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7/28/2019 Principes of Development
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Principles of Development
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Development
refers to orderly process of changetoward increasingly more complex waysof moving, thinking, speaking feeling and
relating to people and objects in theenvironment
Being able to hold the head
Being able to get on the bed on his own
Being able to climb up the stairs Being able to hold a pencil
Spell his own name
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Development
Progressive series ----- changeshappen to facilitate the children tomove forward
Orderly _____ happen in adefinitive pattern
Coherent Quite linked to what has
already happened and is likely tohappen thereafter
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Development
results in a permanent alteration ofa behaviour a new behaviour that ismore advanced, adaptive or useful
than prior behaviour Each new skill acquired gets
integrated into prior skill
Random or temporary changes inbehaviour are not considereddevelopmental
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Development
Goal of development
Self actualisation
Striving to be ones best : physicallymentally and emotionally
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Self actualization would depend upon
Obstacle encountered and success achieved inovercoming obstacles Educational Cultural opportunities Social support
Guidance
Dimple: was into whole range of destructive, aggressiveand socially inappropriate behavior not merely because ofher limited cognitive potential but because of lack ofappropriate guidance upbringing, Channelizationopportunities to be heard, listen and acknowledged
Even a child with deficits in cognitive capacities canactualise his/her given potentiality by being able tomanage self care, communication concept of safety,Relating and responding to environment and living a
happy meaningful life
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Growth
Refers to increase in a childrenbody size or changes in proportion
They are predominantly quantifiablechanges
Changes in size height, weight
mid-arm circumference Size of internal organs Brain etc.
(size doubles by 2nd years)
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Growth and Development
Predominantly quantifiable changes
The changes are inseparable fromthe developmental changes
Growth changes may be in mostinstances be precursors to thedevelopmental changes
May lead to qualitative changes inskills behaviours and functioning ofindividual
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Why understand Principles of
development
Frameworks and guiding facts
Universal facts
Nature of development in children
Patterns in development
What determines development
Can we determine development or it ispredetermined
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Is development plastic : can wealter change or modify ?
If yes to what extent?
Do all individuals develop in thesimilar manner : same pace , arethey comparable?
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Developmental Pattern is predictable
There are growth gradients or axisof growth that determines thedirection in which physiologicalchanges takes place
Cephalo Caudal
Proximodistal
Differentiation
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Cephalo- Caudal
Physical development occurs from the top of the bodydownwards
Head
Trunk
legs
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Principles of physical development aregoverned by brain development.
Different parts of the Cerebral Cortexdevelop at different times from infancyand well into childhood and adolescence.
Using criteria such as size and complexityof neuron their degree of myelination andthe complexity of their connectionsscientists estimate that the first area ofthe cerebral cortex to undergo importantdevelopmental change is the PrimaryMotor Area.
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Cephalo- Caudal
Primary motorarea responsible for non
reflexive ,voluntary movements The first cells to become functional are
arms and trunk
The region governing the legmovements is the last to develop
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Proximodistal
Development proceeds from near tofar
from central axis to extremities Trunk Arms hands fingers
Spinal cord develops before thearm buds (Embryonic development)
Upper arm develops before the forearm
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Differentiation
Development proceeds from grossto specific
from simple to complex
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There are stages in development
During development an individualpasses through several stages
Each stage is qualitatively moredifferent and mature than thepreceding one
Stages are universal and invariant
or fixed in an order
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There are individual differences in
development
Though there is a pattern auniversal pattern in developmentthere are individual differences indevelopmental changes
All of us acquire language in apredetermined sequence but the
age of acquisition may be different
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There are individual differences in
developmentImplications
Not to compare individuals
Not to expect similar behaviours or
similar levels of performances fromall children
Each child is unique
Child rearing / training / teachingshould be individualized
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There are social Expectations for every
Developmental Period
Childhood is defined in a cultural context
Each society delineates for itself itsexpectations from its children across
developmental periods Developmental Tasks
They are motivating forces /goals towardswhich parents and teachers work towards
Monitoring parameters
Successful accomplishment leads toachievement ,happiness and paves way forfurther development
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Developmental Tasks : Havinghurst
Determined by the culture an individual isa part of
Rooted in social expectations
Birth - 6 Years : Learning to
Walk
Take solid foods
Talk
Control elimination of bodily wastes Relating emotionally to parents and siblings
Understand what is socially right or wrong
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Developmental Tasks : 6-12 years
Physical skills to mange personalcare and related activities
Being with age mates acquiring gender roles
Learning academic skills
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Early development is more critical than
later development
Early childhood years and moreparticularly the first five years areconsidered more important
Basic foundations for self care ,personal social adjustment andfuture learning are laid down during
this time
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Psycho social evidence :Freud
Erikson
Educational Evidence : Children notready for formal schooling are moreat risk of failure , Drop outs
Biological evidence: Neuralconnections are being formed atthis time
Major programmes for the
disadvantaged children focus on thisage group predominantly
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Development is a product of maturation
and learning
Maturation : unfolding of thecharacteristics potentially present inan individual
Learning : development of a newbehaviour or a skill as a result oftraining practice or sustained effort
Learning leads to acquisition ofcompetencies using the hereditaryresources
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Maturation and learning
Maturation makes available theappropriate teachable moment
Teachable moment+ Stimulation
Learning
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A body is endowed with a capacity to walkbut he would walk only at or after 9months of age because its only then thatthe related system is ready to facilitate
the baby to sustain, balance and maintainher entire body weight on his two feetand carry himself forward
A child may be endowed to learnmathematics but he would learn maths
only when his nervous system and relatedparts of the brain have matured to dealwith symbols
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Maturation and learning
Concept of Readiness The requisite physical and mental
foundations that must be present for newabilities to build on them
Concept of school Readiness Self care Can stay away from the familiar people Has the necessary attention and
motivation to learn can follow instructions Can communicate and express
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Wrong timing of stimulation
Waste of time
Disinterest/resist learning per se
They will not apply themselves tothe tasks
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Indicators of Appropriate Teaching
Moments
Age of the child
Interest in learning
Sustain their interest: they continue topractice even when they meet failure
Improvement with practice (if repeatedpractice/effort is not bringing in a resultwe need to question ourselves as towhether the child is actually ready)
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There are Critical Periods in Development
The concept of critical period is derived fromembryology
there is a critical time in development when a cell
is capable of assuming any function or role. A critical mass of cells differentiates and cells
reaches different locale in accordance with whichit assume its structure or function
once the critical period is over the event can not
be reversed. Once the critical period is over the same
event/stimulus can not impact it in any ways
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Critical Period : A period when an organism issensitive to particular influences where as atothers it may be less sensitive or even insensitiveto the same influences
Neurological Evidence CNS matures slowly, bit by bit
Critical period for the development of psychologicalprocesses begins when the concerned part of CNSreaches minimum state of maturation and begins tobecome functional and ends when the development
is complete If critical event does not happen during this period,
the cortical area may be preempted by otherfunctions
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Cortex matures slowly and that different region of it maturebit by bit, process of maturation continues until puberty andperhaps longer.
Critical period for development of a psychological processbegins when that part of the CNS concerned with it has
reached a minimum state of maturation and begins tobecome functional.
Before this the critical event is ineffective because the cortexis not ready to receive it and after the process of itsmaturation
it does not have the sensitivity to gain from the stimulus anyfurther.
Thus if the critical event does not occur during the optimaltime when appropriate cortical area is ready the cortical areamay be pre-empted by some other function
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Important Critical Periods
Ist trimester Maternal rubella moredamaging than any other period
3 5 years critical for learning towrite
Mc Graw . Motor development
Handedness by 5 years
Learning to write (prince grasp)5 years
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Critical Period for Speech Development
Readiness to speak at 12 18 monthsspeech acquired later than this is likely tobe defective
Critical period when there is a readiness
to listen, understand and draw outmeaning from sounds
1 3 years - ability to understand sound 3 years starts declining
If by 5 years a hard of hearing individualdoes not learn to use a hearing aid after 7 years it seems impossible
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Critical Period for Social Development
6 months 3 years ---- critical for theformation of social relation if deprived ofparental affection or the child experienceintense negative relation he is likely to
develop intense emotional reactions Bowlby: suggests that second half of the
first year is a critical period forattachment
Erikson 2 3 year critical to the
acquisition of sense of autonomy as aresult of which emerges self confidence,independence and self approval
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Implications of critical Period
Experiences, stimulation or traininguntimely may be wasted
Learning is best achieved duringcritical periods
Efficiency of learning is muchreduced after the critical period is
over.
Development is a result of interplay between Nature
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Development is a result of interplay between Natureand Nurture
Human development is complex it can not beaccounted for by nature genetic composition or bynurture or the experiences alone.
It is a complex interplay its difficult to isolate how
of much of nature ? How much of nurture? The evidences in favour of this interplay comes
largely from Kinship Studies Parent Child Behaviour
Sibling Behaviours
Twin Studies Adoption Studies
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Three types of interactions .
Environment determines themanifestation of genetic predisposition.
Genetic factors often play a role in
determining what environments individualinhabit and how they shape and selecttheir own experiences.
Gene Environment is a two way process
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Evidence
Manifestation of temperamentaldifficulties is determined by the familyenvironment
Irritable children determine parentalbehaviour and new parental behaviourover stimulate irritable behaviour.
Irritable Behaviour picked up less Less effective stimulation Less involvement with the baby
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Evidence
Canalisation The canal channels the flow of water into a
narrow range similarly specie specific behaviourare less susceptible to environment variation,until the variation is too severe or prolonged.
Development of language is linked to languageexperiences Only prolonged deprivation of language inputs
seems capable of deflecting language development. Hearing impairment Extreme deprivation as in case of victor
Strong tendency to self correct after beingexposed to deviant experiences.
Recovery after an illness.
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Biological or maturation framework.
The central view of this framework was that thesources of changes that characterizes humandevelopment are largely endogenous in nature.
The changes are believed to b occurring largelydue to changes arising from inside an individualas a consequence of individuals biologicalheritage.
Genetic inheritance is the target determinant. The
role of environment as per this framework wasonly secondary. The theorists who stronglyproposed this framework included Arnold Gessel.
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Freud and Erikson
proposed that development is largely a result thedynamic energy created by biological instinct.
This energy stimulates behaviour.
He did alongside emphasized the role of
environment or caregivers. According to him basic human drives are
biologically determined but the socialenvironment directs the ways in which thesedrives will be satisfied thereby shaping
individuals personality. Erikson :. Freud's student took the theory forward
and extensively emphasized the role of culture indevelopment of an individual.
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Environment / learning framework
It proposed that the major causesof development are exogenous innature;
they come largely from theenvironment particularly fromadults who shape childrens
behaviour by way ofrewards andpunishment.
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Watson
strongly claimed that he can train anindividual to be anything he wanted,irrespective of their tendencies, abilities,race, culture etc.
claimed that nature of experience,training can largely determine thebehaviour.
B.F Skinner who also claimed the
importance of environment over geneticmaterial though not in as extreme a viewpoint as proposed by Watson.
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Constructivist framework
these theorists find it inappropriate to attributemore importance to either nature or nurture.
They assert that both nature and nurture areequally necessary for development but they also
propose that the child himself plays an active rolein shaping his own development.
Piaget a proponent of this framework proposedthat children actively construct their own way ofthinking, learning, and being on the basis of theirgenetic endowment and the nature ofexperiences.
He emphasized the rote of the childs own activeengagement with the world.
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Cultural Context Framework. Vygotsky
The developmentalists with in this framework proposethat while biological and experiential factors havereciprocal roles to play and also believe that the childactively engages in constructing their owndevelopment through their own active engagementswith the world.
They assert that the third force that is culture is alsoquite significant or that the nature nurture operateindirectly through culture.
According to them childrens development is organizedby their culture as it (Culture) designs the completeliving for an individual.
Therefore influences such as religious beliefs, patternsof family interactions educational systems significantlyeffect the paths of their development
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Cultural Context Framework. Vygotsky
Thus this framework goes a stepfurther to propose that bothchildren and their caretakers are
active agents in process ofdevelopment.
development in this context is Co-
constructed by the child, hiscaretakers and the larger culture.
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Development is a result of
Bio.Psychosocial factors
Modern developmentalistsemphasize that we can notadequately describe development
by nature and nurture in isolationform each other because theorganism and its environment
constitute a single life process. Bio Psycho Social = Behaviour
The Bio Social Behavioral Shift at the End of
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The Bio Social Behavioral Shift at the End of
Infancy
Biological Domain
Myelination of connections amongbrain areas
Leveling off of brain growth
Maturation of brain areas in roughlyequal degrees
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Psychological Domain
Decline of distress at separation
Distinctive sense of self
Acceptance of adult standards
Emergence of secondary emotions
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Social Domain
Care Practices
Care Givers
Cultural beliefs Parenting Styles
Support Services
Socio Economic Status/ Resources
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Behavioral Domain
Walking becomes well coordinated
Mannual dexterity becomes adequate topick up small objects
Control over bladder and bowels Planful problem solving
Symbolic play
Conceptual representations
Elementary vocabulary and beginning ofword combination smile accompanyingmaster
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Exploring perceptions about children
Development and growth are synonymous to each other Children do not have their own personalities-they are mere extensions
of their parents. Children can be molded the way you want them to be. Children are the property of their parents. Children are mini adults.
Childhood is influenced largely by biological and psychologicaldevelopment. All children studying together can be compared All children go through the same stages of development in a fixed,
predetermined manner. Childhood is a period of dependence. Childhood is only a preparation for adulthood. Children can forget things easily Children are asexual or have no sexual identity what Do parents expect from the adolescents What do teachers expect from class III students
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Tell about a person you admired most as a teenager. Tell about your first day in the nursery school. Tell about a very pleasant event of your life during
adolescence. Who is the person you remember most from your childhood
(apart from family) and why? Tell about an issue over which you had a serious fight with
your parents as an adolescent. When you think of your early childhood what do you
remember most. Which game you liked to play most as a child and what did
you like about it?
Tell about a very scary event of your childhood (6-12 years). Tell about a thing you feared most during your childhood.