Infant and Toddler Development Part I: Theories & Principles
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Transcript Infant and Toddler Development Part I: Theories & Principles
CHILD DEVELOPMENT 3-12
PART I: AGES 3 TO 5
OKLAHOMA COOPERATIVE EXTENSION SERVICE
CORE IN-SERVICE
FEBRUARY 5, 2010
9:00-11:00 A.M.
Debbie Richardson, Ph.D.
Parenting Assistant Extension Specialist
Human Development & Family Science
Oklahoma State University
INTRODUCTION
Welcome
Centra Instructions
Overview of In-service
Resource Materials
2
IN-SERVICE OBJECTIVE
Extension Educators will be able to
describe growth, tasks, behaviors, and
abilities of 3 to 5 year-old children
including physical, cognitive,
emotional, and social development.
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DOMAINS OF DEVELOPMENT
Physical
Emotional
Cognitive
Social
All areas are developing at the same time.
They are related and influence each other.
Development may not be even in all domains.
Important to respect each child as individual.
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PHYSICAL DOMAIN
Changes
in body
size & proportions
Appearance
Brain
development
Nervous
system’s
coordination of
perception and
movement
Senses
Motor
capacities
Physical
health
Dexterity
Comfort
with one’s
body as it changes
and matures
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COGNITIVE DOMAIN
Mental
processes
Thinking, perception, reasoning
Intellectual abilities
Academic & everyday knowledge/skills
Attention
Memory
Concept development
Problem solving
Imagination
Creativity
Language
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EMOTIONAL AND SOCIAL
DOMAINS
Emotions & emotional
communication
Self-understanding
Interactions with others;
involvement in social
groups
Ability to manage
one’s own feelings
Knowledge about
other people
Moral reasoning
Behavior
Personal traits
Social & interpersonal
skills
Friendships and
intimate relationships
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THEORIES AND FRAMEWORKS
OF DEVELOPMENT
A
theory of child development is a belief
system about how and why children grow,
learn, and behave as they do.
Grow
out of efforts to make sense of scientific
observations; research tests and supports
hypotheses.
Schools
of thought, paradigms, perspectives
Different
theoretical frameworks are useful
for understanding different areas of
behavior.
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PHYSICAL
DEVELOPMENT
9
Ages 3-5
MATURATIONIST
GESELL
Most of what children become is inherited at birth.
Behaviors simply unfold as children mature with age.
Some characteristics of children are genetically
determined at birth (i.e. interpersonal styles,
temperament).
Environment plays a minor role.
Typical growth and development patterns –
developmental milestones when certain
characteristics could be expected to emerge.
Universal sequential steps.
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BODY GROWTH
At age 3 - about 25 to 44 lbs. and 34” to 43”
Height: adds 2”-3” per year
Weight: adds about 4-5 lbs. per year
Develops taller, leaner appearance
Length of skull increases slightly
Jaws enlarge
At age 3, has all 20 primary teeth
Face becomes larger and features more distinct
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PHYSICAL DEVELOPMENT
Large muscle/motor
Fine muscle/motor
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PHYSICAL ACTIVITY
Inactive preschoolers are 4 times more
likely than active peers to gain body
fatness as they enter first grade.
Guidelines for preschoolers:
(Nat’l Association for Sport & Physical Education)
At least 1 hour of daily structured physical activity
1-3 hours of daily unstructured physical activity
Not sedentary for more than 1 hour at a time
except when sleeping
Indoor & outdoor areas for large muscle activities
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EATING
Eating less
Pickier
Involve children in
mealtimes
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SLEEP FOR PRESCHOOLERS
Typically 10-12 hrs/night
Naps decrease
Difficulty falling asleep
& waking up during
night can be common
Less sleep → More
behavior problems
Development of
imagination may result
in nighttime fears &
nightmares
Sleepwalking & sleep
terrors peak at this stage
Maintain a regular and
consistent sleep schedule
Relaxing bedtime routine
that ends in child’s room
Same sleeping
environment every night,
in a cool, quiet and dark
room without TV
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BRAIN/NERVOUS SYSTEM
DEVELOPMENT
90% of adult brain size by age 6
Activity peak at age 4
Synaptic pruning
Most rapid growth in frontal lobe area responsible for
planning & organization of new actions, behavior, motor
control, regulation of emotions, maintaining attention
Senses of sight, hearing, touch, smell, & taste fully
developed.
Lateralization continues
Handedness
Eye preference
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COGNITIVE
DEVELOPMENT
17
Ages 3-5
COGNITIVE DEVELOPMENT
PIAGET
PREOPERATIONAL PHASE: 2-4 YEARS
Rapid increase in language
Can’t yet perform mental
operations
Egocentrism in language
and perceptions
Beginning symbolic rather
than simple motor play
Use symbols and internal
thought to solve problems
but dominated by
perception
Represent objects beyond
immediate view
Thinking tied to concrete
objects and “here & now”
Difficult to conceptualize time
Errors understanding cause &
effect; fooled by appearance
Irreversibility
Thinking influenced by
fantasy, the way he'd like
things to be
Assumes others see situations
from his viewpoint
Changes information input 18
to fit his ideas
COGNITIVE DEVELOPMENT
PIAGET
INTUITIVE PHASE: 4-7 YEARS
Speech becomes more social, less egocentric
Has intuitive grasp of logical concepts in some areas,
yet still tends to focus attention on one aspect of an
object while ignoring others
Concepts formed are crude and irreversible
Easy to believe in magical; reality not firm
Perceptions dominate judgment
In moral-ethical realm, unable to show principles
underlying best behavior
Rules undeveloped; only uses simple do's & don'ts
imposed by authority
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SOCIOCULTURAL
VYGOTSKY
Children’s understanding of world is acquired
through language, problem-solving, interactions,
play.
Learning leads to development; active, internal
construction of knowledge through action.
Must take into account cultural influences.
Learning is a social process in which teachers,
adults, and other children form supportive
“scaffolding” on which a child can gradually master
new skills (e.g. asking questions, prompting).
Zone of proximal development – when a solution to a
problem is just beyond the child’s ability level.
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SOCIAL-COGNITIVE LEARNING
BANDURA
Behavior
is learned through observation &
imitation.
Behavioral
change is largely a social process.
Importance
of cognition, thinking – children’s
ability to listen, remember, and abstract
general rules from complex sets of observed
behavior affects their imitation and learning.
Strong
emphasis on how children think about
themselves and other people.
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THINKING & LEARNING
Increases in:
Curiosity
Cause & effect experimentation
Attention
Planning skills
Memory skills
Problem-solving skills
HANDS-ON learning is KEY!
Knowledge & skills are acquired by “doing”
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MORE THINKING
Trouble thinking about two aspects of the same problem
Thinking based on observation and concrete experience
Increasing understanding of:
spatial concepts (up/down, over/under)
time concepts (today, yesterday, tomorrow)
ability to sort things by category (food, animals,
flowers)
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COMMUNICATION & LANGUAGE
Rapidly expanding vocabulary
learn average 50 new words per month
Understand more words than can speak
Age 3 – use about 1,200 words
Age 5 – use about 2,000+ words
Increasingly complex sentences and conversations
Increasing use of correct grammar
Making up and telling stories
Improved listening skills
Asks why/what/who/how come
Develop ability to think aloud or talk to themselves
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SOCIAL &
EMOTIONAL
DEVELOPMENT
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Ages 3-5
PSYCHOSOCIAL DEVELOPMENT
ERIKSON
Basic Trust Vs. Mistrust (Hope)
Infancy through 1 to 2 years
To learn others can be trusted to satisfy basic needs.
Autonomy Vs. Shame/Doubt (Will)
About 18 mo./2 yrs. to 3½ yrs
To develop sense of self-sufficiency in satisfying one’s
needs.
o Initiative Vs. Guilt (Purpose)
About 3 ½ to 6 years
Feel free to act, create, express self creatively, and to
take risks.
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3 YEARS
Understands taking turns,
but not always willing
Not capable of sharing
May struggle with adults
Friendly and eager to please
Enjoys talking &
conversation
Enjoys playing with peers
Joins in simple games and
group activities
Enjoys make-believe play
Can sit and listen to stories
for up to 10 min. without
bothering others
More aware of others’
feelings & shows concern
Can follow brief
instructions, accept
suggestions
Can make simple choices
Little reasoning ability –
does not relate actions to
results
Express intense feelings 27
Fears
4 YEARS
Cooperates with others
Still working at taking
turns
Makes friends with peers;
may have best friend
May have imaginary friend
Enjoys make-believe play
Participates in group
activities
Doesn’t like being left out
Seeks adult approval
Wants to try things by self
Can follow rules, do’s/don’ts”
Delights in silliness & humor
“Bathroom” talk; shock words
Tests limits
May be bossy, tattle, brag,
stretch truth, rough, impatient
Increasing self-regulation of
behaviors & emotions
Fears may persist
Sense of identity – self,
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sexuality, ethnicity, etc.
5 YEARS
Affectionate and caring
toward others
Enjoys friendships; has 1-2
special friends; same-sex
Understands sharing toys
Takes turns but still may
not be willing
Generally follows adults’
directions; cooperates with
requests
Wants to be “good”, yet
unable to admit
wrongdoing
Doesn’t always tell truth
Can be empathetic
Understands power of
rejection
Likes to help with chores and
feel important
Boasts of accomplishments;
likes praise, wants to please
Can sit and pay attention for
15-20 min.
Likes to act like grown-ups,
serious, demands
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RELATED ISSUES
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Ages 3-5
CHILD CARE & PRESCHOOL
Quality preschools and early learning centers are
linked to positive social and academic outcomes
Head Start
Oklahoma 4-year old Pre-K
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SCHOOL READINESS
Ready to learn
Much more than academics of knowing alphabet
and counting
Physical abilities – large & fine muscle skills
Language skills
Self-control
Social skills
Well-being
Desire to learn
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OK KINDERGARTEN TEACHERS
SURVEY ABOUT SCHOOL ENTRY
72% indicated delays in social &
1,213 surveys emotional development
somewhat or very often:
2006-2007
• ability to follow instructions
30% of students not • persisting on a task
performing at K level • responding to solutions for
conflict
16% of students not • playing cooperatively
performing based on
• identifying & regulating
social & emotional
emotions
development
• Participating in social
conversations
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SCHOOL READINESS
“The ability of a child to be fully engaged
in the classroom is also affected by their social and
emotional health, including getting along with others,
following instructions, and regulating emotions and
behaviors” (SmartStart Oklahoma).
Studies also suggest that “the emotional, social and
behavioral competence of young children…predict
their academic performance in first grade, over and
above their cognitive skills and family backgrounds”
(Raver & Knitzer, 2002).
POSITIVE SOCIAL SKILLS
Research suggests…
Importance of achieving
minimal social competence by age 6
Can lead to development of positive peer
relationships, acceptance and friendships
Reduces later risk behaviors and social
problems
Healthy social development ≠ being social
butterfly
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FACILITATING SOCIAL & EMOTIONAL
DEVELOPMENT
Parents/caregivers:
• are physically & emotionally responsive, sensitive
• encourage children to engage & interact with variety of
people and objects in everyday activities
• help children feel accepted
• assist children in learning to communicate
and get along with others
• encourage feelings of empathy and mutual
respect among children and adults
Provide accessible toys and play materials that
child experiences as challenging & engaging
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IMPORTANCE OF PLAY
Play is a child’s way of learning and discovery
Play is essential – experience is the teacher
Exploration facilitates understanding how world works
Learn to master skills such as: use symbols, language,
communicate, higher levels of thinking, flexible
problem-solving, organizing, planning, social skills
Advances physical development, dexterity, coordination
Imaginative play - pretending
Work things out through trial and error
Reduces tension & stress; express emotions
Play is a process, not a product
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TV/MEDIA
3 TO 6-8 YEAR OLDS
Sensitive to stimulation and modeling
Can be swayed by how things appear rather than how
things really are; Can’t filter out the negative
Generally judge characters or actions as “real” simply due
to observing through TV’s “magic window”
Often believe in magical, supernatural creatures & powers
Can recognize “good” and “bad” characters
Sensory, emotional, & physical deprivation and/or
overstimulation can occur
Does not offer opportunities for active play and interactive
exploration
Readily imitate aggressive or violent characters
GENDER DIFFERENCES
IN PRESCHOOLERS
Identify themselves as male or female
Tend to judge others’ genders based on superficial
characteristics (e.g., hair, stereotypical male/female tasks)
Differences in behavior may be apparent
Nature & nurture influence
Boys are hard-wired to enjoy spatial-mechanical play – enjoy
large space to run, trucks, tools, weapons
Girls have higher levels of hormone oxytocin encouraging
love and care for dolls
Relate to peers differently – rough-housing vs. relationship
building; object-oriented vs. person-related aggression
Boys don’t hear as well as girls
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Girls verbal skills develop earlier
Girls tend to use all senses; boys rely primarily on visual cues
PSYCHOSEXUAL DEVELOPMENT
FREUD
A particular body region is the focus of
sensual satisfactions.
Oral – birth to age 1: mouth, tongue,
gums; emotional attachment to person
providing satisfactions (i.e. feeding)
Anal – 1 to 3 years: control and selfcontrol (i.e. elimination, tolieting)
Phallic – 3 to 6 years: derive pleasure
from genital stimulation; interested in
physical differences between the sexes;
identify with same-sex parent
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SEXUALITY
Curious and interested in:
Where babies come from
Exploring other children’s and adults’ bodies and
differences between children and adults
Playing “doctor” and pretending to be mommy/daddy are
common
Genital touching increases, especially if tired or upset
3-4 year-olds still may be concerned about bowel
movements and urination
Around age 4, girls may develop more intense attachment
to father and boys to mother
Begin to have sense of modesty and understand difference
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between public and private behavior
DISCUSSION & QUESTIONS
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WRAP-UP
Watch video clips and review resource materials
In-service evaluation
Next Session on Ages 6-9: Friday, Feb. 12, 9–11am
Child Care & Early Childhood Education in-service:
April 16 in Stillwater
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