205-4 Child Development: A Psychological analysis on the cognitive development of human persons

7/30/2019 205-4 Child Development: A Psychological analysis on the cognitive development of human persons.

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GoalsGoals

Normal development providesNormal development provides

roadmap for the behavioralroadmap for the behavioral

assessment of childrenassessment of children

Develop an understanding ofDevelop an understanding of

different developmental dimensionsdifferent developmental dimensions

Identify concepts that will beIdentify concepts that will be

important in future clinical workimportant in future clinical work


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DevelopmentalDevelopmental

ConsiderationsConsiderations

Is the child at an age-appropriateIs the child at an age-appropriate

level?level?

Issues:Issues:

Chronological age (CA) versus mental ageChronological age (CA) versus mental age

(MA)(MA)

Developmental milestones, e.g. DENVERDevelopmental milestones, e.g. DENVER

Developmental theories of Piaget, Erikson,Developmental theories of Piaget, Erikson,Mahler etc.Mahler etc.

Age-appropriate problem-phases (e.g.Age-appropriate problem-phases (e.g.

terrible 2s)terrible 2s)


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ConsiderationsConsiderations Chronological age (CA) versus mentalChronological age (CA) versus mental

age (MA)age (MA) CA=age of child according to birthdayCA=age of child according to birthday

MA=age that the child is functioningMA=age that the child is functioningintellectually, regardless of CA.intellectually, regardless of CA. The 6-year-old who performed as well as theThe 6-year-old who performed as well as the

average 8-year-old was assigned a mental age of 8,average 8-year-old was assigned a mental age of 8,

while the 6-year-old who performed only as well aswhile the 6-year-old who performed only as well asa 4-year-old was assigned a mental age of 4.a 4-year-old was assigned a mental age of 4.


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Dimensions ofDimensions of

DevelopmentDevelopment

TemperamentTemperament

Physical growth and motor skillsPhysical growth and motor skills

Cognition and intelligenceCognition and intelligence LanguageLanguage

Social relations and attachmentSocial relations and attachment


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The Concept ofThe Concept of

TemperamentTemperament Most widely cited: Thomas and ChessMost widely cited: Thomas and Chess(New York(New York

Longitudinal Study: 85 middle-class families with 133Longitudinal Study: 85 middle-class families with 133children)children)

9 relatively stable dimensions:9 relatively stable dimensions: Activity level; rhythmicity; approach/withdrawal;Activity level; rhythmicity; approach/withdrawal;

adaptability; intensity; responsiveness threshold;adaptability; intensity; responsiveness threshold;mood quality; distractibility; attention span andmood quality; distractibility; attention span andpersistencepersistence

3 recognized clusters:3 recognized clusters:

Easy childEas

y child (Positive mood; regular; adaptable; low(Positive mood; regular; adaptable; lowintensity; positive to novelty)intensity; positive to novelty)

Difficult childDifficult child Slow-to-warm-upSlow-to-warm-u

p (Negative response to novelty; mild(Negative response to novelty; mildintensity; gradual adaptation after repeated contact)intensity; gradual adaptation after repeated contact)


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MilestonesMilestones Developed by Arnold Gesell and ColleaguesDeveloped by Arnold Gesell and Colleagues

Objective observation of large numbers ofObjective observation of large numbers of

children at various ageschildren at various ages

Assessment of gross and fine motor, personal-Assessment of gross and fine motor, personal-social, and language domainssocial, and language domains

DENVER II Developmental Screening TestDENVER II Developmental Screening Testprovides age ranges of normal appearance ofprovides age ranges of normal appearance of

various milestones up to age 6 yearsvarious milestones up to age 6 years

Recently revised and restandardized; very widelyRecently revised and restandardized; very widely

usedused


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Height and Weight Growth During the First Two Years

Height Weight

Age in Months Age in Months

0 3 6 9 12 15 18 21 24

105

100

95

90

85

80

75

75

65

60

55

50

45

40

41.3

39.4

37.4

35.4

33.5

31.5

29.5

27.6

25.6

23.6

21.7

19.7

17.7

15.7

Centimete

rsIn

ch

es

Kilogram

sP

ou

nds

0 3 6 9 12 15 18 21 24

15

14

13

12

11

10

9

8

7

6

5

4

3

2

33.1

30.9

28.7

26.5

24.3

22.0

19.8

17.6

15.4

13.2

11.0

8.8

6.6

4.4

Boys

Girls

Boys

Girls


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Girls

BoysBoys

Girls

80

90

100

2 4 6 8 10 12 14 16 18 2 4 6 8 10 12 14 16 18

110

120

130

140150

160

170

180

190

31.5

35.4

39.4

43.3

47.2

51.2

55.159.0

63.0

66.9

70.9

74.9

0

8

16

24

32

40

4856

64

72

80

90

0

17.6

35.3

52.9

70.5

88.2

105.8123.4

141.1

158.7

176.3

194.0

Centim

eters

Pou

nds

Age in Years Age in Years

Height Weight

Inc

hes

Kilograms

Growth in Height and Weight from 2-18 Years


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Milestones of Motor Development

Birth

Lift headPull self upto stand

Push chestup with arms

Pull up with

assistance

Roll from

stomach

2 4 6 8 10 12 14 16

months

Walk wellalone

Remainsitting withoutassistance

once up

Walk holding

on to furniture

Sit up withoutassistance

Stand wellalone

Stand holding

on to furniture

Walk

backward


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Motor DevelopmentMotor Development

Age 3-5 yearsAge 3-5 years


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Motor DevelopmentMotor Development

Age 6-12 yearsAge 6-12 years


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Motor Skills-SummaryMotor Skills-Summary

Age 2-up stairs w/o helpAge 2-up stairs w/o help

Age 3-tricycle, copies circleAge 3-tricycle, copies circle

Age 4-hops, copies squareAge 4-hops, copies square

Age 5-skips, copies triangleAge 5-skips, copies triangle

Th ti l A hTh ti l A h


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Theoretical ApproachesTheoretical Approaches

toto

Childhood DevelopmentChildhood DevelopmentStagesStagesAgeAge

PiagetPiagetCognitiveCognitive

EriksonEriksonPsychosocialPsychosocial

FreudFreudPsychosexualPsychosexual

0-12 months0-12 months SensorimotorSensorimotor Trust vs.Trust vs.MistrustMistrust

OralOral

1-2 years1-2 years SensorimotorSensorimotor AutonomyAutonomyvs. Shamevs. Shameand Doubtand Doubt

AnalAnal

2-6 years2-6 years PreoperationPreoperationalal

Initiative vsInitiative vsguiltguilt

PhallicPhallic

6-12 years6-12 years ConcreteConcreteoperationsoperations(logical, but not(logical, but notabstract)abstract)

IndustryIndustryversusversusinferiorityinferiority

LatencyLatency

12-18 years12-18 years FormalFormaloperationsoperations

Intimacy vsIntimacy vs..isolationisolationrolerole

confusionconfusion

GenitalGenital


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Cognition andCognition and

IntelligenceIntelligence Pioneered by Jean PiagetPioneered by Jean Piaget

Provides a framework for understandingProvides a framework for understanding

the cognitive capabilities of childrenthe cognitive capabilities of children

enabling effective communication andenabling effective communication andtreatmenttreatment

Assumes that cognitive development isAssumes that cognitive development is

influenced byinfluenced by maturation, experience,maturation, experience,

and social learningand social learning

Proposes 4 major stagesProposes 4 major stages


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Cognition andCognition and

IntelligenceIntelligence


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Cognitive DevelopmentCognitive DevelopmentSensorimotor Stage: ObjectSensorimotor Stage: Object

PermanencePermanence


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Cognitive DevelopmentCognitive DevelopmentPreoperational StagePreoperational Stage

Cut it up into A LOT of slices, Mom. Im really hungry!!


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Conservation of

liquid

Conservation of

mass

Conservation of

number

Conservation of

length

Conservation of

length

Which has more

liquid?

Do they both weigh

the same, or does

one weigh more

than the other?

Are there still as

many pennies as

nickels, or more of

one than the other?

Are they the same

length, or is onelonger?

Is one pencil as

long as the other, or

is one longer?

Has more

Weighs more

More

Is longer

Original Setup Alter as Shown Ask Child Usual Answer


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Cognitive DevelopmentCognitive Development

Thinking in a New KeyThinking in a New Key

Concrete to abstract

Ifthen

Alternatives

Future perspectiveGray areas

Empathy & Perspective


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Language DevelopmentLanguage Development

6 Months6 Months Vocalization withVocalization with

intonationintonation Responds to human voicesResponds to human voices

without visual cues bywithout visual cues by

turning his head and eyesturning his head and eyes12 Months12 Months Uses one or more wordsUses one or more words

with meaningwith meaning Understands simpleUnderstands simple

instructionsinstructions18 Months18 Months Has vocabulary ofHas vocabulary of

approximately 5-20 wordsapproximately 5-20 words


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Language DevelopmentLanguage Development24 Months24 Months Can name a number of objectsCan name a number of objects

common to his surroundingscommon to his surroundings Approximately 2/3 of what childApproximately 2/3 of what child

says should be intelligiblesays should be intelligible Vocabulary of approximately 150-Vocabulary of approximately 150-

300 words300 words My and mine are beginning toMy and mine are beginning to

emergeemerge

36 Months36 Months Knows chief parts of body andKnows chief parts of body and

should be able to indicate these ifshould be able to indicate these ifnot namenot name

Handles three word sentencesHandles three word sentenceseasilyeasily

Has in the neighborhood of 900-Has in the neighborhood of 900-1000 words1000 words

About 90% of what child saysAbout 90% of what child saysshould be intelligibleshould be intelligible


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Language DevelopmentLanguage Development4 Years4 Years

Knows names of familiar animalsKnows names of familiar animals

Names common objects in picture books or magazinesNames common objects in picture books or magazines

Knows one or more colorsKnows one or more colors

Often indulges in make-believeOften indulges in make-believe

5 Years5 Years

Can count to tenCan count to ten

Speech should be completely intelligible, in spite of articulationSpeech should be completely intelligible, in spite of articulation

problemsproblems

Speech on the whole should be grammatically correctSpeech on the whole should be grammatically correct

66YearsYears Speech should be completely intelligible and socially usefulSpeech should be completely intelligible and socially useful


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Language DevelopmentLanguage Development77YearsYears Should be able to tell time toShould be able to tell time to

quarter hourquarter hour Should be able to do simpleShould be able to do simple

reading and to write or printreading and to write or printmany wordsmany words

88YearsYears All speech sounds, includingAll speech sounds, including

consonant blends should beconsonant blends should beestablishedestablished

Should be reading withShould be reading with

considerable ease and nowconsiderable ease and nowwriting simple compositionswriting simple compositions

Can carry on conversation atCan carry on conversation atrather adult levelrather adult level


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Social DevelopmentSocial Development John Bowlby studied attachment from multipleJohn Bowlby studied attachment from multiple

perspectives and proposed that infant attachmentperspectives and proposed that infant attachmentbehavior serves to ensure protection from danger, bybehavior serves to ensure protection from danger, bykeeping parents close and interested.keeping parents close and interested.

Innate nature of social developmentInnate nature of social development attachment occurs in spite of maltreatmentattachment occurs in spite of maltreatment inanimate objects can serve for attachmentinanimate objects can serve for attachment not all forms of attachment are equalnot all forms of attachment are equal

Attachment theories as foundationAttachment theories as foundation bonding involves active, reciprocal interactionsbonding involves active, reciprocal interactions

between infant and caregiversbetween infant and caregivers bonding time depends upon maturational andbonding time depends upon maturational and

environmental factorsenvironmental factors attachment occurs as the result of some socialattachment occurs as the result of some social


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Social DevelopmentSocial Development

AttachmentAttachment an enduring emotionalan enduring emotional

bond uniting one personbond uniting one person

with anotherwith another

manifested in efforts tomanifested in efforts toseek proximity andseek proximity and

contact to thecontact to the

attachment figureattachment figure

important psychologicalimportant psychological

catalyst for the earlycatalyst for the earlyemergence of trust inemergence of trust in

others and understandingothers and understanding

of selfof self

BondingBonding the emotional processthe emotional process

occurring between aoccurring between a

parent and offspring thatparent and offspring that

usually begins at the timeusually begins at the timeof birthof birth

the basis for furtherthe basis for further

emotional affiliationemotional affiliation

influences the child'sinfluences the child's

physical andphysical andpsychologicalpsychological

development.development.


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Social InteractionSocial Interaction

Full-Term NewbornFull-Term Newborn has organized stateshas organized states

attends selectivelyattends selectively

behaves in interpretablebehaves in interpretable

waysways

systematic responses tosystematic responses to

parentsparents

acts in temporarilyacts in temporarily

predictable wayspredictable ways

learns from, adapts tolearns from, adapts to

parents behaviorparents behavior

ParentParent helps regulate stateshelps regulate states

provides necessaryprovides necessary

stimulistimuli

searches forsearches forcommunicative intentcommunicative intent

wants to influencewants to influence

newborn and feelnewborn and feel

effectiveeffective

adjusts to newbornsadjusts to newborns

temporal rhythmstemporal rhythms

acts repetitively andacts repetitively and

predictablypredictably


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Attachment in InfancyAttachment in Infancy

Though attachment featuresThough attachment features

prominently in interpersonalprominently in interpersonal

relationships, it is an unequalrelationships, it is an unequal

partnership. The caregiver ispartnership. The caregiver isresponsible for the care, nurturance,responsible for the care, nurturance,

and protection of the child, but notand protection of the child, but not

vice versa.vice versa. Attachments in early toddlerhoodAttachments in early toddlerhood

reflect the toddlers use of thereflect the toddlers use of the

caregiver as a secure base and acaregiver as a secure base and a


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Separation-IndividuationSeparation-Individuation

Margaret Mahler developed the concept basedMargaret Mahler developed the concept based

on infant observation; some concepts (normalon infant observation; some concepts (normal

autism) need revision.autism) need revision. Children learn to identify the boundariesChildren learn to identify the boundaries

between self-caretaker, and negotiate a balancebetween self-caretaker, and negotiate a balance

between attachment and independent.between attachment and independent.

Coined terms of differentiation, separation Coined terms of differentiation, separation individuation, practicing, refueling,individuation, practicing, refueling,

rapprochement, object constancy.rapprochement, object constancy. Object permanence = Piagetian term (out ofObject permanence = Piagetian term (out of

sight.)sight.)

Object constancy = frustrating mother andObject constancy = frustrating mother and


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Separation-IndividuationSeparation-Individuation

Birth to 5 months: symbiosisBirth to 5 months: symbiosis

5-10 months: Differentiation (movement away;5-10 months: Differentiation (movement away;

explore body; stranger anxiety)explore body; stranger anxiety) 10-15 months: Practicing (walking; exploration;10-15 months: Practicing (walking; exploration;

separation anxiety)separation anxiety)

18-24 months: Rapprochement (self-awareness18-24 months: Rapprochement (self-awareness

develops; conflict over closeness/exploration)develops; conflict over closeness/exploration) 24-36 months: Consolidation and object24-36 months: Consolidation and object

constancy (internal representation of mother;constancy (internal representation of mother;

tolerates separation, knowing reunion will occur)tolerates separation, knowing reunion will occur)


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Age-appropriateAge-appropriate

Problem-PhasesProblem-PhasesNormal Anxiety ExperiencesNormal Anxiety Experiences

PHASEPHASE Also knownAlso knownasas

AGEAGE

SeparationSeparationanxietyanxiety

Mom can notMom can notleave the roomleave the roomphasephase

10-16 months10-16 months

Fear of darknessFear of darkness nightlightnightlightphasephase

2-8 years2-8 years

Fear of bodilyFear of bodilyinjuryinjury

band-aid phaseband-aid phase 5-7 years5-7 years


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PsychosocialPsychosocial

DevelopmentDevelopment Pioneered byPioneered by

EricksonErickson DevelopmentalDevelopmental

phases continuephases continuethroughout life.throughout life.

Major themes haveMajor themes haveto be successfullyto be successfullynegotiated in eachnegotiated in each

phasephase Outcomes of priorOutcomes of prior

phases influencephases influencehow a personhow a personmasters the nextmasters the next

levellevel


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Shifting Focus ofShifting Focus of

Assessment:Assessment:

Infants and ToddlersInfants and Toddlers ObservationObservation Gross and fine motor functionsGross and fine motor functions

Language and communicationLanguage and communication

Social behaviorSocial behavior BondingBonding

Concerns:Concerns: Delayed development (e.g. MR)Delayed development (e.g. MR)

Abnormal development (e.g. PDD)Abnormal development (e.g. PDD)

Poor bonding (e.g. neglect, abuse)Poor bonding (e.g. neglect, abuse)
http://images.google.com/imgres?imgurl=www.the-association.org/images/BD09460_.gif&imgrefurl=http://www.the-association.org/Events%26Training/infantscreenings.htm&h=189&w=186&prev=/images%3Fq%3D%2Bdevelopmental%2Bscreening%26start%3D20%26svnum%3D10%26hl%3Den%26lr%3D%26ie%3DUTF-8%26oe%3DUTF-8%26sa%3DN


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PreschoolersPreschoolers Observation, personal interviewObservation, personal interview

Observe milestonesObserve milestones Assess what child talks and thinks about (e.g.Assess what child talks and thinks about (e.g.

through play)through play) Parent-child relationsParent-child relations

Concerns:Concerns: Delayed development (e.g. MR),Abnormal developmentDelayed development (e.g. MR),Abnormal development

(e.g. PDD), Poor bonding (e.g. neglect, abuse)(e.g. PDD), Poor bonding (e.g. neglect, abuse)

Speech-language delaysSpeech-language delays HyperactivityHyperactivity Aggressive/defiant behaviorsAggressive/defiant behaviors Excessive anxietyExcessive anxiety Toilet trainingToilet training


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Shifting Focus ofShifting Focus of


School-age ChildSchool-age Child Observation, interviews, reports from schoolObservation, interviews, reports from school

How does child function in family?How does child function in family? How does child function in school?How does child function in school?

(behavior and academics)(behavior and academics) What kind of peer relations?What kind of peer relations? Formal psychological and academic testingFormal psychological and academic testing

Concerns:Concerns: Learning problemsLearning problems Externalizing conditions (ADHD, ODD)Externalizing conditions (ADHD, ODD) Separation anxietySeparation anxiety Tourettes syndromeTourettes syndrome


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SummarySummary Understanding of normalUnderstanding of normal

development is essential for childdevelopment is essential for childpsychiatric evaluation.psychiatric evaluation.

Child psychiatric assessment needsChild psychiatric assessment needsto be adjusted for age.to be adjusted for age.

Integrate developmental assessmentIntegrate developmental assessment

into observations and interviews,into observations and interviews,obtain collateral information fromobtain collateral information fromschools and testing as needed to aidschools and testing as needed to aidin diagnosis.in diagnosis.


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ThankYou!

Documents

205-4 Child Development: A Psychological analysis on the cognitive development of human persons