1. Child Development Unit 1: Value of Children
Growth and Development

2. Draw a small pig

3. PIG DRAWING PERSONALITY ANALYSIS
If 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.
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.

4. Theorist Readings
Use the packet to complete the last section on theorists in your study guide.

5. 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

6. 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

7. Near to Far / Center to outside extremities (proximal distal)
Explain It
First moves whole body, then it moves outward to arms, hands, and then fingers
Example of It
swipes at objects
grasps non-moving objects
grasps with thumb in opposition to fingers
brings objects to mouth

8. 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.

9. 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.

10. Letter E = Erickson, Eight, Emotional
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

11. Letter E = Erickson, Eight, Emotional
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

12. 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)

13. 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.

14. 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.

15. Cognitive Development Theory
Jean Piaget ( )
Cognitive Development Theory
Understanding & supporting a child’s learning.
Two processes are essential for development:
Assimilation
Learning to understand events or objects, based on existing structure.
Accommodation
Expanding understanding, based on new information.
©Learning Zone Express

16. Cognitive Development Theory
Jean Piaget ( )
Cognitive Development Theory
Understanding & supporting a child’s learning.
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.
©Learning ZoneExpress

17. 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)

18. 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 community, family, friends, lover, affection & intimacy.
Need for security, stability, freedom from fear, structure & order.
Need for shelter, food, clothes, air, sleep, and activity.

19. Maslow
Based on Maslow’s Hierarchy of Needs, how does this theory relate to a child’s life?
Write your response in your notes.

20. ARNOLD GESELL PHYSICAL DEVELOPMENT of CHILDREN
PHYSICAL DEVELOPMENT of CHILDREN
Came up with physical development age norms. (sit, stand, walk, …)
These standards are used today in medical profession to monitor.

21. LAWRENCE KOHLBERG Moral Development of CHILDREN
Moral Development of CHILDREN
 MEMORY JOGGER: KO MO Dude
Knock Out is not a moral thing to do

23. LAWRENCE KOHLBERG Moral Development of CHILDREN
Moral Development of CHILDREN
 MEMORY JOGGER: KO MO Dude
Knock Out is not a moral thing to do

24. 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.

25. 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

27. 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 Dreikurs Lawrence Kohlberg • B.F. Skinner • Benjamin Spock Diana Baumrind • T. Berry Brazelton • Howard Gardner
©Learning ZoneExpress

28. Why Study 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.
©Learning ZoneExpress

29. Erickson Eight Emotion Stages
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)
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

30. Erickson Eight Emotion Stages
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. 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.

31. 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”

32. 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.

33. Cognitive Development Theory
Jean Piaget ( )
Cognitive Development Theory
Understanding & supporting a child’s learning.
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.
©Learning ZoneExpress

34. Human Needs Theory
Abraham Maslow ( )
Human needs influence each person’s development.
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.
©Learning ZoneExpress

35. 1. Physiological Needs: air, food, drink, rest
2. Safety and Security: stability, freedom from fear and anxiety, weather
3. Love and Belonging: affection, intimacy from friends and family
4. Esteem needs: self-respect, respect for others, self- acceptance
5. Self-actualization: being able to think beyond one’s self, doing what one is suited for and capable of
doing. Doing one’s best.

36. ARNOLD GESELL PHYSICAL DEVELOPMENT of CHILDREN
PHYSICAL DEVELOPMENT of CHILDREN
Came up with physical development age norms. (sit, stand, walk, …)
These standards are used today in medical profession to monitor.

37. Kohlberg 1. Preconventional
Children begin life with no sense of right or wrong.
Learn quickly the certain behaviors are punished and others rewarded
Learn 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 authority
Begin 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.

38. FREUD Three Theoretical Components of Personality:
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.

39. 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.

40. 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”

41. 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.

42. 1. Preconventional
Children begin life with no sense of right or wrong.
Learn quickly the certain behaviors are punished and others rewarded
Learn 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 authority
Begin 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.

43. 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)

44. 1. Physiological Needs: air, food, drink, rest
2. Safety and Security: stability, freedom from fear and anxiety, weather
3. Love and Belonging: affection, intimacy from friends and family
4. Esteem needs: self-respect, respect for others, self- acceptance
5. Self-actualization: being able to think beyond one’s self, doing what one is suited for and capable of
doing. Doing one’s best.

45. FREUD Three Theoretical Components of Personality:
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.

46. 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.

47. 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.