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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 Function Approximate Window
Vision Birth to 6 months
Motor Development Prenatal to 8 years
Emotional control Birth to 3 years
Vocabulary/Speech Birth to 3 years
Math/logic 1to 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
http://www.youtube.com/watch?v=kvX9FbXY_C8
http://www.youtube.com/watch?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??
• http://www.youtube.com/watch?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
http://www.youtube.com/watch?v=B37yJxFkQ8o&feature=player_embedded
Gardner’s Multiple Intelligences Theory
http://www.youtube.com/watch?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
Musical I
Verbal I
Visual I
Interpersonal IIII
Intrapersonal I
Body II
Natuaralistic