year

            Oral Stage

            The mouth, tongue, and gums are the focus of pleasurable sensations in the baby’s body.  

            Sucking and feeding are the most stimulating activities.

Stage 2: 1-3 years

            Anal Stage

            The anus is the focus of pleasurable sensations in the baby’s body.

Toilet training is the most important activity.

Stage 3: 3-6 years

            Phallic Stage

            The phallus, or penis, is the most important body part.

            Pleasure is derived from genital stimulation.

            Boys are proud of their penises, and girls wonder why they don’t have one.

Stage 4: 6-11 years

            Latency Stage

            It is more of an interlude than a stage.

            Sexual needs are quiet.

            Children put psychic energy into conventional activities like schoolwork and sports.

Stage 5: adolescence- adulthood

            Genital Stage

            The genitals are the focus of pleasurable sensations.

A young person seeks sexual stimulation and sexual satisfaction in heterosexual relationships

Freud said that the genital stage continues through adulthood. He also believes that the goal of a healthy life is to love and to work.

Erikson:

Stage 1: Birth to 1 year

            Trust vs. Mistrust

A child learns whether they can count on others to care for them or to lack the confidence in the care of others.

Stage 2: 1-3 years

            Autonomy vs. Shame and Doubt

            Children learn to be self-sufficient in many activities or to doubt their own abilities.

Stage 3: 3-6 years

            Initiative vs. Guilt

Children like to take on adult like activities or they fear the boundaries set by their parents.

Stage 4: 6-11 years

            Industry vs. Inferiority

Children are learning to be proficient and dynamic in mastering new skills or they feel second-rate and incapable to do anything.

Stage 5: Adolescence

            Identity vs. Role Confusion

            Adolescence learns to answer “Who am I?” or they are tangled in what roles to play.

Stage 6: Young Adults

            Intimacy vs. Isolation

            They seek companionship and love or detach in fear of denial and dissatisfaction,

Stage 7: Middle Aged

            Generativity vs. Stagnation

Middle-aged adults contribute to the next generation through meaningful work, creative activities and/or raising a family or they deteriorate.

Stage 8: Older Adult

            Integrity vs. Despair

They try to make sense of their life. Did they feel it was eloquent or are they dragging about not reaching goals?

This information came from my textbook for my Understanding Human Growth and Development class. 

The Developing Person: Through Childhood and Adolescence 7^th Edition by: Kathleen Stassen Berger