Child and Ado Overview.ppt
- 2. Child Development Definition: Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and enhances survival. Periods of development: Prenatal period: from conception to birth Infancy and toddlerhood: birth to 2 years Early childhood: 2-6 years old Middle childhood: 6-12 years old Adolescence: 12-19 years old
- 3. Domains of Development Development is described in three domains, but growth in one domain influences the other domains. Physical Domain: body size, body proportions, appearance, brain development, motor development, perception capacities, physical health. Cognitive Domain: thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language. Social/Emotional Domain: self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of emotions, self-regulation, temperament, understanding others, interpersonal skills, and friendships.
- 4. Theories What is a theory? Orderly set of ideas which describe, explain, and predict behavior. Why are theories important? To give meaning to what we observe. As a basis for action -- finding ways to improve the lives and education of children.
- 6. 6th - 15th centuries Medieval period Preformationism: children seen as little adults. Childhood is not a unique phase. Children were cared for until they could begin caring for themselves, around 7 years old. Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)
- 7. 16th Century Reformation period Puritan religion influenced how children were viewed. Children were born evil, and must be civilized. A goal emerged to raise children effectively. Special books were designed for children.
- 8. 17th Century Age of Enlightenment John Locke believed in tabula rasa Children develop in response to nurturing. Forerunner of behaviorism www.cooperativeindividualism.org/ locke-john.jpg
- 9. 18th Century Age of Reason Jean-Jacques Rousseau children were noble savages, born with an innate sense of morality; the timing of growth should not be interfered with. Rousseau used the idea of stages of development. Forerunner of maturationist beliefs
- 10. 19th Century Industrial Revolution Charles Darwin theories of natural selection and survival of the fittest Darwin made parallels between human prenatal growth and other animals. Forerunner of ethology
- 11. 20th Century Theories about children's development expanded around the world. Childhood was seen as worthy of special attention. Laws were passed to protect children,
- 12. Psychoanalytical Theories Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.
- 13. Sigmund Freud Psychosexual Theory Was based on his therapy with troubled adults. He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.
- 14. Freud’s Psychosexual Development Theory Stage Age Characteristics Oral Birth – 1.5 y/o Center of pleasure: mouth (major source of gratification and exploration) Major Conflict: weaning Anal 1.5 – 3 y/o Source of pleasure: anus and bladder (sensual satisfaction and self-control) Major conflict: toilet training Phallic 4 – 6 y/o Center of Pleasure: child’s genital (masturbation) Major Conflict: Oedipus and Electra Complex Latency 6 – puberty Energy directed to physical and intellectual activities Sexual impluses are repressed Relationship between peers of same sex Genital Puberty onwards Energy directed towards full sexual maturity and function and development of skills to cope with the environment
- 15. Erik Erikson Psychosocial Theory Expanded on Freud's theories. Believed that development is life-long. Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict. Identified 8 stages: Basic trust vs mistrust (birth - 1 year) Autonomy vs shame and doubt (ages 1-3) Initiative vs guilt (ages 3-6) Industry vs inferiority (ages 6-11) Identity vs identity confusion (adolescence) Intimacy vs isolation (young adulthood) Generativity vs stagnation (middle adulthood) Integrity vs despair (the elderly)
- 16. Erik Erikson’s Psychosocial Development Theory Stage Age Central Task (+) Resolution (-) Resolution Infancy B- 18m Trust vs. Mistrust Learn to trust others Mistrusts, withdrawal, estrangement Early Childhood 1.5 – 3 y/o autonomy vs. Shame and Doubt Self control w/o loss of self esteem Ability to cooperate and express oneself Compulsive, self restraint or compliance Willfulness and defiance Late Childhood 3-5 y/o Initiative vs. Guilt Learns to become assertive Ability to evaluate one’s own behavior Lack of self-confidence Pessimism, fear of wrong doing Over control and over restriction
- 17. Stage Age Central Task (+) Resolution (-) Resolution School Age 6 – 12 y/o Industry vs. Inferiority Learns to create, develop, and manipulate Develops sense of competence and perserverance Loss of hope, sense of being mediocre Withdrawal from school and peers Adolescenc e 12-18 Identity vs.Role confusion Coherent sense of self Plans to actualize abilities *continuity of self- perception Feelings of confusion, indecisiveness and possible anti-social behavior *negative identity Young Adulthood 18-25 Intimacy vs. Isolation Intimate relationship with another person Commitment to work and relationships Impersonal relationships Avoidance of relationships, carrer or lifestyle commitments
- 18. Stage Age Central Task (+) Resolution (-) Resolution Adulthood 25-65 y/o Generativity vs. Stagnation Creativity, productivity, concern for others Self-indulgence, self- concern, lack of interests and committemnts Maturity 65- death Integrity vs. Despair Acceptance of worth and uniqueness of ones own life acceptane of death sense of loss, contempt for others
- 19. examples maladaptations crisis malignancy examples unrealistic, spilt, deluded sensory distortion trust vs. mistrust withdrawal neurotic, depressive, afraid reckless, inconsiderate, thoughtless impulsivity autonomy vs. shame and doubt compulsion anal, constrained, self-limiting exploitative, uncaring, despassionate ruthless initiative vs. guilt inhibition risk-averse, unadventurous workaholic, obsessive specialist narrow virtuosity industry vs. inferiority inertia lazy, apathetic, purposeless self-important extremist fanaticism identity vs. role confusion repudiation socially disconnected sexually needy, vulnerable promiscuity intimacy vs. isolation exclusivity loner, cold, self- contained
- 20. examples maladaptations crisis malignancy examples do-gooder, busy body, meddling overextension generativity vs. stagnation rejectivity disinterested, cynical conceited, pompous, arrogant presumption integrity vs. despair disdain miserable, unfulfilled, blaming
- 21. Havigshurst’s Developmental Stage and Task Developmental Stage Developmental Task Infancy and Early Childhood • Eat solid foods • walk • talk • Control elimination of waste • Relate emotionally to others • Distinguish right from wrong (dev’t of conscience) • learn sex differences and sexual modesty • Achieve personal independence • From simple concepts of social and physical reality
- 22. Havigshurst’s Developmental Stage and Task Developmental Stage Developmental Task Middle Childhood • Learn Physical skills required for games • build healthy attitudes towards oneself • learn to socialize with peers • learn appropriate masculine and feminine role • gain basic reading, writing, and mathematical skills • develop concepts necessary for everyday living • formulate a conscience based on a value system • achieve personal independence • Develop attitudes toward social groups and institution
- 23. Havigshurst’s Developmental Stage and Task Developmental Stage Developmental Task Adolescence • establish more mature relationship with same age individuals of both sexes • achieve a masculine or feminine social role • accept own body • establish emotional independence from parents • achieve assurance or econmic independence • prepare for an occupation • prepare for marriage and building family • acquire skills necessary to fulfill civic responsibilities • develop a set of values that guides behavior
- 24. Havigshurst’s Developmental Stage and Task Developmental Stage Developmental Task Early Adulthood • Select a partner • Learn to live with a partner • start a family • manage a home • establish self in a career/occupation • assume civic responsibilities • become part of a social group Middle Adulthood • fulfill civic and social responsibilities • Maintain an economic standard of living • assist adolescent children to become responsible, happy adults • relate one’s partner • adjust to physiological changes • adjust to aging parents
- 25. Havigshurst’s Developmental Stage and Task Developmental Stage Developmental Task Later Maturity • adjust to physiological changes and alterations in health status • adjust to retirement and altered income • adjust to death of spouse • develop affliation with one’s age group • meet civic and social responsibilities • establish satisfactory living arragements
- 26. Principles of Growth and Development
- 27. Nature and Nurture heredity and environment Growth and development is a continuous process. most children follow a similar pattern one stage of development lays the foundation for the next stage of development Development follows a cephalocaudal pattern
- 28. Development proceeds from proximal to distal direction Development depends on maturation and learning *sequential biological growth and development Development proceeds from the simple to complex.
- 29. Development proceeds from general to specific There are individual rates of growth and development *sequential patterns are same but different rate of development (each child is unique)
- 30. Behavioral and Social Learning Theories Beliefs that describe the importance of the environment and nurturing in the growth of a child.
- 31. Behaviorism Developed as a response to psychoanalytical theories. Behaviorism became the dominant view from the 1920's to 1960's.
- 32. John Watson Early 20th century, "Father of American Behaviorist theory.” Based his work on Pavlov's experiments on the digestive system of dogs. Researched classical conditioning Children are passive beings who can be molded by controlling the stimulus-response associations. www .psych.utah.edu./…/Cards/Watson.html
- 33. B. F. Skinner Proposed that children "operate" on their environment, operational conditioning. Believed that learning could be broken down into smaller tasks, and that offering immediate rewards for accomplishments would stimulate further learning.
- 34. Social Learning Theory Albert Bandura Stressed how children learn by observation and imitation. Believed that children gradually become more selective in what they imitate.
- 35. Biological Theories Belief that heredity and innate biological processes govern growth.
- 36. Maturationists: G. Stanley Hall and Arnold Gesell Believed there is a predetermined biological timetable. Hall and Gesell were proponents of the normative approach to child study: using age- related averages of children's growth and behaviors to define what is normal.
- 37. Ethology Examines how behavior is determined by a species' need for survival. Has its roots in Charles Darwin's research. Describes a "critical period" or "sensitive period,” for learning
- 38. Konrad Lorenz Ethologist, known for his research on imprinting.
- 39. Attachment Theory John Bowlby applied ethological principles to his theory of attachment. Attachment between an infant and her caregiver can insure the infant’s survival.
- 40. Cognitive Theories Beliefs that describe how children learn
- 41. Jean Piaget Cognitive development theory Children "construct" their understanding of the world through their active involvement and interactions. Studied his 3 children to focus not on what they knew but how they knew it. Described children's understanding as their "schemas” and how they use: assimilation accommodation.
- 42. Piaget’s Cognitive Development Stages Sensori-motor Ages birth - 2: the infant uses his senses and motor abilities to understand the world Preoperation Ages 2-7: the child uses metal representations of objects and is able to use symbolic thought and language Concrete operations Ages 7-11; the child uses logical operations or principles when solving problems Formal operations Ages 12 up; the use of logical operations in a systematic fashion and with the ability to use abstractions
- 43. Lev Vygotsky Socio-Cultural Theory Agreed that children are active learners, but their knowledge is socially constructed. Cultural values and customs dictate what is important to learn. Children learn from more expert members of the society. Vygotsky described the "zone of proximal development", where learning occurs. ced.ncsc.edu/hyy/devtheories.htm
- 44. Information Processing Theory Uses the model of the computer to describe how the brain works. Focuses on how information is perceived, how information is stored in memory, how memories are retrieved and then used to solve problems.
- 45. Systems Theory The belief that development can't be explained by a single concept, but rather by a complex system.
- 46. Urie Bronfenbrenner Ecological Systems Theory The varied systems of the environment and the interrelationships among the systems shape a child's development. Both the environment and biology influence the child's development. The environment affects the child and the child influences the environment.
- 47. Bronfenbrenner’s Ecological Model The microsystem - activities and interactions in the child's immediate surroundings: parents, school, friends, etc. The mesosystem - relationships among the entities involved in the child's microsystem: parents' interactions with teachers, a school's interactions with the daycare provider The exosystem - social institutions which affect children indirectly: the parents' work settings and policies, extended family networks, mass media, community resources The macrosystem - broader cultural values, laws and governmental resources The chronosystem - changes which occur during a child's life, both personally, like the birth of a sibling and culturally, like the Iraqi war.
- 48. Outline of 20th Century Theories Psychoanalytical Theories Psychosexual: Sigmund Freud Psychosocial: Erik Erikson Behavioral & Social Learning Theories Behaviorism: Classical Conditioning - John Watson & Operant Conditioning - B.F. Skinner Social Learning - Albert Bandera Biological Theories Maturationism: G. Stanley Hall & Arnold Gesell Ethology: Konrad Lorenz Attachment: John Bowlby
- 49. Cognitive Theories Cognitive Development: Jean Piaget Socio-cultural: Lev Vygotsky Information Processing Systems Theories Ecological Systems: Urie Bronfenbrenner Outline of 20th Century Theories