Child Development
PHYSICAL & MOTOR
DEVELOPMENT
Friday, September 8th
Happy Friday! Our calm before the storm…
As you enter, please:
Pick up a KWL chart off the front table
Complete your KWL chart as follows:
Childhood Development
K What I Know Write down 3+ things you already know
W What I Want to Know Write down 3+ things you want to know
Pick out your favorite & write it on our
anchor chart upfront
L What I Have Learned We’ll complete this part next week!
Class Updates
Unit 3 Classwork & Homework – graded & in Synergy
Psych Progress Reports
Return signed by next Wednesday for bonus points!
1B – went home yesterday – any returns??
2B – going home today
Infant, Toddler, Child
Infant: first year
Toddler: from about 1 year to 3 years of age
Child: span between toddler and teen
Basic Growth Rates
Growth rate declines throughout infancy but
is faster than during any other postnatal period
double birth weight in 5 months
triple birth weight by 1 year
gain 4-6 pounds/year afterwards
grow 10 inches in 1st year
grow 4-6 inches more in 2nd year
grow 2-3 inches/year afterwards until
adolescent growth spurt
Basic Development
physical and motor development in children
goes from:
head to toe
example: lift and turn head before sitting up
big muscles to small muscles or center outward
example: move arms well before finger coordination
brain more extensive neural networks form
Rank the following motor and verbal abilities according to
their developmental sequence, beginning with 1, which
indicates the first ability to develop, and ending with 12:
Order of
Development
Motor and Verbal Abilities
_____ Walks alone; says several words
_____ Describes the difference between a bird and a dog
_____ Turns head to follow moving object
_____ Names penny, nickel, and dime
_____ Climbs stairs; says many words
_____ Laces shoes
_____ Sits alone for one minute; says “da-da”
_____ Tells how a baseball and an orange or an airplane and a kite are alike
_____ Puts on shoes
_____ Tells time to quarter hour
_____ Runs; uses simple word combinations
_____ Walks while holding onto something
4
10
1
9
5
8
2
12
7
11
6
3
2 months
9 months
12 months
15 months
18 months
2 years
3 years
4 years
5 years
6 years
7 years
8 years
Development Timetable
"maturational" perspective
belief that child development occurs according to a biological,
predetermined, naturally unfolding plan of growth, relatively
uninfluenced by experience
maturation sets basic course for development, experience
adjusts it
"normative" approach to studying children
observed large numbers of children of various ages and
determined the typical age, or "norms," for which most
achieved developmental milestones
some children may skip a step
still in use today
Crash Course –
The Growth of Knowledge
https://www.youtube.com/watch?v=8nz2dtv--ok
Child Development
Cognitive Development
Cognitive Development
Refers to the way children mentally represent and think
about the world
Growth and extension of thinking, knowing, remembering,
and communicating
Happens over many years
Piaget’s Cognitive Stages
Jean Piaget
Developmental psychologist who introduced
a 4-stage theory of cognitive development
According to him, children…
think differently than adults
develop more mature/complex thinking skills as
they get older
Schemas
Schema: mental framework, mold or organizational structure that
interprets information
Exists of reflexes at birth
Schemas are adjusted and learning is internalized through:
Assimilation: the inclusion of a new event or idea into an existing
schema
Child comes to understand difference between a “daddy bull”, a “mommy cow”,
and a “baby calf” incorporates this learning into existing “cow” schema
Schemas
Schemas are adjusted and learning is internalized through:
Accommodation: changing or creating new schemas as a result of new
information and experiences
Child learns that not all vehicles with flashing lights are police cars creates
new schemas for ambulances, fire trucks, etc.
Assimilation and Accommodation work together: Adaptation process
Assimilation and Accommodation
Child has learned what a dog is and now sees a
picture of a horse for the first time:
ASSIMILATION ACCOMMODATION
Dog
But larger
Large dog
But has a mane
Dog with a mane
But has hooves
Dog with mane & hooves
Horse
Sensorimotor Stage
1st stage during which infants know the world mostly in terms of
their sensory impressions and motor activities
Lasts from birth to 2 years
Circular Reactions: repetitive motions babies engage in as they
explore their environment nonreflexively
Throwing food off high chair to watch it fall
Shaking rattle repeatedly to make a sound
Sensorimotor Stage
Object Permanence: understanding that objects continue to
exist, even when hidden from view
“Out of sight” is literally “out of mind” prior to around 6 to 8 months of age
Preoperational Stage
2nd stage during which a child learns to represent things with
words and images but does not yet comprehend the mental
operations of concrete logic
Language development
Draw pictures
Understands language but not logic
Lasts from ages 2 to 6
Preoperational Stage
Egocentrism: assumption that others think the same way you do; cannot perceive the world from another’s point of view Child who makes himself “invisible” by putting his hands over his eyes
Child who blocks the TV and assumes you can see it because she can
Often revealed in conversations with child “Johnny, do you have a brother?”
“Yes.”
“What’s his name?”
“Jim.”
“Does Jim have a brother?”
“No.”
Preoperational Stage
Animism: tendency to attribute life-like qualities to inanimate objects “Why do you put bread in the toaster?”
“Because it’s hungry and it needs to eat.”
Artificialism: tendency to believe everything is a product of human invention or action “Why is the sky blue?”
“Cause mommy painted it.”
Preoperational Stage
One-dimensional Thought
Lack Conservation: recognition that basic properties of
substances (mass, volume and number) remain the same even
when special features (form or arrangement) change
Concrete Operational Stage
3rd stage which children gain the mental operations that allow
them to think logically about concrete events
Lasts from ages 6/7 to 11/12
Acquire Conservation
Classification: ability to arrange things in logical groups or
categories based on similarities and differences
Concrete Operational Stage:
Conservation
Formal Operational Stage
4th stage in which people begin to think logically about abstract concepts (involving imagined realities and symbols)
Begins around age 12
Can consider many alternative solutions to a problem and select the best option (brainstorming)
Capable of Hypothetical Thought (what if?)
Capable of Deductive Reasoning (if this, thenthat—applies generalizations, laws, rules, norms to specific situations)
Critique of Piaget
Timing Children may reach stages or develop conceptual abilities
earlier than Piaget proposed (underestimated cognitive skills)
Stages Development may be more gradual and less distinct than
Piaget’s stages imply
Research Methodology Unrepresentative, small sample of children (all from white
American well-educated, high SES professionals)
Studies focused too much on logic and reasoning tasks and neglected creative problem solving (right-brain modes)
Overall, the sequence of Piaget’s stages has held up well over time
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