Child Development Notes: 1st semester | B.Ed Hons | UoB

Growth and Development:

§  Different Definitions of Development:

-          The term development in its most psychological sense refers to certain changes that occur in human beings between conception and death.

-          Orderly, adaptive changes we go through from conception to death.

-          Development refers to overall changes occurring in intellectual, emotional and social aspects

-          Development refers to qualitative changes like intellectual, emotional and social changes in development.

§  Different Definitions of growth

v  Growth refers to those changes or variables that occurs inhuman behavior and physical aspects.

v  Physical changes are growth

v  Growth refers to quantitative changes in body and structure these changes may be internal and external.

v  An increase in size, number values or strength; the act of growing, getting bigger or higher; something that grows or has grown’ an abnormal mass such as a tumor.

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Principles of Development:

Ø  Development is continues and gradual process

Ø  Development is cumulative.

Ø  Development is orderly.

Ø  Development proceeds from general to specific.

Ø  Development takes place through interaction of environments or it is as result of environment.

Development is continuous and gradual process.

Rarely changes appear overnight. Example: A student who cannot manipulate a pencil or answer a hypothetical question may well develop this ability, but the changes is likely to take time.

Development is Cumulative.

Development is overall process not restricted to only one period or situation. It is continues process which starts from birth to death. Means the development of all aspects which may be social, emotional, intellectual carry on side by side.

Development is orderly.

Development is orderly it includes sequence. People tend to develop certain abilities before others. Infancy the crawl before they walk, babble before they talk, and see the world through their own eyes before they can begin to imagine.

Development proceeds from general to specific.

Development follows from general to specific, means the child learn things which are general and then proceeds towards from specific things.

Development takes place through interaction of environment or it is as result of environment or it is as result of environment and heredity.

-          Development takes place as a result of environment and heredity. Both these factors play important role in development process.

-          Development is a product of interaction of the organism of its environment.

1.     Physical development

§  Physical developmental stages of infants (birth to 12 Months)

                    i.            Birth to 02 Months: - Knows mother by her smell, with turn head towards sounds, is only able to see clearly a distance of sound 2 feet.

                  ii.            02 to 03 Month: - Is able to hold a finger, can hold up head when lying on stomach is starting to eat and sleep more regularly?

                iii.            04 to 06 month: - Will reach to objects, roll over, and sit with support, gets first teeth, is better able to see things far way.

                iv.            07 to 09 months: - Begins to crawl, is able to sit alone for a short time. Uses thumb and pointing finger pick up objects.

                  v.            10 to 12 months: - Drink from a cup, can eat with fingers. Pulls to a stand and stands alone. Walks holding on to objects can through ball.

§  Physical developmental stages of toddlers and preschooler (01 To years)

i.                    01 year child: Walk, runs, climbs, steps and explores.

ii.                  O2 year’s child: - Goes up and down step alone, runs, uses spoon and fork (sharp spoon), turns pages in books, kicks a ball, tries to dress self, and may be ready for toilet training.

iii.                03 years child:- Runs well, marches, rides, tricycle, can feed self, puts on shoes and socks, buttons and unbuttons, build 10 block tower.

iv.                04 years child: - Can wash and dress self-excepts for tying shoes. Throws ball overhand. Has lot of energy at this stage.

v.                  05 years child: - Hops (jumping on one foot) skips (little jump with each step) and his good balance. Dresses without help and ties shoes, can print simple letters.

§  Physical developmental stages of children (06 years to 10 years)

i.                    06 Years child: - Competes with friends, loves to cut, color and shape things, has lots of energy.

ii.                  07 to 08 years child: - Likes learning how to use tools, can bath and dress with little from parents, is losing baby teeth and growing permanent teeth.

iii.                09 to 10 years: - Hormones that start sexual maturity begins to work (some girls begins their periods at this stage) like crafts and skills that use fine muscles.

§  Physical developmental stages of teens (11 years to 19 years)

i.                    Early teen: 11 to 13 years: - They may show talent for sports at this stage, as they grow taller, they may become awkward-all arms and legs. Hormones start to flow. This begins sexual development. Physically, girls mature earlier than boys.

ii.                  Middle teens 14 to 16 years: - They need lots of rest more than at any time since they were babies. Sexual growth continues. They may worry about their weight because looking good and being popular are important to them. Teens who are slow to grow may have low self-esteem.

iii.                Late teens: 17 to 19 years:- Girls complete physical and sexual growth. Boys may continue to grow though late teen years and into their early 20s. Weight and being fit are concern to older teens.

2.     SOCIAL DEVELOPMENT

§  Social Development stages of infants (birth to 12 Months)

1.      Birth to 02 months: Has different response to mothers and fathers. Tends to be calm (fully relax and relaxed with mother and to be excited and active around father. Is forming strong bond to mother.

2.      02 To 03 Months: Comforting by a parent of care giver helps infant to sooth self (feel comfortable) lots of loving touches and eyes contact are needed to help develop bonds with others.

3.      04 To 06 Months: Is able to have strong bond called attachment to more than one person enjoy talking and playing with adults and older children.

4.      07 To 09 Months: May begin to cling (to hold tightly) to parents when the parents is about to leave. Will learn that separation is not permanent when parents return time after time.

5.      10 To 12 Months: Recognizes familiar peoples, is able to express his/her own needs more clearly.

§  Social Development stages of toddlers and preschooler (01 years to 05 years)

1.      01 Year Child: Plays near but not with other children, will not share, likes to be chased (run to catch s/th) and may run into the street to be chased.

2.      02 Years child: Plays alone, needs an adult to guide play. Plays with dolls, refers to self by name. Does not see others as peoples.

3.      03 Years child: Likes being with other children. Can take turns. Knows he is boy or girl. Likes to help. Enjoy some group a games. Responds to guidance.

4.      04 Years Child: Plays well with other children and is friendly with others. Plays group games. Talks a lot. Can do many different things.

5.      05 Years child: Prefers to play with and can plan games with others. Likes to take turns and follow rules of simple games. Proud of good grades and what he. Has best friends.

§  Social Developmental stages of children (05 Years to 10 Years)

1.      06 Years child: Cab be bossy (tell people what to do) with friends and family. May switch friends often. Likes to help with chores (a task that you do regularly) such as preparing meals and shopping for groceries (a shop/ store that sells food and other things used in home)

2.      07 to 08 years child: Plays well other children, but parents are still the most important role models.

3.      09 to 10 Years Child: Peers are important, needs some privacy at home. Likes to be in planned group activities such as sports.

§  Social Developmental stages of Teens (11 years to 19 years):

        i.            Early Teens 11 to 13 years: They want to be like their friends, to be normal, they fear being different. They enjoy being with friends and they like one-on-one time with adults. They begin to doubt their parent’s beliefs. Girls begin to likes boys.

      ii.            Middle Teens 14 to 16 years: They need rules and structure for security, but rebel (a person who does not like to obey rules) against rules. They may stop hugging and kissing parents. Especially in public. Friendship change often. They may try alcohol, drugs, and or tobacco.

    iii.            Late teens 17 to 19 years: Friends are important but there is room for other relationship; conflicts with parents begins at this stage; they are more independent. They enjoy some family and community traditions.

3.              EMOTIONAL DEVELOPMENT

§    Emotional Developmental stages of infants (Birth to 12 Months)

i.                 Birth to 02 Months: With the parents responds to the baby’s cries, they baby learns how to control is or her emotions and calm him or herself.

ii.               02 to 03 Months: Infants tell that something is wrong by crying. Cries for wet diaper will be different from fries for hunger or pain.

iii.             04 to 06 Months: Is learning how to feel joy and pleasure. If his / her need are not met, this feelings is greatly reduced, shows fear and anger.

iv.             07 to 09 months: Learns to respond to new events by following how the parents or care giver responds-fearful, happy and excited.

v.               10 to 12 months: Has many different emotions uses crying, sounds actions, and facial expressions to show emotions.

§  Emotional developmental stages of Toddlers and preschooler (01 to 05 Years)

1 Year Child: is moody having moods that change quickly and often

2 Years Child: is learning that s/he is separate person likes to be held and hugged. Is selfish with own things. Gets angry when he cannot do some thing

3 years child: Likes to parents. Easy to get along with, feels more secure and has better sense of who is he, like music.

4 years child: seems sure of self. May not obey limits, tests, rules and often says no. need freedom with limits.

5 years child: self-assured, stable and well adjusted, likes to be around mother and likes to be at home. Likes to follow rules likes being given jobs to do.

§  Emotional developmental stages of children (6 to 10 years)

6 years child: his mood swing, is easily hurt.

7 to 8 years child: very concerned about right and wrong. Develops strong likes and dislikes. Points out when parents are wrong or do things they tell children not to do.

9 to 10 years child: changes in body cab be frightening, especially if monthly periods has begun. Children vary greatly in rates of grown and often are self-conscious if they are much taller or much shorter than peers.

§  Emotional Development stages of teens (11 years to 19 years)

Early teen 11 to 13 years: they are vary self – centered. Because of the many changes in their bodies, they may have mood swings. They sweet little girls and they friendly little boy seem to vanish.

Middle teens 14 to 16 yeas: they need love and respect of parents and friends, but they may pretend to show not to care. They have a clear idea of right and wrong. They sometimes behave like children when they are under stress.

Late teens 17 to 19 years: they can have deep feeling of love and passion; they have a better sense of who they are sexually; they are better able to wait results. They can work through conflicts with others and have more stable emotions.

What is education? Transmission of knowledge, skills and values within a society.

Education is a process; by which a society transmit to new members they values, believes, knowledge and symbolic expressions to make communication within the society.

Definitions of Psychology: According to Plato: Psychology is the study of spirit.

According to William James: Psychology is the study of human mind.

According to MacDougall: Psychology is the study of human behavior and its mental process.

Relationship of Education and Psychology:

Education and psychology has deep relationship with each other if anyone is separated from each other the overall development of a child is not possible. All experts are agreed on this fact that all educational activities are due to selected rules of psychology without it no educational program will be successful.

Principles of psychology for effective teaching:

§  Why to teach

§  What to each

§  When to teach

§  How to teach

·            Psychology behaves as a teacher and provide proper guidance.

·            Psychology is helpful for teacher in classroom

·            Identification of individual differences are possible due to educational psychology.

·            Psychology provides such motives in education due to which lesson may be make interesting and successful.

Objectives of psychology:

§   To describe the human behavior/ abilities, capabilities and its metal process.

§   To understand the relationship between different things such as indigence/ age.

§   To predict the human behavior, what will happened, according to predication proper process for the predicated behavior.

§   To control the human behavior/ habits character and mental process.

Main Branches of Psychology:

i.                    Educational Psychology.

ii.                  Counselling psychology

iii.                Industrial psychology

iv.                Clinical psychology

Industrial psychology: includes a wide range of activities from counseling and labor-relations work in an industry to so-called motivation research in advertising.

Clinical Psychology: the clinical psychologist works in mental hospitals and clinics as well as in private practice; he diagnoses mental illnesses by means of psychological test.

Educational Psychology: of which we will have a sample shortly, is concerned with question measurement, with questions of behavior and learning in the classroom.

Counseling Psychology: is the use of other techniques to help people solve personal problems. Its work in schools, industry and social service agencies.

Erik Erikson’s Theory of Psychosocial Development:

Erik Erikson was an ego psychologists who developed one of the most popular and influential theories of development. Erik Erikson's theory of psychosocial development is one of the best-known theories of personality in psychology. Erikson believed that personality develops in a series of stages. Erikson believes that in each stage, people experience a conflict that serves as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. If people successfully deal with the conflict, they emerge from the stage with psychological strengths that will serve them well for the rest of their life. If they fail to deal effectively with these conflicts, they may not develop the essential skills needed for a strong sense of identity and self.

·         Stages

o    1 Hopes: trust vs. mistrust                                  (oral-sensory, birth – 2 years)

o    2 Will: autonomy vs. shame and doubt             (muscular-anal, 2–4 years)

o    3 Purpose: initiative vs. guilt                             (genital, preschool, 4–5 years)

o    4 Competence: industry vs. inferiority              (latency, 5–12 years)

o    5 Fidelity: identity vs. role confusion                 (adolescence, 13–19 years)

o    6 Love: intimacy vs. isolation                             (young adulthood, 20–24, or 20–39 years)

o    7 Care: generativity vs. stagnation                     (middle adulthood, 25–64, or 40–64 years)

o    8 Wisdom: ego integrity vs. despair                   (late adulthood, 65 – death)

Description of Piaget’s Theory on the Stages of Cognitive Development

Piaget (1973) developed a systematic study of cognitive development in children. His work included a theory on cognitive development, detailed observational studies of cognition in children, and a series of tests to reveal differing cognitive abilities.

Through his work, Piaget (1973) showed that children think in considerably different ways than adults do. This did not mean that children thought at a less intelligent degree, or at a slower pace, they just thought differently when compared to adults. Piaget’s work showed that children are born with a very basic genetically inherited mental structure that evolves and is the foundation for all subsequent learning and knowledge. He saw cognitive development as a progressive reorganization of mental processes resulting from maturation and experience.

To explain his theory, Piaget identified the following four stages in development of cognition:

• Sensory-Motor (Ages Birth Through Two)
• Preoperational (Ages Two Through Seven)
• Concrete Operations (Ages Seven Through Eleven)
• Formal Operations (Ages Eleven Through Sixteen)

At each stage, the child will acquire more complex motor skills and cognitive abilities. Although different behaviors characterize different stages, the transition between stages is gradual, and a child moves between stages so subtly that he may not be aware of new perspectives gained. However, at each stage there are definite accompanying developmental changes in the areas of play, language, morality, space, time, and number (Singer & Revenson, 1997).