Developmental Influences on Child Health Promotion Part 2: Psychosocial, Cognitive, Moral Development Perry, chapter 33

G&D Theories Piaget—cognitive—learning to think, reason, make judgments Erikson—psychosocial—personality development Kohlberg—moral—development of a sense of right and wrong

Piaget Sensorimotor phase—learning thru senses and motor skills. Object permanence is major task. Preoperational phase—egocentrism—inability to see others’ point of view. Concrete thinking based on what is observed. Concrete operations—mostly concrete thinking with beginnings of abstract thought. Conservation and reversibility are major concepts Formal operations—abstract thinking. Develops a workable philosophy of life.

Erikson Trust vs. mistrust (0-1) Autonomy vs. shame & doubt (1-3) Initiative vs. guilt (3-6) Industry vs. inferiority (6-12) Identity vs. role confusion (12-18)

Kohlberg Preconventional level—doing what is right to avoid punishment or because it is in his own best interests and is fair Conventional level—tries to live up to others expectations; what is right is whatever is society’s rules Postconventional level—doing good acc’d to what is best for greatest #; universal moral principles of justice, equal rights, and respect for human dignity

Developmental Tasks—Infant Trust Begins separateness Develops and desires affection Preverbal communication of needs Learns language Fine and gross motor skills Explores environment Develops object permanence

Toddler Egocentric Begins socially acceptable behavior Separateness Increased verbal communication skills Tolerates delayed gratification Controls body functions Begins self-care

Preschooler Sense of initiative Increased language skills Behaves in socially acceptable ways Develops conscience Identifies sex roles Develops readiness for school

School Age Active and cooperative member of group Learns rules/norms of society; adapts to moral standards Increased psychomotor and cognitive skills Masters time, conservation, and reversibility Masters oral and written communication Wins approval from adults and peers Builds a sense of industry and + self-concept Gives affection without expecting anything

Adolescence Develops group and self identity Gains independence from parents Develops value system Develops academic & vocational skills Develops analytical skills Adjusts to rapid physical & sexual changes Develops sexual identity Develops multicultural skills Considers and chooses career

Role of Play in Development Universal language of children Provides socialization Stimulates development—physical, emotional, and cognitive, moral Develops creativity Provides outlet for fears Helps develop self-awareness

Social Character of Play Solitary or onlooker play—plays by self or enjoys watching others (infancy) Parallel play—plays with same toy, but with no interaction (toddler) Associative—plays same thing as others in group, but no group plan or goal (preschool) Cooperative—together with others, play is organized with group goal (school-age)

Developmental Assessment To identify children whose developmental level is below normal for chronologic age and who therefore require further investigation Remember, most are only screening tools, not diagnostic.

Denver Developmental Screening Test II AKA “Denver II” or DDST Widely used, standardized measures Tests personal-social, language, fine, gross motor skills Examiners must be specifically trained and certified in use of the tools Please print a copy (just pages 1-2) from the Evolve Student website under “Developmental/Sensory Assessment” and we will review in class

Interpretation of Denver Don’t use the word “test” with a parent, but tell them it is a guide If child “fails” skill, reevaluate in 1-4 weeks If still problems, do not freak parents out; remind them this is screening only Refer to pediatrician or developmental testing center for further evaluation