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Video Faculty Guide

for use with Exploring Child Development: An Instructor’s Media Tool Kit

to accompany The Developing Person

Through Childhood and Adolescence Seventh Edition

by Kathleen Stassen Berger

Worth Publishers

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 2 Video Faculty Guide for Exploring Child Development: An Instructor’s Media Tool Kit to accompany The Developing Person Through Childhood and Adolescence, Seventh Edition by Kathleen Stassen Berger © 2006 by Worth Publishers All rights reserved Printed in the United States of America The contents, or parts thereof, may be reproduced for use with the Exploring Child Development: An Instructor’s Media Tool Kit, but may not be reproduced in any form for any other purpose without the prior written permission of the publisher. Worth Publishers 41 Madison Avenue New York, NY 10010 www.worthpublishers.com

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 3 Video Faculty Guide for: Exploring Child Development: An Instructor’s Media Tool Kit to accompany The Developing Person Through Childhood and Adolescence, Seventh Edition by Kathleen Stassen Berger PART I: Table of Contents -------------------------------------------------------------------------- p. 4 VHS, DVD, and CD-ROM (with videos in MPEG format) PART II: Video Descriptions ------------------------------------------------------------------------ p. 8 A Guide to the Videos Included in the Instructor’s Media Tool Kit PART III: Importing Videos ----------------------------------------------------------------------- p. 58 Tips for Importing Videos into PowerPoint Presentations PART IV: Credits ------------------------------------------------------------------------------------ p. 62

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 4

PART I: Table of Contents

VHS, DVD, and CD-ROM (with videos in MPEG format) VHS, DVD, CD-ROM #1

CHAPTER 1 Introduction Segment 1 Context of Development: Childbirth

CHAPTER 2 Theories of Development

Segments 2–4 Harlow’s Studies of Infant Monkeys Segment 5 Bandura’s Bobo Doll Study Segments 6–9 Understanding Assimilation and Accommodation Segment 10 Interview with Barbara Rogoff Segment 11 Interview with Michael Cole Segment 12 Learning Through Participation

CHAPTER 3 Heredity and Environment

Segment 13 Behavioral Genetics and Twin Studies CHAPTER 4 Prenatal Development and Birth

Segment 14 Prenatal Animation: Fetal Development Segment 15 Prenatal Brain Development: From Conception to Birth Segment 16 Sonogram Segment 17 Preterm Birth Segments 18–22 Birth Segment 23 Apgar Test

CHAPTER 5 The First Two Years: Biosocial Development

Segments 24–32 Newborn States Segment 33 Interview with Charles Nelson Segment 34 Hothouse Babies Segments 35–36 Newborn Senses Segment 37 Newborn Reflexes Segments 38–44 Motor Milestones of the First Two Years

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 5 CHAPTER 6 The First Two Years: Cognitive Development

Segment 45 Piaget’s Stages of Sensorimotor Intelligence Segments 46–49 Object Permanence Segment 50 Understanding Neuroscience Methods: ERP Segment 51 Affordances: The Red Ball Segment 52 Intermodal Perception Segment 53 The Research of Karen Adolph Segments 54–56 The Visual Cliff Segment 57 The Research of Carolyn Rovee-Collier Segment 58 Infants’ Prespeech Gestures Segments 59–67 Learning Language Segment 68 Chomsky’s View of Language Development Segment 69 Interview with Steven Pinker Segment 70 The Research of Janet Werker

CHAPTER 7 The First Two Years: Psychosocial Development

Segment 71 Separation Anxiety Segment 72 Developing Self-Awareness Segment 73 Interview with Alexander Thomas Segments 74–76 The Strange Situation Segment 77 Interview with Gilda Morelli Segment 78 Playing with Dad Segments 79–84 Child Care: An Overview Segments 85–91 Best Practices in Child Care Segment 92 A Typical Day in Early Childhood Education

VHS, DVD, CD-ROM #2

CHAPTER 8 The Play Years: Biosocial Development Segment 93 Gross Motor Skills Segments 94–95 Fine Motor Skills

CHAPTER 9 The Play Years: Cognitive Development

Segments 96–99 Memory Development Segment 100 Magical Thinking Segments 101–102 Piaget’s Conservation-of-Liquid Task Segment 103 Piaget’s Conservation-of-Number Task Segment 104 Scaffolding Segments 105–108 Theory of Mind Segment 109 Theory of Mind: Interview with Alison Gopnik Segments 110–115 Early Childhood Language Segment 116 Gleason’s Wug Test Segment 117 Interview With Susan Goldin-Meadow

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 6 CHAPTER 10 The Play Years: Psychosocial Development

Segment 118 Nancy Eisenberg: Emotional Regulation in Children Segment 119 Assessing Children’s Ability to Delay Gratification Segment 120 Display Rules and Disappointing Gifts Segment 121 Early Compliance with Rules Segments 122–130 Styles of Play Segment 131 Interview with Jay Belsky Segment 132 Differences in Mothers’ and Fathers’ Style of Play

CHAPTER 11 The School Years: Biosocial Development

Segments 133–135 Childhood Obesity Segments 136–142 Autism Segments 143–145 Dyslexia Segment 146 Phonemic Awareness Task Segments 147–149 ADHD

VHS, DVD, CD-ROM #3

CHAPTER 12 The School Years: Cognitive Development Segment 150 Interview with Joseph Campione Segment 151 Interview with Larry Walker Segments 152–159 Moral Development Segments 160–161 School Around the World Segment 162 Interview with Robert Siegler

CHAPTER 13 The School Years: Psychosocial Development

Segments 163–164 Gender Segregation Segment 165 The Development of Friendship Segment 166 Interview with Nancy Eisenberg: Prosocial Behavior Segment 167 Interview with Robert Selman Segments 168–171 Interview with Nikki Crick Segments 172–176 Bullying Segments 177–182 Divorce Segments 183–186 Social Cognition Segment 187 Interview with Ronald Sabatelli

CHAPTER 14 Adolescence: Biosocial Development

Segments 188–189 Timing of Puberty Segment 190 Interview with Michael Lewis Segments 191–193 Eating Disorders

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 7 CHAPTER 15 Adolescence: Cognitive Development

Segments 194–196 Decision Making in Adolescence Segments 197–198 Risk Taking Segments 199–201 Balance Scale Segments 202–204 Formal Operational Thought

CHAPTER 16 Adolescence: Psychosocial Development

Segments 205–206 Identity Status Segment 207 Interview with Anne Petersen Segments 208–212 Self-Esteem


PART II: Video Descriptions

A Guide to the Videos Included in the Instructor’s Media Tool Kit

CONTEXT OF DEVELOPMENT: CHILDBIRTH

Segment

1 Length:

00:35 MPEG:

001_01contexts.mpg PowerPoint Captions:

contexts.ppt Description Context of Development: Childbirth Human development is said to be multicontextual—that is, several overlapping contexts contribute to an individual’s overall growth and development. The most important of these are the historical, socioeconomic, and cultural contexts. Childbirth, like other developmental events, occurs within these overlapping contexts. In industrialized countries, most pregnant women now receive prenatal care and give birth in well-equipped medical facilities. Many of these facilities welcome family members and friends as participants in the birth process for mothers who want to share the birth experience. This birth setting in this video is typical of those found in most industrialized countries today. The woman is surrounded by family and friends, encouraging her as she progresses and sharing her joy as the child is born.

HARLOW’S STUDIES OF INFANT MONKEYS

Segment

2 Length:

02:14 MPEG:

002_02harlowA.mpg PowerPoint Captions: Harlow’s Monkeys.ppt

Description Harlow’s Studies of Infant Monkeys Clip A Harry Harlow, an experimental psychologist, studied learning in infant monkeys. His observations led him to question the assumption of psychoanalytic and learning theorists that infants are attached to their mothers primarily because the mother satisfies the infant’s need for food. Harlow’s studies demonstrated the importance of “contact comfort” in infants: Baby monkeys preferred a soft “mother” to a wire mother. They even preferred a nonfeeding soft mother to a feeding wire mother as a safe haven when frightened or when exploring the world. Harlow concluded that the critical components of mothering seem to be touching, comforting, and holding. This set of videos shows that, in Harry Harlow’s experiments, infant monkeys much preferred a comforting soft mother who did not supply food to an uncomfortable wire mother with a feeding bottle.


Segment

3 Length:

01:35 MPEG:

003_02harlowB.mpg PowerPoint Captions: Harlow’s Monkeys.ppt

Description Harlow’s Studies of Infant Monkeys Clip B When scared, the infant monkey runs to the cloth mother for comfort.

Segment

4 Length:

02:41 MPEG:

004_02harlowC.mpg PowerPoint Captions: Harlow’s Monkeys.ppt

Description Harlow’s Studies of Infant Monkeys Clip C When placed in a strange environment, the infant monkey does not find comfort in the wire mother. However, the infant monkey clings to the cloth mother for comfort in this strange environment.

BANDURA’S BOBO DOLL STUDY

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5 Length:

02:54 MPEG:

005_02bandura.mpg PowerPoint Captions:

Bandura’s bobo doll study.ppt Description Bandura’s Bobo Doll Study Albert Bandura, a pioneer in observational learning, performed a now-classic experiment to demonstrate that children can learn aggressive behaviors simply by seeing others model those behaviors, rather than through receiving rewards for their own aggressive behaviors.

In these experiments, Bandura had adults act aggressively, punching and roughing up a Bobo doll, an inflatable toy that, when jostled, always returns to an upright position. Children who observed these actions behaved similarly when left alone with the Bobo doll. Modeling, Bandura found, is most likely to occur if the observer is uncertain or inexperienced, and if the model is admirable and powerful, nurturing, or similar to the observer.

UNDERSTANDING ASSIMILATION AND ACCOMMODATION

Segment

6 Length:

00:32 MPEG:

006_02piagetassimA.mpg PowerPoint Captions:

Piaget Assim. & Accomm.ppt Description Understanding Assimilation and Accommodation Clip A The child and his parents in this video are playing with a song the child knows and loves. As the father and mother introduce new people and objects, the child adapts his schema for the song to include these new elements.


Segment 7

Length: 00:19

MPEG: 007_02piagetassimB.mpg

PowerPoint Captions: Piaget Assim. & Accomm.ppt

Description Understanding Assimilation and Accommodation Clip B In another example of assimilation, the young boys in this video act out the Three Musketeers story, assimilating sticks into their schema of appropriate dueling weapons.

Segment 8

Length: 00:29

MPEG: 008_02piagetassimC.mpg


Description Understanding Assimilation and Accommodation Clip C The young chess expert in this video has just been bested by his opponent. His resulting state of cognitive disequilibrium will now probably goad him to accommodate his schema of winning at chess to include the moves that beat him.

Segment 9

Length: 00:38

MPEG: 009_02piagetassimD.mpg


Description Understanding Assimilation and Accommodation Clip D As the young girls in this video become more and more skilled at dance, they are incorporating new thoughts and movements into their old schema of “dancing.” They may also have to adjust that schema if they become so skilled that they achieve a professional status.

INTERVIEW WITH BARBARA ROGOFF

Segment

10 Length:

02:25 MPEG:

010_02rogoff.mpg PowerPoint Captions: Barbara Rogoff.ppt

Description Interview with Barbara Rogoff Barbara Rogoff (University of California, Santa Cruz) a leading researcher, conducts research into the ways cultural practices, goals, and beliefs affect human development. In this clip, she talks about the importance of culture and community in a child’s development and how this varies from one country to another.

INTERVIEW WITH MICHAEL COLE

Segment

11 Length:

02:47 MPEG:

011_02cole.mpg PowerPoint Captions:

Michael Cole.ppt Description Interview with Michael Cole Michael Cole (University of California, San Diego) has conducted research on how culture effects, or “constructs,” intellectual competence. In this clip, he describes his observations and experiments on children’s mathematical abilities in Liberia.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 11 LEARNING THROUGH PARTICIPATION

Segment

12 Length:

00:19 MPEG:

012_02learning.mpg PowerPoint Captions:

Learning Through Participation.ppt Description Learning Through Participation Lev Vygotsky was a Russian psychologist and pioneer thinker in the sociocultural theory of learning, which holds that cognitive competencies develop when novices and the more skilled members of society participate in a process of apprenticeship in thinking. Children acquire their knowledge of their society’s tools, skills, and values through guided participation in social interactions between a “tutor,” who gives instruction, and a “learner,” who takes an active role in the learning process.

The young Mayan girl in this video acts as an apprentice to her mother, a skilled cook preparing dinner.

BEHAVIORAL GENETICS AND TWIN STUDIES

Segment

13 Length:

02:49 MPEG:

013_03twins.mpg PowerPoint Captions:

Behavioral Genetics.ppt Description Behavioral Genetics and Twin Studies This video from the laboratory of Hill Goldsmith shows part of a study about infant temperament. An object of desire is set in motion, first for each infant in a pair of fraternal twins and then for each infant in a pair of identical twins. Note how the twins react when prevented from reaching the desired object.

PRENATAL ANIMATION: FETAL DEVELOPMENT

Segment

14 Length:

02:32 MPEG:

014_04prenatalanimantion.mpg PowerPoint Captions:

Prenatal Animation.ppt Description Prenatal Animation: Fetal Development This fascinating animation demonstrates prenatal development, beginning with fertilization and ending with a full-term fetus.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 12 PRENATAL BRAIN DEVELOPMENT: FROM CONCEPTION TO BIRTH

Segment

15 Length:

05:28 MPEG:

015_04PrenatalBrainDev.mpg PowerPoint Captions: PrenatalBrainDev.ppt

Description Prenatal Brain Development: From Conception to Birth This animation shows brain development from conception through birth. A macro view focuses on the brain as the embryo grows into a recognizable human form. The neural tube develops; the forebrain, midbrain, and hindbrain appear; the cerebral cortex grows to cover the midbrain; and gyri and sulci form over the brain surface to house the cells forming during neurogenesis. The micro view shows neurogenesis, or neural migration, in which new nerve cells are formed; synaptogenesis, in which synapses proliferate in the brain so that impulses can travel from nerve cell to nerve cell, and synaptic pruning, in which synapses are destroyed to make a more efficiently working neural network.

SONOGRAM

Segment 16

Length: 01:48

MPEG: 016_04sonogram.mpg

PowerPoint Captions: Sonogram.ppt

Description Sonogram Sonograms use high-frequency sound waves that bounce or echo from the fetus and show a “moving” picture of the fetus. These noninvasive tests can determine anatomical problems in the fetus and the placement of the placenta and amount of amniotic fluid in the uterus. Sonograms help determine delivery dates, the number of fetuses, the rate of growth, and the sex of the fetus. This video shows the results of sonograms taken at 2.5, 3, 4.5, and 6 months.

PRETERM BIRTH

Segment

17 Length:

00:28 MPEG:

017_04preterm.mpg PowerPoint Captions:

Preterm Birth.ppt Description Preterm Birth Pregnancies end prematurely for a variety of reasons, including infection, the mother’s stress or exhaustion, her anatomy and physical condition, exposure to toxic substances, and the use of certain drugs. A birth is preterm if the infant is born before 36 weeks of gestation. Many preterm infants have a low birthweight (less than 5.5 pounds or 2,500 grams). Preterm infants are at increased risk for problems during and after birth. The twins in this video were born at less than 2 pounds each. They required intensive medical care to prevent or minimize health problems.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 13 BIRTH

Segment

18 Length:

02:08 MPEG:

018_04birthA.mpg PowerPoint Captions:

Birth.ppt Description Birth: First Stage of Labor Vanessa is in the first stage of labor, which usually lasts between 12 and 24 hours. Her cervix has begun to dilate but has opened only to about 3 centimeters. It will need to open to 10 centimeters to let the baby’s head and shoulders emerge. In this clip, Vanessa describes her contractions; at this early stage, contractions last anywhere from 15 to 60 seconds, and they are spaced about 15 to 20 minutes apart. Later, they will grow progressively stronger, last longer, and occur at shorter intervals, until they are only 2 to 5 minutes apart (at the end of the first stage of labor).

Segment 19

Length: 01:10

MPEG: 019_04birthB.mpg

PowerPoint Captions: Birth.ppt

Description Birth: Transition The first stage of labor ends when the cervix has dilated to 4 inches. At this point, there is a transition between the first stage of the birth process and the second, when the baby’s head moves through the cervix and into the birth canal and, ultimately, the child emerges from the mother’s body. During the transition between stages 1 and 2, hormonal changes in the mother’s body may cause nausea, shivering, shaking in the outer limbs, and hot flashes or cold flushes. In this clip, the mother (Veronica) is showing the stress that is normal during this period.

Segment 20

Length: 01:08

MPEG: 020_04birthC.mpg


Description Birth: Crowning Still in stage 2 labor, Vanessa is now having fairly constant contractions, spaced about 1 minute apart and lasting about 1 minute. Stage 2 labor averages about 90 minutes, and during this critical time the mother must bear down and help to “push” the baby outside of her body and into the world. Just before the actual birth, the baby’s head crowns, or shows at the opening of the vagina. In this clip, Vanessa has her first glimpse of her baby’s head, and she seems to gain energy from this sight.

Segment 21

Length: 01:09

MPEG: 021_04birthD.mpg


Description Birth In this clip, Vanessa has three good pushes and the baby has arrived, ending stage 2. Jaclyn lay on her mother’s belly as her father, following instructions from the physician, cut her umbilical cord. A nurse then put Jaclyn in the “warming tray,” wiped her off, and clamped the cord. After a few minutes in the warming unit and some tests to ensure that she was doing well, Jaclyn was returned to her mother and welcomed into the world by other family members and friends.


Segment 22

Length: 00:37

MPEG: 022_04birthE.mpg


Description Birth: Delivery of the Placenta In the final stage of labor, the mother’s uterine contractions continue, expelling the various structures that supported the child before birth. In this clip, Vanessa’s doctor shows the new parents the placenta, which connected Jaclyn to Vanessa and enabled nourishment and waste disposal; the sac which held Jaclyn and the amniotic fluid that protected her; and the remainder of the umbilical cord, which the father severed after Jaclyn was born.

APGAR TEST

Segment

23 Length:

01:06 MPEG:

023_04apgar.mpg PowerPoint Captions:

Apgar Test.ppt Description Apgar Test The Apgar scale is a method of neonatal assessment that can quickly determine a newborn’s health. It assesses five functions (color, heart rate, muscle tone, respiration, and reflex responses), scoring each from 0 to 2. The infant is assessed at 1 minute and at 5 minutes after birth. If the score is 7 or above at the 5-minute assessment, all is well. The baby in this video is only moments old but is already experiencing its first exam: the Apgar neonatal assessment.

NEWBORN STATES

Segment

24 Length:

00:32 MPEG:

024_05quietawake.mpg PowerPoint Captions: Newborn States.ppt

Description Newborn States: Quiet Awake Developmentalists have identified six primary states of arousal in newborns, which occur throughout the day and night: quiet awake, active awake, crying, drowsiness, active sleep, and deep sleep. Each state is associated with its own pattern of activity (gross muscle movements, eye movements, breathing patterns, and brain states). The videos in this series show newborns in the various states of arousal. Across a 24-hour period, a typical newborn in the United States will experience about 7 sleep intervals and 7 waking intervals, each lasting from a few minutes to a few hours. Taken together, the sleep intervals occupy about 16 hours of each day, half spent in active (REM) sleep and half in deep sleep. Over the first few years, total sleep decreases, and sleep bouts consolidate into fewer, more long-lasting intervals of sleep. The quiet awake state is characterized by slight activity, a relaxed face, open eyes, and regular breathing. Responses to sights, sounds, and touch are mild. This state may occur shortly after


waking, or after a more active period. It consumes about 2.5 hours of a neonate’s day. In this video, note the baby’s relaxed face, open eyes, and regular breathing.

Segment

25 26

Length: 01:19 00:40

MPEG: 025_05activeawakeA.mpg 026_05activeawakeB.mpg

PowerPoint Captions: Newborn States.ppt

Description Newborn States: Active Awake The active awake state is characterized by frequent diffuse motor activity, vocalizations, flushed skin, and irregular breathing. The newborn occasionally makes sounds, and reacts to sights and sounds more strongly than in the quiet awake state. Neonates spend about 2.5 hours each day in the active awake state.

Segment 27

Length: 00:17

MPEG: 027_05crying.mpg


Description Newborn States: Crying Crying is a state associated with distress and is comprised of vigorous but diffuse motor activity, facial grimaces, red skin, and intense rhythmic vocalization. Neonates spend about 2 hours each day crying. Initially, crying is an involuntary reflex, controlled by structures in the lower, primitive parts of the brain that activate when the infant is in distress and needs comfort or food. After a few months, crying becomes more voluntary, and an infant can cry to get a caregiver’s attention.

Segment 28 29

Length: 00:50 00:21

MPEG: 028_05drowsyA.mpg 029_05drowsyB.mpg


Description Newborn States: Drowsiness The drowsiness state is characterized by low activity, eyes opening and closing, eyes glazed when open, and variable breathing. Neonates spend about 1 hour in this state.

Segment 30 31

Length: 00:32 00:36

MPEG: 030_05activesleepA.mpg 031_05activesleepB.mpg


Description Newborn States: Active Sleep The active sleep state (also known as REM sleep) is characterized by increased muscle tone and motor activity, facial grimaces and smiles, occasional eye movements under closed lids, and irregular breathing. Active sleep occurs at the start of a period of sleep in newborns. After two or three months, the sequence of active sleep and quiet sleep will reverse—quiet sleep will occur before active sleep, as it does in adults. Newborns spend about 8 hours a day—50 percent of their total sleeping time—in REM sleep. The proportion of REM sleep declines rapidly in the months after birth.


Segment

32 Length:

00:21 MPEG:

032_05deepsleep.mpg PowerPoint Captions: Newborn States.ppt

Description Newborn States: Deep Sleep The deep (also known as non-rapid-eye-movement—NREM) sleep state of full rest is characterized by low muscle tone and motor activity, closed eyelids, still eyes, and regular breathing. Neonates spend about 8 hours in deep sleep.

INTERVIEW WITH CHARLES NELSON

Segment

33 Length:

02:50 MPEG:

033_05nelson.mpg PowerPoint Captions:

Charles Nelson.ppt Description Interview with Charles Nelson Techniques that can be used to look at brain structure and function include X-rays, electroencephalography (EEG), computerized tomography (CT), positron emission tomography (PET), magnetic resonance imaging (MRI), and functional magnetic resonance imaging (fMRI). In this clip, Charles Nelson, a researcher of brain structure and development, describes the use of brain-imaging techniques in children.

HOTHOUSE BABIES

Segment

34 Length:

01:55 MPEG:

034_05hothouse.mpg PowerPoint Captions: Hothouse Babies.ppt

Description Hothouse Babies Most psychologists believe that pushing children to perform tasks beyond their level can turn learning into a source of anxiety. Parents should ensure that the experience of learning for infants and toddlers is a joyful one, and that they allow unstructured time for play. Developmentalists tend to believe that the most important point is to follow the child’s lead and to support the natural developmental process through challenging, age-appropriate activities that reflect the child’s interests. Household toys and toys created by parents can provide all the stimulation children need.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 17 NEWBORN SENSES

Segment

35 Length:

00:32 MPEG:

035_05sensesA.mpg PowerPoint Captions: Newborn Senses.ppt

Description Newborn Senses: Taste This video clip shows the responses of a newborn to sweet, salty, and sour tastes. From a Q-tip the newborn is first fed a substance of sugar and water. Next, it is fed a substance of salt and water. Last, it is fed a substance of lemon and water. Each taste elicits a different response.

Segment

36 Length:

00:48 MPEG:

036_05sensesB.mpg PowerPoint Captions: Newborn Senses.ppt

Description Newborn Senses: Observation This video clip presents footage of a 3-month-old infant; various sensory responses may be observed.

NEWBORN REFLEXES

Segment 37

Length: 02:18

MPEG: 037_05reflexes.mpg

PowerPoint Captions: Newborn Reflexes.ppt

Description Newborn Reflexes Some of the reflexes present at birth in the healthy infant are rooting, sucking, swallowing, stepping, grasping, and what are called the Babinski and Moro reflexes. This video shows a newborns displaying various reflexes.

MOTOR MILESTONES OF THE FIRST TWO YEARS

Segment 38

Length: 00:15

MPEG: 038_05headup.mpg

PowerPoint Captions: Motor Milestones.ppt

Description Motor Milestones of the First Two Years: Head Up On average, infants can lift their head by about 2 months. This motor milestone occurs early, often in combination with the reflexive movements of the arms and legs that are observed when infants lie on their stomach. The videos in this series show infants attaining various motor milestones. As control of head and neck muscles increases, the reflexive movement of the legs decreases.


Segment

39 Length:

00:14 MPEG:

039_05rolling.mpg PowerPoint Captions: Motor Milestones.ppt

Description Motor Milestones of the First Two Years: Rolling Over At 2 or 3 months, most infants can roll over without assistance. This infant seems very accustomed to rolling over.

Segment 40

Length: 00:19

MPEG: 040_05sitting.mpg


Description Motor Milestones of the First Two Years: Sitting Up Most infants sit without support by 5 or 6 months. This child’s ability to sit alone gives her some independence in exploring her world—at least the part of it she can reach.

Segment 41

Length: 00:17

MPEG: 041_05crawling.mpg


Description Motor Milestones of the First Two Years: Crawling By 8 to 10 months, most children can lift their bellies off the floor and crawl on their hands and knees, or hands and feet.

Segment 42

Length: 00:23

MPEG: 042_05cruising.mpg


Description Motor Milestones of the First Two Years: Cruising Between 7 and 9 months, most infants can pull themselves upright. Between 9 and 10 months, they can cruise holding onto a person’s hand or onto furniture, as this little girl does.

Segment 43

Length: 00:27

MPEG: 043_05walking.mpg


Description Motor Milestones of the First Two Years: Walking The time of walking varies, with about 50 percent of all children walking well by 12 months, and 90 percent walking well by 14 months. In their first months of walking, infants spread their legs wide to help maintain balance, producing the characteristic “toddling” movement.

Segment 44

Length: 00:11

MPEG: 044_05kicking.mpg


Description Motor Milestones of the First Two Years: Kicking On average, children can kick a ball, which requires the ability to maintain balance while standing on one leg, at between 20 and 22 months. This little girl has no trouble giving the ball a good kick.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 19 PIAGET’S STAGES OF SENSORIMOTOR INTELLIGENCE

Segment

45 Length:

02:45 MPEG:

045_06sensorimotor.mpg PowerPoint Captions:

Sensorimotor.ppt Description Piaget’s Stages of Sensorimotor Intelligence The scenes in this video illustrate the six stages of sensorimotor development.

OBJECT PERMANENCE

Segment 46

Length: 00:30

MPEG: 046_06objpermA.mpg

PowerPoint Captions: Object Permanence.ppt

Description 7-month-old Failing Basic Object Permanence Task In the classic demonstration of object permanence, an adult shows a child an interesting object and then places an easily removed cloth or blanket over it. If the child attempts to remove the cloth, the infant has acquired object permanence. If the infant briefly looks disappointed and then adjusts to the loss, object permanence is not present. An extension of this research is Piaget’s A-Not-B task. In this task, infants see an object placed under a blanket (A) and become accustomed to the object’s being in that location. When the object is then placed in a new location (B), infants tend to search for the object in the old (A) location, even though they watched the experimenter place the object in the new (B) location. The tendency seems to indicate that the concept of object permanence is present but still developing toward its final form. In this clip, even after several trials, this 7-month-old girl seems to accept that the giraffe disappears when the researcher places it under the cloth. Although the toy is easily within her reach, she makes no attempt to retrieve it, no matter where it is hidden.

Segment 47

Length: 00:20

MPEG: 047_06objpermB.mpg


Description 9-month-old Passing Basic Object Permanence Task The child in this clip has clearly acquired a concept of object permanence and has no trouble retrieving toys from the location.

Segment 48

Length: 01:20

MPEG: 048_06objpermC.mpg


Description 9-month-old Failing A-not-B Task The child in this clip has clearly acquired a concept of object permanence and has no trouble retrieving toys from the A location. But when the researcher moves the toy to a new (B) location, the child continues to search for it in its previous location.


Segment 49

Length: 00:37

MPEG: 049_06objpermD.mpg


Description 9-month-old Passing A-not-B Task The 9-month-old girl in this clip has mastered the concept of object permanence, and she easily passes the A-not-B task, looking for the keys in their new location immediately.

UNDERSTANDING NEUROSCIENCE METHODS: ERP

Segment 50

Length: 02:29

MPEG: 050_06ERP.mpg

PowerPoint Captions: ERP.ppt

Description Understanding Neuroscience Methods: ERP The laboratory of Debra Mills recorded and analyzed the brain-wave patterns of an infant who listened as a puppet recited words, both familiar and unfamiliar. This laboratory scene is captured in this video along with Mills discussing ERP (Event-Related Potentials) research, in particular research related to changes in brain organization (especially cerebral lateralization of language) that occur as children acquire language.

AFFORDANCES: THE RED BALL

Segment 51

Length: 00:43

MPEG: 051_06affordances.mpg

PowerPoint Captions: ERP.ppt

Description Affordances: The Red Ball Eleanor and James Gibson developed the idea of affordance in cognitive development. An affordance is an opportunity for perception, action, and interaction. For a young child, everything in the environment affords opportunities—each item can be perceived and interacted with in a multitude of ways. Whether a child perceives an object or place as an affordance depends on the child’s past experiences, developmental level, awareness of the opportunity, and immediate need and motivation. For the child in this clip, the ball is an opportunity for perception and interaction.

INTERMODAL PERCEPTION

Segment

52 Length:

02:02 MPEG:

052_06intermodal.mpg PowerPoint Captions:

Intermodal Perception.ppt Description Intermodal Perception The relationship infants detect between what is said and who is saying it is illustrated in the following video, based on two classic studies of intermodal perception by Patricia Kuhl. Younger infants relate lip movements and speech sounds. Older infants also relate gender to a


voice they hear. In this clip, although the infants in the study experienced each item of a pair on a separate monitor, you will observe these auditory-visual pairings on one screen.

THE RESEARCH OF KAREN ADOLPH

Segment 53

Length: 00:51

MPEG: 053_06adolph.mpg

PowerPoint Captions: Karen Adolph.ppt

Description The Research of Karen Adolph Karen Adolph (New York University) has studied how a child’s perception of affordances changes with his or her ability to move about. A child’s perception of a safe distance to reach across changes as he or she learns how to crawl. As a child makes the transition from crawler to walker, his or her perception of the safety of a slope changes. In this clip, Hillary initially perceives the slope as risky and decides not to crawl down, opting instead to slide down on her bottom. (This is mostly likely driven by her past experience with crawling.) Now walking, but only for a brief period, Hillary decides to try walking down the ramp, forgetting what she learned as a crawler about the risks of traveling down inclined surfaces. Hillary, now with 10 weeks of walking experience, is reintroduced to the ramp. After contemplating her situation, she decides to scoot down on her bottom. Her past experiences in walking, along with her developmental level, her assessment of this opportunity, and her motivation to reach the bottom, affect her perception of the ramp and the actions required to descend it.

THE VISUAL CLIFF

Segment 54

Length: 02:09

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PowerPoint Captions: Visual Cliff.ppt

Description The Visual Cliff Clip A In this video, Joseph Campos describes his research with the visual cliff, and we see two infants reacting to the visual cliff. One has been crawling for a month. The other has just learned to crawl.

Segment 55

Length: 00:25

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PowerPoint Captions: Visual Cliff.ppt

Description The Visual Cliff Clip B: A New Crawler This clip shows that Amanda, a new crawler, is at first hesitant to venture out, but with coaxing from her mom, she crawls right over the visual cliff.


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Visual Cliff.ppt Description The Visual Cliff Clip C: An Experienced Crawler In this clip, even though his mother is waiting on the other side and coaxing him, Andy, an experienced crawler, simply cannot bring himself to cross the visual cliff.

THE RESEARCH OF CAROLYN ROVEE-COLLIER

Segment 57

Length: 02:14

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PowerPoint Captions: Carolyn Rovee-Collier.ppt

Description The Research of Carolyn Rovee-Collier The research of Dr. Carolyn Rovee-Collier (Rutgers University) focuses on learning and memory in preverbal infants. As you watch this video clip, note how baby Jessica responds. There are two stands over her crib. One is empty, and the other supports a mobile. A ribbon is attached to the empty stand and to Jessica’s ankle. Later, the ribbon is attached to the mobile stand and to Jessica’s ankle. Finally, the ribbon is again attached to the empty stand and Jessica’s ankle. When Jessica kicks and the ribbon is attached to both her ankle and the mobile stand, the mobile moves. What, if anything, does Jessica learn? What, if anything, does Jessica remember when the circumstances in her crib change?

INFANTS’ PRESPEECH GESTURES

Segment 58

Length: 02:44

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PowerPoint Captions: Prespeech Gestures.ppt

Description Infants’ Prespeech Gestures This video clip presents Linda Acredelo, a professor of psychology at the University of California Davis, and Susan Goodwyn, a professor of psychology and Child Development at California State University, Stanislaus. These research collaborators discuss Baby Signs, their book about the signs parents and their preverbal babies use in order to communicate with one another. According to Acredelo and Goodwyn, baby signs may be improvised or borrowed from ASL (American Sign Language), such as the sign for “more” that you see near the beginning of the video clip. Studies have shown that baby signs facilitate language development and cognitive skills in the children who have used them. In follow-up studies, 8-year-old children who had used baby signs scored higher on IQ tests.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 23 LEARNING LANGUAGE

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Learning Language.ppt Description Learning Language: Newborn The clips in this series show different aspects of language learning as newborns grow into infants and toddlers. At birth and for the next few weeks, infants’ communicative sounds and gestures are reflexive, and they make their needs known through crying, expressions, and gestures.

Segment 60

Length: 01:29

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PowerPoint Captions: Learning Language.ppt

Description Learning Language: Two-months-old Over the second and third months, new sounds are emerging: first, cooing, crying, fussing, and laughing; and later, squeals, growls, croons, trills, and vowel sounds. Infants use these sounds in a playful and meaningful way during face-to-face interactions.

Segment 61

Length: 00:28



Description Learning Language: Three- to Four-months-old New sounds are emerging in the third and fourth months, including squeals, growls, croons, trills, and vowel sounds. The child and caretaker share emotions, each focusing on the emotional expressions of the other.

Segment 62

Length: 00:30



Description Learning Language: Six-months-old At around 6 months, infants are able to sit without support, and their interest in objects in their environment increases. At this age, infants will make babbling sounds─repetitions of syllables, such as “ba-ba-ba-ba,” “da-da-da-da,” “dee-dee-dee-dee,” or “ma-ma-ma.”

Segment 63

Length: 00:44



Description Learning Language: Nine-months-old Beginning around 9 months, infants are babbling gibberish and saying their first words and word approximations. They understand a few simple words.


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Learning Language.ppt Description Learning Language: First Words Around their first birthday, most infants are using single-word utterances. Vocabulary grows slowly between 12 and 18 months.

Segment 65

Length: 01:13



Description Learning Language: Word Combinations Word learning is much faster after 18 months of age—the child learns about one new word every two hours! This is also the time when infants start to use two-word strings.

Segment 66 67

Length: 00:42 00:34

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Description Learning Language: Two and Three Year Olds By 24 months, the end of infancy, children typically are using multiword sentences.

CHOMSKY’S VIEW OF LANGUAGE DEVELOPMENT

Segment 68

Length: 01:26

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PowerPoint Captions: Noam Chomsky.ppt

Description Chomsky’s View of Language Development According to linguist Noam Chomsky, humans master grammar in a way that cannot be explained by learning alone, as B. F Skinner and other learning theorists would suggest. Chomsky theorizes that the human brain has a “language acquisition device” and is thus prewired to use grammar. The same process of language development is evident in all language groups. Observation of the use of signing among older deaf students, and then among young deaf children who had come together as a group at a much younger age, reveals that there is an evolution from inconsistent signing with no predictable grammar toward signing as a grammatical language.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 25 INTERVIEW WITH STEVEN PINKER

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Steven Pinker.ppt Description Interview with Steven Pinker According to linguist Noam Chomsky, humans master grammar in a way that cannot be explained by learning alone. Chomsky theorizes that the human brain is “prewired” to learn words and use grammar. Stephen Pinker has studied language acquisition in young children. In this clip, he talks about the ways in which children learn language.

THE RESEARCH OF JANET WERKER

Segment 70

Length: 05:26

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PowerPoint Captions: Janet Werker.ppt

Description The Research of Janet Werker In the following video, infants respond to and discriminate among speech sounds of native and non-native languages. Janet Werker discusses infant behaviors in relationship to certain speech sounds, the head-turning procedure used in this clip, and the conclusions this study has led to.

SEPARATION ANXIETY

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Separation Anxiety.ppt Description Separation Anxiety Separation anxiety is the fear of abandonment that young children—typically between 9 and 14 months old— experience when their parent or caregiver leaves them. This anxiety is a normal developmental change, part of the process in which children’s emotions become more differentiated and distinct. The strength of this and other emotions depends in part on a child’s temperament and in part on the child’s social experiences. The little girl in this clip is clearly anxious about her caregiver’s departure.

DEVELOPING SELF-AWARENESS

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Self-Awareness.ppt Description Developing Self-Awareness: The Rouge Test A classic test of the ability of young children to recognize themselves—first employed by Michael Lewis and Jeanne Brooks-Gunn—involves surreptitiously putting a dot of rouge on a child’s nose, placing the child in front of a mirror, and observing how the child reacts to the


mirror image. Very few infants younger than 15 months relate the mirror image to themselves. Most tend to ignore the image or to touch the mirror, as though trying to touch another child. Over the next few months, infants do begin to recognize themselves, as indicated by their touching their own nose rather than the mirror. In this clip, 6-month-old Lilith finds her reflection in the mirror interesting, but unfamiliar. In contrast, 18-month-old Emma sees this dot on her reflection in the mirror and quickly relates it to her own nose. She even seems a bit amused by it!

INTERVIEW WITH ALEXANDER THOMAS

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Description Interview with Alexander Thomas Lead NYSL (New York Longitudinal Study) researcher Alexander Thomas of New York University believes that peoples’ temperaments are established in infancy. To illustrate this belief, he tells the story of a father whose harsh judgment and attitude toward his daughter changed when an outside event allowed the father to reappraise his daughter’s temperament as “artistic” rather than “difficult.”

THE STRANGE SITUATION

Segment 74

Length: 04:55

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PowerPoint Captions: Strange Situation.ppt

Description The Strange Situation: Clip A The Strange Situation, Mary Ainsworth’s now-classic laboratory procedure, measures attachment by evoking an infant’s responses to stress, as a caregiver and a stranger arrive and depart from a playroom where the child has access to many interesting toys. In a series of comings and goings, the child spends time with the caregiver alone, then with a stranger alone. These episodes alternate, and observers record how the child reacts to the toys, to the caregiver’s departure, and to the caregiver’s return. From these observations, a child’s pattern of attachment is classified as secure; insecure-avoidant; or insecure-resistant. (Later researchers qualified these classifications by adding a fourth—disorganized—and by noting that not all children can be classified in a single category.) The following clips are simulations, not actual examples, of children displaying secure, insecure-resistant, and insecure-avoidant forms of attachment. In this clip, “Shane” plays happily with the toys in the room when his mom is present, and he misses her when she leaves. On her return, he seems to alternate between rejecting contact with her and seeking it. He is no longer interested in the toys.


Segment 75

Length: 04:19

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PowerPoint Captions: Strange Situation.ppt

Description The Strange Situation: Clip B In this clip, “Destiny” plays happily with the toys when her mom is present. She watches for her mother after she has left the room, but she continues to play with the toys and with the stranger. When Mom returns, she ignores her and continues playing.

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Description The Strange Situation: Clip C In this clip, “Lindsey” plays happily with the toys when her mom is present, using her as a secure base. She is clearly distressed when Mom leaves, especially the second time. She cannot be consoled, and she welcomes her mother’s return, seeking contact and comfort. After a brief reunion, they play with the toys again.

INTERVIEW WITH GILDA MORELLI

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Gilda Morellie.ppt Description Interview with Gilda Morelli Gilda Morelli has expanded the research on the Strange Situation to include cultures outside the United States and Europe. In this clip, she describes the results of research related to the Strange Situation in which she studied mothers and children of the Efe, in the Congo region of Africa. Among the Efe, a large number of people interact with infants in the infants’ first years of life.

PLAYING WITH DAD

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Description Playing with Dad Fathers tend to be more encouraging than mothers (who are more protective) and to engage in more creative, more physical, and noisier play. Caretakers, whether father or mother, become social references for children. Children read their expressions and reactions, searching for information about unfamiliar or ambiguous objects and events. The more active play with fathers—tumbling, chasing, monster-growling, “airplane-flying”— tends to produce children who are more confident and braver in strange social situations. In this video, a father holds his child, while the infant splashes and kicks.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 28 CHILD CARE: AN OVERVIEW

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Child Care Overview.ppt Description Child Care: Clip A (Ratio of Children-to-Caregivers) In the United States, more than half of all 1-year-olds receive some care from persons other than their mothers on a regular basis. This care may be provided by another family member, but it is often provided in an organized, structured program outside the home. The National Institute of Child Health and Development has sponsored a study that is watching 1,300 children from birth through age 3; these children come from 10 different regions of the United States. The study supports the conclusion that infants are not harmed by, and are sometimes helped by, good child-care programs. The four essential characteristics of high-quality child care are adequate attention (that each infant receives); encouragement of sensorimotor exploration and language development; attention paid to health and safety; and well-trained and professional caregivers. The first video of this series presents a child care center with a good ratio of children to caregivers.

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Child Care Overview.ppt Description Child Care: Clip B (Staffing) This video presents proper staffing in a child care center.

Segment

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Child Care Overview.ppt Description Child Care: Clip C (Sensitivity to Children) In this video, caregivers show sensitivity to children.

Segment 82

Length: 00:48

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PowerPoint Captions: Child Care Overview.ppt

Description Child Care: Clip D (Involvement of Parents) This video shows the involvement of parents at one child care facility.

Segment 83

Length: 00:58

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PowerPoint Captions: Child Care Overview.ppt

Description Child Care: Clip E (Play) This video presents children at play in a child care setting.


Segment

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Child Care Overview.ppt Description Child Care: Clip F (Problems?) This video presents a series of random events at one child care center. Evaluate whether there is any cause for concern with respect to the care practices.

BEST PRACTICES IN CHILD CARE

Segment 85

Length: 01:19

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PowerPoint Captions: Child Care Practices.ppt

Description Best Practices in Child Care: Caregiver with Children The video clips in this series show events that take place at the Grossmont Child Care Center in El Cajon, California. This first clip presents a caregiver interacting with a child; the caregiver responds to the child with warmth and sensitivity to the child’s concerns.

Segment 86

Length: 00:16

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Description Developing Relationships: Primary Caregiving This video clip shows the strategy of “primary caregiving” in action—a trusted, predictable caregiver gets to know each child in her group as well as each child’s family.

Segment 87

Length: 01:36

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Description Developing Relationships: Continuity of Care This video clip shows the strategy of “continuity of care” in action—children remain with the same caregivers for the duration of their time at the center.

Segment 88

Length: 00:48

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Description Developing Relationships: Small Groups This video clip shows the strategy of “small group size” in action—with overall group size kept small, caregivers can spend more time with individual children and, consequently, build closer relationships with each of them.


Segment

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Child Care Practices.ppt Description Building Strong Relationships with Families This video clip shows how parental involvement is encouraged and is needed for strong relationships to develop between the families of the children and those who work at the Grossmont Child Care Center.

Segment 90

Length: 00:47

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Description Best Practices in Curriculum This video clip presents a boy who incorporates blocks, animals, and building supplies into his play. Throughout, he uses his creativity, experiments with scientific principles, and learns to make choices.

Segment 91

Length: 01:20

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Description Observing a Child Care Center in Action This video clip presents the children and caregivers of Grossmont Child Care Center in action. Note the small group size, organized activities, and classroom environments that promote security and a love of learning.

A TYPICAL DAY IN EARLY CHILDHOOD EDUCATION

Segment 92

Length: 01:55

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PowerPoint Captions: Riverside Child Care.ppt

Description A Typical Day in Early Childhood Education This video shows events that take place at the Early Childhood Education Center at Riverside Community College in Moreno Valley, California. The clip presents a typical day in one child care center. Children are dropped off, engage in group work, dance, laugh, read, and play.

GROSS MOTOR SKILLS

Segment 93

Length: 01:23

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PowerPoint Captions: Gross Motor Skills.ppt

Description Gross Motor Skills Gross motor skills—those skills involving large body movements—improve markedly after the age of 2 years. Children master climbing, jumping, hopping on one foot, running, and kicking a ball. Improved motor skills result from a stronger body and from greater brain maturation, which is due to the increased myelination of cells in the central nervous system.


After age 2, children develop the motor skills that enable them to have a wonderful time participating in various play activities—running, climbing, jumping, hopping, swinging from rings, and exploring the world around them.

FINE MOTOR SKILLS

Segment 94 95

Length: 00:32 00:16

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PowerPoint Captions: Fine Motor Skills.ppt

Description Fine Motor Skills The young children in this video are engaging in activities—coloring within the lines, putting buttons through buttonholes—that require fine motor skills.

MEMORY DEVELOPMENT

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Memory Development.ppt Description Memory Development: Clip A In the first few years of life, children are capable of basic information processing, and they do remember some events and details quite clearly. But their memories seem unpredictable, because they do not encode, store, or retrieve information in the way they will when they are older. In addition, the human brain is not yet fully mature. The corpus callosum (a network of structures connecting the two hemispheres) is not fully myelinated, and their prefrontal cortex is not fully developed. As a result, retrieving encoded memories may be more difficult for young children than for adults. Young children have had little experience with retrieval strategies that let them pull information from long-term storage easily. Memories of emotional experiences are easier to form, store, and retrieve. Source memory—the ability to recall who said or did something, or where an event occurred—is difficult for everyone, but especially difficult for young children. Children do, however, have an ability to store useful representations of past events. One especially useful tool is the script, a mental road map of a familiar, recurring, set of events. Most children have developed some scripts—for eating meals, going to bed, taking a bath, celebrating a birthday—by the age of three. The clips in this series show two 3-year-olds and two 6-year-olds relating their memories of what birthday parties do and do not contain, using scripts to answer questions about those parties. In the first clip of this series, Christian (age 3) shares his memories of birthday parties.


Segment 97

Length: 02:11

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PowerPoint Captions: Memory Development.ppt

Description Memory Development: Clip B In this clip, Matthew (age 3) shares his memories of birthday parties.

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Memory Development.ppt Description Memory Development: Clip C In this clip, Ethan (age 6) shares his memories of birthday parties.

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Memory Development.ppt Description Memory Development: Clip D In this clip, Elizabeth (age 6) shares her memories of birthday parties.

MAGICAL THINKING

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Description Magical Thinking In this clip, you will witness a typical response from a 4-year-old and from a 7-year-old who have been asked about wishes. As you will see in this clip from the laboratory of Jacqui Woolley, the causal power of wishing affects different age groups differently.

PIAGET’S CONSERVATION-OF-LIQUID TASK

Segment 101

Length: 01:24

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PowerPoint Captions: Conservation-of-Liquid.ppt

Description Piaget’s Conservation-of-Liquid Task: Five-year-old Fails According to Piaget, children at about age 7 enter the concrete operational stage of thought: they are able to reason logically about the things and events they perceive. Piaget believed that children’s initial ability to reason logically is reflected in their understanding of conservation—the idea that changes in the appearance of an object or substance do not change its key properties, such as quantity. One of his classic tests is the conservation-of-liquid test. In this test, the experimenter shows a child two containers of the same size filled with the same amount of liquid. The child then watches as the contents of one container are poured into a container of a different size. Finally, the experimenter asks the child whether one container


contains more liquid than the other, or whether the amount of liquid in both containers is the same. The 5-year-old in this clip doesn’t yet understand that the quantity of a liquid stays the same when you transfer the liquid to a different-sized vessel.

Segment 102

Length: 00:52

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PowerPoint Captions: Conservation-of-Liquid.ppt

Description Piaget’s Conservation-of-Liquid Task: Seven-year-old Passes The 7-year-old in this clip has entered the concrete operational stage of thought. He is now able to reason that the quantity of a liquid stays the same when you transfer it to a different sized vessel.

PIAGET’S CONSERVATION-OF-NUMBER TASK

Segment 103

Length: 01:46

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PowerPoint Captions: Conservation-of-Number.ppt

Description Piaget’s Conservation-of-Number Task This clip shows a 4½ -year-old failing a conservation-of-number task, followed by a 7-year-old succeeding.

SCAFFOLDING

Segment 104

Length: 00:19

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Description Scaffolding Lev Vygotsky, who pioneered the idea of sociocultural influences on learning, developed the notion of scaffolding, a sensitive structuring of the young child’s participation in learning encounters. The tutor’s role is to lead the child—to arouse the child’s interest, simplify the task, maintain the child’s interest by keeping the activity within her ability, make sure the task is appropriate to the child’s level of cognitive development, control frustration by anticipating problems, and convey enthusiasm. In this clip, a teacher lifts a child to help her place another block on a tower of blocks.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 34 THEORY OF MIND

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PowerPoint Captions: Theory of Mind.ppt

Description Theory of Mind: Three-year-old Fails Theory of mind is a person’s theory of what other people might be thinking. In order to have a theory of mind, a child must realize that other people are not necessarily thinking the same thoughts that they themselves are. Such a realization is seldom possible before age 4. In the first clip, a 3-year-old participates in (and fails) a false-belief task.

Segment 107

Length: 01:45

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Description Theory of Mind: Three-year-old Passes In this clip, a 3-year-old participates in (and passes) a false-belief task.

Segment 108

Length: 01:11

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Description Theory of Mind: Six-year-old Passes In this clip, A 6-year-old participates in (and passes) a false-belief task.

THEORY OF MIND: INTERVIEW WITH ALISON GOPNIK

Segment 109

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Description Theory of Mind: Interview with Alison Gopnik Theory of mind is a person’s theory of what other people might be thinking. In order to have a theory of mind, a child must realize that other people are not necessarily thinking the same thoughts that they themselves are. Such a realization is seldom possible before age 4. In this video, Alison Gopnik describes her work with children and their ability to adopt the viewpoint of others.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 35 EARLY CHILDHOOD LANGUAGE

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Early Childhood Language.ppt Description Early Childhood Language: Three-year-olds Clip A By age 3, children’s command of grammar is impressive. The children in this set of clips show various aspects of language development. In this clip, note the child’s placement of adjectives before nouns, subjects before verbs.

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PowerPoint Captions: Early Childhood Language.ppt

Description Early Childhood Language: Three-year-olds Clip B This child is quickly matching pictures of animals with concepts she has stored in her memory. Watch carefully, and you will see her name some animals by logical extension of names she already knows.

Segment 112

Length: 01:46

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Description Early Childhood Language: Three-year-olds Clip C The children in this clip, aged 24 to 36 months, are forming complete sentences.

Segment 113

Length: 00:38

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Description Early Childhood Language: Fast-mapping The little boy in this clip is participating in what is essentially a reenactment of Dare Baldwin’s Modi experiment. Note how he quickly fast-maps the word “modi” onto the hidden object.

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Early Childhood Language.ppt Description Early Childhood Language: Overextension The child in this clip is employing overextension as she attempts to identify animals. Even when mistaken, her rationale is quite sophisticated!

Segment 115

Length: 00:27

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Description Early Childhood Language: Private Speech The little boy in this clip is clearly engaging in private speech, which will enable him to develop new ideas.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 36 GLEASON’S WUG TEST

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Gleason’s Wug Test.ppt Description Gleason’s Wug Test The Wug test, designed and demonstrated here by Jean Berko Gleason, investigates children’s ability to apply the rules of the grammar of their native language to unknown words.

INTERVIEW WITH SUSAN GOLDIN-MEADOW

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Length: 04:30

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PowerPoint Captions: Susan Goldin-Meadow.ppt

Description Interview With Susan Goldin-Meadow In developing their communication skills, hearing children use both spoken language and gestures, and deaf children learn to use gestures as a form of language. Susan Goldin-Meadow has studied children’s use of gestures and has found that, even in hearing children, gestures convey not just emotions but substantive information. In this clip, she describes some of her findings on the use of gestures in communication.

NANCY EISENBERG: EMOTIONAL REGULATION IN CHILDREN

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PowerPoint Captions: Eisenberg Emotion.ppt

Description Interview with Nancy Eisenberg: Emotional Regulation in Children In this video, Nancy Eisenberg talks about differences in disposition and emotional regulation in children, and how these affect children’s responses to others.

ASSESSING CHILDREN’S ABILITY TO DELAY GRATIFICATION

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Delay of Gratification.ppt Description Assessing Children’s Ability to Delay Gratification In order to assess children’s ability to delay gratification, researchers often devise tasks that require children to hold their desires and impulses in check in order to get a reward. This clip, recorded in the laboratory of Grazyna Kochanska, illustrates one such task, as well as the striking individual differences that researchers frequently observe among children. Tasks like this one are usually quite difficult for toddlers, especially boys, who at this age show less ability to pay attention and exercise restraint than do girls.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 37 DISPLAY RULES AND DISAPPOINTING GIFTS

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Display Rule.ppt Description Learning Emotional Display Rules: The Disappointing Gift Task As you watch the individuals or pairs of students interviewed in this video, you’ll notice that, in spite of the many differences that may exist among them, they all share the same criteria for friendships. All of the children interviewed, regardless of the gender or age, agree first and foremost that friends share the same interests and treat each other kindly.

EARLY COMPLIANCE WITH RULES

Segment 121

Length: 03:39

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PowerPoint Captions: Compliance with Rules.ppt

Description Early Compliance with Rules Children’s ability to appreciate standards and rules, and to regulate themselves accordingly, begins to emerge quite early. One method researchers have used to demonstrate this ability is to have children play “contest” games in order to win a prize. The games, which the children play unsupervised, are rigged so that they can be won only by breaking the rules. In the procedure shown in this clip—conducted in the laboratory of Grazyna Kochanska—a 33-month-old makes admirable efforts to play by the rules, which require him to throw rubber darts into a distant ring without moving away from a designated area.

STYLES OF PLAY

Segment 122

Length: 00:16

MPEG: 122_10playA.mpg

PowerPoint Captions: Styles of Play.ppt

Description Styles of Play: Parellel Play Children learn many of their social skills through play with peers. In 1932, Mildred Parten, using a scale from least social to most social, described five types of childhood play: solitary, onlooker, parallel, associative, and cooperative. These types of play are illustrated in the clips in this set. In the first clip of this series, the children are looking at their books, side-by-side but not interacting.

Segment 123

Length: 00:14

MPEG: 123_10playB.mpg


Description Styles of Play: Cooperative Play For at least one of these children, play is mimicking aggression: it includes disagreement, a raised voice, some kicking of toys—can shoves be far behind? Mom may say, “Stop that


before someone gets hurt!” (and sometimes someone will), but this play involves no intent to harm.

Segment 124

Length: 00:17

MPEG: 124_10playC.mpg


Description Styles of Play: Cooperative Physical Play The girls in this video play a hand-clapping game. The same girls may be skipping rope together later.

Segment 125

Length: 00:30

MPEG: 125_10playD.mpg


Description Styles of Play: Functional Play This young artist is engaged in a solitary activity that is fully absorbing her interest. At another time, she might be much more social.

Segment 126

Length: 00:35

MPEG: 126_10playE.mpg


Description Styles of Play: Cooperative Play These girls are playing a group hand-clapping game.

Segment 127

Length: 00:30

MPEG: 127_10playF.mpg


Description Styles of Play: Parallel Constructive Play Sitting side-by-side, these two future architects plan their structures. Although they may swap tools, they are playing independently at similar activities.

Segment 128

Length: 00:33

MPEG: 128_10playG.mpg


Description Styles of Play: Parallel Functional Play In this clip, each of these children seems to regard the other as one of the many obstacles in this climbing apparatus.

Segment 129

Length: 00:32

MPEG: 129_10playH.mpg


Description Styles of Play: Cooperative Physical Play As children move beyond toddlerhood, they can play cooperatively, managing conflict when necessary in their rough-and-tumble activities.


Segment

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Styles of Play.ppt Description Styles of Play: Cooperative Fantasy Play Children who are able to adopt the perspective of others delight in fantasy play, pretending to be Mom or a fireman or even the pet dog. These children have an elaborate fantasy game under way.

INTERVIEW WITH JAY BELSKY

Segment 131

Length: 02:26

MPEG: 131_10belsky.mpg

PowerPoint Captions: Jay Belsky.ppt

Description Interview with Jay Belsky Jay Belsky has conducted research into interactions between parents (and other caregivers) and children, and the ways in which adults parent their children. In this clip, he talks about the degree to which parenting styles are learned from one’s own parents.

DIFFERENCES IN MOTHERS’ AND FATHERS’ STYLE OF PLAY

Segment 132

Length: 02:58

MPEG: 132_10parentplay.mpg

PowerPoint Captions: Parental Play.ppt

Description Differences in Mothers’ and Fathers’ Style of Play In many Western cultures, fathers’ play with their children tends to be more physical and boisterous than mothers’—even when the fathers are interacting with infants and daughters.

CHILDHOOD OBESITY

Segment 133

Length: 02:30

MPEG: 133_11obesityA.mpg

PowerPoint Captions: Child Obesity.ppt

Description Childhood Obesity: Being Overweight In this video, overweight children and their parents share some experiences related to being overweight in the culture of children. Source: The Big Hurt by CWK Network/Connect with Kids


Segment 134

Length: 01:15

MPEG: 134_11obesityB.mpg

PowerPoint Captions: Child Obesity.ppt

Description Experts on Overweight Children In this video, experts from the American Association of Pediatrics discuss childhood obesity as footage of overweight children at a fair is shown.

Segment

135 Length:

02:33 MPEG:

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Child Obesity.ppt Description Dealing with Obesity In this video, overweight children and their families share their experiences along with their strategies for losing weight and dealing with obesity. Source: The Big Hurt by CWK Network/Connect with Kids

AUTISM

Segment 136

Length: 01:58

MPEG: 136_11autismA.mpg

PowerPoint Captions: Autism.ppt

Description Autism: Parents Discuss Causes Autism is a pervasive developmental disorder marked by an inability to relate to other people normally, extreme self-absorption, and an inability to learn normal speech. In this video, two mothers of children with autism give their views on the causes of this disorder.

Segment

137 Length:

02:31 MPEG:

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Autism.ppt Description Autism: Diagnosis In this video, experts and parents discuss the diagnosis of autism.

Segment 138

Length: 00:30

MPEG: 138_11autismC.mpg


Description Autism: Observing Children with Autism Clip A In this video, these identical triplets are working on eye contact and responding to directions. Early intervention and treatment increase a child’s chances of functioning at the highest possible level.


Segment 139

Length: 01:20

MPEG: 139_11autismD.mpg


Description Autism: Observing Children with Autism Clip B In this video, teachers are working with these children to help them acquire the basic skills they will need to communicate and interact with others.

Segment 140

Length: 00:42

MPEG: 140_11autismE.mpg


Description Autism: Observing Children with Autism Clip C This video offers a glimpse of the triplets at home.

Segment 141

Length: 04:10

MPEG: 141_11autismF.mpg


Description Autism: Treatment In this video, mothers and teachers describe some of the short-term and long-term goals of treatment and training for the children in their care.

Segment

142 Length:

01:44 MPEG:

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Autism.ppt Description Autism: Impact on Families Autism affects the whole family. In this video, parents describe their reactions to the diagnosis and their adjustments to living with a child with autism.

DYSLEXIA

Segment 143

Length: 02:32

MPEG: 143_11dyslexiaA.mpg

PowerPoint Captions: Dyslexia.ppt

Description Dyslexia: Children Discuss Impact Dyslexia is marked by an unusual difficulty with reading, thought to be the result of some neurological underdevelopment. In the first video of this series, these children give an insider’s view of how dyslexia interfered (and sometimes still interferes) with their attempts to read and to prepare class assignments.

Segment

144 Length:

01:24 MPEG:

144_11dyslexiaB.mpg PowerPoint Captions:

Dyslexia.ppt Description Dyslexia: Adolescent Discusses Impact In this video, Anthony discusses how he has dealt with his dyslexia.


Segment 145

Length: 02:00

MPEG: 145_11dyslexiaC.mpg

PowerPoint Captions: Dyslexia.ppt

Description Dyslexia: Expert and Child Discuss Treatment In this video, Jenna and Eileen Marzola, Ed.D, discuss some of the methods that helped Jenna to overcome her reading obstacles.

PHONEMIC AWARENESS TASK

Segment 146

Length: 02:07

MPEG: 146_11phonemicaware.mpg

PowerPoint Captions: Phonemic Awareness Task.ppt

Description Phonemic Awareness Task One measure of phonological processing is phonemic awareness: recognizing and talking about phonemes, the individual sounds that are blended together in words. In this clip, two young girls tackle several items in a phonemic awareness test. Note the difference in their abilities to hear and analyze sounds.

ADHD

Segment 147

Length: 04:59

MPEG: 147_11adhdA.mpg

PowerPoint Captions: ADHD.ppt

Description ADHD: An Overview ADHD (attention-deficit/hyperactivity disorder) is a condition in which a person not only has great difficulty concentrating for more than a few moments, but also is inattentive, impulsive, and overactive. The first video in this series focuses on Samantha and Robert, two New Zealand children with ADHD. The footage includes a discussion between the narrator, the children, and their families regarding the effects of this disorder on the children, their school experiences, and their family life. Source: ADHD: Out of Control Kids by Vincent Burke and Sue Younger, Top Shelf Productions

Segment

148 Length:

04:23 MPEG:

148_11adhdB.mpg PowerPoint Captions:

ADHD.ppt Description ADHD and Treatment In this video clip, the narrator discusses with Samantha, Robert, and their families (also shown in the last segment) the effects of different treatments for ADHD. While Ritalin is used to treat Samantha, behavior management techniques are used to treat Robert. Source: ADHD: Out of Control Kids by Vincent Burke and Sue Younger, Top Shelf Productions


Segment 149

Length: 02:58

MPEG: 149_11adhdC.mpg

PowerPoint Captions: ADHD.ppt

Description ADHD: An Observation This video clip takes place at an educational facility. In this footage, a young boy shares aspects of his experience with ADHD. The boy shows how he has learned to stay calm, communicate with others, and work with teachers to perform his school work. Source: ADHD: On a Good Day by Educational Videos Plus

INTERVIEW WITH JOSEPH CAMPIONE

Segment 150

Length: 02:32

MPEG: 150_12campione.mpg

PowerPoint Captions: Joseph Campione.ppt

Description Interview with Joseph Campione Fostering Communities of Learning (FCL) is a program whose key elements you will discover as you listen to an interview with Joseph Campione of the University of California, Berkeley.

INTERVIEW WITH LARRY WALKER

Segment 151

Length: 03:15

MPEG: 151_12walker.mpg

PowerPoint Captions: Larry Walker.ppt

Description Interview with Larry Walker In this clip, Larry Walker discusses the gap between moral knowledge and moral action. He also describes how a person’s morality is a crucial aspect of his or her identity.

MORAL DEVELOPMENT

Segment 152

Length: 00:32

MPEG: 152_12moralA.mpg

PowerPoint Captions: Moral Development.ppt

Description Moral Development: Reaction to the Heinz Dilemma Clip A Lawrence Kohlberg, heavily influenced by Piaget, believed that children proceed through three levels of moral judgment: preconventional (emphasis on getting rewards and avoiding punishments), conventional (emphasis on social rules), and postconventional (emphasis on moral principles). Kohlberg designed the Heinz dilemma to allow one to assess children’s moral reasoning. In this story, Heinz faces an ethical dilemma when a pharmacist refuses to provide medicine that will save the life of Heinz’s dying wife. Unable to afford the medicine, and unable to make


a deal with the pharmacist, Heinz steals the drugs. Children are asked to judge Heinz’s behavior. (Kohlberg was not interested in people’s judgments of Heinz’s behavior, but rather in how they reasoned morally to reach those judgments.) In the first clip of this series, Hannah rejects Heinz’s actions, saying that stealing is never OK.

Segment 153

Length: 00:55

MPEG: 153_12moralB.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip B In this clip, Molly says stealing would never be OK, under any circumstances.

Segment 154

Length: 01:51

MPEG: 154_12moralC.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip C In this clip, Amanda thinks that stealing may be OK sometimes—if it’s done to help someone who desperately needs help, but that you must be prepared to take responsibility for your actions. She also states that failing to help someone in need is worse than stealing.

Segment 155

Length: 02:44

MPEG: 155_12moralD.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip D In this clip, Frank believes stealing is stealing and is never right. He believes, however, that Heinz does not morally deserve a long jail term, and Frank notes that he would have done what Heinz did.

Segment 156

Length: 01:52

MPEG: 156_12moralE.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip E In this clip, Danielle states that stealing is not right, but she feels that the right to life is beyond the law and greater than a company’s right to profit. She also notes that society must respect each individual’s right to life, not just the rights of some individuals.

Segment 157

Length: 03:16

MPEG: 157_12moralF.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip F In this clip, Jared states that to steal is wrong, no matter how you look at it, because it goes against one of the Ten Commandments. But, he thinks that Heinz’s motives for stealing were good ones and that Heinz would have to be willing to go to prison to save his wife’s life.


Segment

158 Length:

01:02 MPEG:

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Moral Development.ppt Description Moral Development: Reaction to the Heinz Dilemma Clip G In this clip, Jenna finds Heinz’s stealing wrong. You can get caught and go to jail if you steal.

Segment 159

Length: 01:32

MPEG: 159_12moralH.mpg


Description Moral Development: Reaction to the Heinz Dilemma Clip H In this clip, Juana states that stealing is a sin and that it is never right. But she does not think Heinz should be arrested for trying to help his wife—at least not until his wife has taken the medicine.

SCHOOL AROUND THE WORLD

Segment 160

Length: 00:24

MPEG: 160_12schoolA.mpg

PowerPoint Captions: School Around the World.ppt

Description School Around the World: Clip A Throughout the world, children aged 7 to 11 are eager and able to learn, to focus their attention, to remember interrelated facts, and to master logical operations. Schooling for children in this age bracket is available in virtually every nation, though not always to all children and on all subjects. Schools differ greatly in their physical structure and amenities, and teaching techniques vary from open education to a strict lecture method. In this clip, a woman teaches an English grammar lesson in a United States classroom.

Segment 161

Length: 00:28

MPEG: 161_12schoolB.mpg

PowerPoint Captions: School Around the World.ppt

Description School Around the World: Clip B In this clip, a man teaches an arithmetic lesson in Papua New Guinea.

INTERVIEW WITH ROBERT SIEGLER

Segment 162

Length: 03:23

MPEG: 162_12siegler.mpg


Description Interview with Robert Siegler In this clip, developmental psychologist Robert Siegler talks about some of the ways school-age children learn mathematics.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 46 GENDER SEGREGATION

Segment 163

Length: 00:44

MPEG: 163_13genderseggirls.mpg

PowerPoint Captions: Gender Segregation.ppt

Description Gender Segregation: Clip A These young girls are playing games typical for their age. While watching this clip, try to recall how many times you have seen boys playing a game like “Concentration.”

Segment 164

Length: 00:54

MPEG: 164_13gendersegboys.mpg

PowerPoint Captions: Gender Segregation.ppt

Description Gender Segregation: Clip B The young boys in this clip are playing games typical for their age—jousting for status, engaging in rough-and-tumble play, and improvising competitive activities.

THE DEVELOPMENT OF FRIENDSHIP

Segment 165

Length: 03:18

MPEG: 165_13friendship.mpg

PowerPoint Captions: Friendship.ppt

Description The Development of Friendship As you watch the individuals or pairs of students interviewed in this video, you’ll notice that, despite the differences that may exist among them, they all share the same criteria for friendship. All of the children interviewed, regardless of the gender or age, agree first and foremost that friends share the same interests and treat each other kindly.

INTERVIEW WITH NANCY EISENBERG: PROSOCIAL BEHAVIOR

Segment 166

Length: 02:54

MPEG: 166_13eisenberg.mpg

PowerPoint Captions: Eisenberg Prosocial.ppt

Description Interview with Nancy Eisenberg: Prosocial Behavior In this clip, psychologist Nancy Eisenberg discusses prosocial behavior.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 47 INTERVIEW WITH ROBERT SELMAN

Segment 167

Length: 01:48

MPEG: 167_13selman.mpg

PowerPoint Captions: Robert Selman.ppt

Description Interview with Robert Selman Psychologist Robert Selman has designed programs to combat bullying. In this video, he discusses that work and points out the importance of understanding what bullying means to the children who engage in this behavior.

INTERVIEW WITH NIKKI CRICK

Segment 168

Length: 01:50

MPEG: 168_13CrickA.mpg

PowerPoint Captions: Nikki Crick.ppt

Description Interview with Nikki Crick: Clip A In the videos in this series, researcher Nikki Crick describes the characteristics of relational aggression and the ages at which it is most common.

Segment 169

Length: 00:42

MPEG: 169_13CrickB.mpg


Description Interview with Nikki Crick: Clip B Researcher Nikki Crick describes her work with third-graders who show relational aggression and discusses some of the possible outcomes for children who display this type of aggression.

Segment 170

Length: 01:24

MPEG: 170_13CrickC.mpg


Description Interview with Nikki Crick: Clip C Researcher Nikki Crick discusses gender differences in physical and relational aggression.

Segment

171 Length:

01:09 MPEG:

171_13CrickD.mpg PowerPoint Captions:

Nikki Crick.ppt Description Interview with Nikki Crick: Clip D Researcher Nikki Crick describes some of the traits associated with victims of relational aggression.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 48 BULLYING

Segment

172 Length:

01:14 MPEG:

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Bullying.ppt Description Bullying: Clip A Bullying is repeated, systematic efforts to inflict harm on someone who is unable or unlikely to defend himself or herself. Bullying may be physical (such as hitting, pinching, or kicking), verbal (such as teasing, taunting, or name-calling), or social (such as deliberate shunning or public mocking). In this clip, an adolescent boy who is neither bully nor victim describes bullying behavior in his school.

Segment 173

Length: 01:11

MPEG: 173_13bullyB.mpg

PowerPoint Captions: Bullying.ppt

Description Bullying: Clip B In this clip, young children are engaged in behaviors in which one child attacks another.

Segment 174

Length: 01:13

MPEG: 174_13bullyC.mpg


Description Bullying: Clip C In this clip, a middle-school child tries to explain why some children bully others and to describe some characteristics that make one child a better target than another.

Segment 175

Length: 02:51

MPEG: 175_13bullyD.mpg


Description Bullying: Clip D At 15, Brian can distinguish between the role of a bully and that of a victim. In this clip, he illustrates each role and his understanding of bullying aggression by sharing some of his own life experiences. At first, he tells a story from his younger student years in which he acted as a bully. Then, he tells a story from the more recent past in which he became the victim of a bully.

Segment 176

Length: 01:42

MPEG: 176_13bullyE.mpg


Description Bullying: Clip E Among girls, acts of bullying are more verbal than physical in nature, and 17-year-old Sylvie understands what verbal bullying can do to a person. In this clip, you can watch as Sylvie shares some of her past experiences, in which other students verbally maligned her with acts of relational aggression.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 49 DIVORCE

Segment

177 Length:

00:37 MPEG:

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Divorce.ppt Description Divorce: Impact of Divorce The videos in this series offer insight into the effects of divorce on families. In the first video, one father describes his stress and loss of identity in the year following the divorce. And a young girl remembers that she felt betrayed when her parents decided to break up her family.

Segment 178

Length: 00:50

MPEG: 178_13divorceB.mpg

PowerPoint Captions: Divorce.ppt

Description Divorce: Children Discuss Impact of Divorce Clip A A young girl lists some of the good effects of divorce in her family.

Segment 179

Length: 00:24

MPEG: 179_13divorceC.mpg


Description Divorce: Children Discuss Impact of Divorce Clip B A young girl explains that it’s difficult talking to a parent of the opposite sex.

Segment 180

Length: 00:53

MPEG: 180_13divorceD.mpg


Description Divorce: Children Discuss Impact of Divorce Clip C A teenager whose parents divorced when she was 2 years old considers whether this history now affects her ability to trust men.

Segment 181

Length: 00:52

MPEG: 181_13divorceE.mpg


Description Divorce: Children Discuss Impact of Divorce Clip D Stepfamilies—or parents’ new romantic partners—can be very threatening to children still adjusting to new family structures.

Segment 182

Length: 00:52

MPEG: 182_13divorceF.mpg


Description Divorce: Challenges of Parenting after Divorce In this clip, one father relates his experience as one of two parents cooperating to parent a daughter in the years following his divorce.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 50 SOCIAL COGNITION

Segment 183

Length: 00:27

MPEG: 183_13soccog5yoA.mpg

PowerPoint Captions: Social cognition.ppt

Description Social Cognition: Five-year-old Clip A In the 1960s, John Flavell designed a task that tests social cognition and communication. In this experiment, children learn the rules of a simple one-player board game by watching the experimenter play the game, not by hearing the rules read aloud. The children must then teach the rules of the game to other children, first to a child who can see the board, and then to another child who is blindfolded. In both cases, the “teacher” must explain the game with words and may not touch any of the game pieces. In this clip, Charles, a 5-year-old, explains the game to a child who can watch his movements and the board pieces.

Segment 184

Length: 00:49

MPEG: 184_13soccog5yoB.mpg


Description Social Cognition: Five-year-old Clip B In this clip, Charles, a 5-year-old, explains the game to a child who is blindfolded and cannot see either his movements or the board pieces.

Segment 185

Length: 00:49

MPEG: 185_13soccog11yoA.mpg


Description Social Cognition: Eleven-year-old Clip A In this clip, Jenna, an 11-year-old, explains the game to another young woman who can watch her movements and the board pieces.

Segment 186

Length: 00:45

MPEG: 186_13soccog11yoB.mpg


Description Social Cognition: Eleven-year-old Clip B In this clip, Jenna, an 11-year-old, explains the game to a young man who is blindfolded and cannot watch either her movements or the board pieces.

INTERVIEW WITH RONALD SABATELLI

Segment 187

Length: 01:29

MPEG: 187_13sabatelli.mpg

PowerPoint Captions: Ronald Sabatelli.ppt

Description Interview with Ronald Sabatelli In this video, researcher Ronald Sabatelli discusses some of the problems that arise when a family’s focus shifts from the child to the parents.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 51 TIMING OF PUBERTY

Segment

188 Length:

01:22 MPEG:

188_14girlstiming.mpg PowerPoint Captions: Timing of Puberty.ppt

Description Timing of Puberty: Girls In this video, two early-maturing girls discuss some of the awkward and difficult times of being one of the first girls to mature.

Segment 189

Length: 02:12

MPEG: 189_14boystiming.mpg

PowerPoint Captions: Timing of Puberty.ppt

Description Timing of Puberty: Boys In this video, several teens offer their views on what it means for a boy to mature earlier or later than his classmates.

INTERVIEW WITH MICHAEL LEWIS

Segment

190 Length:

00:55 MPEG:

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Michael Lewis.ppt Description Interview with Michael Lewis In this clip, Michael Lewis, a researcher of the psychosocial development of schoolchildren and adolescents, talks about body image in male and female adolescents and how it relates to interactions with peers and sexual activity.

EATING DISORDERS

Segment

191 Length:

03:24 MPEG:

191_14EatingDisordersA.mpg PowerPoint Captions: Eating Disorders.ppt

Description Experiencing Eating Disorders This video clip presents interviews with eating disorder experts and a number of male and female adolescents who have suffered from anorexia and bulimia. Along with the experts, these adolescents share some details about their eating disorder experiences and ordeals. Source: The ABC’s of Eating Disorders by Joanna Popper and Zakto Film

Segment 192

Length: 02:27

MPEG: 192_14EatingDisordersB.mpg

PowerPoint Captions: Eating Disorders.ppt

Description Coping with Eating Disorders In this video clip, you will hear from female and male adolescents who have been treated for eating disorders. These adolescents share what they have come to understand about themselves


and their disorders through treatment. Experts also discuss the effects of eating disorders on its sufferers. Source: The ABC’s of Eating Disorders by Joanna Popper and Zakto Film

Segment 193

Length: 01:20

MPEG: 193_14EatingDisordersC.mpg

PowerPoint Captions: Eating Disorders.ppt

Description Body Shape, Weight, and Appearance This video clip presents a number of adolescents. Some understand that the media presents ideals about appearance and weight that are far from most people’s reality. Two adolescent girls who have had unrealistic notions about their bodies are presented; these girls have had experiences with eating disorders. Source: Mirror, Mirror by CWK Network/Connect with Kids

DECISION MAKING IN ADOLESCENCE

Segment

194 Length:

02:37 MPEG:

194_15decisionA.mpg PowerPoint Captions: Decision Making.ppt

Description Adolescents Discuss Decision-making: Clip A In this video, a boy in his early teen years describes some decisions he has made about academic preparation and choice of college. An older teen describes her decision to attend one of two colleges that accepted her.

Segment

195 Length:

02:51 MPEG:

195_15decisionB.mpg PowerPoint Captions: Decision Making.ppt

Description Adolescents Discuss Decision-making: Clip B In this video, teens discuss their own and other teens’ decisions to experiment with alcohol and other drugs.

Segment

196 Length:

04:22 MPEG:

196_15decisionC.mpg PowerPoint Captions: Decision Making.ppt

Description Adolescents Discuss Decision-making: Clip C In this clip, a young male teenager and an older female teenager discuss their decisions to be sexually active and the measures they take to have safe sex.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 53 RISK TAKING

Segment

197 Length:

02:10 MPEG:

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Risk Taking.ppt Description Risk Taking: Clip A Anne Petersen is an expert on adolescent behavior. In this clip, she discusses risk-taking behaviors with several teens.

Segment 198

Length: 00:35

MPEG: 198_15risktakingB.mpg

PowerPoint Captions: Risk Taking.ppt

Description Risk Taking: Clip B In this clip, teenagers discuss experimentation with drugs and alcohol.

BALANCE SCALE

Segment

199 Length:

01:06 MPEG:

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Balance Scale.ppt Description Balance Scale: 6-year-old One test of formal operational thought asks children to balance a scale with weights that are hooked onto the arms of the scale. The principle that allows the scale to balance is that weight times distance from the center must be equal on both sides of the scale. Children who are in the concrete operational stage cannot grasp this principle. Very young children (ages 3 to 5) tend to randomly hang weights on the arms of the scale. By age 7, children tend to realize that the scale will balance if the weights are equal on both sides, but they do not consider distance. By age 10, children begin to realize that distance plays a role in balancing the scale, but they don’t yet understand the principle that makes the scale balance. By about age 13 or 14, teens realize that the distance from the center does play a role, and they begin systematically testing this hypothesis. This systematic thinking allows them to solve the problem. In this clip, Marisol, in the concrete operations stage of thinking, attempts to solve the balance scale problem but cannot predict what will happen when weights are added to pegs.

Segment 200

Length: 01:35

MPEG: 200_15balanceB.mpg

PowerPoint Captions: Balance Scale.ppt

Description Balance Scale: 11-year-old In this clip, Jenna, approaching the end of the concrete operations stage of thinking, understands that distance from the center plays a role in the balance scale problem, but she is unsure of exactly how weight and distance interact in the balancing act.


Segment 201

Length: 01:10

MPEG: 201_15balanceC.mpg

PowerPoint Captions: Balance Scale.ppt

Description Balance Scale: 16-year-old In this clip, Juana, in the formal operations stage of thinking, grasps the principle behind the balance scale problem.

FORMAL OPERATIONAL THOUGHT

Segment 202

Length: 01:18

MPEG: 202_15formalA.mpg

PowerPoint Captions: Formal Thought.ppt

Description Formal Operational Thought: 16-year-old Clip A Thinking and reasoning improve during adolescence, a time of transition to the fourth and final of Jean Piaget’s stages in his theory of cognitive development: formal operational thought. Piaget proposed that formal operational thought enables us to apply logical reasoning to a wider range of problems: thinking about the underlying structure of the problem rather than the concrete objects in the problem, considering possibilities as well as reality, and reasoning logically about abstract, hypothetical situations. Some researchers consider hypothetical thinking—the ability to reason about abstract, hypothetical, even “contrary-to-fact” possibilities—to be the distinguishing characteristic of formal operational thought. Another key aspect of formal operational thought is systematic thinking—the ability to reason carefully through a sequence of steps, without skipping a step. A third aspect of formal operational thought is combinatorial logic—the ability to generate all possible combinations of variables in order to solve a problem. Researchers often use a task called the sandwich problem to test combinatorial logic. The researcher gives the children a set of four sandwich ingredients (bread, meat, cheese, and lettuce) and asks them how many different kinds of sandwiches they could make with those ingredients. Other researchers have criticized Piaget, noting these limitations: (1) Formal operational thought develops more slowly than Piaget claimed, with some teens not showing formal thought until late adolescence; (2) Adolescents and adults in agricultural societies do not seem to show formal thought, so it may require education in science and math; (3) Even adolescents who can demonstrate formal thought with respect to science problems may not be able to apply those reasoning tools to other aspects of their lives until much later. The new cognitive abilities of adolescence can produce an enhanced capacity for self-centeredness called adolescent egocentrism—the belief that their own psychological experiences are unique. Adolescent egocentrism also makes some teens believe that they are immune to common dangers that apply to ordinary mortals, leading them to engage in risky behaviors such as drinking and driving, or unprotected sex. In spite of these concerns, most researchers believe that the capacity for formal operational thought represents a genuine change in the quality of adolescent thinking—a change that will prepare teens for successful adaptation to the world of adulthood.


In this clip, a young teenager attempts—but fails—the sandwich problem, a test of the combinatorial logic aspect of formal operational thought.

Segment 203

Length: 01:00

MPEG: 203_15formalB.mpg


Description Formal Operational Thought: 16-year-old Clip B In this clip, an older teenager attacks the sandwich problem, using diagrams and lists to ensure that she is covering all possible combinations of ingredients.

Segment 204

Length: 01:38

MPEG: 204_15complex.mpg


Description Formal Operational Thought: Decision-making Complex Skills In this clip, students in a math class, are seen applying the abstract, hypothetical thinking that characterizes formal operational thought.

IDENTITY STATUS

Segment 205

Length: 02:01

MPEG: 205_16moratorium.mpg

PowerPoint Captions: Identity Status.ppt

Description Identity Status: Clip A Erik Erikson’s theory of psychosocial stages breaks the human life span into eight developmental stages. Each stage is characterized by a developmental crisis that must be resolved during that stage. The most famous of these crises—identity versus role confusion—occurs during adolescence, as teens try to figure out who they are. Identity is the consistent definition of one’s self as a unique individual, in terms of roles, attitudes, beliefs, and aspirations. Erikson identified four aspects, or domains, of identity: vocation, politics, religion, and sex. A person who has successfully resolved the identity crisis is said to have reached identity achievement, the point at which the person understands who he or she is as a unique individual, in accord with past experiences and future plans. Those who adopt parents’ or society’s roles and values in their entirety, without questioning or analysis, are said to be in foreclosure, because they have not considered their choices and have not independently defined their own identity. Many adolescents go through a period of foreclosure before attaining identity achievement. Those who seem not to know or care what their identity is are said to be in a state of identity diffusion. They have few commitments to anyone’s goals or values and are often apathetic about taking on any role. Most teens experience diffusion at some point, but not as a permanent state. Identity moratorium is Erikson’s term for a pause in identity formation, which enables young people to explore alternatives without choosing a final identity. Cultures may provide institutionalized moratoriums, such as the college or military experience in the United States,


when young people can experiment with identifying with a variety of areas. The clips in this series depict teens in identity diffusion and moratorium, respectively. In this clip, a teen-aged girl shares her thoughts on future careers and politics.

Segment 206

Length: 01:30

MPEG: 206_16diffusion.mpg

PowerPoint Captions: Identity Status.ppt

Description Identity Status: Clip B In this clip, a 16-year-old boy describes his feelings about the decisions he is being asked to make at this stage of his life.

INTERVIEW WITH ANNE PETERSEN

Segment 207

Length: 02:58

MPEG: 207_16petersen.mpg

PowerPoint Captions: Anne Petersen.ppt

Description Interview with Anne Petersen In this interview, Anne Petersen, an expert on adolescent behavior, describes the role of parents and community in helping children navigate through adolescence.

SELF-ESTEEM

Segment

208 Length:

00:19 MPEG:

208_16selfesteemA.mpg PowerPoint Captions:

Self-Esteem.ppt Description Self-Esteem: Clip A Adolescence is an important period for the development of self-esteem, which has close ties to one’s sense of identity. During adolescence, one tries on possible selves—experiments with identity, consisting of intellectual fantasies about what the future might bring if one or another course of action is chosen. Adolescents’ possible selves include some false selves—sets of behaviors that are adopted to combat rejection or to please others, or are tried out as possible selves. They are most often adopted during middle adolescence and are much less common in late adolescence. In this clip, a young man reaching the end of adolescence answers a variation on the question, “Who are you?”

Segment 209

Length: 01:20

MPEG: 209_16selfesteemB.mpg

PowerPoint Captions: Self-Esteem.ppt

Description Self-Esteem: Clip B In this clip, two teenagers in early adolescence describe how their feelings of competence and self-worth changed when they entered puberty.


Segment 210

Length: 01:47

MPEG: 210_16selfesteemC.mpg

PowerPoint Captions: Self-Esteem.ppt

Description Self-Esteem: Clip C In this clip, a 12-year-old girl and an 18-year-old boy describe how their view of themselves and their behaviors change in different contexts.

Segment

211 Length:

01:25 MPEG:

211_16selfesteemD.mpg PowerPoint Captions:

Self-Esteem.ppt Description Self-Esteem: Clip D In this clip, a 13-year-old boy answers a variation of the question “Who are you?” and he describes how he adapts his behavior to fit in with his friends.

Segment

212 Length:

01:39 MPEG:

212_16selfesteemE.mpg PowerPoint Captions:

Self-Esteem.ppt Description Self-Esteem: Clip E In this clip, an 18-year-old answers the question, “Do you like yourself?” and he compares his present feelings with those of a year ago.


PART III: Importing Videos Tips for Importing Videos into PowerPoint Presentations

So you’d like to create PowerPoint presentations that incorporate the many video clips that have been provided on your IRCD? You’re in luck! Below are detailed instructions about how to import video clips into the PowerPoint presentations included in this package. (Remember: you can also use these instructions to import video files into PowerPoint presentations you’ve created on your own.) Please note: Portions of the following instructions have been taken from Microsoft.com and the help menus from specific versions of PowerPoint. Not all versions of PowerPoint are the same, and these instructions may not be compatible with your particular version or operating system. If you encounter any problems, you can: 1) see the Help menu in your program 2) contact BFW Tech Support at (800) 936-6899 or [email protected]) visit Microsoft’s PowerPoint home page at:

http://office.microsoft.com/en-us/FX010857971033.aspx Locating the Video Files 1) Before you begin, review the list of clips available in the Table of Contents. Choose the CD

with the clip you want to show and put it in your CD-ROM drive. The video you want to import is accompanied by the PowerPoint caption file listed with each video description in Part II of this Faculty Guide. The PowerPoint captions can be found in the chapter-level “Captions” folder.

2) If you are lecturing from the same computer every lecture, or if you have time and have

access to the hard drive in your lecture hall’s computer, you can copy the video files you would like to show from the CD to the hard drive. Video files will run much better off of the computer hard drive than off the CD.

Caveat: Watch the drive space on the computer to which you are copying the files. Some of these video files are quite large. You should always do a test run with the videos you plan to show, whether off the CD or off the hard drive. Some machines will have difficulty running the largest files and the video clips may pause, jump, or stop.

Note on moving PowerPoint files from one computer to another: When you insert a movie into a slide, PowerPoint actually creates a link to the original movie file, and inserts a still-frame picture to represent the movie object. All inserted movies will be linked to your presentation. If you show your presentation on a different computer, remember to also copy the movie file when you copy the presentation. If you don’t, you will just have a still-frame picture of the movie.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 59 Integrating Video Files into PowerPoint Importing videos into PowerPoint on a PC… …in Windows 97/2000: 1) In slide view, display the slide to which you want to add the video. 2) On the Insert menu, select Movies and Sounds. 3) To insert a video from the Media Gallery, select Movie from Gallery, and then double-

click the video you want. 4) To insert a video from another location, select Movie from File, locate the folder that

contains the video, and then double-click the video you want.

Tip: By default, the video will start when you click it during a slide show. To change how you start a video—for example, by positioning the mouse over the icon instead of clicking it—click Action Settings on the Slide Show menu.

…in Windows XP: 1) Display the slide to which you want to add a movie or animated GIF. 2) On the Insert menu, point to Movies and Sounds, select Movie from File. Locate the

folder that contains the file you want and then double-click the file.

Note: A movie or .gif file that you’ve added to the Clip Organizer is found in the Clip Organizer folder within the My Pictures folder on your hard disk. Or, you can go to the original location for these files.

3) When a message is displayed, do one of the following:

a) To play the movie or GIF automatically when you go to the slide, click Yes. b) To play the movie or GIF only when you click it, click No.

Note: If you try to insert a movie and get a message that Microsoft PowerPoint can’t insert the file, try inserting the movie to play in Windows Media Player, as follows:

1) In Windows, launch Windows Media Player (from the Start button, on the Accessories

submenu). 2) On the File menu in Windows Media Player, click Open, and then type the path or browse

for the file you want to insert, and click OK. 3) If the movie opens and plays, go to step 5 in this task. 4) If the movie cannot play, then it won’t play when you open the Windows Media Player in

PowerPoint, so don’t complete this task. You can consult Windows Media Player Help to try to troubleshoot the problem. Also, in PowerPoint, search on “Troubleshoot movies” in the Ask a Question box on the menu bar to get more suggestions.

5) In PowerPoint, display the slide on which you want the movie to reside, and from the Insert menu, select Object.

6) Under Object Type, click Media Clip, and make sure Create new is selected. If you want the movie to display as an icon, select the Display as icon check box.

7) Click OK.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 60 8) On the Insert Clip menu in Windows Media Player, click Video for Windows. 9) In the Files of type list, select All Files, select the file, and then click Open. 10) To play the video, click the Play button just below the menu bar, on the upper left; to insert

it onto your slide, click outside the movie frame. To add a motion clip from Microsoft Clip Organizer: 1) On the Insert menu, point to Movies and Sounds, and click Movie from Clip Organizer. 2) In the Insert Clip Art task pane, scroll to find the clip you want, and click it to add it to the

slide. 3) If a message is displayed, do one of the following:

a) To play the movie or GIF automatically when you go to the slide, click Yes. b) To play the movie or GIF only when you click it, click No.

Tip: To preview a clip go to the Insert Clip Art task pane. In the Results box that displays the clips available, move your mouse pointer over the clip’s thumbnail; click the arrow that appears; and then click Preview/Properties. Notes:

Clip Organizer initially includes a collection of animated GIFs. Other GIF files and movie files you add to Clip Organizer will also appear in the task pane.

To do a search for clips in Clip Organizer, click Modify and select criteria for a search. To get more information about finding the clip you want, click Tips for Finding Clips at the bottom of the task pane; it gives details on finding files using wildcards and adding your own clips to the Clip Organizer.

Importing videos into PowerPoint on a MAC… …in MAC OS/9: 1) In slide view, display the slide to which you want to add the video. 2) On the Insert menu, go to Movies and Sounds. 3) To insert a video from the Clip Gallery, click Movie from Gallery, then double-click the

video you want. To insert a video from another location, click Movie from File, locate the folder that contains the video, and then double-click the video you want to insert.

Tip: By default, the video will start when you click it during a slide show. To change how you start a video—for example, by positioning the mouse over the icon instead of clicking it—click Action Settings on the Slide Show menu.

…in MAC OS/X: 1) In slide view, display the slide to which you want to add the video. 2) On the Insert menu, point to Movies and Sounds. 3) Do one of the following: To insert a video from the Clip Gallery, click Movie from

Gallery, and then locate and insert the video you want. To insert a video from another location, click Movie from File, locate the folder that contains the video, and then double-click the video you want.

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 61 4) A message is displayed. If you want the movie to play automatically when you display the

slide, click Yes; if you want the movie to play only when you click the movie during a slide show, click No.

5) To preview the movie in normal view, double-click the movie.

*** Please remember that these instructions will not work with every version of PowerPoint,

or every computer operating system, as all systems are different! If you have problems importing the video clips into your presentations, please see your PowerPoint Help menu, or visit Microsoft’s PowerPoint home page at: http://office.microsoft.com/en-us/FX010857971033.aspx You can also contact BFW TechSupport at (800) 936-6899 or [email protected].


PART IV: Credits

Exploring Child Development: An Instructor’s Media Tool Kit

to accompany The Developing Person Through Childhood and Adolescence by Kathleen Stassen Berger Seventh Edition

Produced by

Worth Publishers Publisher

Catherine Woods Sponsoring Editor

Jessica Bayne Development Editor

Elaine Epstein

Media Editor Danielle Pucci

Video Producer John Philp, Bad Dog Tales, Inc.

Video Editor Nathan T. Ryan

Marketing Managers Katherine Nurre Carlise Stembridge

Special thanks to: All of the children, parents, and caregivers from New York City who made these videos possible. All of the filmmakers, specialists, reviewers, and invaluable helpers, especially: Linda Acredelo, University of California, Davis Karen Adolph, New York University BBC Worldwide Americas Inc. Albert Bandura, Stanford University American Academy of Pediatrics Jay Belsky, Birkbeck College, University of London Sue Bronico, Special Education Training and Resource Center (SETRC) Vincent Burke and Sue Younger, Top Shelf Productions, ADHD: Out of Control Kids Joseph Campione, University of California, Berkeley Joseph Campos, University of California, Berkeley Michael Cole, University of California, San Diego Nikki Crick, University of Minnesota CWK Network/Connect with Kids, Mirror, Mirror and The Big Hurt Educational Videos Plus, ADHD: On a Good Day Nancy Eisenberg, Arizona State University Susan Goldin-Meadow, University of Chicago Hill Goldsmith, University of Wisconsin, Madison Alison Gopnik, University of California, Berkeley Grazyna Kochanska, University of Iowa Michael Lewis, Rutgers University Eileen Marzola, Columbia University

Exploring Child Development: An Instructor’s Media Tool Kit — Video Faculty Guide 63 Debra Mills, Emory University Gilda Morelli, Boston College Charles Nelson, Center for Neurobehavioral Development, University of Minnesota Vanessa and Steve Pacella Charlotte Patterson, University of Virginia Anne Petersen, Senior Vice President for Programs, W.K. Kellogg Foundation Ronald Sabatelli, University of Connecticut Barbara Rogoff, University of California, Santa Cruz Carolyn Rovee-Collier, Rutgers University Robert Selman, Harvard University Medical School Robert Siegler, Carnegie Mellon University Alexander Thomas, New York University Katie Weisman, Special Education Training and Resource Center (SETRC) Larry Walker, University of British Columbia Janet Werker, University of British Columbia Debbie Whitaker-Meneses, Riverside Community College Zakto Film, The ABC's of Eating Disorders We are sincerely grateful for their cooperation.

Copyright © 2006 by Worth Publishers

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