Growth & Development. Identify growth, development and developmental theories.

Transcription

1 Growth & Development Identify growth, development and developmental theories.

2 Draw a Picture of a Pig If your pig is drawn: Toward the top of the page, you are positive and optimistic. Toward the middle of the page, you are a realist. Toward the bottom of the page, you are pessimistic and have a tendency to behave negatively. If your pig is drawn: Facing left, you believe in tradition, you re friendly and you remember important dates Facing right, you are innovative and active, but you don t have a strong sense of family and you have trouble remembering dates. Facing front (looking at you), you are direct and enjoy playing devil s advocate. You neither fear nor avoid discussions. With many details, you are analytical, cautious, and distrustful. With few details, you are emotional and naïve, care little for details, and like to take risks. With 4 legs showing, you are secure, stubborn, and stick to you ideas. With less than 4 legs showing, you are insecure and living through a period of major change. The size of you pig s ears indicates how good a listener you are the bigger the better The length of your pig s tail tells the quality of your romantic life - the longer the better.

3 Definitions Growth A child s physical increase in size or amount that is easily observed Development The ability of a child to do things that are complex and difficult

4 Developmental Sequence Cephalo-caudal growth proceeds from head to foot Lifts head to see object, picks up object, moves toward object Holds chin up, holds chest up, creeps, crawls Pulls to stand, stands holding things, walks with help Proximal distal growth proceeds from near to far Moves whole body, then arms, then hands, then fingers Swipes at objects, grasps non-moving objects, grasps with thumb in opposition to fingers, brings objects to mouth Simple to complex Large motor before fine motor Sleeping & eating to babble and talk First waves hi before says it

5 Common Generalizations of Growth & Development Growth is continuous and orderly throughout life Growth is similar for everyone Growth is different rate and time with each individual Child moves on to the next level of difficulty after mastering a task. It builds on earlier learning. Development is all interrelated.

6 Types of Development Physical development Gross and fine motor skills Physical growth in size and in proportion Development is most rapid during the first 3 years Lifts head, roll, sit up, crawl, walk, hands, and fingers

7 Types of Development Social development A child learning and discovering the expectations and rules for learning to get along with and understand others Moving from being egocentric (selfcentered) to being able to relate with others A child smiling at parent, child learning to share, imaginary friend Talking, smiling, sharing, playing, imaginary friend

8 Types of Development Emotional development The ability to recognize and understand feelings and how to respond to them appropriately Jealousy, being afraid, smile, laugh, sad, showing empathy

9 Types of Development Cognitive development The ability of the brain to take in and process information The people in the child s environment are most important in building/creating a strong learning environment A child recognizing their name, recognizing their parent, language, recognizing that when he shakes a rattle it makes noise.

10 Types of Development Moral development Identifying personal values and learning right from wrong Respecting human rights, behaving accordingly, developing principles to guide behavior, listening to their conscience Being a good example is the best way to build a child s conscience Telling the truth vs. lying, sharing, being kind, playing a game, following the rules

11 Developmental Theories Information on how we can better understand and develop children!

12 Jean Piaget: Theory of Intellectual Development Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage

13 Jean Piaget: Sensorimotor Stage, birth to age 2 Aware only of selves Perform 2 separate activities Respond to stimuli Act with intentional behavior Experiment with trial and error

14 Jean Piaget: Preoperational Stage, age 2-7 Language and symbols Make-believe play Egocentrism Multiple classification

15 Jean Piaget: Concrete Operational Stage, age 7-11 Understand basic logic Comprehend conversion Perfect multiple classification

16 Erik Erikson: Theory of Personality Development Trust vs Mistrust Autonomy vs Shame & Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Role Confusion Intimacy vs Isolation Generativity vs Stagnation Integrity vs Despair

17 Erik Erikson: Trust vs Mistrust, birth to age 2 Trusting see world as safe Mistrusting fear world Important event: Feeding The degree to which a child learns to trust or mistrust other. Determined by the type and amount of care the child receives.

18 Erik Erikson: Autonomy vs Shame and Doubt, age 2-3 Autonomy independent Shameful insecure in exploring the world Important event: Toilet training The degree to which a child is allowed and encouraged freedom and self-direction.

19 Erik Erikson: Initiative vs Guilt, age 4-5 Initiative ambitious Guilt lose confidence Important event: Independence The degree to which a child is allowed control of his/her body, choices, fantasy, motor activities, and language activities. Begins to develop social skills (cooperating, leading, following).

20 Hierarchy of Needs Abraham Maslow

21 Maslow s Hierarchy Each need cannot be met until the one(s) below it is/are met.

22 Physical water, food, air, sleep Safety & Security health, shelter, protection, stability Love & Belonging friendship, family, affection, intimacy Esteem self-esteem, achievement, respect Self-Actualization morality, creativity, problem-solving, lack of prejudice, acceptance of facts

23 Moral Development Lawrence Kohlberg

24 Preconventional Preschool and early elementary Children begin life with no sense of right or wrong Learn quickly that certain behaviors are punished and others are rewarded Learn to avoid punishment and strive for behavior or acts that are rewarded

25 Conventional School age and young adolescent Learn to behave according to a sense of what others need or want Follow established rules and respect authority Begin to act in accordance with what is right and wrong

26 Post Conventional Adolescent and adults Mature morally Respect human rights and develop individual principles to guide their behavior and choices Motivation to act a certain way comes from within, not just to follow the rules

27 In Summary Preconventional: Act to avoid punishment/gain reward Conventional: Act to please others and out of fear Post Conventional: Act according to your beliefs