Child Growth & Development IPC Teacher Training Course
Module 1
© Clarenter Education. Do Not Disseminate.
Child Growth and Development
The study of Child Growth and Development provides
students with an important opportunity to:
• Understand the fundamentals of child
development including the domains and stages of
the developmental process.
• Examine the major historical and current
developmental frameworks and perspectives put forth by recognized theorists.
© Clarenter Education Do Not Disseminate. 2
What is Development?
The term development refers to the growth and changes that occur in a child. These changes follow an orderly yet complex pattern. Development occurs throughout the life span however this review will focus three primary periods of development: Prenatal inception to birth Infancy and Toddlerhood birth to 2 years Early Childhood 2-6 years old
© Clarenter Education Do Not Disseminate. 3
Domains of Development
Development is typically described as it occurs
in domains or areas. Our review will focus on
three primary domains:
• Physical
• Cognitive
• Social-Emotional
© Clarenter Education Do Not Disseminate. 4
Domains of Development: Physical
The Physical Domain Of Development
Encompasses
• Body Size
• Body Proportions
• Brain Development
• Motor Development
• Perception Capacities
• Physical Health
• Appearance
© Clarenter Education Do Not Disseminate. 5
Domains of Development: Cognitive
The Cognitive Domain Of Development Encompasses:
Thought Processes and Intellectual Abilities
• Attention
• Memory
• Problem Solving
• Imagination
• Creativity
• Knowledge and Awareness
• Language
© Clarenter Education Do Not Disseminate. 6
© Clarenter Education Do Not Disseminate. 7
Domains of Development:
Social- Emotional
The social-emotional domain of development
encompasses:
• Temperament
• Perspective Taking
• Interpersonal Skills
• Intrapersonal Skills
• Self Esteem And Awareness
© Clarenter Education Do Not Disseminate. 8
Periods of Growth and Development
Human growth and development occurs
throughout the lifespan however during early
childhood there are three focal periods:
• Prenatal Development and Birth
• Infancy and Toddlerhood
• Preschool Years
© Clarenter Education Do Not Disseminate. 9
Prenatal Development and Birth
• Conception
• Heredity, Genetics, Environment
• Birthing Practices
© Clarenter Education Do Not Disseminate. 10
Infants and Toddlers
• Physical Growth
• Cognitive And Psychosocial Development
• Brain Development
• Language Acquisition
• Attachment And Temperament
• Infant/Toddler Caregiving Practices
© Clarenter Education Do Not Disseminate. 11
The Preschool Child
• Physical Growth
• Cognitive Growth
• Brain Development
• Language Acquisition And Development
• Emotional Regulation
• Pro-social And Antisocial Behavior
• Moral Development
• Parenting Patterns And Early Learning
Environments
Growth and Development Continuum
• The School Aged Child
• The Adolescent
• Young Adult
• Adulthood
• Old Age
Development continues throughout the lifespan. Currently there is an increase in the number of research studies at both ends of the continuum—Early Childhood and Old Age.
© Clarenter Education Do Not Disseminate. 12
Development Theorist
There are many theorist who have contributed to our understanding of child development and developmentally appropriate instruction. The following five developmental theorists have had a lasting impact:
• Erik Erikson
• Jean Piaget
• John Dewey
• Lev Vgotsky
• Maria Montessori
• Howard Gardner
© Clarenter Education Do Not Disseminate. 13
Theory and Theorist
What is a Theory?
A theory is a set of ideas that predict behavior and
is organized, described, and explained in an
orderly manner.
A theorist is the person who establishes and sets
forth a theory.
© Clarenter Education Do Not Disseminate. 14
Erik Erikson
“ There is in every child at every stage a new
miracle of vigorous unfolding, which constitutes a
new hope and new responsibility for all”
Erik Erikson, born in Frankfurt Germany in 1902,
was a child psychoanalysis and teacher who made
significant contributions to our understanding of
developmental theory. He died in 1994 at the age
of 94 years.
© Clarenter Education Do Not Disseminate. 15
Erik Erikson
Erikson’s Framework Of Developmental Theory encompassed the
entire human lifespan (birth-adulthood)
Erikson proposed that the task of each stage was to overcome
some conflict.
Initial Stage
• Ego Identity • Opportunity for development of ego strength and ego quality
• Psychosocial Stage • Trust vs. Mistrust (Stage 1)
• Autonomy vs. Shame and Doubt (Stage 2)
© Clarenter Education Do Not Disseminate. 16
Erikson‟s Psychosocial Stage Development
Stages Ages Basic Conflict Important Event Summary
1. Oral Sensory Birth – 12 to 18
months
Trust vs. Mistrust Feeding The infant must form a loving,
trusting relationship with
caregiver or develop a sense of
mistrust
2. Muscular Anal 18 months – 3
years
Autonomy vs.
Shame/Doubt
Toilet Training The child‟ is directed to develop
physical skills, i.e. walking,
grasping, and rectal sphincter
control. Learns control to s
energies are directed towards
3. Locomotors 3 to 6 years Initiative vs.
Guilt
Independence The child continues to become
more assertive and to take more
initiative, but may be too forceful,
leading to guilt feelings.
4. Latency 6 to 12 years Industry vs.
Inferiority
School The child must deal with
demands to learn new skills or
risk a sense of inferiority, failure
and incompetence.
© Clarenter Education Do Not Disseminate. 17
Erikson‟s Psychosocial Stage Development
(cont.)
Stages
Ages Basic Conflicts Important Events Summary
5. Adolescence 12 to 18 years Identity vs.
Role Confusion
Peer relationships
The teenager must achieve a
sense of identity in occupation,
sex roles, politics, and religion.
6. Young Adulthood 19 to 40 years Intimacy vs.
Isolation
Love relationships The young adult must develop
intimate relationships or suffer
feelings of isolation.
7. Middle Adulthood 40 to 65 years Generativity vs.
Stagnation
Parenting Each adult must find some
way to satisfy and support the
next generation.
8. Maturity 65 to death Ego Integrity vs.
Despair
Reflection on and
acceptance of one's
life
The culmination is a sense of
oneself as one is and of feeling
fulfilled.
© Clarenter Education Do Not Disseminate. 18
Jean Piaget
Piaget was born in Neuchatel Switzerland on
August 9, 1896. He was keenly interested in
knowledge and how children come to construct
their understanding of the world. How do children
„know‟ what they know?
Piaget was more interested in understanding how
children think than in having provide right and
wrong responses to questions.
© Clarenter Education Do Not Disseminate. 19
Jean Piaget
Cognitive Stages
Sensory-Motor (0-2)
Infant/child uses senses motor abilities to
understand the world.
Pre-Operation (2-7) Child
Concrete Operations
Formal Operations
© Clarenter Education Do Not Disseminate. 20
Piaget's Stages of Cognitive
Development
Stage Approximate Age Characteristics
Sensorimotor 0-2 years
Begins to make use of imitation, memory, and thought. Begins to recognize that objects do not cease to exist when they
are hidden. Moves from reflex actions to goal-directed activity.
Preoperational 2-7 years
Gradually develops use of language and ability to think in symbolic form.
Able to think operations through logically in one direction. Has difficulties seeing another person's point of view.
Concrete operational 7-11 years
Able to solve concrete (hands-on) problems in logical fashion. Understands laws of conservation and is able to classify and
seriate. Understands reversibility.
Formal operational 11-15 years Able to solve abstract problems in logical fashion. Becomes more scientific in thinking. Develops concerns about social issues, identity.
© Clarenter Education Do Not Disseminate. 21
Lev Vygotsky
Vygotsky was born in Russia in 1896,he died at
the early age of 34 years. Vygotsky‟s ideas were
and continue to be controversial. Despite the
hesitation on accepting certain aspects of his
theories, there is agreement that his belief that
social and cognitive development work together in
valid.
© Clarenter Education Do Not Disseminate. 22
Lev Vygotsky
Growth over time concept developed by Lev Vygotsky (zone of proximal development)is a more realistic evaluation of what a student can do and what a student needs to do.
There are great advantages to such an approach but often class size and external achievement pressures get in the way. The advantage is that the data show what a student can and has been able to achieve and can point to further needs without using some kind of “standard” that can make a student feel inadequate at best and stupid at worst.
http://www.ed.gov/blog/2009/07/secretary-arne-duncan-speaks-at-nea-conference-invites-comm/
© Clarenter Education Do Not Disseminate. 23
Maria Montessori
“the children are now working as if I did not exist”
Maria Montessori
Maria Montessori was born in Chiaraville, Italy
in 1870. Montessori was a proponent of the
“child centered environment”. She believed
that “environment” included not only the
space, furnishings, materials, but also the
children and adults who share the space.
© Clarenter Education Do Not Disseminate. 24
Maria Montessori
Montessori is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth.
The basis of Montessori practice in the classroom is mixed age group (3 ages - 6 ages in one class), individual choice of research and work, and uninterrupted concentration. Group lessons are seldom found in a Montessori classroom, but learning abounds. As you read through these pages you will discover the unique practices that make Montessori the fastest growing and most successful method of education today.
http://www.montessori.edu/
© Clarenter Education Do Not Disseminate. 25
Howard Gardner
Multiple Intelligences Theory(MI Theory)
Howard Gardner proposed his theory of Multiple Intelligences in 1983. Gardner is a professor at the Harvard Graduate School of Education in Cambridge, Massachusetts. He believes that children illustrate their “smarts” in many ways. He calls these “smarts” intelligences.
Gardner‟s theory does have critics. Read further understand what aspects of his theory might be of benefit to you as a teacher of young children.
© Clarenter Education Do Not Disseminate. 26
Howard Gardner
Multiple Intelligences Theory: 8 Current
• Bodily Kinesthetic
• Musical-Rhythmic
• Logical-Mathematical
• Verbal-Linguistic
• Interpersonal
• Intrapersonal
• Visual-Spatial
• Naturalistic
© Clarenter Education Do Not Disseminate. 27
Howard Gardner
Body-Kinesthetic • Ability to control one’s own body movements and manipulate objects
• Use of fingers, hands, arms, and legs to solve problems express ideas, construct,
and repair
Musical-Rhythmic • Ability to recognize, create, and appreciate pitch, rhythm, tone quality
• Ability to use different forms of musical expression
Logical-Mathematical • Ability to use logic, reason, mathematics to solve problems
• Ability to apply principles of cause-and-effect and prediction
• Appreciation of patterns as well as relationships
Verbal-Linguistic • Ability to use well-developed language skills to express self and understand others
• Sensitivity to sounds, rhythm, and meaning of words
Interpersonal • Ability to understand feelings, behaviors, and motives of others
• Ability to work effectively with others
Intrapersonal • Ability to understand personal strengths, weaknesses, talents, and interests
• Knowledge of skills, limitations, emotions, desires, and motivations
Visual-Spatial • Ability to form mental images
• Ability to visualize the relationship of objects in space
Naturalistic • Ability to distinguish between living things such as plants and animals
© Clarenter Education Do Not Disseminate. 28
Howard Gardner
MI: Practical Applications
Body-Kinesthetic Provide time for movement and gross motor games
Musical-Rhythmic Schedule a regular time for group singing and
Logical-Mathematical Set out items for counting, measuring, and connecting
Verbal-Linguistic Read or tell stories to children; provide access to books
Interpersonal Plan for small group and partner activities
Intrapersonal Provide activities and lessons that allow children to share feelings and
thoughts
Visual-Spatial Set out art, drawing, and writing materials each day
Naturalistic Provide opportunities to explore nature inside and outdoors
© Clarenter Education Do Not Disseminate. 29
Brain Development:
Current Research
One of the oldest debates in the study of child and human development
surrounds, which factor is more important for the developing brain-
nature or nurture.
New insights into brain development are providing parents ,educators,
and policy makers with an arsenal of data that informs at every level.
For classroom teachers there are several insights that are particularly
important for us to consider:
Positive growth and development in children is dependent upon the
interplay between nature and nurture. Meaning relationships with caring
adults and peers will greatly impact a child‟s ability to learn and function
within society.
© Clarenter Education Do Not Disseminate. 30
Brain Development:
Current Research
© Clarenter Education Do Not Disseminate. 31
Brain Development:
Current Research
There is an increasing recognition that the
relationship a child has with a teacher or caregiver
that is both sensitive and stimulating is the central
and most critical component of quality in early care
and education (National Research Council and
Institute of Medicine, Shonkoff, and Phillips 2000).
© Clarenter Education Do Not Disseminate. 32
Child Growth and Development:
Risk Factors
Developing Child
Environmental
Factors
Family and Social
Context
Temperament
Genetics
© Clarenter Education Do Not Disseminate. 33
Child Growth and Development:
Risk Factors
Genetics Environmental
Factors Family
Practices Temperament
© Clarenter Education Do Not Disseminate. 34
Child Growth and Development:
Risk Factors
*Birth Defects
*Malnutrition
http://www.who.i
nt/mediacentre/f
actsheets/fs332/
en/index.html
*Smoking in
Pregnancy
http://www.who.i
nt/mediacentre/f
actsheets/fs332/
en/index.html
* Economic
Hardship
*Malnutrition
*Poor Parenting
Practices and
lack of
consistency
http://www.who.i
nt/mediacentre/f
actsheets/fs332/
en/index.html
• Refers to the
usual reaction
pattern of a
person or
their manner
of thinking,
behaving or
reacting to
stimuli in the
environment.
http://www.who.i
nt/mediacentre/f
actsheets/fs332/
en/index.htmless
© Clarenter Education Do Not Disseminate. 35
Child Growth and Development
Controversial Issues in the study of Child
Development
Access to quality care
Teacher quality and training
Teacher compensation
Early Intervention and support for children in
need
© Clarenter Education Do Not Disseminate. 36
Child Growth and Development
Research Methodologies in Child Development
Psychologists use a variety of methods to test out a theory or
hypothesis. The starting point of any scientific study is a question or
questions. Questions lead to the formation of a theory. Question child
psychologists might ask are: Why did the child demonstrate the
particular behavior at the specific time he or she did? How did the child
come to produce such a behavior at such times? And what is the
functional significance or survival value of the produced behavior?
Read more: http://www.bukisa.com/articles/120696_research-methods-
in-child-psychology-psychological-methods-in-child-
development#ixzz1K6jZFMzY
© Clarenter Education Do Not Disseminate. 37
Child Growth and Development
Culture is a factor can have wonderful
influences on child growth and development.
A child benefits from having a solid sense of
his/her self in the context of the family,
community, and greater society
© Clarenter Education Do Not Disseminate. 38
Child Growth and Development:
Jack P. Shonkoff, M.D.
There is an increasing recognition that the
relationship a child has with a teacher or caregiver
that is both sensitive and stimulating is the central
and most critical component of quality in early care
and education (National Research Council and
Institute of Medicine, Shonkoff, and Phillips 2000).
© Clarenter Education Do Not Disseminate. 39
Handouts
Please download and review the handouts that
can be found at: insert CLARENTER link or
whatever is being used.
© Clarenter Education Do Not Disseminate. 40
Reading Assignments
MOLDULE 1
Child Development Principles
and Theories, The Goodheart-
Wilcox Co, Inc. , pg. 68-87.
(access article via provided
link)
https://www.g-
w.com/PDF/SampChap/59070_81
32_CH04.pdf
Further Reading
Mooney, C.G. (2000) Theories of
Childhood: An Introduction to
Dewey, Montessori,
Erikson,Piaget & Vgotsky.
Minneapolis: Redleaf Press
Visit the following website for
overview of current brain
research:
http://developingchild.harvard.edu
/
© Clarenter Education Do Not Disseminate. 41
Written Assignment:
Documenting Understandings
1. Complete 10 Written Response Questions on
concepts presented in MODULE 1: Child
Growth and Development.
2. Complete the Observe and Record Activity
3. Complete the Reflect and Discuss Activity
4. Make Journal Entries
5. Complete the Action Steps: Putting Theory
to Work Activity
© Clarenter Education Do Not Disseminate. 42
Action Steps: Putting Theory to Work in Your
Classroom and School
Reflect and allow your new understandings of Child Growth and Development to inform your teaching practice and find new ways to assist children in their learning.
Write a brief description of one new strategy or practice that you will use in your classroom.
Be certain to review the strategy with your school director and co-workers before implementation.
Make Journal Notes and send to IPC Instructor
© Clarenter Education Do Not Disseminate. 43
Research/References
• Mooney, C.G. (2000) Theories of Childhood: An
Introduction to Dewey, Montessori, Erikson,Piaget &
Vgotsky. Minneapolis: Redleaf
• McCartney,K. and Phillips, Editors, D., Blackwell Book of
Early Childhood Development
• National Research Council, (2000) How People Learn:
Brain, Mind, Experience, and School expanded edition.
• The Goodheart-Wilcox, Co Inc. chapter 4, Child
Development Principles and Theories
© Clarenter Education Do Not Disseminate. 44
Child Growth and Development: Terms to
Know
Theory
Development
Domains
Physical Development
Gross Motor Development
Fine Motor Development
Cognitive Development
Social-Emotional Development
Maturation
Neurons
Synapses
Schemas
Sensorimotor Stage
Preoperational Stage
Concrete Operations Stage
Multiple-Intelligences Theory
© Clarenter Education Do Not Disseminate. 45