Child Development Principles and Theories
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Transcript Child Development Principles and Theories
Chapter 4
Development
Proximodistal principle
Infant
Maturation
Toddler
Neurons
Preschooler
Synapses
Physical development
Windows of opportunity
Gross-motor development
Theory
Fine-motor development
Schemata
Cognitive development
Sensorimotor stage
Social-emotional
Preoperational stage
development
Cephalocaudal principle
Concrete operations stage
Multiple 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
Physical development
Physical body changes that occurs in a
relatively stable, predictable sequence
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.
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
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 principle
Head 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 children
Depends on changes in the brain and nervous system
These changes assist children to improve their thinking
abilities and motor skills
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
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 often
Tell 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 old
Give children chance to work on materials that offer an
appropriate level of challenge
Motor Development
Prenatal 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
Feral children
Erikson’s Psychosocial Theory
Piaget’s Cognitive Development Theory
Vygotsky’s Sociocultural Theory
Gardner’s Multiple Intelligences Theory
Stage 1: Trust vs. Mistrust
Birth to 18 months
To 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
Stage 2: Autonomy vs. Shame and Doubt
18 months and 3 years
Autonomy = 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
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.
Stage 4: Industry vs. Inferiority
6 – 12 years old
Planning 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
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.
Sensorimotor stage
Birth to 2 years old
Infants 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
Conservation
Even if the physical
appearance changes, the
amount does not change
Classify groups of
objects
Concrete Operations stage
Formal Operations stage
7 to 11 years old
11 years to adulthood
Children develop the
Think abstractly
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
Problem solving
Reasoning
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.
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.
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 patterns
Appreciate and create music
Background music helps stimulate thought
Logical
Ability to use reason and logic to solve problems
Ability to explore categories, patterns and other relationships
Benefit from using blocks and storybooks
Verbal – linguistic
Ability to use language for expression
Children learn best by talking, listening, reading and writing
Interpersonal
Communication and social skills
These skills are nurtured in your children when caring
behaviors are modeled for them
Intrapersonal
Ability to understand the inner self
Children can best learn this when sharing emotions that all
children experience such as joy, sadness and disappointment.
Use storybooks that contain emotional examples
Visual – spatial
Allows people to use their vision to develop mental
images
These children need unstructured materials such as
building blocks and puzzles
Also 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