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Child Development - typical and atypical development. Dr Karl Wall 2009. Human development. Death. Adulthood. Older adulthood. Dimensions of change : Physical Sensory Motor Social Emotional Cognitive Reproductive Experiential. Middle adulthood. Early adulthood. - PowerPoint PPT Presentation
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Child Development - typical and atypical development
Dr Karl Wall
2009
Human development
Conception
Pregnancy
Birth
ChildhoodTeen years
Pre-puberty
Puberty
Early years
Adulthood
Older adulthood
Middle adulthood
Early adulthood
Death
Dimensions of change:
• Physical• Sensory• Motor • Social• Emotional • Cognitive• Reproductive• Experiential
0 – 5 months: ‘typical’ development
From upper part of Figure 10 p64 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
5 months – 1 year: ‘typical’ development
From lower part of Figure 10 p64 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
12 mths – 18 mths: ‘typical’ development.
From upper part of Figure 18 p154 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
18 mths – 60 mths: ‘typical’ development
From lower part of Figure 18 p154 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Variation and range in milestones
From Table 4 ‘Ages when motor skills are achieved’ p95 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Variation and range in milestones 1
Based on ‘Table 4 ‘Ages when motor skills are achieved’ p95 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Holds head steady when held upright
(1 week - 4 months)
Lying on tummy lifts self by arms
3 weeks - 5 months
Rolls from side to back 3 wks - 5 mon.
Rolls from back to side
2-7 months
Month. 0 1 2 3 4 5 6 7 8
Ave. 3 weeks
Ave. 2 months
Ave. 4.5 months
Variation and range in milestones 2
Based on ‘Table 4 ‘Ages when motor skills are achieved’ p95 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Grasps a cube
2 mths - 7mths
Sits alone with coordination
5 mths - 9 mths
Month. 2 3 4 5 6 7 8 9 10
Ave. 3 months Ave. 7 months
Variation and range in milestones 3
Based on ‘Table 4 ‘Ages when motor skills are achieved’ p95 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Crawls
5 mths - 11mthsPulls to a standing position
5 mths - 12mths
Uses a pincer grasp
7-10 months
Month. 5 6 7 8 9 10 11 12
Ave. 7 mths
Ave. 8 mths
Ave. 9 mths
Variation and range in milestones 4
Based on ‘Table 4 ‘Ages when motor skills are achieved’ p95 of Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Stands independently
9 months - 16 months
Walks alone
8 mths - 18mths
Mth. 8 9 10 11 12 13 14 15 16 17 18
Ave. 11 months
Ave. 13 months
Sleep
Figure from Thieke (2001) at http://www.aafp.org/afp/20010115/277.html
Historically:
• Childhood: the early part of being an adult - not a special period
• Children as little adults – no special care or attention required; no differentiation between ‘child’ development and ‘adult’ development
Child development theories 1
• Arnold Gesell (1880 -1961): universal patterns of physical maturation, genetically driven and determined > ‘milestones of development’
• Sigmund Freud (1857 -1959): early childhood experience informs subsequent development; focus on impact of psychosexual influences > type of stage theory
Child development theories 2
• Erik Erikson (1902-1994): extends Freud’s perspectives:
Brings in environmental factors and more stages issue of overcoming stage related ‘crisis’ events.
• B.F. Skinner (1904 -1990): Child behaviour shaped by how experience is reinforced:
Role of reward and punishment > experience conditions behaviour
Child development theories 3
• Alfred Bandura (1925 -present): Learning informed by imitation and social observation
Role of motivation and inner psychological processes
modelling, role models, ‘social’ learning: ‘Social Learning Theory’
Child development theories 4
• Lev Vygotsky (1896-1934): Learning interactions as basis of development:
Role of social context, language, communication and the mediating influence of others inform a ‘social constructivist’ development
Historical, cultural and social factors inform cognition and development - ‘language’ is the principal societal tool
Child development theories 5
• Jean Piaget (1896 -1980): development seen as:
Four, genetically driven, universal and sequential stages of symbol based ‘cognitive’ development.
These reflect children's individual construction of their own thinking systems, supported by interaction with adults
Child development theories 6
• John Bowlby and Mary Ainsworth (Integrated Attachment Theory):
focus on how parent – child relationships are established
the role of early relational experiences and their impact on how later relationships are formed and maintained
• ‘Life Course’ perspectives: re-integration of child and adult development as aspects of a single developmental continuum
Child development theories 7
Meggitt, C. (2006) Child Development. London: Heinemann.
Miller, L., Rustin, M., Rustin, M. and Shuttleworth, J. (2002).Closely observed infants. London: Duckworth.
Reference sources 1
Sylva, K. and Lunt, I. (1982) Child development-a first course. Oxford: Blackwell Publishing.
Herbert, M. (2003) Typical and Atypical Development. Oxford: BPS Blackwell.
Lewis. V. (2003) Development and Disability. 2nd Edition. Oxford: Blackwell Publishing.
Sheridan, M. D. (2005) From Birth to Five years [Updated and revised by Frost, M. and Sharma, A.). London: Routledge.
Sheridan, M. D. (2006) Play in Early Childhood – From birth to six years. [Updated and revised by Harding, J. and Meldon-Smith, L.). London: Routledge.
Reference sources 2
Butterworth, G. & Harris, M. (1994). Principles of Developmental Psychology. Hove: Psychology Press. Chap. 9: Cognitive development in early childhood; Chap. 10: Cognitive development in middle childhood.
Child, D. (1997). Psychology and the Teacher. London: Cassell. Chap. 7: Concept formation and cognitive development.
Donaldson, M. (1978) Children’s Minds. London: Fontana. (a critique of aspects of Piaget’s stage theory)
Reference sources 3
Eysenck. M.W. (2000). Psychology: A Student’s Handbook. Hove, E. Sussex: Psychology Press. Chap. 16: Cognitive development.
Siegler, R.S. & Wagner Alibali, M. (2005). Children’s Thinking. New Jersey: Prentice Hall. Chap. 2: Piaget’s theory of development.
Sutherland, P. (1992). Cognitive Development Today: Piaget and his Critics. London: Paul Chapman.
Tharp, R. & Gallimore, R. (1991). A theory of assisted performance, in P. Light, S. Sheldon, M. Woodhead (eds). Learning to Think. London: Routledge.
Reference sources 4
Miller, P. H. (2002) Theories of Developmental Psychology (4th edn). New York: Worth.
Kugelmass, J. W. (2007) Constructivist views of learning: implications for inclusive education, in Lani Florian (ed). The SAGE Handbook of Special Education. London: SAGE
De Valenzuela. J. S. (2007) Sociocultural views of learning in Lani Florian (ed). The SAGE Handbook of Special Education. London: SAGE
Reference sources 5
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