Childhood And Adolescent Development2007

Educational PsychologyEducational PsychologyEducational PsychologyEducational Psychology

Childhood and Adolescent DevelopmentChildhood and Adolescent Development

Preschool DevelopmentPreschool Development Physical Development

Gross & Fine motor development 2 yrs- walk, climb

3 yrs-run, stack blocks

4 yrs-run with rhythm, skip, jump, draw shapes

5 yrs-balance, stand on one foot, buttons, eating utensils, may be able to tie shoes

Physical Development

Gross & Fine motor development 2 yrs- walk, climb

3 yrs-run, stack blocks

4 yrs-run with rhythm, skip, jump, draw shapes

5 yrs-balance, stand on one foot, buttons, eating utensils, may be able to tie shoes

Preschool DevelopmentPreschool Development Cognitive Development

Language Acquisition- Oral Vocabulary & rules

Language Acquisition-Reading Emergent literacy Phonemic awareness Concept of print

Language Acquisition- Writing Print discrimination Invented spelling

Cognitive Development

Language Acquisition- Oral Vocabulary & rules

Language Acquisition-Reading Emergent literacy Phonemic awareness Concept of print

Language Acquisition- Writing Print discrimination Invented spelling

Preschool DevelopmentPreschool DevelopmentSocioemotional Development

Peers

Prosocial Behavior

Play

Parallel Cooperative Associative Solitary

Kinds of Early Childhood Programs

Kinds of Early Childhood Programs

1. Day Care Programs

2. Preschools

3. Compensatory Programs: Head Start 4. Early Intervention Programs

5. Kindergarten Programs

6. Developmentally Appropriate Practice

Development During the Elementary Years


Physical Slows in the Primary Years Bone and Skeletal Development

“Growing Pains” Near the end of 4th grade, girls begin

growth spurt that continues until puberty

Boys are 1 to 1 ½ years behind girls

Physical Slows in the Primary Years Bone and Skeletal Development

“Growing Pains” Near the end of 4th grade, girls begin

growth spurt that continues until puberty

Boys are 1 to 1 ½ years behind girls



Cognitive Transition from Pre-Operational to Concrete

Operational Form concepts, see relationships & solve problems

as long as they involve familiar objects and situations

Draw inferences Seriation Transivity Class inclusion

Metacognition

Cognitive Transition from Pre-Operational to Concrete

Operational Form concepts, see relationships & solve problems

as long as they involve familiar objects and situations

Draw inferences Seriation Transivity Class inclusion

Metacognition



Socioemotional Socioemotional

• Self-Concept

• Self-Esteem/Efficacy

•Social Comparison

• Peer Acceptance

• Friendships

I can do it myself.



Peer Relationships Peer Relationships

Importance of Friendships

Emotional

Resources Cognitive

ResourcesSocial Skills Fun

Middle and High School Middle and High School DevelopmentDevelopment

“If all the world’s the stage that Shakespeare claimed, children and adolescents are playing primarily to an audience of peers. Their peers sit in the front rows and the box seats; parents and teachers are now relegated to the back rows and the balcony.” (J. Gordon, 2005, p. 166)

Middle School & High School Development


Physical Development Puberty- 2-6 years

Girls 1-2 years earlier than boys “raging hormones” Comparisons

Early maturation can lead to behavioral problems

Late maturation can lead to issues of self-esteem

Physical Development Puberty- 2-6 years

Girls 1-2 years earlier than boys “raging hormones” Comparisons

Early maturation can lead to behavioral problems

Late maturation can lead to issues of self-esteem



Cognitive Development Intellectual Growth spurt? Plateau effect? Transition from Concrete to

Formal Operations

Cognitive Development Intellectual Growth spurt? Plateau effect? Transition from Concrete to

Formal Operations

Formal Operational ThinkingFormal Operational Thinking

Adolescents gain the ability to think about things without the necessity to see a physical representation of the concept they are addressing

Abstract thought becomes a reality.

Adolescents gain the ability to think about things without the necessity to see a physical representation of the concept they are addressing

Abstract thought becomes a reality.

Formal Operational ThinkingFormal Operational Thinking

Hypothetico-deductive reasoning is the capacity to think of all possible factors that might affect the outcome of a problem and test them in an orderly fashion

Start with a theory of the factors affecting the outcome on a problem

Deduce predictions about what might happen Test the hypotheses

Contrast to Concrete Operational thinkers who can only operate on reality before them.

Hypothetico-deductive reasoning is the capacity to think of all possible factors that might affect the outcome of a problem and test them in an orderly fashion

Start with a theory of the factors affecting the outcome on a problem

Deduce predictions about what might happen Test the hypotheses

Contrast to Concrete Operational thinkers who can only operate on reality before them.

Socio-Emotional DevelopmentSocio-Emotional Development• Relationships with Peers• Relationships with Parents• Relationships with Teachers

• Identity Development-Separateness Uniqueness


Marcia’s Four Identity Statues

ForeclosureIdentity Diffusion

Moratorium Identity

Achievement


Social Relationships

• Importance of Peers Increases• Independent Identities from

Parents • Peer Acceptance

• Social Status


Self-Concept and Self-Esteem

• More Abstract Portrayals • Differentiated Self-Concept • Fluctuations

Middle and High SchoolMiddle and High School DevelopmentDevelopment

Emotional Problems are related to:

• Physical, Cognitive, and Social Development

Copyright © Allyn & Bacon 2006

SexuallyTransmitted

Diseases

Risk ofPregnancy

Delinquency Bullying

Dropping Out

Drug &AlcoholAbuse

EmotionalDisorders

AdolescentAdolescentProblemsProblems

Technology

Childhood And Adolescent Development2007