1. Growth and Development
Theorists
Growth and Development

2. Growth and Development

3. Child Development Study of the child from conception to age 18
Child Development Study of the child from conception to age 18. How a child develops socially, emotionally, physically and cognitively.

4. Growth: Physical increase in size that is easily observed.

5. Development: The ability of a child to do things that are complex and difficult.

6. Five Stages of Development 1. INFANCY ( 0-12 months)

7. TODDLER (12 months-3 years)

8. PRESCHOOL (3-6 years)

9. SCHOOL-AGE (6-12 years)

10. ADOLESCENCE (13-18 years)

11. HEAD TO FOOT
Baby’s head takes lead in development. Two months after conception the head is half the size of the fetus. The newborn’s head is large in proportion to his body. Baby first learns to lift head to see, then he uses arms and hands to get an object. Lastly he learns to walk to get the object.

13. NEAR TO FAR
Development starts at the trunk of the body and moves outward. Babies simply wave arms at first when the see something they want. It is later that they develop enough to pick up objects with thumb and fingers.

14. Simple to Complex
Growth proceeds from the simple to the complex. At first the infant just eats and sleeps. Gradually he learns to hold his bottle, then he can eat with his fingers and finally he learns to use a fork and spoon.

15. Growth is Continuous and Orderly
Both legs and arms grow at the same time and rate; more rapid at times.

16. Areas of Growth and Development

17. Growth and Development
1. Physical
Children develop most rapidly in the first three years of life
Fine motor skills- little muscles
Gross motor skills- large muscles
Most children follow a natural sequence- lift head, roll over, creep (move along on belly), crawl, cruise (walk while holding onto something) and then walk

18. Growth and Development
2. Cognitive
Knowledge (brain development)
People and environment greatly impact cognitive learning
Children learn through play
Positive feedback encourages them to continue learning
Sensory stimulating environment promotes learning, especially critical in children ages 0-3
Jean Piaget’s theories address cognitive learning

19. Growth and Development
3. Social
Interacting with others
Learning self-expression
Moving from being self-centered to interacting with others

20. Growth and Development
4. Emotional
Understanding feelings
Child feeling love for another
Developing identity
Erik Erikson

21. Theorists
Erickson
Kohlberg
Maslow
Piaget

22. Erik Erickson
Developed eight specific stages of personality from birth to old age.
He believes that the personality develops continuously throughout the life cycle.

23. Erik Erickson- Infancy
Trust
Needs were reasonably met.
Mistrust
Needs were not met reasonably or not at all.

24. Erik Erickson- Toddler/Preschool:2-4 years
Autonomy
Freedom
Self direction
independence
“I can do it myself!”
Shame/Doubt
Independence is discouraged.
“Can you do it for me, I can’t do it.”
“I don’t know how.”

25. Erik Erickson- Preschool:4-6 years
Initiative
Dramatic play
Pretend
Sense of right or wrong develops
Guilt
Child is told his activities are senseless or stupid.

26. Erik Erickson- School Age 6-12 years
Industry
Encourage curiosity
Work is worthwhile
Work is meaningful
Inferiority
Industry is discouraged

27. Erik Erickson- Adolescence: 12-18 Years
Identity
Comfortable with yourself
Like yourself
Role Confusion
Concerned with how you appear to others
Brand name clothing
Gangs
Cannot care about others- too busy with self

28. Erik Erickson- Young Adulthood
Intimacy
Can care about another person
Finding a companion to share life with
Isolation
Cannot care about another person- hasn't found himself yet!

29. Erik Erickson- Adulthood
Generativity
Concern for family members
Concern for others beyond family
Stagnation
Makes own needs the primary concern

30. Erik Erickson- Aging Integrity Despair
Looks back on life with satisfaction
Despair
Has regrets about how life has been
Cannot live with their mistakes

31. Lawrence Kohlberg Theory is based on how children develop morally.
Three levels of moral development:
Pre-Conventional
Conventional
Post Conventional

32. Lawrence Kohlberg- Pre-Conventional
Children begin life with no sense of right/wrong.
Avoid punished behaviors
Strive for rewarded acts/behaviors

33. Lawrence Kohlberg- Conventional
Age 9- behave according to sense of what others want/need
Follow rules - respect authority
Act in a right or wrong manner

34. Lawrence Kohlberg- Post-Conventional
Age 16 - individuals mature morally
Respect human rights
Develop individual principles to guide their behavior
Motivation comes from within
Progressed from simply following the rules

35. Abraham Maslow
Humanistic theory in which each person has his own inner nature and a strong motivation to express that nature.
Created the hierarchy of needs
If the base of the triangle is not met, other needs will be stunted.

36. Abraham Maslow - Physiological Needs
Air
Food
Rest
Drink

37. Abraham Maslow - Safety Needs
Security
Stability
Freedom from fear and anxiety

38. Abraham Maslow - Love and Belonging
Affection
Intimacy from friends and family

39. Abraham Maslow - Esteem Needs
Self-respect
Respect for others

40. Abraham Maslow - Self-actualization Needs
Doing what one is suited for
Doing what one is capable of

41. Jean Piaget
Concerned with children’s cognitive and mental development.
He believed children at different ages think differently.
Developed four stages

42. Jean Piaget - Sensorimotor
Birth - age two
It has six sub-stages
Children learn and experience the world through their senses.
They combine the use of their sense with their motor skills
Child is egocentric
Experiment, solve problems, and pretend

43. Jean Piaget - Preoperational
Ages 2-7
Begins to form concepts and use symbols
Communication and language development
Imitate actions
Not interested in logical explanations- want to discover for self.
Less egocentric, but still think people think the same way they do

44. Preoperational Test

45. Jean Piaget - Concrete Operational
Ages 7-11
Learn to use simple, deductive logic
Imagines what other people might think or feel- thinking more flexible
Must involve concrete objects- real life

46. Law of Conservation
Which one has more?

47. million tons of feathers?
Which is heavier?
A million tons of lead
or a
million tons of feathers?

48. Jean Piaget - Formal Operational
Ages 11-15
Highest level of mental development
Can think abstractly, draw accurate conclusions
Look to future- recall the past
Some people never master all the intellectual skills associated with this stage

49. Formal Operations Test
“If Edith has a lighter complexion than Susan, and Edith is darker than Lily, who is the darkest?”

50. Formal Operations Test
“If a card has a vowel on one side,
then it has an even number on the other side.”

51. Card Answer
Answer to the card question:  The E and the 7.  The E must have an even number on the back -- that much is obvious.  The 7 is odd, so it cannot have a vowel on the other side -- that would be against the rule!  But the rule says nothing about what has to be on the back of a consonant such as the K, nor does it say that the 4 must have a vowel on the other side!