Theorists Growth and Development Growth and Development Child

Theorists Growth and Development

Growth and Development

Child Development Study of the child from conception to age 18. How a child develops socially, emotionally, physically and cognitively.

Growth: Physical increase in size that is easily observed.

Development: The ability of a child to do things that are complex and difficult.

Five Stages of Development 1. INFANCY ( 0 -12 months)

TODDLER (12 months-3 years)

PRESCHOOL (3 -6 years)

SCHOOL-AGE (6 -12 years)

ADOLESCENCE (13 -18 years)

HEAD TO FOOT w Baby’s head takes lead in development. Two months after conception the head is half the size of the fetus. The newborn’s head is large in proportion to his body. Baby first learns to lift head to see, then he uses arms and hands to get an object. Lastly he learns to walk to get the object.

NEAR TO FAR w Development starts at the trunk of the body and moves outward. Babies simply wave arms at first when the see something they want. It is later that they develop enough to pick up objects with thumb and fingers.

Simple to Complex w Growth proceeds from the simple to the complex. At first the infant just eats and sleeps. Gradually he learns to hold his bottle, then he can eat with his fingers and finally he learns to use a fork and spoon.

Growth is Continuous and Orderly w Both legs and arms grow at the same time and rate; more rapid at times.

Areas of Growth and Development

Growth and Development w 1. Physical • Children develop most rapidly in the first three years of life • Fine motor skills- little muscles • Gross motor skills- large muscles • Most children follow a natural sequence- lift head, roll over, creep (move along on belly), crawl, cruise (walk while holding onto something) and then walk

Growth and Development w 2. Cognitive • Knowledge (brain development) • People and environment greatly impact cognitive learning • Children learn through play • Positive feedback encourages them to continue learning • Sensory stimulating environment promotes learning, especially critical in children ages 0 -3 • Jean Piaget’s theories address cognitive learning

Growth and Development w 3. Social • Interacting with others • Learning self-expression • Moving from being self-centered to interacting with others

Growth and Development w 4. Emotional • Understanding feelings • Child feeling love for another • Developing identity • Erikson

Theorists Erickson w Kohlberg w Maslow w Piaget w

Erik Erickson w Developed eight specific stages of personality from birth to old age. w He believes that the personality develops continuously throughout the life cycle.

Erik Erickson- Infancy w Trust • Needs were reasonably met. w Mistrust • Needs were not met reasonably or not at all.

Erik Erickson. Toddler/Preschool: 2 -4 years w Autonomy • Freedom • Self direction • independence • “I can do it myself!” w Shame/Doubt • Independence is discouraged. • “Can you do it for me, I can’t do it. ” • “I don’t know how. ”

Erik Erickson. Preschool: 4 -6 years w Initiative • Dramatic play • Pretend • Sense of right or wrong develops w Guilt • Child is told his activities are senseless or stupid.

Erik Erickson- School Age 6 -12 years w Industry • Encourage curiosity • Work is worthwhile • Work is meaningful w Inferiority • Industry is discouraged

Erik Erickson. Adolescence: 12 -18 Years w Identity • Comfortable with yourself • Like yourself w Role Confusion • Concerned with how you appear to others • Brand name clothing • Gangs • Cannot care about others- too busy with self

Erik Erickson- Young Adulthood w Intimacy • Can care about another person • Finding a companion to share life with w Isolation • Cannot care about another person- hasn't found himself yet!

Erik Erickson- Adulthood w Generativity • Concern for family members • Concern for others beyond family w Stagnation • Makes own needs the primary concern

Erik Erickson- Aging w Integrity • Looks back on life with satisfaction w Despair • Has regrets about how life has been • Cannot live with their mistakes

Lawrence Kohlberg w Theory is based on how children develop morally. w Three levels of moral development: • Pre-Conventional • Post Conventional

Lawrence Kohlberg- Pre-Conventional w Children begin life with no sense of right/wrong. w Avoid punished behaviors w Strive for rewarded acts/behaviors

Lawrence Kohlberg- Conventional Age 9 - behave according to sense of what others want/need w Follow rules - respect authority w Act in a right or wrong manner w

Lawrence Kohlberg- Post-Conventional w w w Age 16 - individuals mature morally Respect human rights Develop individual principles to guide their behavior Motivation comes from within Progressed from simply following the rules

Abraham Maslow w Humanistic theory in which each person has his own inner nature and a strong motivation to express that nature. w Created the hierarchy of needs w If the base of the triangle is not met, other needs will be stunted.

Abraham Maslow - Physiological Needs Air w Food w Rest w Drink w

Abraham Maslow - Safety Needs Security w Stability w Freedom from fear and anxiety w

Abraham Maslow - Love and Belonging Affection w Intimacy from friends and family w

Abraham Maslow - Esteem Needs Self-respect w Respect for others w

Abraham Maslow - Self-actualization Needs Doing what one is suited for w Doing what one is capable of w

Jean Piaget w Concerned with children’s cognitive and mental development. w He believed children at different ages think differently. w Developed four stages

Jean Piaget - Sensorimotor w w w Birth - age two It has six sub-stages Children learn and experience the world through their senses. They combine the use of their sense with their motor skills Child is egocentric Experiment, solve problems, and pretend

Jean Piaget - Preoperational w w w Ages 2 -7 Begins to form concepts and use symbols Communication and language development Imitate actions Not interested in logical explanations- want to discover for self. Less egocentric, but still think people think the same way they do

Preoperational Test

Jean Piaget - Concrete Operational Ages 7 -11 w Learn to use simple, deductive logic w Imagines what other people might think or feel- thinking more flexible w Must involve concrete objects- real life w

Law of Conservation w Which one has more?

Which is heavier? w. A million tons of lead w or a w million tons of feathers?

Jean Piaget - Formal Operational w w w Ages 11 -15 Highest level of mental development Can think abstractly, draw accurate conclusions Look to future- recall the past Some people never master all the intellectual skills associated with this stage

Formal Operations Test “If Edith has a lighter complexion than Susan, and Edith is darker than Lily, who is the darkest? ”

Formal Operations Test “If a card has a vowel on one side, then it has an even number on the other side. ”

Card Answer w Answer to the card question: The E and the 7. The E must have an even number on the back -- that much is obvious. The 7 is odd, so it cannot have a vowel on the other side - that would be against the rule! But the rule says nothing about what has to be on the back of a consonant such as the K, nor does it say that the 4 must have a vowel on the other side!