Before we continue to Units 3 and 4 of

our module, let us very briefly recap what

we have studied in Units 1 and 2.

UNITS IN CLG CONTENT SECTIONS IN CLG

UNIT 1

THE STUDY OF CHILD DEVELOPMENT

IN CONTEXT

Conceptions of theory and utility of development theory:• Theory helps us structure our understanding about aspects of our world. • Developmental theory is important so that we understand children better and know

what to expect as they grow and learn.

Theory on the developing child in context:• Bronfenbrenner’s Ecological Systems Theory reminds us that our children and

ourselves are constantly part of and interacting with various systems of people, things and values that influence us, but which we in turn also influence.

UNIT 2

CHILD DEVELOPMENT THEORIES

Cognitive views of development:• Piaget’s cognitive constructivist theory of children constructing their own knowledge.

Psychodynamic views of development:• Freud’s psychosexual stages of development, negotiating tensions.• Erikson’s psychosocial stages of development, negotiating crises.

Cultural historical theory:• Vygotsky’s socio-cultural view of cognitive development and how mediation and

learning in the ZPD can move learners beyond their current stage of development.

Units 3 and 4 focus on the various stages

of development from pre-birth to 18 years,

as well as how we as teachers can guide

learners to form healthy self-concepts and

growth mind-sets.

UNITS IN CLG CONTENT SECTIONS IN CLG

UNIT 3

STAGES OF CHILD DEVELOPMENT

Development from conception to infancy (approx. -9mnths – 2 years)

Early childhood (approx. 2 – 6 years)

Middle childhood (approx. 6 – 12 years)

Adolescence (approx. 12 – 18 years)

UNIT 4

CHILD DEVELOPMENT AND THE

LEARNER IN THE CLASSROOM

Understanding self-concept and self-esteem

General praise, growth and development

Fixed mind-set versus growth mind-set

Pre-natal to Infancy…

…Pre-natal to Infancy…• Both nature (biology) and nurture (environment) affect foetal development.

• Prenatal development (before birth) comprises three periods:

• The germinal period is from conception/fertilization until pregnancy (approximately 2 weeks) when the embryo attached itself to the uterus

• The embryonic period is usually 2-8 weeks into the pregnancy and is when the embryo develops important organs such as the brain and beating heart.

• The foetal period lasts until birth (40 weeks) and comprises further development, including that of the sexual organs during the 3rd month. At the 7th month, many systems such as the nervous, circulatory and respiratory systems are fairly well developed and the baby has a chance of surviving outside the womb if born premature now.

• Teratogens are environmental factors that can harm or delay foetal development, e.g. misused substances such as alcohol/tobacco/drugs, disease/infections, nutrition, stress, radiation, etc.

…Pre-natal to Infancy…

• During infancy (0-2years), there is an enormous amount of development in bodygrowth, fine and gross motor skills and brain development. The brain grows dueto increased connections (synapses) between neurons, and increased myelination(fatty covering around neurons). Educational stimulation can trigger this too.

• Although persons and cultures differ in the ages, the sequence of developmentalmilestones (e.g. first sit, then stand, then walk) remain the same for all.

• On average, typical milestones include:

Sitting unaided at approximately 6 months of age

Walking independently at approximately 12-15months of age

Speaking multi-word sentences at approximately 2 years of age

Mastering toilet training at approximately 2-4 years of age.

…Pre-natal to Infancy• During Infancy, language develops from smiling/cooing (0-3m) to babbling (4-9m) to

single words, two-word and then multi-word sentences (by about 2 yrs.)

• Chomsky asserts that all of us are born with a Language Acquisition Device (LAD), aninborn biological system that helps us learn language. Environment is still important.

• Caregivers can help children develop language by labelling, repeating, correctingand using a high voice tone, while exposing them to conversations.

• PIAGET calls infancy the sensori-motor stage. The child constructs knowledge in sub-stages through senses and physical interaction, using assimilation andaccommodation. Object permanence is typical at this age.

• VYGOTSKY believed that language helps a child learn and develop cognitively,especially through mediation/guided instruction.