Child Development Principles and Theories

Today’s Learning Outcomes Describe the areas and principles of development. Define windows of opportunity as related to brain development.

No Two Children Are Alike Care givers must create an environment that is predictable and nurturing for all children

Child Development Development – change or growth that occurs in children Infant – Birth to One Toddler – One to Three Preschooler – Three to Six

Areas of Development Physical – body changes –Gross-motor – large muscles –Fine-motor – small muscles Cognitive – processes people use to gain knowledge –Language, thought, reasoning, imagination Social-emotional – learning to relate to others and expressing your own feelings Development in one area can greatly influence another area

Principles of Development Cephalocaudal – development starts with the head and moves down Proximodistal – development starts from the middle and moves out Maturation – the sequence of biological changes in children.

Brain Development Nature vs.. Nurture The most rapid development occurs during the first three years!

Brain Development Neurons – specialized nerve cells that are contained in the brain Synapses – connections between the neurons.

Brain Development Overstimulation – a flood of sounds or sights may cause stress to a child Cortisol – steroid produced by the body during stress Over a long length of time, cortisol can lead to problems with memory and regulating emotions

Windows of opportunity Specific span of time for the normal development of certain types of skills.

Windows of Opportunity Brain FunctionApproximate Window VisionBirth to 6 months Motor DevelopmentPrenatal to 8 years Emotional controlBirth to 3 years Vocabulary/SpeechBirth to 3 years Math/logic1to 4 years

Remember the Learning Outcomes Describe the areas and principles of development. Define windows of opportunity as related to brain development.

Theories of Development Theory – a principle or idea that is proposed, researched, and generally accepted as an explanation.

Erikson’s Psychosocial Theory Development occurs throughout life Children’s personalities develop in response to their social environment Social conflict or crisis occurs in eight stages They require solutions that are satisfying both personally and socially They must be resolved before moving on

Trust vs.. Mistrust Children learn to trust or mistrust their environment Trust –Basic needs met consistently Mistrust –Basic needs are not met

Autonomy vs. Shame and Doubt Eighteen months and three years Autonomy –Independent and do things for themselves Shame & Doubt –Overprotection or lack of adequate activities

tch?v=kvX9FbXY_C8

tch?v=lkjLXGKOujk

Industry vs. Inferiority Six and Twelve years Learn societies expectations and rules

Piaget’s Theory of Cognitive Development

Piaget’s Cognitive Development Theory Predictable cognitive stages Thinking is different during each stage of development Knowledge is gathered gradually during active involvement in real-life experiences Schemata –mental representations or concepts Adaptation – mentally organizing what they perceive in their environment.

Adaption of information Assimilation – taking in new information and adding it to what the child already knows. Accommodation – adjusting what is already known to fit the new information

Assimilation Cows are black and white. Cows moo. Dogs are brown. Dogs bark.

Adaption

Stage 1 – Sensorimotor Birth to two years old Use all of their senses to explore and learn.

Preoperational Stage Two and Seven-years-old Egocentric – others see the world the way they do! Conservation – physical appearance may change but the amount does not.

Preoperational

Concrete Operations Seven to Eleven-years-old Think systematically Reversing operations

Formal Operations Eleven to adulthood Think in abstract ways –Freedom –Equality –Algebra??

?v=TRF27F2bn-Ahttp:// ?v=TRF27F2bn-A

Vygotsky Sociocultural Theory

Vygotsky Children learn thought social and cultural experiences Private speech – “think out loud” Zone of Proximal Development - Learning as a scale Scaffolding – frame work to help a child understand

kQ8o&feature=player_embedded

Gardner’s Multiple Intelligences Theory

tch?v=OLLVYx0IPPU

Multiple Intelligences There are different kinds of intelligences used by the human brain Potential intelligence will not develop unless it is nurtured

Bodily-Kinesthetic Ability to control body movements. Enjoy sports, dance, or creative drama Benefit from creative movement Learn through sensation –Create with their hands –Sensory boxes Physical Gross-motor development

Musical-Rhythmic Ability to recognize musical patterns and produce and appreciate music Love to listen to music Use song for directions and moving children from one task to another. Play background music

Logical-Mathematical Ability to use logic and reason to solve problems. Likes to explore categories, patterns, and cause and effect Use activities like: blocks, matching, counting, problem- solving books

Verbal-Linguistic Ability to use language for expression Have a sensitivity to the meaning, sound, and rhythm of words. Learn by talking, listening, reading and writing.

Interpersonal Excellent communication and social skills Understand feelings, behaviors, moods, and motives of others. Make friends easily Uses their interaction with others to learn

Intrapersonal Ability to understand the inner self Knows their skills, limits, and feelings. Understanding their desires and motives

Visual-Spatial Use their vision to develop mental images Prefer pictures and images Provide children with unstructured materials

Naturalistic Developed from the need to survive Ability to classify objects in nature such as animals and plants Provide cooking activities and nature walks Use their senses together information

How do they all work?

Mathematical MusicalI VerbalI VisualI InterpersonalIIII IntrapersonalI BodyII Natuaralistic