学前儿童发展概论第一章

学前儿童发展概论第一章发展学科：一门关于年龄的科学孔子关于年龄的思想吾十有五，而志与学，三十而立，四十而不惑，五十而知天命，六十而耳顺，七十而从心所欲，不愈矩。零岁出场亮相十岁天天向上二十远大理想三十到处吃香四十奋发图强五十开始走样六十衣锦还乡七十打打麻将八十晒晒太阳,九十躺在床上,一百岁肯定挂在墙上。我的世界：人若有100岁的境界，80岁的胸怀，60岁的智慧，40岁的意志，20岁的激情，加上两三岁的童心，该有多好啊！！！全书内容概要第一章绪论第二章儿童发展的基础第三章儿童感知觉和注意的发展第四章儿童记忆的发展第五章儿童想象、思维的发展第六章儿童言语的发展第七章儿童情绪的发展第八章儿童社会性的发展第九章儿童个性的发展第十章儿童道德的发展第十一章儿童发展的认知神经科学研究第一章绪论第一节儿童发展概述第二节儿童发展研究的历史和现状第三节儿童发展研究方法第一节儿童发展概述儿童期涵盖的年龄范围儿童发展的年龄范围是个体从不成熟成熟这一成长阶段，是个体生命发展的重要组成部分。混沌，未分化分化，专门化被动，不随意主动，随意认识外部认识内部态度不稳定稳定生物人社会人

一儿童发展概念儿童的哪些方面在发展和变化？儿童发展的领域生理发展认知发展个性和社会性发展文化性发展发展是指个体身体、生理、心理、行为等方面的发育、成长、分化、成熟和变化的过程。身体结构的变化思维方式的变化13学步儿和5岁孩子的身体样子很不一样。这个女孩和她的小弟弟相比，身体线条看上去更像大人。儿童发展的特点发展的基础性发展的递进性发展的易感性儿童发展的特点发展的基础性发展的递进性发展的易感性儿童发展的特点发展的基础性发展的递进性发展的易感性儿童发展的特点发展的基础性发展的递进性发展的易感性儿童发展的概念发展的基础性发展的递进性发展的易感性年龄领域第二节儿童发展研究的历史和现状.儿童发展和人类发展心理的种系发展广义发展心理学狭义发展心理学心理的种族发展个体心理发展（生→死）2.发展心理学的概念研究个体从受精卵开始到出生、到成熟、直至衰老的生命全程中心理发生、发展的特点和规律的科学。即研究毕生心理发展特点和规律的科学。比较心理学（动物心理学）民族心理学广义发展心理学是研究种系和个体心理发生与发展的科学包含心理的种系发展（比较心理学/动物心理学）、心理的种族发展（民族心理学）和个体心理发展（个体发展心理学）。狭义发展心理学即个体发展心理学，是关于人的个体从受精卵开始到出生、成熟、直至衰老的生命全程中心理发生、发展特点和规律的科学。发展心理学发展心理学毕生（生命全程）年龄特征研究对象研究内容二部分四方面感觉知觉记忆想象思维兴趣动机情感价值观自我意识气质性格社会生活教育条件生理因素动作活动发展言语发展认知社会性质的特征智力活动人格先天后天外因内因阶段连续青春期胎儿受精卵—出生——成熟——衰老婴儿期童年期青年期中年期老年期幼儿期个体发展心理学（狭义）基本原理三、种系发展与个体发展种系发展（广义）种族发展个体心理发展（狭义）动物人类动物/比较心理学民族心理学个体发展心理学什么东西早上是四条腿，到了中午是两条腿，当太阳落山时又变为三条腿？斯芬克斯之谜人个体心理发展与种系心理发展的关系个体发展与种系心理发展的理论，最有代表性的还是20世纪初霍尔（）的复演说。带了81位博士生，三分之一是大学校长或是国际上有名的心理学家，如杜威、卡特尔主要观点：“儿童乃成人之父”。个体的发育和发展是种系发生的各主要阶段的再现。1、胎儿在胎内的发展复演了动物的进化过程。2、儿童和青少年时期的心理发展复演了人类进化过程①阶段：乳儿期复演了从动物到人的进化；②8岁前的儿童复演着原始人的渔猎时代；

③8-12岁儿童期复演由蒙昧时代向文明时代的过渡时期④少年期复演了中世纪人类的特征；⑤青年期复演了近代风云变幻的人类特征。⑥青年期复演着人类浪漫主义时代。

复演说结构图动物原始人现代人胎儿出生成熟评论错误：引向生物决定论（3）评价

霍尔的复演说引起了心理学界很大争议，我们应用辩证的眼光来评价它。复演说有其正确的一面，因为我们在个体心理发展的过程中确实看到了一些返祖现象。但是复演说的错误在于把个体发展与种系发展完全等同起来，从而引向了生物决定论。第三节儿童发展研究方法

一、观察法：观察者通过自己的感官或仪器，对儿童的心理和行为变化进行有目的、有计划的观察。（一）长期观察和定期观察长期观察定期观察（二）全面观察和重点观察全面观察重点观察优点：现场观察，资料更客观、全面、准确缺点：观察质量的高低决定于观察者本人的专业水平第三节发展心理学的主要研究方法认人为父的小鹅二、访谈法访谈法：研究者通过与儿童进行口头交谈，了解和搜集有关心理特征资料的方法。访谈法在儿童心理学研究中具有重要意义和作用。根据访谈内容和过程是否有统一要求和结构：结构访谈、非结构访谈根据是否借助一定的中介物：直接访谈和间接访谈优点：较针对性地收集证据，情境自然缺点：访谈结果的准确性和有效性受到访谈者自身条件的限制，费时多，对访谈结果进行量化的难度也较大三、问卷法是研究者用同一设计的问卷来搜集儿童心理和行为资料的方法问题是问卷的核心。优点：更具目的性，内容更加完整，设计更加严密，标准化程度较高，可以在短时间内搜集到大量的资料，所得数据也便于定量分析。缺点：问卷设计最关键。如果不当，会达不到预期效果，对被试有书面语能力的要求。四、测验法测验法：通过测验量表来测查儿童心理发展特点和规律的方法。编制测验量表需要经过编制测验题目、预测、项目分析、合成测验、取得信度和效度资料，建立常模等标准化过程。应用经过标准化测验量表进行测量，将其得分与常模分数进行比较，就可以清楚地了解儿童在某方面的发展水平。如中国比内测验、韦克斯勒智力量表、瑞文测验，卡特尔16项人格因素量表。优点：测验量表的编制严谨，结果处理方便，由于一些常模的存在，可以直接进行对比研究。缺点：受被试口头语言和书面语言能力的限制，不能用于测差低幼儿童。瑞文测验瑞文智力测验画树测验画人测验五、实验法实验法：通过创设一定的情境，操纵和控制某些实验变量，来探讨儿童心理发展的原因和规律的方法。（一）实验室实验：是在专门的实验室内，利用专门的仪器和设备，对儿童的心理发展所进行的研究，关于儿童的各种认知能力，如感觉、知觉、已忆、思维等心理过程多用实验室方法进行。如对婴儿颜色知觉的研究被试：3、4个月的婴儿过程：对480毫微米蓝波形成习惯化；呈现450毫微米蓝色510毫微米绿色结果：婴儿对绿色表现出去习惯化，但对蓝波没有。结论：婴儿和成人一样，是按颜色的不同类别做出反应的。优点：能够严格地控制和操纵变量，揭示变量间的因果关系；对实验过程和结果的记录客观、准确，利于定量分析，这就在很大程度上提高了研究的科学性。局限：与儿童的实际生活相脱节，使儿童的表现易带上非自然性色彩。（二）现场实验：是在现实的真实环境中，对儿童心理发展状况所进行的研究。现场实验的整体实验情景是自然的，但又对某些因素进行了有目的、有计划的控制。优点：保证了研究具有较高的内部和外部效度。局限：由于这种研究在环境上的开放性，因而很难对有些无关变量进行很理想的控制，样本的代表性也不易控制在具体的研究中，究竟采用实验室实验还是采用现场实验，要根据研究的具体目的来决定：对那些不易受场景影响，又需要对其过程进行严密控制的心理过程，用实验室实验的方式比较好；对于儿童的某些社会行为的研究应用现场实验法更合适。罗森塔尔效应48InfluencesAttitudesandbeliefsoftheculture,andsub-cultureandfamilyunitswecomefromAlltheseshapeourimageofthechild,justastheyshapetheworkofthemajortheoristsOurbeliefswillinfluencewhatwemightfindusefulfromdifferenttheorists49ImagesofthechildDoviewchildrenas:SeekersofknowledgeOREmptyvesselsforustopourknowledgeinto?Doyouviewbabiesas:PeopleseekingrelationshipsORPeoplewhoneedtobetaughttorelate50Whathasinfluencedthewayyouviewchildren/babies?51OurimageofthechildinourculturehelpsustoformtheseanswersItisimportanttobeawareoftheimagesweworkwithRe-examinationofyourviewofthechildkeepstheseimagesrelevantandopentochangethroughoutourprofessionalcareers52Doyouvalueknowledgegainedthroughgroupworkmore(orless)thanknowledgegainedalone?Why????53MaingroupsoftheoriesMaturationist–AGessell,NChomskyBehaviourist–BSkinner,JWatson,IPavlovDevelopmentalInteractionists–UBronfenbrenner,JPiaget,LVygostky54WhichTheory?Inassessingtheoriesaskyourself:Howdoesthistheoryexplainbehaviour?Howdoesthistheoryhelpmetopredictbehaviour?Howwillthistheoryassistmeinapracticalsituation?55Throughoutthisunityouwillstudyfourmaintheorists:MaslowPiagetVygotskyErikson56MaslowAbrahamMaslowdevelopedatheorybasedonbasicneeds.Hebelieved:thatpeoplegenerallyhavethesamebasicneeds.thatinordertothriveanddevelopweneedtomeettheseneedsthattheneedtogrowanddevelop,tostriveforimprovementiswithinallofus

SelfActualisation(SelfrespectApproval)Esteem(Respect,approval)Love&Belonging(Family,Community,Friendship),Safety(security,protection)PhysicalNeeds(FoodSleepWater)57JeanPiaget

TheoryonCognitiveDevelopment ConstructingKnowledgeSchemataAssimilationAccomodationConceptdevelopmentConservation58Piaget’sstagesofcognitivedevelopmentSensori-Motor–(0-2yrs)explorationusingsenses.Sensoryplayimportant(mouthing,sucking,banging,smellingandlooking).EgocentricPre-operational–(2–7yrs)languageandimaginationtoextendthinkingandunderstanding–lessegocentric59Concreteoperational–(7-11yrs)developskillsofthinkinglogicallyinavarietyofpracticalor‘concrete’situations.Moreorganisedthought(Categories)LogicalratherthanabstractthinkersFormaloperational(11+years)moreabstractargumentsanddiscussions.Broaderissuesoftheworldtakeamoreimportantrole.60LevVygostky

LanguageandCognition

“Whatachildcandoinco-operationtoday,hecandoalonetomorrow.”Vygotsky(1967)SocialConstructivistTheoryHeavieremphasisthanPiagetontheimportanceofsocialinteractionandlanguageingrowthofthinking61LearningisaresultofsocialcontactandinteractionwithsignificantandfamiliarpeopleEmphasisedtheimportanceofgesturesofthepre-linguisticchild–bodymovementsshowbeginningsofsymbolicthoughtAndimportanceofinnerspeech–‘talkingthrough’aproblem(selftalk)62ZoneofProximalDevelopment(ZPD)TheZPDisabout"candowithhelp",notasapermanentstatebutasastagetowardsbeingabletodosomethingonyourown.Thekeyto"stretching"thelearneristoknowwhatisinthatperson'sZPD—whatcomesnext,forthem.‘Scaffolding’–addingknowledgeandunderstanding.63ErikErikson

PsychosocialTheoryFocusonsocialandemotionaldevelopmentInfluencedbyFreudiantheoryHebelievedthatPeoplegenerallyhavethesamebasicneedsOurpersonalitydevelopsandchangesinresponsetotheseneedsDevelopmentproceedsinstagesthatmatchbiologicallifespanstagesEachstageischaracterisedbyacrisis–socialexpectationsMotivationtomeetthesechallengeswillvaryfromstagetostage64Erikson’sstages

(8stagesinall–only4outlinedhere)1:TrustvsMistrust(infancy)–“willItrusttheworld?”Infantdevelopsprimarythensecondaryattachments.Infantbeginstotrustthatbasicneedswillbemet.Developmentoftrustimportanttofuturerelationshipsandemotionaldevelopment.652:Autonomyv’sshameanddoubt(toddlerhood)“canIdothisbymyself”Toddlerseeksapprovalfromadults.Improvedselfhelpskills–requiressupportandguidanceofcarersinorderforautonomytodevelop.663.InitiativevsGuilt(preschoolyears)“IswhatIdoandthinkOK?”Childsometimesoverstepslimits–experienceguilt.Childislearningsocialrulesandconsequencesforbreachofrules674.IndustryvsInferiority(schoolage)“CanImasterthisskill?”Learningandusingpro-socialskillsandbehaviour.Moresureofownabilitiesandbecomemoreindependent.PeeracceptanceisimportantFeelingsofinferiorityarecommonaschildseeksacceptanceandapproval–selfesteemlowersduringmiddlechildhoodTheoriesofChildDevelopment

JeanPiaget•LevVygotsky

AbrahamMaslow•B.F.Skinner•ErikErickson•HowardGardnerWhyStudyChild&ParentingDevelopmentTheories?Theorieshelppeople:Organizetheirideasaboutraisingchildren.Understandinfluencesonparenting.Discovermorethanonewaytointeractwithchildren.Analyzethebenefitsandconsequencesofusingmorethanonetheory.WhyStudytheSelectedTheories?Theselectedtheories:Havebeenpopularandinfluential.Representdifferentapproachestoparent-childinteraction.Offerhelpinthe“realworld”ofdailychild-rearing.Makegoodcommonsense.LevVygotsky-1896-1934MainpointsDevelopmentisprimarilydrivenbylanguage,socialcontextandadultguidance.KeyWordsZoneofproximaldevelopmentScaffoldingTheculturesinwhichchildrenareraisedandthewaysinwhichtheyinteractwithpeopleinfluencetheirintellectualdevelopment.Fromtheirculturalenvironments,childrenlearnvalues,beliefs,skills,andtraditionsthattheywilleventuallypassontotheirownchildren.Throughcooperativeplay,childrenlearntobehaveaccordingtotherulesoftheircultures.Learningisanactiveprocess.Learningisconstructed.Whatis:ZoneofProximalDevelopment Itisarangeoftasksthatachildcannotyetdoalonebutcanaccomplishwhenassistedbyamoreskilledpartner. Thereisazoneofproximaldevelopmentforeachtask.Whenlearnersareinthezone,theycanbenefitfromtheteacher’sassistance. Learnersdevelopatdifferentratessotheymaydifferintheirabilitytobenefitfrominstructions.Whatis:ScaffoldingAssistancethatallowsstudentstocompletetasksthattheyarenotabletocompleteindependently.Effectivescaffoldingisresponsivetostudents’needs.Inclassroom,teachers’providescaffoldingby:

Breakingcontentintomanageable pieces Modelingskills Providepracticeandexampleswithprompts LettinggowhenstudentsarereadyLifeisaseriesofstages.Eachindividualmustpassthrougheachstage.Thewayinwhichapersonhandleseachofthesestagesaffectstheperson’sidentityandself-concept.Thesepsychosocialstagesare:Trustvs.mistrust(birthto1year)Autonomyvs.shame&doubt(2to3years)Initiativevs.guilt(4to5years)Industryvs.inferiority(6to11years)Identityvs.roleconfusion(12to18years)Intimacyvs.isolation(youngadulthood)Generativityvs.stagnation(middleadulthood)Integrityvs.despair(olderadulthood)PsychosocialTheoryofHumanDevelopment–ErikEriksonStageAgeBasic

ConflictImportant

EventSummaryOral-sensoryBirthto12to18monthsTrustvs.MistrustFeedingTheinfantmustformafirstloving,trustingrelationshipwiththecaregiver,ordevelopasenseofmistrust.Muscular-Anal18months

to3yearsAutonomyvs.

Shame/DoubtToilet

trainingThechild'senergiesaredirectedtowardthedevelopmentofphysicalskill,includingwalking,grasping,andrectalsphinctercontrol.Thechildlearnscontrolbutmaydevelopshameanddoubtifnothandledwell.Locomotor3to6yearsInitiativevs.

GuiltIndependenceThechildcontinuestobecomemoreassertiveandtotakemoreinitiative,butmaybetooforceful,leadingtoguiltfeelings.Latency6to12yearsIndustryvs.InferioritySchoolThechildmustdealwithdemandstolearnnewskillsorriskasenseofinferiority,failureandincompetence.Adolescence12to18yearsIdentityvs.

RoleConfusionPeerrelationshipsTheteenagermustachieveasenseofidentityinoccupation,sexroles,politics,andreligion.YoungAdulthood19to40yearsIntimacyvs.

IsolationLoverelationshipsTheyoungadultmustdevelopintimaterelationshipsorsufferfeelingsofisolation.MiddleAdulthood40to65yearsGenerativityvs.StagnationParentingEachadultmustfindsomewaytosatisfyandsupportthenextgeneration.Maturity65todeathEgoIntegrityvs.DespairReflectiononandacceptanceofone'slifeTheculminationisasenseofoneselfasoneisandoffeelingfulfilled.Erikson’sPsychosocialTheoryofHumanDevelopmentAutonomyvs.Shame/DoubtTrustvs.MistrustInitiativevs.GuiltIndustryvs.InferiorityIdentityvs.RoleConfusionIntimacyvs.IsolationEgoIntegrityvs.DespairGenerativityvs.StagnationCritiqueofErikEriksonSupportersofthisEriksoniantheory,suggestthatthosebestequippedtoresolvethecrisisofearlyadulthoodarethosewhohavemostsuccessfullyresolvedthecrisisofadolescence.Ontheotherhand,Erikson'stheorymaybequestionedastowhetherhisstagesmustberegardedassequential,andonlyoccurringwithintheagerangeshesuggests.Thereisdebateastowhetherpeopleonlysearchforidentityduringtheadolescentyearsorifonestageneedstohappenbeforeotherstagescanbecompleted.TheoryofBehaviorism-

B.FSkinner&othersBasedonLocke’stabularasa(“cleanslate”)idea,Skinnertheorizedthatachildisan“emptyorganism”thatis,anemptyvesselwaitingtobefilledthroughlearningexperiences.Anybehaviorcanbechangedthroughtheuseofpositiveandnegativereinforcement.Behaviorismisbasedoncause-and-effectrelationships.Pavlo'sdoggameClassicalConditioningPavlov'sDogsMajorelementsofbehaviorisminclude:

PositiveandnegativereinforcementUseofstimulusandresponseModelingConditioning.IvanPavlovB.F.SkinnerAlbertBanduraSkinnerBoxOperantConditioningTheoryofMultipleIntelligence

HowardGardner

HowardGardner’stheoryHowardGardnerdefinesintelligenceas"thecapacitytosolveproblemsortofashionproductsthatarevaluedinoneormoreculturalsetting"(Gardner&Hatch,1989).Usingbiologicalaswellasculturalresearch,heformulatedalistofsevenintelligences.Thisnewoutlookonintelligencediffersgreatlyfromthetraditionalviewthatusuallyrecognizesonlytwointelligences,verbalandmathematical.WhoisHowardGardner?

HowardGardnerisapsychologistandProfessoratHarvardUniversity'sGraduateSchoolofEducation.Basedonhisstudyofmanypeople,Gardnerdevelopedthetheoryofmultipleintelligences.Gardnerdefinesintelligenceas“abilitytosolveproblemsortocreateproductswhicharevaluedinoneormoreculturalsettings.”AccordingtoGardner,8differenttypesofintelligencearedisplayedbyhumans.

Gardner’sIntelligences:Logical-MathematicalIntelligence

consistsoftheabilityto:detectpatternsreasondeductivelythinklogicallyThisintelligenceismostoftenassociatedwithscientificandmathematicalthinking.Famousexamples:AlbertEinstein,JohnDewey.

LinguisticIntelligence

involveshavingamasteryoflanguage

Thisintelligenceincludestheabilitytoeffectivelymanipulatelanguagetoexpressoneselfrhetoricallyorpoetically.Italsoallowsonetouselanguageasameanstorememberinformation.Famousexamples:CharlesDickens,AbrahamLincoln,T.S.Eliot,SirWinstonChurchill.SpatialIntelligence

givesonetheabilitytomanipulateandcreatementalimagesinordertosolveproblems.

Thisintelligenceisnotlimitedtovisualdomains--Gardnernotesthatspatialintelligenceisalsoformedinblindchildren.

Famousexamples:Picasso,FrankLloydWright

MusicalIntelligence

encompassesthecapabilitytorecognizeandcomposemusicalpitches,tones,andrhythms.

(Auditoryfunctionsarerequiredforapersontodevelopthisintelligenceinrelationtopitchandtone,butthesefunctionswouldnotbeneededfortheknowledgeofrhythm.)

Famousexamples:Mozart,LeonardBernstein,RayCharles.

Bodily-KinestheticIntelligence

istheabilitytouseone'smentalabilitiestocoordinateone'sownbodilymovements.Thisintelligencechallengesthepopularbeliefthatmentalandphysicalactivityareunrelated.Theabilitytouseyourbodyskillfullytosolveproblems,createproductsorpresentideasandemotions.Anabilityobviouslydisplayedforathleticpursuits,dancing,acting,artistically,orinbuildingandconstruction.Youcanincludesurgeonsinthiscategorybutmanypeoplewhoarephysicallytalented–"goodwiththeirhands"–don'trecognizethatthisformofintelligenceisofequalvaluetotheotherintelligences.Famousexamples:CharlieChaplin,MichaelJordan.

Interpersonal

IntelligenceTheabilitytoworkeffectivelywithotherstorelatetootherpeopledisplayempathyandunderstandingnoticetheirmotivationsandgoals.

Thisisavitalhumanintelligencedisplayedbygoodteachers,facilitators,therapists,politicians,religiousleadersandsalespeople.

Famousexamples:Gandhi,RonaldReagan,MotherTeresa,OprahWinfrey.IntrapersonalIntelligenceTheabilityforself-analysisandreflection–tobeableto:

quietlycontemplateandassessone'saccomplishmentsreviewone'sbehaviorandinnermostfeelingsmakeplansandsetgoalsknowoneselfPhilosophers,counselors,andmanypeakperformersinallfieldsofendeavorhavethisformofintelligence.Famousexamples:Freud,EleanorRoosevelt,Plato.

Naturalistintelligence

designatesthehumanabilitytodiscriminateamonglivingthings(plants,animals)aswellassensitivitytootherfeaturesofthenaturalworld(clouds,rockconfigurations).tomakedistinctionsinthenaturalworldandtousethisabilityproductively–forexampleinhunting,farming,orbiologicalscience.

Farmers,botanists,conservationists,biologists,environmentalistswouldalldisplayaspectsoftheintelligence.Famousexamples:CharlesDarwin,RachelCarson.Canwebemorethanone?

Yes!

Althoughtheintelligencesareanatomicallyseparatedfromeachother,Gardnerclaimsthattheeightintelligencesveryrarelyoperateindependently.

Rather,theintelligencesareusedconcurrentlyandtypicallycomplementeachotherasindividualsdevelopskillsorsolveproblems.Forexample,adancercanexcelinhisartonlyifhe/shehas

strongmusicalintelligencetounderstandtherhythmandvariationsofthemusic

bodily-kinestheticintelligencetoprovidehimwiththeagilityandcoordinationtocompletethemovementssuccessfullyinterpersonalintelligencetounderstandhowhecaninspireoremotionallymovehisaudiencethroughhismovementsThebehaviorofchildrenandthedevelopmentoftheirthinkingcanonlybeexplainedbytheinteractionofnature(intrinsicdevelopment)andnurture(extrinsicenvironmentalfactors).JeanPiaget-1896-1980Goalofcognitivedevelopment–BiologicalsurvivalCognitivedevelopmentasbiologicaladaptation–Adaptationofmentalconstructsfromexperiences–Learneras‘thelittlescientist’Knowledgeoriginatesfromtheenvironment–Assimilation+accommodationleadtoequilibrium–Cognitivedevelopmentinvolvesactiveselection,interpretation,andconstructionofknowledgeKeywordsCognitivelearningtheory;assimilate;symbolism;accommodate;egocentric;decentre;conservatism;activelearners;schemata;sensory-motor;stages;pre-operational;animism;moralrealism;concreteoperations;formaloperationsJeanPiaget(1896-1980)CognitiveDevelopmentTheoryTwoprocessesareessentialfordevelopment:AssimilationLearningtounderstandeventsorobjects,

basedonexistingstructure.AccommodationExpandingunderstanding,basedonnewinformation.PiagetChildrenpassthroughspecificstagesastheydeveloptheirCognitiveDevelopmentskills:Sensorimotor–birth-2years–infantsdeveloptheirintellectPreoperational–2-7years–childrenbegintothinksymbolicallyandimaginativelyConcreteoperational–7-12years–childrenlearntothinklogicallyFormaloperational–12years–adulthood–adultsdevelopcriticalthinkingskillsMaslow’sTheoryMaslow’stheorymaintainsthatapersondoesnotfeelahigherneeduntiltheneedsofthecurrentlevelhavebeensatisfied.Maslow'sbasicneedsareasfollows:PhysiologicalNeedsFoodAirWaterClothingSexBasicHumanNeedsSafetyNeedsProtectionStabilityPainAvoidanceRoutine/Order

SafetyandSecurity

SocialNeedsAffectionAcceptanceInclusionLoveandBelongingEsteemNeedsSelf-RespectSelf-EsteemRespectedbyOthersEsteemSelf-ActualizationAchievefullpotentialFulfillment阶段StagesofGrowthandDevelopmentInfancyNeonateBirthto1monthInfancy1monthto1yearEarlyChildhoodToddler1-3yearsPreschool3-6yearsMiddleChildhoodSchoolage6to12yearsLateChildhoodAdolescent13yearstoapproximately18yearsPrinciplesofGrowthandDevelopmentGrowthisanorderlyprocess,occurringinsystematicfashion.Ratesandpatternsofgrowtharespecifictocertainpartsofthebody.Wideindividualdifferencesexistingrowthrates.Growthanddevelopmentareinfluencesbyareinfluencesbyamultiplefactors.PrinciplesContinuedDevelopmentproceedsfromthesimpletothecomplexandfromthegeneraltothespecific.Developmentoccursinacephalocaudalandaproximodistalprogression.Therearecriticalperiodsforgrowthanddevelopment.Ratesindevelopmentvary.Developmentcontinuesthroughouttheindividual'slifespan.GrowthPatternGrowthPatternsThechild’spatternofgrowthisinahead-to-toedirection,orcephalocaudal,andinaninwardtooutwardpatterncalledproximodistal.Whydevelopmentalassessment?Earlydetectionofdeviationinchild’spatternofdevelopmentSimpleandtimeefficientmechanismtoensureadequatesurveillanceofdevelopmentalprogressDomainsassessed:cognitive,motor,language,social/behavioralandadaptiveGrossMotorSkillsTheacquisitionofgrossmotorskillprecedesthedevelopmentoffinemotorskills.BothprocessesoccurinacephalocaudalfashionHeadcontrolprecedingarmandhandcontrolFollowedbylegandfootcontrol.GrossMotorDevelopmentNewborn:barelyabletolifthead6months:easilyliftshead,chestandupperabdomenandcanbearweightonarmsHeadControlNewbornAge6monthsSittingup2monthsold:needsassistance6monthsold:cansitaloneinthetripodposition8monthsold:cansitwithoutsupportandengageinplaySittingUpAge2monthsAge8monthsAmbulation9monthold:crawl1year:standindependentlyfromacrawlposition13monthold:walkandtoddlequickly15monthold:canrunAmbulation13montholdNineto12-monthsFineMotor-InfantNewbornhasverylittlecontrol.Objectswillbeinvoluntarilygraspedanddroppedwithoutnotice.6monthold:palmargrasp–usesentirehandtopickupanobject9monthold:pincergrasp–cangraspsmallobjectsusingthumbandforefingerSpeechMilestones1-2months:coos2-6months:laughsandsqueals8-9monthsbabbles:mama/dadaassounds10-12months:“mama/dadaspecific18-20months:20to30words–50%understoodbystrangers22-24months:twowordsentences,>50words,75%understoodbystrangers30-36months:almostallspeechunderstoodbystrangersHearingBAERhearingtestdoneatbirthAbilitytohearcorrelateswithabilityenunciatewordsproperlyAlwaysaskabouthistoryofotitismedia–earinfection,placementofPET–tubesinearEarlyreferraltoMDtoassessforpossiblefluidinears(effusion)RepeathearingscreeningtestSpeechtherapistasneededFineMotorDevelopment6-month-old12-month-oldRedFlagsininfantdevelopmentUnabletositalonebyage9monthsUnabletotransferobjectsfromhandtohandbyage1yearAbnormalpincergriporgraspbyage15monthsUnabletowalkaloneby