CHILD DEVELOPMENT UNIT 1: VALUE OF CHILDREN Growth and Development.

CHILD DEVELOPMENTUNIT 1: VALUE OF CHILDREN

Growth and Development

Draw a small pig

PIG DRAWING PERSONALITY ANALYSISIf your pig is drawn:

Toward the top of the page, you are positive and optimistic. Toward the middle of the page, you are a realist. Toward the bottom of the page, you are pessimistic and have a tendency to behave

negatively.

If your pig is drawn:

Facing left, you believe in tradition, you’re friendly and you remember important dates Facing right, you are innovative and active, but you don’t have a strong sense of family

and you have trouble remembering dates. Facing front (looking at you), you are direct and enjoy playing devil’s advocate. You

neither fear nor avoid discussions. With many details, you are analytical, cautious, and distrustful. With few details, you are emotional and naïve, care little for details, and like to take risks. With 4 legs showing, you are secure, stubborn, and stick to you ideas. With less than 4 legs showing, you are insecure and living through a period of major

change. The size of you pig’s ears indicates how good a listener you are – the bigger the better The length of your pig’s tail tells the quality of your romantic life - the longer the better.

Growth = A child’s physical increase in size or amount that is easily observed

Development = The ability of a child to

do things that are complex and difficult

Head to foot (cephalo caudal)

Explain It First infant lifts head to see object, later gains muscle

strength and control to pick up an object, and later learns to move toward the object.

Example of It holds chin up holds chest up creeps crawls pulls to stand stands holding on to things walks with help

Near to Far / Center to outside extremities (proximal distal)

Explain It First moves whole body, then it moves

outward to arms, hands, and then fingersExample of It swipes at objects grasps non-moving objects grasps with thumb in opposition to fingers brings objects to mouth

Common generalizations of growth and development

Growth is continuous and orderly throughout life

Growth is similar for everyone Growth is different rate and time with

each individual Child moves on to the next level of

difficulty after mastering a task. It builds on earlier learning.

Development is all interrelated.

Areas of Development

PHYSICAL DEVELOPMENT: Includes muscle coordination and control, growth in size and in proportion. Examples:

a child rolling over, lifting its head, or sitting up.

COGNITIVE DEVELOPMENT: The ability of the brain or mind to take in and process information. Examples: a child

recognizing their name, or recognizing a parent, recognizing that when they shake a rattle it will make a noise.

SOCIAL DEVELOPMENT: A child learning and discovering the expectations and rules for interacting with others.

Examples: a child smiling at mother, a child learning to share a toy with a friend. EMOTIONAL DEVELOPMENT: The ability to recognize and understand feelings and how to respond to them

appropriately. Example: a child feeling jealousy due to a new baby in the family, a child feeling love for another person, a child being afraid of the dark.

MORAL DEVELOPMENT: Identifying personal values. Examples: right or wrong, behaving according to what

others need or want, respecting human rights, developing principles to guide behavior.

ERIK ERICKSON

The 8 Stages of man Studied the stages of personality

development throughout the life cycle. This is always redeveloping itself. Each

level defines a new social awareness and interaction possible for the individual.

MEMORY JOGGER: ERICKSON = 8 letters for 8 stages of man (hold up 8 fingers)

Letter E = Erickson, Eight, Emotional

= Emotions

The 8 Stages of man

1. Trust vs. Mistrust (Infancy)The degree to which a child learns to trust or mistrust others.Determined by the type and amount of care the child receives.

2. Autonomy vs. Shame and Doubt (2-4 years)

The degree to which a child is allowed and encouraged freedom and self-direction

3. Initiative vs. Guilt (4-6 years)The degree to which a child is allowed control of his/her body,

choices, fantasy, motor activities, and language activities.Begins to develop social skills (cooperating, leading, following)

The 8 Stages of man

4. Industry vs. Inferiority (school age)

The degree to which they learn that work is worthwhile and meaningful.

They learn to discipline themselves and to get along with others

5. Identity vs. Role Confusion (Adolescence)

The degree and ability to which the individual can bring together all the things learned about him/herself and integrate these different roles into a whole that shows continuity with the past while preparing for the future.

Mature, view the world differently, establish identity, require good role models

6. Intimacy vs. Isolation (Young Adulthood)

The degree to which they can share with and care about another person without fear of losing oneself in the process.

Influences friendships, marriage, relationship with children, with own parents

Determines self-acceptance, a level of confidence, a feeling of being worthwhile.

The 8 Stages of man

7. Generativity vs. self-absorption (Adulthood)The degree of concern for family and other people beyond the immediate family

8. Integrity vs. Despair (Aging)The degree to which the individual can look

back on their life with satisfaction and acceptance.

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©Learning Zone Express

Jean Piaget (1896-1980)

Cognitive Development Theory

Two processes are essential for development: Assimilation

Learning to understand events or objects, based on existing structure.

Accommodation Expanding understanding, based on new information.

Understanding & supporting a child’s learning.

©Learning ZoneExpress

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Sensorimotor (Birth – 2 years) Learning about world through 5 senses (see, feel, hear, smell &

taste). Learning to control and manipulate muscles (small & large motor

skills). Learning about self (egocentric). Learning from trial and error (12-18 months). Thinking about how to do something without actually doing it.

Preoperational (2-7 years) Learning by using language and mental images. Learning to internalize thought process. Continuing to be egocentric. Learning by watching and performing.


ABRAHAM MASLOW

Basic needs must be met at each level or there is no advancement.

MEMORY JOGGER: Mas – LOW (get low in voice and in

posture) HI -erarchy of needs (get high in voice and in posture)

Maslow’s Hierarchy of Needs

Need to maximize one’s potential.

Need for self-respect and self-esteem and for the esteem of others.

Need for security, stability, freedom from fear, structure & order.

Need for shelter, food, clothes, air, sleep, and activity.

Need for community, family, friends, lover, affection & intimacy.

Maslow

Based on Maslow’s Hierarchy of Needs, how does this theory relate to a child’s life?

Write your response in your notes.

ARNOLD GESELL

PHYSICAL DEVELOPMENT of

CHILDREN Came up with physical development age

norms. (sit, stand, walk, …) These standards are used today in

medical profession to monitor.

LAWRENCE KOHLBERG

Moral Development of CHILDREN MEMORY JOGGER: KO MO Dude Knock Out is not a moral thing

to do

The five stages of development are:

1. Infancy--birth to 12 months. 2. Toddler--12 months to 3 years. 3. Preschool--3 years to 6 years. 4. School age--6 years to 12 years. 5. Adolescents--13 years to 18 years.

Simple to complex

Explain It Doing those tasks that are simple and mostly

large motor before those complex and fine motor skills.

Example of It At first only sleeping and eat Gurgle, then babble, then talk Swipes , grab with fists, then and eats with

fingers. First wave “Hi” and then say it


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Why Study Child & Parenting Development Theories?

Theories help people: Organize their ideas about raising children.

Understand influences on parenting.

Discover more than one way to interact with children.

Analyze the benefits and consequences of using more than one theory.

Sigmund Freud • Erik Erikson • Maria Montessori Jean Piaget • Urie Bronfenbrenner • Lev Semenovich Vygotsky

Abraham Maslow • Arnold Gesell • John Bowlby • Rudolph DreikursLawrence Kohlberg • B.F. Skinner • Benjamin Spock

Diana Baumrind • T. Berry Brazelton • Howard Gardner


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Why Study the Selected Theories?

The selected theories:

Have been popular and influential.

Represent different approaches to parent-child interaction.

Offer help in the “real world” of daily child-rearing.

Make good common sense.

JEAN PIAGET

He Researched and defined the cognitive / Intellectual skills of children and how they learn

MEMORY JOGGER: Notice his last name ends with “Get” and he taught how children GET SMART – point to head and say “Get smart”

4 Cognitive Stages

1. Sensorimotor (birth -2 years old) MEMORY JOGGER: Stick out your tongue to help you

Children (babies) learn about and experience the world through their senses (see, touch, hear, taste, and smell). This is why everything goes in their mouth. 2. Preoprational (2-7 years old) MEMORY JOGGER: The word operate is part of Preoperational and you Need smarts to OPERATE.The child begins to form concepts (wondering about the reality of people like Santa

Clause) and use symbols as words. This allows the child to communicate and gain language development

(police) (nike) (no smoking) (bathroom) (stop) M (McDonalds) 3. Concrete Operational (7-11 years old)

Children learn to reason and use simple deductive logic to arrive at conclusions. The child is able to imagine what another person might be thinking or feeling, therefore their thinking becomes more flexible. 4. Formal Operational (11 years old - adult)

Highest level of mental development-thinking abstractly.


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Sensorimotor (Birth – 2 years) Learning about world through 5 senses (see, feel, hear, smell &

taste). Learning to control and manipulate muscles (small & large motor

skills). Learning about self (egocentric). Learning from trial and error (12-18 months). Thinking about how to do something without actually doing it.

Preoperational (2-7 years) Learning by using language and mental images. Learning to internalize thought process. Continuing to be egocentric. Learning by watching and performing.



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Abraham Maslow (1908-1970)Human Needs Theory Influence of a hierarchy of human

needs on personality.

Lower need must be filled before upper-level needs receive attention.

Child’s genetic potential will not flourish unless they are nurtured by adults as the child grows.

Human needs influence each person’s development.

1. Physiological Needs: air, food, drink, rest2. Safety and Security: stability, freedom from

fear and anxiety, weather3. Love and Belonging: affection, intimacy from

friends and family4. Esteem needs: self-respect, respect for others,

self-acceptance5. Self-actualization: being able to think beyond

one’s self, doing what one is suited for and capable of

doing. Doing one’s best.

ARNOLD GESELL

PHYSICAL DEVELOPMENT of CHILDREN Came up with physical development age norms. (sit, stand,

walk, …) These standards are used today in medical profession to

monitor.

Kohlberg

1. Preconventional Children begin life with no sense of right or wrong.Learn quickly the certain behaviors are punished and others rewardedLearn to avoid punishment and strive for behavior or acts rewarded 2. Conventional (about age 9)

Learn to behave according to a sense of what others need or want.They follow established rules and respect authorityBegin to act in accordance with what is right and wrong.

3. Post Conventional (about age 16)

Mature morally.Respect human rights and develop individual principles to guide their

behavior and choices.Their motivation to act a certain way comes from within, not just to follow

the rules.

FREUD

Three Theoretical Components of Personality:ID – Pleasure Principle, ID wants whatever needs seem

satisfying and wants it now EGO - Reality Principle, mediator between unbridles

passions of ID and the limits imposed by the real world and the ideas of the SUPEREGO. SUPEREGO-Right from Wrong principle. Like a conscience.

Frued: PSYCHO SEXUAL THEORY

Freud believed that how a child experienced various conflicts determined their personality. 1. ORAL (first 5 or 6 years)

Child activities and needs are dominated by the mouth.Child learns to experience and know the world with the mouth

2. ANAL (first 5 or 6 years)

The anus is the focus of pleasurable sensations. Toilet training 3. Phalic (first 5 or 6 years)

Genitals are most important body part 4. Latency (ages 7-11)Sexual needs are quiet or not important. Energy and interests are put into academic learning

and extra-curricular activities. 5. Genital (adolescence and adulthood)Genitals are focus of pleasurable sensation and individuals seek stimulation and satisfaction.The biological function of the genitals is for reproduction.Goal of healthy adult was to love and to work.

JEAN PIAGET

He Researched and defined the cognitive / Intellectual skills of children and how they learn

MEMORY JOGGER: Notice his last name ends with “Get” and he taught how children GET SMART – point to head and say “Get smart”

4 Cognitive Stages

1. Sensorimotor (birth -2 years old) MEMORY JOGGER: Stick out your tongue to help you

Children (babies) learn about and experience the world through their senses (see, touch, hear, taste, and smell). This is why everything goes in their mouth. 2. Preoprational (2-7 years old) MEMORY JOGGER: The word operate is part of Preoperational and you Need smarts to OPERATE.The child begins to form concepts (wondering about the reality of people like Santa Clause)

and use symbols as words. This allows the child to communicate and gain language development

(police) (nike) (no smoking) (bathroom) (stop) M (McDonalds) 3. Concrete Operational (7-11 years old)

Children learn to reason and use simple deductive logic to arrive at conclusions. The child is able to imagine what another person might be thinking or feeling, therefore their thinking becomes more flexible. 4. Formal Operational (11 years old - adult)

Highest level of mental development-thinking abstractly.

1. Preconventional Children begin life with no sense of right or wrong.Learn quickly the certain behaviors are punished and others rewardedLearn to avoid punishment and strive for behavior or acts rewarded 2. Conventional (about age 9)

Learn to behave according to a sense of what others need or want.They follow established rules and respect authorityBegin to act in accordance with what is right and wrong.

3. Post Conventional (about age 16)

Mature morally.Respect human rights and develop individual principles to guide their

behavior and choices.Their motivation to act a certain way comes from within, not just to follow

the rules.

ABRAHAM MASLOW

Basic needs must be met at each level or there is no advancement.

MEMORY JOGGER: Mas – LOW (get low in voice and in

posture) HI -erarchy of needs (get high in voice and in posture)

1. Physiological Needs: air, food, drink, rest2. Safety and Security: stability, freedom from

fear and anxiety, weather3. Love and Belonging: affection, intimacy from

friends and family4. Esteem needs: self-respect, respect for others,

self-acceptance5. Self-actualization: being able to think beyond

one’s self, doing what one is suited for and capable of

doing. Doing one’s best.

FREUD

Three Theoretical Components of Personality:ID – Pleasure Principle, ID wants whatever needs seem

satisfying and wants it now EGO - Reality Principle, mediator between unbridles

passions of ID and the limits imposed by the real world and the ideas of the SUPEREGO. SUPEREGO-Right from Wrong principle. Like a conscience.

Frued:PSYCHO SEXUAL THEORY

Freud believed that how a child experienced various conflicts determined their personality. 1. ORAL (first 5 or 6 years)

Child activities and needs are dominated by the mouth.Child learns to experience and know the world with the mouth

2. ANAL (first 5 or 6 years)

The anus is the focus of pleasurable sensations. Toilet training 3. Phalic (first 5 or 6 years)

Genitals are most important body part 4. Latency (ages 7-11)Sexual needs are quiet or not important. Energy and interests are put into academic learning

and extra-curricular activities. 5. Genital (adolescence and adulthood)Genitals are focus of pleasurable sensation and individuals seek stimulation and satisfaction.The biological function of the genitals is for reproduction.Goal of healthy adult was to love and to work.

CHILD DEVELOPMENT COLLAGE

Attach a picture that shows each of the 5 areas of development being developed.

Explain Why you chose this picture. What is being done in the picture to develop the area?

Explain how this activity is developing this area. What is the child learning in this picture?

For Theorists, Piaget and Erickson, attach a visual to help you remember each theorist’s theory. Choose one other theorist for the last box.

Explain Why you chose this picture and how it will help you remember the theorist.

PUT YOUR NAME and PERIOD ON IT.

CHILD DEVELOPMENT UNIT 1: VALUE OF CHILDREN Growth and Development.

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