chapter 4. development infant toddler preschooler physical development gross-motor development...
TRANSCRIPT
Chapter 4
Child Development Principles and Theories
Terms to KnowDevelopment Infant ToddlerPreschoolerPhysical developmentGross-motor
developmentFine-motor developmentCognitive developmentSocial-emotional
development Cephalocaudal principle
Proximodistal principle MaturationNeuronsSynapsesWindows of opportunityTheorySchemataSensorimotor stagePreoperational stage Concrete operations
stageMultiple intelligences
Development – change or growth that occurs in children
Infants – birth through the first year
Toddlers – children from age one up to the third birthday
Preschooler - children ages three to six
Child Development
Areas of Development Physical development
Physical body changes that occurs in a relatively stable, predictable sequence
Gross motor development – improvement of skills using the large muscles in the arms and legs. Includes activities such as running, skipping, jumping.
Fine motor development – involves the small muscles of the hands and fingers. Includes grasping, cutting, holding.
Cognitive development AKA intellectual development Processes people use to gain
knowledge. Includes language, thought,
reasoning and imagination
Social – emotional development These two are put together because
learning to relate to others is social development. Emotional development involves feelings and expressing feelings.
Trust, fear, confidence, pride, friendship and humor are all part of social – emotional development.
All three are linked to the other. Development in one area can greatly influence another. Example: Writing words requires
fine motor skills (physical). It also involves language and thought (cognitive). Language is needed to communicate with others and is also necessary for growing socially and emotionally (social – emotional).
Cephalocaudal principleHead downward Child first gains control of the head, then arms, then
legs. Proximodistal principle
Development proceeds from center of body outward Spinal cord develops before other parts of the body Arms develop before hands, hands and feet develop
before toes and fingers Maturation
Sequence of biological changes in childrenDepends on changes in the brain and nervous systemThese changes assist children to improve their thinking
abilities and motor skills
Principles of Development
Specific spans of time for the normal development of certain types of skills
Vision Birth to 6 months If a child is kept in a dark room for the first few
months of life, vision will not develop properly Needs little stimulation to develop Infants need interesting objects to look at
Windows of Opportunity
Windows of Opportunity, cont. Emotional Control
Birth to 3 years Includes the abilities to
identify feelings, manage strong emotions and develop empathy.
Severe stress or early abuse can damage a child’s emotional development
Children need caregivers who can read their cues, respond promptly and meet their needs in a nurturing manner
Vocabulary / Speech Birth to 3 years Infants must hear
language to learn it Speak in full sentences Talk to children oftenTell them what you are
doing, what they are doing and what will happen next
Read stories Play music Engage in social
interactions that require language
Math / Logical Development 1 to 4 years oldGive children chance to work on materials that
offer an appropriate level of challenge
Motor DevelopmentPrenatal to 8 years Stable, long lasting structures can be created Young children need a variety of gross – and
fine – motor activities to support motor development
Windows of Opportunity, cont.
Erikson’s Psychosocial Theory
Piaget’s Cognitive Development Theory
Vygotsky’s Sociocultural Theory
Gardner’s Multiple Intelligences Theory
Theories of Development
Stage 1: Trust vs. Mistrust Birth to 18 monthsTo develop trust, infants need warm, consistent,
predictable and attentive care When distressed, they need to be comforted Need loving, physical contact, nourishment,
cleanliness and warmth They will devel0p a sense of confidence and trust
that the world is safe and dependable
Mistrust occurs if an infant experiences an unpredictable world and is handled harshly
Erikson’s Psychosocial Theory
Stage 2: Autonomy vs. Shame and Doubt 18 months and 3 yearsAutonomy = Independence Objective is to gain self – control without losing
self – esteem Children need to learn to choose and decide for
themselves Children need positive opportunities for self-
feeding, toileting, dressing and exploration
Overprotection or lack of activities results in self-doubt, poor achievement and shame
Erikson’s Psychosocial Theory
Stage 3: Initiative vs. Guilt 3 to 5 years of age Children need to develop a sense of purpose.
This happens when an adult directs the child’s urges toward acceptable social practices.
If children are discouraged by criticism, feelings of incompetence are likely to emerge.
Erikson’s Psychosocial Theory
Stage 4: Industry vs. Inferiority 6 – 12 years oldPlanning and carrying out projects Helps children to learn society’s rules and
expectations Realistic goals and expectations enrich
children’s sense of self
Children can develop a sense of incompetence and insecurity if they are discouraged, criticized or parents demand too much control
Erikson’s Psychosocial Theory
Schemata – mental representations or concepts
Assimilation – process of taking in new information and adding it to what the child already knows
Accommodation – adjusting what is already known to fit the new information.
Piaget’s Cognitive Development Theory
Piaget’s Cognitive Development TheorySensorimotor stage
Birth to 2 years oldInfants use all their
senses to explore and learn
Object permanence – children learn that objects still exist even if they are out of sight
Preoperational stage 2 to 7 years old Children are egocentric
Assume others see the world as they do
Language, symbolic play and drawing is learned
ConservationEven if the physical
appearance changes, the amount does not change
Classify groups of objects
Piaget’s Cognitive Development TheoryConcrete Operations
stage 7 to 11 years old Children develop the
capacity to think systematically, but only when they can refer to actual objects and use hands-on activities
Capable of reversing operations (1 + 3 = 3 + 1 )
Beginning to understand others’ POVs
Formal Operations stage 11 years to
adulthood Think abstractlyProblem solvingReasoning
Vygotsky believed that children learn through social and cultural experiences
While interacting with others, children learn customs, values, beliefs, and language of their culture
Private speech Self – talk or “thinking out loud” Helps guide child activity and develop their thinking
Zone of Proximal development Presents learning as a scale One end of the scale are tasks within child’s current
development level. Other end of scale are tasks too difficult for children to
accomplish, even with help Middle of scale are tasks children cannot accomplish alone
When children receive help from a knowledgeable peer or adult it is called scaffolding. This person provides a structure for the child to learn, such as giving clues or demonstrating.
Vygotsky’s Sociocultural Theory
Emphasizes that there are different kinds of intelligences used by the human brain.
Believes intelligence is the result of complex interactions between children’s heredity and experiences.
Each intelligence functions separately but are linked.
Gardner’s Multiple Intelligences
Bodily – kinesthetic Ability to control one’s own body Use body to solve problems, handle objects and express
emotions Children benefit from creative-moment experiences and role
playing. Musical – rhythmic
Recognizes musical patternsAppreciate and create music Background music helps stimulate thought
Logical Ability to use reason and logic to solve problemsAbility to explore categories, patterns and other relationships Benefit from using blocks and storybooks
Gardner’s Multiple Intelligences
Verbal – linguistic Ability to use language for expressionChildren learn best by talking, listening, reading and
writingInterpersonal
Communication and social skillsThese skills are nurtured in your children when caring
behaviors are modeled for themIntrapersonal
Ability to understand the inner selfChildren can best learn this when sharing emotions that
all children experience such as joy, sadness and disappointment.
Use storybooks that contain emotional examples
Gardner’s Multiple Intelligences
Visual – spatialAllows people to use their vision to develop
mental images These children need unstructured materials
such as building blocks and puzzlesAlso use visual aids, charts and labels
Naturalistic
Ability to classify objects in nature such as animals and plants
To build on this, children need to be able to sort and classify items
Gardner’s Multiple Intelligences