2. Child Development Principles and Theories 4

3. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. The main areas of child development are physical, cognitive, and social-emotional. Early brain development has a lasting effect on a child’s development. Learning about child development theories can help teachers better understand young children. Key Concepts

4. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Describe the areas and principles of development. Define windows of opportunity as related to brain development. Explain the historical influences on educating young children. Objectives

5. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Summarize how theories about development can be used as practical guides to early care and education. Contrast the developmental theories of Erikson, Piaget, Vygotsky, and Gardner. Objectives

6. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Gelpi/Shutterstock.com Development refers to change and growth that occurs in children Infants Toddlers Preschoolers Child Development

7. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Two main forces influencing development: Heredity Environment Physical development includes gross-motor development fine-motor development Areas of Development

8. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Cognitive development or intellectual development Social-emotional development is social—learning to relate to others emotional—feelings and expression of feelings Areas of Development

9. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Principles of growth and development are universal, predictable, and orderly Cephalocaudal principle development from the head downward Proximodistal principle development from center of the body outward Maturation depends on sequence of biological changes Principles of Development

10. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Both biology and experiences contribute to brain development The brain develops under the mutual influence of genetics and the environment Pregnancy is a critical time for brain development The basic architecture of the brain forms during this time Brain Development

11. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued The brain is changed by adverse childhood experiences (ACE) after birth ACE is toxic stress such as extreme poverty, severe neglect, maternal depression, and exposure to violence Toxic stress undermines the developing brain with lasting effects on development Brain Development

12. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Environmental influences affect the developing brain, including Brain Development

13. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Parts include neurons axons (covered with myelin) dendrites Synapses The links between neurons after birth More synapses = more messages to brain Result from the child’s interaction with the world Brain Development

14. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Bananastock Synapses influence the ability of the child to learn solve problems get along with others control emotions Caregivers provide sensory stimulation Brain Development

15. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Plasticity is the ability of an infant’s brain to change according to stimulation Early care has long-lasting impact on how children develop Positive nurturing is better Stress from overstimulation produces cortisol causes emotional problems Brain Development

16. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued A responsive environment of nurturing relationships shapes the architecture of a healthy brain Positive, responsive caregiving helps promote cognitive skills self-confidence persistence Brain Development

17. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Self-regulation, the foundation of early childhood development, is also referred to as executive function It involves ability to regulate self-behavior in socially and culturally appropriate ways plan, initiate, and complete a tasks interact in a positive way with others Brain Development

18. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Educating Children Identify a case from your experience or the news about a child who is being neglected. How might this lack of nurturing hurt the child? Discuss

19. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Parts of the brain develop at different times Windows of opportunity are key time periods for normal development of certain skill types Appropriate stimulation is needed for synapse links After key time periods, learning links are diminished Windows of Opportunity

20. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Oksana Kuzmina/Shutterstock.com What might be done to alleviate some of the risk factors for healthy brain development? Why is good nutrition important to brain development? Discuss

21. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Vision: birth to six months Vocabulary/speech: birth to 3 years Emotional control: birth to 3 years Math/logic development: 1 to 4 years Motor development: prenatal to 8 years Windows of Opportunity

22. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued 1700s Focused on religious and moral education 1800s Influenced by industrial revolution Basic academics taught, but few received formal schooling until end of century Historical Influences on Early Child Care and Education

23. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Geoffrey Kuchera/Shutterstock.com 1900s Influenced by scientific revolution Childhood education advanced and made a priority Historical Influences on Early Child Care and Education

24. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued John Locke (1632): father of educational philosophy Friedrich Froebel (1837): opened first kindergarten in Germany Elizabeth Peabody (1860): opened first English-speaking kindergarten in Boston John Dewey (1896): opened a laboratory school supporting child-centered approach Historical Influences on Educating Children

25. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Arnold Gesell (1900s): developed age-related norms, or developmental milestones Maria Montessori (1907): stressed teaching practical life tasks; the Montessori approach Patty Smith Hill (1926): founded National Association for the Education of Young Children Historical Influences on Educating Children

26. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. A theory is a principle or idea proposed, researched, and generally accepted as an explanation Four major theories about how children learn Erik Erikson Jean Piaget Lev Vygotsky Howard Gardner Theories of Development

27. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Erikson believed development occurs throughout the life span Emphasizes the social and emotional aspects of childhood growth Eight developmental stages with a social conflict or crisis at each stage Conflicts must be resolved before proceeding Maturity and social forces resolve the conflicts Erikson’s Psychosocial Theory

28. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Bananastock First four stages occur between birth and age 12 Trust versus mistrust Autonomy versus shame and doubt Initiative versus guilt Industry versus inferiority Erikson’s Psychosocial Theory

29. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. During first 18 months, to develop trust, children need warm, consistent, predictable, attentive care caregivers who read and respond to signals loving physical contact, nourishment, cleanliness, and warmth Mistrust occurs if an infant experiences an unpredictable world and is handled harshly Stage 1: Trust Versus Mistrust

30. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Between 18 months and age 3, toddlers want to be independent To gain self-control without losing self-esteem, children need clear and consistent limits loving and supportive environments Overprotection or lack of activities can result in self-doubt, poor achievement, and shame Stage 2: Autonomy Versus Shame and Doubt

31. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Bananastock Between ages 3 and 5, children learn to take initiative without hurting others Children realize what they do affects others they need a sense of purpose criticism is discouraging Stage 3: Initiative Versus Guilt

32. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Between ages 6 and 12, children learn society’s expectations They gain approval by developing intellectual skills such as reading, writing, and math Children need realistic goals and expectations encouragement and less parental control Stage 4: Industry Versus Inferiority

33. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Piaget believed that thinking is different during each stage of development children naturally attempt to understand what they do not know knowledge is gathered gradually during active involvement in real-life experiences Piaget’s Cognitive Development Theory

34. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Schemata are mental representations or concepts Adaptation is mentally organizing what is perceived in the environment; can occur by assimilation: taking in new information and adding it to what is already known accommodation: adjusting what is already known to fit the new information Piaget’s Cognitive Development Theory

35. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Photodisc Sensorimotor stage: between birth to age 2 Infants use all their senses to explore and learn Learn object permanence: objects still exist when out of sight Piaget’s Stages of Development

36. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Preoperational stage: between ages 2 to 7 Children are very egocentric; they assume others see the world as they do Language, symbolic play, and drawing skills are learned Thinking is still illogical Learn conservation: size and volume relationship Learn how to classify objects and groups Piaget’s Stages of Development

37. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued iofoto/Shutterstock.com Concrete operations stage: ages 7 to 11 Children develop capacity to think systematically when referring to actual objects Begin to internalize tasks Become capable of reversing operations Piaget’s Stages of Development

38. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Formal operations stage: from 11 years to adulthood During this stage, children develop capacity to think in purely abstract ways no longer need concrete examples develop problem-solving and reasoning skills Piaget’s Stages of Development

39. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Monkey Business Images/Shutterstock.com Vygotsky believed children learn through social and cultural experiences interactions with family and peers Vygotsky’s Sociocultural Theory

40. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Language is an important tool for thought; plays a key role in cognitive development Coined the term private speech for self-talk, or when children “think out loud” Zone of proximal development (ZPD) concept of learning as a scale Middle of scale is the zone of tasks within a child’s current developmental level Vygotsky’s Sociocultural Theory

41. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Multiple intelligences are the different kinds of intelligences used by the brain Intelligence is result of complex interactions between children’s heredity and experiences Each intelligence functions separately, but all are closely linked Learning is best achieved using a child’s strongest intelligence Gardner’s Multiple Intelligences Theory

42. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Mcimage/Shutterstock.com Bodily-kinesthetic intelligence Ability to control body movements Process knowledge through sensation Enjoy sports, dance, or creative drama Gardner’s Multiple Intelligences Theory

43. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Musical-rhythmic intelligence Ability to recognize musical patterns and produce and appreciate music One of the earliest intelligences to emerge Can discriminate tone, pitch, and rhythmic patterns Composers, musicians, singers Gardner’s Multiple Intelligences Theory

44. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Noam Armonn/Shutterstock.com Logical-mathematical intelligence More than just the ability to use math Ability to explore categories, patterns, and other relationships Apply cause and effect and predict patterns Math experts, scientists, composers Gardner’s Multiple Intelligences Theory

45. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Verbal-linguistic intelligence Ability to use language for expression Sensitivity to the meaning, sound, and rhythm of words Lawyers, poets, public speakers, language translators Gardner’s Multiple Intelligences Theory

46. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Interpersonal intelligence Excellent communication and social skills Understand the feelings, behaviors, and motives of others Make friends easily Offer support and empathy Teachers, politicians, salespeople, service professionals Gardner’s Multiple Intelligences Theory

47. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued michaeljung/Shutterstock.com Intrapersonal intelligence Understand the inner self; self-awareness Know your own skills, limits, feelings Psychologists, social workers, religious leaders, counselors Gardner’s Multiple Intelligences Theory

48. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Visual-spatial intelligence Use of vision to develop mental images Preference for pictures and images See the spatial relationship of objects Photographers, artists, architects, engineers, surgeons Gardner’s Multiple Intelligences Theory

49. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. shupian/Shutterstock.com Naturalistic intelligence Developed from the need to survive Ability to classify objects in nature, such as animals and plants Distinguish among types and brands of objects Sailors, gardeners, chefs, farmers Gardner’s Multiple Intelligences Theory

50. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. The brain affects all aspects of growth and development Development generally progresses in a similar way for all children Each theory of development offers insight into how children develop Children learn best in a caring environment with many opportunities for learning Making the Pieces Fit

51. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Monkey Business Images/Shutterstock.com Do you believe there is a connection between child and adult behavior based on the theories presented in this chapter? Discuss

52. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. continued Name the three main areas of child development.  Physical, cognitive, and social-emotional What is the difference between gross-motor and fine- motor development?  Gross-motor involves using the large muscles of the legs and arms while fine-motor involves using the small muscles of the hands and fingers. Review

53. Copyright Goodheart-Willcox Co., Inc. May not be posted to a publicly accessible website. Review True or false. Neurons are connected by synapses.  True. How are Gardner’s multiple intelligences related?  Each intelligence functions separately, but all are closely linked. According to Gardner, a potential intelligence will not develop unless nurtured and all children need opportunities to develop all areas of intelligence.