Child Growth & Development

IPC Teacher Training Course Module 1

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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.

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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 Infancy and Toddlerhood Early Childhood inception to birth birth to 2 years 2-6 years old

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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

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Domains of Development: Physical

The Physical Domain Of Development Encompasses

Body Size Body Proportions Brain Development Motor Development Perception Capacities Physical Health Appearance
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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

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Domains of Development: Social- Emotional

The social-emotional domain of development encompasses:

Temperament Perspective Taking Interpersonal Skills Intrapersonal Skills Self Esteem And Awareness

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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

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Prenatal Development and Birth

Conception Heredity, Genetics, Environment Birthing Practices

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Infants and Toddlers

Physical Growth Cognitive And Psychosocial Development Brain Development Language Acquisition Attachment And Temperament Infant/Toddler Caregiving Practices

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The Preschool Child

Physical Growth Cognitive Growth Brain Development Language Acquisition And Development Emotional Regulation Pro-social And Antisocial Behavior Moral Development Parenting Patterns And Early Learning Environments

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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 continuumEarly Childhood and Old Age.

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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
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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.

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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.

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Erik Erikson
Eriksons 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)
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Eriksons Psychosocial Stage Development

Stages 1. Oral Sensory Ages Birth 12 to 18 months Basic Conflict Trust vs. Mistrust Important Event Feeding Summary The infant must form a loving, trusting relationship with caregiver or develop a sense of mistrust The child is directed to develop physical skills, i.e. walking, grasping, and rectal sphincter control. Learns control to s energies are directed towards The child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. The child must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence.

2. Muscular Anal

18 months 3 years

Autonomy vs. Shame/Doubt

Toilet Training

3. Locomotors

3 to 6 years

Initiative vs. Guilt

Independence

4. Latency

6 to 12 years

Industry vs. Inferiority

School

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Eriksons Psychosocial Stage Development (cont.)

Stages 5. Adolescence Ages 12 to 18 years Basic Conflicts Identity vs. Role Confusion Important Events Peer relationships The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion. Love relationships Summary

6. Young Adulthood

19 to 40 years

Intimacy vs. Isolation

The young adult must develop intimate relationships or suffer feelings of isolation. Each adult must find some way to satisfy and support the next generation. The culmination is a sense of oneself as one is and of feeling fulfilled.

7. Middle Adulthood

40 to 65 years

Generativity vs. Stagnation

Parenting

8. Maturity

65 to death

Ego Integrity vs. Despair

Reflection on and acceptance of one's life

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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.

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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

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Piaget's Stages of Cognitive Development

Stage Approximate Age

Characteristics

Sensorimotor

0-2 years

Preoperational

2-7 years

Concrete operational

7-11 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. 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. Able to solve concrete (hands-on) problems in logical fashion. Understands laws of conservation and is able to classify and seriate. Understands reversibility.
Able to solve abstract problems in logical fashion. Becomes more scientific in thinking. Develops concerns about social issues, identity.

Formal operational

11-15 years

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Lev Vygotsky
Vygotsky was born in Russia in 1896,he died at the early age of 34 years. Vygotskys 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.

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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-neaconference-invites-comm/

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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.

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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/

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

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Howard Gardner
Multiple Intelligences Theory: 8 Current

Bodily Kinesthetic Musical-Rhythmic Logical-Mathematical Verbal-Linguistic Interpersonal Intrapersonal Visual-Spatial Naturalistic

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Howard Gardner
Body-Kinesthetic Ability to control ones own body movements and manipulate objects Use of fingers, hands, arms, and legs to solve problems express ideas, construct, and repair Ability to recognize, create, and appreciate pitch, rhythm, tone quality Ability to use different forms of musical expression 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 Ability to use well-developed language skills to express self and understand others Sensitivity to sounds, rhythm, and meaning of words Ability to understand feelings, behaviors, and motives of others Ability to work effectively with others Ability to understand personal strengths, weaknesses, talents, and interests Knowledge of skills, limitations, emotions, desires, and motivations Ability to form mental images Ability to visualize the relationship of objects in space Ability to distinguish between living things such as plants and animals

Musical-Rhythmic Logical-Mathematical

Verbal-Linguistic Interpersonal Intrapersonal Visual-Spatial Naturalistic

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Howard Gardner MI: Practical Applications

Body-Kinesthetic Musical-Rhythmic Logical-Mathematical Verbal-Linguistic Interpersonal Intrapersonal Visual-Spatial Naturalistic Provide time for movement and gross motor games Schedule a regular time for group singing and Set out items for counting, measuring, and connecting Read or tell stories to children; provide access to books Plan for small group and partner activities Provide activities and lessons that allow children to share feelings and thoughts Set out art, drawing, and writing materials each day Provide opportunities to explore nature inside and outdoors

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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 brainnature 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 childs ability to learn and function within society.

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Brain Development: Current Research

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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).

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Child Growth and Development: Risk Factors

Environme ntal Factors

Genetics

Developing Child

Family and Social Context

Temperam ent

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Child Growth and Development: Risk Factors

Genetics

Environmental Factors

Family Practices

Temperament

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Child Growth and Development: Risk Factors

*Birth Defects *Malnutrition *Malnutrition *Smoking in Pregnancy * Economic Hardship Refers to the usual reaction pattern of a person or their manner of thinking, behaving or reacting to stimuli in the environment. http://www.who.i nt/mediacentre/f actsheets/fs332/ en/index.htmless

*Poor Parenting Practices and lack of consistency

http://www.who.i nt/mediacentre/f actsheets/fs332/ en/index.html

http://www.who.i nt/mediacentre/f actsheets/fs332/ en/index.html

http://www.who.i nt/mediacentre/f actsheets/fs332/ en/index.html

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Child Growth and Development

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

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Child Growth and Development

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-methodsin-child-psychology-psychological-methods-in-childdevelopment#ixzz1K6jZFMzY

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Child Growth and 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

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Child Growth and Development: 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).

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Handouts
Please download and review the handouts that can be found at: insert CLARENTER link or whatever is being used.

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Reading Assignments
MOLDULE 1
Child Development Principles and Theories, The GoodheartWilcox Co, Inc. , pg. 68-87. (access article via provided link) https://www.gw.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 /

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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

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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
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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

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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

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