Child Development Principles and Theories 4 © Goodheart-Willcox Co., Inc. Permission granted to...

Child Development Principles and

Theories

4

© Goodheart-Willcox Co., Inc.Permission granted to reproduce for educational use only.

Key Concepts

The main areas of child development are physical, cognitive, and social-emotional.

Early brain development has a lasting effect on a child’s development.

Learning about child development theories can help teachers better understand young children.


Objectives

Describe the areas and principles of development.

Define windows of opportunity as related to brain development.

Explain the historical influences on educating young children.

continued


Objectives

Summarize how theories about development can be used as practical guides to early care and education.

Contrast the developmental theories of Erikson, Piaget, Vygotsky, and Gardner.


Child Development

Development refers to change and growth that occurs in children Infants Toddlers Preschoolers


Areas of Development

Physical development includes gross-motor development fine-motor development

Cognitive development or intellectual development

Social-emotional development is social—learning to relate to others emotional—feelings and expression of feelings


Principles of Development

Principles of growth and development are universal, predictable, and orderly Cephalocaudal principle is

development from the head downward Proximodistal principle is

development from center of the body outward Maturation

depends on sequence of biological changes


Brain Development

Depends on both heredity and environment Neurons

Nerve cells present at birth, but not linked

Synapses The links between neurons after birth More synapses = more messages to brain Result from the child’s interaction with the world

continued


Brain Development

Synapses influence the ability of the child to learn solve problems get along with others control emotions

Caregivers provide sensory stimulation

continued


Brain Development

Plasticity is the ability of an infant’s brain to change according to stimulation

Early care has long-lasting impact on how children develop Positive nurturing is better Stress from overstimulation

produces cortisol causes emotional problems


Discuss

Identify a case from your experience or the news about a child who is being neglected. How might this lack of nurturing hurt the child?


Windows of Opportunity

Parts of the brain develop at different times Windows of opportunity are key time

periods for normal development of certain skill types Appropriate stimulation needed for synapse

links After key time periods, learning links are

diminishedcontinued


Discuss

What might be done to alleviate some of the risk factors for healthy brain development?

Why is good nutrition important to brain development?


Windows of Opportunity

Vision: birth to six months Vocabulary/speech: birth to 3 years Emotional control: birth to 3 years Math/logic development: 1 to 4 years Motor development: prenatal to 8 years


Historical Influences on Early Child Care and Education

1700s Focused on religious and moral education

1800s Influenced by industrial revolution Basic academics taught, but few received formal

schooling until end of century

continued


Historical Influences on Early Child Care and Education

1900s Influenced by scientific

revolution Childhood education

advanced and made a priority


Historical Influences on Educating Children

John Locke (1632): father of educational philosophy

Friedrich Froebel (1837): opened first kindergarten in Germany

Elizabeth Peabody (1860): opened first English-speaking kindergarten in Boston

John Dewey (1896): opened a laboratory school supporting child-centered approach

continued


Historical Influences on Educating Children

Arnold Gesell (1900s): developed age-related norms, or developmental milestones

Maria Montessori (1907): stressed teaching practical life tasks; the Montessori approach

Patty Smith Hill (1926): founded National Association for the Education of Young Children


Theories of Development

A theory is a principle or idea proposed, researched, and generally accepted as an explanation

Four major theories about how children learn Erik Erikson Jean Piaget Lev Vygotsky Howard Gardner


Erikson’s Psychosocial Theory

Erikson believed development occurs throughout the life span

Emphasizes the social and emotional aspects of childhood growth

Eight developmental stages with a social conflict or crisis at each stage Conflicts must be resolved before proceeding Maturity and social forces resolve the conflicts

continued


Erikson’s Psychosocial Theory

First four stages occur between birth and age 12 Trust versus mistrust Autonomy versus shame

and doubt Initiative versus guilt Industry versus inferiority


Stage 1: Trust Versus Mistrust

During first 18 months, to develop trust, children need warm, consistent, predictable, attentive care caregivers who read and respond to signals loving physical contact, nourishment,

cleanliness, and warmth

Mistrust occurs if an infant experiences an unpredictable world and is handled harshly


Stage 2: Autonomy Versus Shame and Doubt

Between 18 months and age 3, toddlers want to be independent

To gain self-control without losing self-esteem, children need clear and consistent limits loving and supportive environments

Overprotection or lack of activities can result in self-doubt, poor achievement, and shame


Stage 3: Initiative Versus Guilt

Between ages 3 and 5, children learn to take initiative without hurting others

Children realize what they do affects others they need a sense of purpose criticism is discouraging


Stage 4: Industry Versus Inferiority

Between ages 6 and 12, children learn society’s expectations

They gain approval by developing intellectual skills such as reading, writing, and math

Children need realistic goals and expectations encouragement and less parental control


Piaget’s Cognitive Development Theory

Piaget believed that thinking is different during each stage of

development children naturally attempt to understand what

they do not know knowledge is gathered gradually during active

involvement in real-life experiences

continued


Piaget’s Cognitive Development Theory

Schemata are mental representations or concepts

Adaptation is mentally organizing what is perceived in the environment; can occur by assimilation: taking in new information and

adding it to what is already known accommodation: adjusting what is already

known to fit the new information


Piaget’s Stages of Development

Sensorimotor stage: between birth to age 2 Infants use all their senses

to explore and learn Learn object permanence:

objects still exist when out of sight

continued



Preoperational stage: between ages 2 to 7 Children are very egocentric; they assume others

see the world as they do Language, symbolic play, and drawing skills are

learned Thinking is still illogical Learn conservation: size and volume relationship Learn how to classify objects and groups

continued



Concrete operations stage: ages 7 to 11 Children develop capacity

to think systematically when referring to actual objects

Begin to internalize tasks Become capable of

reversing operations

continued



Formal operations stage: from 11 years to adulthood

During this stage, children develop capacity to think in purely abstract ways no longer need concrete examples develop problem-solving and reasoning skills


Vygotsky’s Sociocultural Theory

Vygotsky believed children learn through social and cultural experiences interactions with family and peers

continued


Vygotsky’s Sociocultural Theory

Language is an important tool for thought; plays a key role in cognitive development Coined the term private speech for self-talk, or

when children “think out loud”

Zone of proximal development (ZPD) concept of learning as a scale Middle of scale is the zone of tasks within a

child’s current developmental level


Gardner’s Multiple Intelligences Theory

Multiple intelligences are the different kinds of intelligences used by the brain Intelligence is result of complex interactions

between children’s heredity and experiences Each intelligence functions separately, but all

are closely linked Learning is best achieved using a child’s

strongest intelligence

continued



Bodily-kinesthetic intelligence Ability to control body

movements Process knowledge through

sensation Enjoy sports, dance, or

creative drama

continued



Musical-rhythmic intelligence Ability to recognize musical patterns and

produce and appreciate music One of the earliest intelligences to emerge Can discriminate tone, pitch, and rhythmic

patterns Composers, musicians, singers

continued



Logical-mathematical intelligence More than just the ability to use

math Ability to explore categories,

patterns, and other relationships Apply cause and effect and predict

patterns Math experts, scientists, composers

continued



Verbal-linguistic intelligence Ability to use language for expression Sensitivity to the meaning, sound, and rhythm

of words Lawyers, poets, public speakers, language

translators

continued



Interpersonal intelligence Excellent communication and social skills Understand the feelings, behaviors, and motives

of others Make friends easily Offer support and empathy Teachers, politicians, salespeople, service

professionals

continued



Intrapersonal intelligence Understand the inner self; self-awareness Know your own skills, limits, feelings Psychologists, social workers, religious leaders,

counselors

continued



Visual-spatial intelligence Use of vision to develop mental images Preference for pictures and images See the spatial relationship of objects Photographers, artists, architects, engineers,

surgeons

continued



Naturalistic intelligence Developed from the need to

survive Ability to classify objects in nature,

such as animals and plants Distinguish among types and

brands of objects Sailors, gardeners, chefs, farmers


Making the Pieces Fit

The brain affects all aspects of growth and development

Development generally progresses in a similar way for all children

Each theory of development offers insight into how children develop

Children learn best in a caring environment with many opportunities for learning


Discuss

Do you believe there is a connection between child and adult behavior based on the theories presented in this chapter?


Review

Name the three main areas of child development.

What is the difference between gross-motor and fine-motor development?

True or false. Neurons are connected by synapses.

How are Gardner’s multiple intelligences related?


Glossary

cephalocaudal principle. Principle of development stating that development tends to proceed from the head downward. According to this principle, the child first gains control of the head, then the arms, then the legs.


Glossary

cognitive development. Growth in the mental processes used to gain knowledge, such as thought, reasoning, and imagination.

concrete operations. The use of logic based on what has been experienced or seen.


Glossary

development. Change or growth in a human being. Development is usually measured in terms of physical, intellectual, social, and emotional growth.


Glossary

fine-motor development. The ability to coordinate the small muscles in the arms, fingers, and wrists to complete tasks such as grasping, holding, cutting, drawing, and writing.


Glossary

gross-motor development. Improvement of the skills involving arms, legs, and whole body movements. Examples include running, jumping, throwing, and climbing.

infant. Term used to refer to a child from birth through the first year of life.

maturation. Sequence of biological changes in a child giving the child new abilities.


Glossary

multiple intelligences. Theory developed by Howard Gardner that emphasizes different kinds of intelligences used by the human brain. Each intelligence functions separately, but all are closely linked. According to Gardner, a potential intelligence will not develop unless it is nurtured.


Glossary

neurons. Specialized nerve cells. physical development. Physical body

changes in a growing individual, such as changes in bone thickness, size, weight, vision, and coordination.


Glossary

preoperational stage. Period between ages two and seven during which children learn to classify groups and use symbols and internal images.

preschooler. Term referring to children ages three to six years.


Glossary

proximodistal principle. Principle noting that development of the body occurs in an outward direction. The spinal cord develops before outer parts of the body; arms develop before hands; hands develop before fingers.


Glossary

schemata. Mental representations or concepts.

sensorimotor stage. Period between birth and two years of age during which infants use all their senses to explore and learn.


Glossary

social-emotional development. Growth in the two related areas of social and emotional skills. Social development involves learning to relate to others. Emotional development involves refining feelings and expressions of feelings.


Glossary

synapses. Connections between nerve cells that pass messages in the brain.

theory. A principle or idea that is proposed, researched, and generally accepted as an explanation.


Glossary

toddler. Term used to refer to a child from the first year until the third birthday. The term is used because of the awkward walking style of children in this age group.

windows of opportunity. Specific spans of time for the normal development of certain skills.

Child Development Principles and Theories 4 © Goodheart-Willcox Co., Inc. Permission granted to...

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