child growth and development

Child Growth & Development IPC Teacher Training Course

Module 1

© Clarenter Education. Do Not Disseminate.

Child Growth and Development

The study of Child Growth and Development provides

students with an important opportunity to:

• Understand the fundamentals of child

development including the domains and stages of

the developmental process.

• Examine the major historical and current

developmental frameworks and perspectives put forth by recognized theorists.

© Clarenter Education Do Not Disseminate. 2

What is Development?

The term development refers to the growth and changes that occur in a child. These changes follow an orderly yet complex pattern. Development occurs throughout the life span however this review will focus three primary periods of development: Prenatal inception to birth Infancy and Toddlerhood birth to 2 years Early Childhood 2-6 years old


Domains of Development

Development is typically described as it occurs

in domains or areas. Our review will focus on

three primary domains:

• Physical

• Cognitive

• Social-Emotional


Domains of Development: Physical

The Physical Domain Of Development

Encompasses

• Body Size

• Body Proportions

• Brain Development

• Motor Development

• Perception Capacities

• Physical Health

• Appearance


Domains of Development: Cognitive

The Cognitive Domain Of Development Encompasses:

Thought Processes and Intellectual Abilities

• Attention

• Memory

• Problem Solving

• Imagination

• Creativity

• Knowledge and Awareness

• Language



Domains of Development:

Social- Emotional

The social-emotional domain of development

encompasses:

• Temperament

• Perspective Taking

• Interpersonal Skills

• Intrapersonal Skills

• Self Esteem And Awareness


Periods of Growth and Development

Human growth and development occurs

throughout the lifespan however during early

childhood there are three focal periods:

• Prenatal Development and Birth

• Infancy and Toddlerhood

• Preschool Years


Prenatal Development and Birth

• Conception

• Heredity, Genetics, Environment

• Birthing Practices


Infants and Toddlers

• Physical Growth

• Cognitive And Psychosocial Development


• Language Acquisition

• Attachment And Temperament

• Infant/Toddler Caregiving Practices


The Preschool Child

• Physical Growth

• Cognitive Growth


• Language Acquisition And Development

• Emotional Regulation

• Pro-social And Antisocial Behavior

• Moral Development

• Parenting Patterns And Early Learning

Environments

Growth and Development Continuum

• The School Aged Child

• The Adolescent

• Young Adult

• Adulthood

• Old Age

Development continues throughout the lifespan. Currently there is an increase in the number of research studies at both ends of the continuum—Early Childhood and Old Age.


Development Theorist

There are many theorist who have contributed to our understanding of child development and developmentally appropriate instruction. The following five developmental theorists have had a lasting impact:

• Erik Erikson

• Jean Piaget

• John Dewey

• Lev Vgotsky

• Maria Montessori

• Howard Gardner


Theory and Theorist

What is a Theory?

A theory is a set of ideas that predict behavior and

is organized, described, and explained in an

orderly manner.

A theorist is the person who establishes and sets

forth a theory.


Erik Erikson

“ There is in every child at every stage a new

miracle of vigorous unfolding, which constitutes a

new hope and new responsibility for all”

Erik Erikson, born in Frankfurt Germany in 1902,

was a child psychoanalysis and teacher who made

significant contributions to our understanding of

developmental theory. He died in 1994 at the age

of 94 years.


Erik Erikson

Erikson’s Framework Of Developmental Theory encompassed the

entire human lifespan (birth-adulthood)

Erikson proposed that the task of each stage was to overcome

some conflict.

Initial Stage

• Ego Identity • Opportunity for development of ego strength and ego quality

• Psychosocial Stage • Trust vs. Mistrust (Stage 1)

• Autonomy vs. Shame and Doubt (Stage 2)


Erikson‟s Psychosocial Stage Development

Stages Ages Basic Conflict Important Event Summary

1. Oral Sensory Birth – 12 to 18

months

Trust vs. Mistrust Feeding The infant must form a loving,

trusting relationship with

caregiver or develop a sense of

mistrust

2. Muscular Anal 18 months – 3

years

Autonomy vs.

Shame/Doubt

Toilet Training The child‟ is directed to develop

physical skills, i.e. walking,

grasping, and rectal sphincter

control. Learns control to s

energies are directed towards

3. Locomotors 3 to 6 years Initiative vs.

Guilt

Independence The child continues to become

more assertive and to take more

initiative, but may be too forceful,

leading to guilt feelings.

4. Latency 6 to 12 years Industry vs.

Inferiority

School The child must deal with

demands to learn new skills or

risk a sense of inferiority, failure

and incompetence.


Erikson‟s Psychosocial Stage Development

(cont.)

Stages

Ages Basic Conflicts Important Events Summary

5. Adolescence 12 to 18 years Identity vs.

Role Confusion

Peer relationships

The teenager must achieve a

sense of identity in occupation,

sex roles, politics, and religion.

6. Young Adulthood 19 to 40 years Intimacy vs.

Isolation

Love relationships The young adult must develop

intimate relationships or suffer

feelings of isolation.

7. Middle Adulthood 40 to 65 years Generativity vs.

Stagnation

Parenting Each adult must find some

way to satisfy and support the

next generation.

8. Maturity 65 to death Ego Integrity vs.

Despair

Reflection on and

acceptance of one's

life

The culmination is a sense of

oneself as one is and of feeling

fulfilled.


Jean Piaget

Piaget was born in Neuchatel Switzerland on

August 9, 1896. He was keenly interested in

knowledge and how children come to construct

their understanding of the world. How do children

„know‟ what they know?

Piaget was more interested in understanding how

children think than in having provide right and

wrong responses to questions.


Jean Piaget

Cognitive Stages

Sensory-Motor (0-2)

Infant/child uses senses motor abilities to

understand the world.

Pre-Operation (2-7) Child

Concrete Operations

Formal Operations


Piaget's Stages of Cognitive

Development

Stage Approximate Age Characteristics

Sensorimotor 0-2 years

Begins to make use of imitation, memory, and thought. Begins to recognize that objects do not cease to exist when they

are hidden. Moves from reflex actions to goal-directed activity.

Preoperational 2-7 years

Gradually develops use of language and ability to think in symbolic form.

Able to think operations through logically in one direction. Has difficulties seeing another person's point of view.

Concrete operational 7-11 years

Able to solve concrete (hands-on) problems in logical fashion. Understands laws of conservation and is able to classify and

seriate. Understands reversibility.

Formal operational 11-15 years Able to solve abstract problems in logical fashion. Becomes more scientific in thinking. Develops concerns about social issues, identity.


Lev Vygotsky

Vygotsky was born in Russia in 1896,he died at

the early age of 34 years. Vygotsky‟s ideas were

and continue to be controversial. Despite the

hesitation on accepting certain aspects of his

theories, there is agreement that his belief that

social and cognitive development work together in

valid.


Lev Vygotsky

Growth over time concept developed by Lev Vygotsky (zone of proximal development)is a more realistic evaluation of what a student can do and what a student needs to do.

There are great advantages to such an approach but often class size and external achievement pressures get in the way. The advantage is that the data show what a student can and has been able to achieve and can point to further needs without using some kind of “standard” that can make a student feel inadequate at best and stupid at worst.

http://www.ed.gov/blog/2009/07/secretary-arne-duncan-speaks-at-nea-conference-invites-comm/




















Maria Montessori

“the children are now working as if I did not exist”

Maria Montessori

Maria Montessori was born in Chiaraville, Italy

in 1870. Montessori was a proponent of the

“child centered environment”. She believed

that “environment” included not only the

space, furnishings, materials, but also the

children and adults who share the space.


Maria Montessori

Montessori is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth.

The basis of Montessori practice in the classroom is mixed age group (3 ages - 6 ages in one class), individual choice of research and work, and uninterrupted concentration. Group lessons are seldom found in a Montessori classroom, but learning abounds. As you read through these pages you will discover the unique practices that make Montessori the fastest growing and most successful method of education today.

http://www.montessori.edu/




Howard Gardner

Multiple Intelligences Theory(MI Theory)

Howard Gardner proposed his theory of Multiple Intelligences in 1983. Gardner is a professor at the Harvard Graduate School of Education in Cambridge, Massachusetts. He believes that children illustrate their “smarts” in many ways. He calls these “smarts” intelligences.

Gardner‟s theory does have critics. Read further understand what aspects of his theory might be of benefit to you as a teacher of young children.


Howard Gardner

Multiple Intelligences Theory: 8 Current

• Bodily Kinesthetic

• Musical-Rhythmic

• Logical-Mathematical

• Verbal-Linguistic

• Interpersonal

• Intrapersonal

• Visual-Spatial

• Naturalistic


Howard Gardner

Body-Kinesthetic • Ability to control one’s own body movements and manipulate objects

• Use of fingers, hands, arms, and legs to solve problems express ideas, construct,

and repair

Musical-Rhythmic • Ability to recognize, create, and appreciate pitch, rhythm, tone quality

• Ability to use different forms of musical expression

Logical-Mathematical • Ability to use logic, reason, mathematics to solve problems

• Ability to apply principles of cause-and-effect and prediction

• Appreciation of patterns as well as relationships

Verbal-Linguistic • Ability to use well-developed language skills to express self and understand others

• Sensitivity to sounds, rhythm, and meaning of words

Interpersonal • Ability to understand feelings, behaviors, and motives of others

• Ability to work effectively with others

Intrapersonal • Ability to understand personal strengths, weaknesses, talents, and interests

• Knowledge of skills, limitations, emotions, desires, and motivations

Visual-Spatial • Ability to form mental images

• Ability to visualize the relationship of objects in space

Naturalistic • Ability to distinguish between living things such as plants and animals


Howard Gardner

MI: Practical Applications

Body-Kinesthetic Provide time for movement and gross motor games

Musical-Rhythmic Schedule a regular time for group singing and

Logical-Mathematical Set out items for counting, measuring, and connecting

Verbal-Linguistic Read or tell stories to children; provide access to books

Interpersonal Plan for small group and partner activities

Intrapersonal Provide activities and lessons that allow children to share feelings and

thoughts

Visual-Spatial Set out art, drawing, and writing materials each day

Naturalistic Provide opportunities to explore nature inside and outdoors


Brain Development:

Current Research

One of the oldest debates in the study of child and human development

surrounds, which factor is more important for the developing brain-

nature or nurture.

New insights into brain development are providing parents ,educators,

and policy makers with an arsenal of data that informs at every level.

For classroom teachers there are several insights that are particularly

important for us to consider:

Positive growth and development in children is dependent upon the

interplay between nature and nurture. Meaning relationships with caring

adults and peers will greatly impact a child‟s ability to learn and function

within society.


Brain Development:

Current Research


Brain Development:

Current Research

There is an increasing recognition that the

relationship a child has with a teacher or caregiver

that is both sensitive and stimulating is the central

and most critical component of quality in early care

and education (National Research Council and

Institute of Medicine, Shonkoff, and Phillips 2000).


Child Growth and Development:

Risk Factors

Developing Child

Environmental

Factors

Family and Social

Context

Temperament

Genetics



Risk Factors

Genetics Environmental

Factors Family

Practices Temperament



Risk Factors

*Birth Defects

*Malnutrition

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*Smoking in

Pregnancy

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* Economic

Hardship

*Malnutrition

*Poor Parenting

Practices and

lack of

consistency

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• Refers to the

usual reaction

pattern of a

person or

their manner

of thinking,

behaving or

reacting to

stimuli in the

environment.

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Controversial Issues in the study of Child

Development

Access to quality care

Teacher quality and training

Teacher compensation

Early Intervention and support for children in

need



Research Methodologies in Child Development

Psychologists use a variety of methods to test out a theory or

hypothesis. The starting point of any scientific study is a question or

questions. Questions lead to the formation of a theory. Question child

psychologists might ask are: Why did the child demonstrate the

particular behavior at the specific time he or she did? How did the child

come to produce such a behavior at such times? And what is the

functional significance or survival value of the produced behavior?

Read more: http://www.bukisa.com/articles/120696_research-methods-

in-child-psychology-psychological-methods-in-child-

development#ixzz1K6jZFMzY


http://www.bukisa.com/articles/120696_research-methods-in-child-psychology-psychological-methods-in-child-development




















Culture is a factor can have wonderful

influences on child growth and development.

A child benefits from having a solid sense of

his/her self in the context of the family,

community, and greater society



Jack P. Shonkoff, M.D.

There is an increasing recognition that the

relationship a child has with a teacher or caregiver

that is both sensitive and stimulating is the central

and most critical component of quality in early care

and education (National Research Council and

Institute of Medicine, Shonkoff, and Phillips 2000).


Handouts

Please download and review the handouts that

can be found at: insert CLARENTER link or

whatever is being used.


Reading Assignments

MOLDULE 1

Child Development Principles

and Theories, The Goodheart-

Wilcox Co, Inc. , pg. 68-87.

(access article via provided

link)

https://www.g-

w.com/PDF/SampChap/59070_81

32_CH04.pdf

Further Reading

Mooney, C.G. (2000) Theories of

Childhood: An Introduction to

Dewey, Montessori,

Erikson,Piaget & Vgotsky.

Minneapolis: Redleaf Press

Visit the following website for

overview of current brain

research:

http://developingchild.harvard.edu

/


https://www.g-w.com/PDF/SampChap/59070_8132_CH04.pdf





http://developingchild.harvard.edu/



Written Assignment:

Documenting Understandings

1. Complete 10 Written Response Questions on

concepts presented in MODULE 1: Child

Growth and Development.

2. Complete the Observe and Record Activity

3. Complete the Reflect and Discuss Activity

4. Make Journal Entries

5. Complete the Action Steps: Putting Theory

to Work Activity


Action Steps: Putting Theory to Work in Your

Classroom and School

Reflect and allow your new understandings of Child Growth and Development to inform your teaching practice and find new ways to assist children in their learning.

Write a brief description of one new strategy or practice that you will use in your classroom.

Be certain to review the strategy with your school director and co-workers before implementation.

Make Journal Notes and send to IPC Instructor


Research/References

• Mooney, C.G. (2000) Theories of Childhood: An

Introduction to Dewey, Montessori, Erikson,Piaget &

Vgotsky. Minneapolis: Redleaf

• McCartney,K. and Phillips, Editors, D., Blackwell Book of

Early Childhood Development

• National Research Council, (2000) How People Learn:

Brain, Mind, Experience, and School expanded edition.

• The Goodheart-Wilcox, Co Inc. chapter 4, Child

Development Principles and Theories


Child Growth and Development: Terms to

Know

Theory

Development

Domains

Physical Development

Gross Motor Development

Fine Motor Development

Cognitive Development

Social-Emotional Development

Maturation

Neurons

Synapses

Schemas

Sensorimotor Stage

Preoperational Stage

Concrete Operations Stage

Multiple-Intelligences Theory


child growth and development

Documents

prenatal development

development continuum

term development

development theoristthere

awareness clarenter

primary periods of development

development of ego strength

years old clarenter