QUANTITATIVE QUALITATIVE

QUANTITATIVE VS QUANTITATIVE VS QUALITATIVE GROWTHQUALITATIVE GROWTH

Quantitative change is Quantitative change is physical growth physical growth

Example: height and Example: height and weightweight

Qualitative change Qualitative change means that a person is means that a person is different then he/ she was different then he/ she was at one earlier stagesat one earlier stages

Has changed in some Has changed in some meaningful waymeaningful way

GROWTH AND GROWTH AND DEVELOPMENTDEVELOPMENT

QUANTITATIVEQUANTITATIVE

Something that Something that can be measure can be measure and observed and observed physically physically Can be seenCan be seen Example: weight Example: weight

and heightand height

QUALITATIVEQUALITATIVE

Something that Something that cannot measurecannot measure Cannot be seenCannot be seen ExperienceExperience

Age RangeAge Range What they do?What they do?

Birth to 3 monthsBirth to 3 months Children begin to smile,Children begin to smile, track people and objects with eyes, track people and objects with eyes, prefer faces and bright colors,prefer faces and bright colors, reach, discovered hand and feet,reach, discovered hand and feet, lift head and turn toward sound and cry,lift head and turn toward sound and cry, but often soothed when heldbut often soothed when held

4 to 6 months4 to 6 months Children smile often,Children smile often, prefer parents and older siblings prefer parents and older siblings repeat actions with interesting resultsrepeat actions with interesting results respond when spoken to, laugh, gurgle, imitate soundsrespond when spoken to, laugh, gurgle, imitate sounds explore hands and feet, put object in mouthexplore hands and feet, put object in mouth roll over, scoot, bounce, grasp objects without using thumbroll over, scoot, bounce, grasp objects without using thumb

7 to 12 months7 to 12 months children remember simple eventschildren remember simple events identify themselves, body parts, familiar voices, understand identify themselves, body parts, familiar voices, understand own namesown names say meaningful words and exploresay meaningful words and explore find hidden object, sit alone, walk, may seem shy or upset with find hidden object, sit alone, walk, may seem shy or upset with strangersstrangers

QUANTITATIVE

1 to 2 years 1 to 2 years children imitate adult action, speak and children imitate adult action, speak and understand words and ideasunderstand words and ideas Enjoy stories and experimenting with Enjoy stories and experimenting with objectsobjects walk steadily, climb stairs and runwalk steadily, climb stairs and run solve problems and like to help with taskssolve problems and like to help with tasks recognize ownerships of objects recognize ownerships of objects

2 to 3 ½ years2 to 3 ½ years children enjoy learning new skills children enjoy learning new skills act more independent act more independent gain control of hands and fingersgain control of hands and fingers

3 ½ to 5 years3 ½ to 5 years children have a longer attention span, at children have a longer attention span, at silly, and boisteroussilly, and boisterous talk a lot, ask many questiontalk a lot, ask many question like to play with friendslike to play with friends

5 to 8 years5 to 8 years children grow curious about people and children grow curious about people and how the world workshow the world works show an increasing interest in numbers, show an increasing interest in numbers, letters, reading and writingletters, reading and writing gain more confidence in physical skills gain more confidence in physical skills become more outgoing and play become more outgoing and play cooperativelycooperatively

QUALITATIVE• Piaget’s theory :-

- describe general pattern of thinking for children at different ages and with different amounts of experience

- progress from one stage to another represents qualitative changes in children’s thinking that is changes in the kind of thinking rather than the amount

- example, kindergarten thinking depends on their perceptions, a conceptual “ what you see is what you get”

- fourth grades in comparison can go beyond more perception to think logically if they have experience with concrete materials

- more advanced students can think logically about abstract ideas. These are qualitative different in thinking

- as you study the characteristics of each stages, keep 3 ideas in mind:

1. children develop steadily and gradually, and experiences in one stage from the foundation for movement to the next

2. although approximate chronological one ages attached to the stages, the rate at which individual children pass through them different widely, depending on maturation, experience and culture. In groups of students with the same chronological age developmental level may different significantly.

3. Although rates vary, all people pass through each stages before progressing into later one. No one skips any stages. This means that older children and even adult will process information in ways that are characteristic of yours children if they lack experience in an era.

DIFFERENT BETWEEN GROWTH AND DEVELOPMENT

ASPECTSASPECTS GROWTHGROWTH

( QUANTITATIVE )( QUANTITATIVE )

DEVELOPMENTDEVELOPMENT

( QUALITATIVE )( QUALITATIVE )

PHYSICALPHYSICAL Increase in size, height, Increase in size, height, weight and number of weight and number of teeth.teeth.

Ability to use certain parts of body Ability to use certain parts of body increases. ( Walking, jumping )increases. ( Walking, jumping )

COGNITIVECOGNITIVE Able to think about a lot Able to think about a lot of things.of things.

Skill to use language or to reason Skill to use language or to reason increases.increases.

SOCIALSOCIAL Learn to interact with Learn to interact with outsiders.outsiders.

Understand role and able to adapt to Understand role and able to adapt to group or friends.group or friends.

EMOSIONALEMOSIONAL Feeling of love, sadness, Feeling of love, sadness, anger and others.anger and others.

Able to control anger and jealousy.Able to control anger and jealousy.