1. Developmental Influences on Child Health Promotion
Part 2: Psychosocial, Cognitive, Moral Development
Perry, chapter 33

2. G&D Theories
Piaget—cognitive—learning to think, reason, make judgments
Erikson—psychosocial—personality development
Kohlberg—moral—development of a sense of right and wrong

3. Piaget
Sensorimotor phase—learning thru senses and motor skills. Object permanence is major task.
Preoperational phase—egocentrism—inability to see others’ point of view. Concrete thinking based on what is observed.
Concrete operations—mostly concrete thinking with beginnings of abstract thought. Conservation and reversibility are major concepts
Formal operations—abstract thinking. Develops a workable philosophy of life.

4. Erikson Trust vs. mistrust (0-1) Autonomy vs. shame & doubt (1-3)
Initiative vs. guilt (3-6)
Industry vs. inferiority (6-12)
Identity vs. role confusion (12-18)

5. Kohlberg
Preconventional level—doing what is right to avoid punishment or because it is in his own best interests and is fair
Conventional level—tries to live up to others expectations; what is right is whatever is society’s rules
Postconventional level—doing good acc’d to what is best for greatest #; universal moral principles of justice, equal rights, and respect for human dignity

6. Developmental Tasks—Infant
Trust
Begins separateness
Develops and desires affection
Preverbal communication of needs
Learns language
Fine and gross motor skills
Explores environment
Develops object permanence

7. Toddler Egocentric Begins socially acceptable behavior Separateness
Increased verbal communication skills
Tolerates delayed gratification
Controls body functions
Begins self-care

8. Preschooler Sense of initiative Increased language skills
Behaves in socially acceptable ways
Develops conscience
Identifies sex roles
Develops readiness for school

9. School Age Active and cooperative member of group
Learns rules/norms of society; adapts to moral standards
Increased psychomotor and cognitive skills
Masters time, conservation, and reversibility
Masters oral and written communication
Wins approval from adults and peers
Builds a sense of industry and + self-concept
Gives affection without expecting anything

10. Adolescence Develops group and self identity
Gains independence from parents
Develops value system
Develops academic & vocational skills
Develops analytical skills
Adjusts to rapid physical & sexual changes
Develops sexual identity
Develops multicultural skills
Considers and chooses career

11. Role of Play in Development
Universal language of children
Provides socialization
Stimulates development—physical, emotional, and cognitive, moral
Develops creativity
Provides outlet for fears
Helps develop self-awareness

12. Social Character of Play
Solitary or onlooker play—plays by self or enjoys watching others (infancy)
Parallel play—plays with same toy, but with no interaction (toddler)
Associative—plays same thing as others in group, but no group plan or goal (preschool)
Cooperative—together with others, play is organized with group goal (school-age)

13. Developmental Assessment
To identify children whose developmental level is below normal for chronologic age and who therefore require further investigation
Remember, most are only screening tools, not diagnostic.

14. Denver Developmental Screening Test II
AKA “Denver II” or DDST
Widely used, standardized measures
Tests personal-social, language, fine, gross motor skills
Examiners must be specifically trained and certified in use of the tools
Please print a copy (just pages 1-2) from the Evolve Student website under “Developmental/Sensory Assessment” and we will review in class

15. Interpretation of Denver
Don’t use the word “test” with a parent, but tell them it is a guide
If child “fails” skill, reevaluate in 1-4 weeks
If still problems, do not freak parents out; remind them this is screening only
Refer to pediatrician or developmental testing center for further evaluation