学前儿童发展概论

儿童发展概论

GrowthandDevelopment首都师范大学黄翯青发展学科：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

一儿童童发展概概念儿童的哪哪些方面面在发展和和变化？？儿童发展展的领域域生理发展展认知发展展个性和社社会性发发展文化性发发展发展是指指个体身身体、生生理、心心理、行行为等方方面的发发育、成成长、分化、成成熟和变变化的过过程。身体结构构的变化化思维方式式的变化化13学步儿和和5岁孩子的的身体样样子很不不一样。。这个女女孩和她她的小弟弟弟相比比，身体体线条看看上去更更像大人人。儿童发展展的特点点发展的基基础性发展的递递进性发展的易易感性儿童发展展的特点点发展的基基础性发展的递递进性发展的易易感性儿童发展展的特点点发展的基基础性发展的递递进性发展的易易感性儿童发展展的特点点发展的基基础性发展的递递进性发展的易易感性儿童发展展的概念念发展的基基础性发展的递递进性发展的易易感性年龄领域第二节儿儿童发发展研究究的历史史和现状状.儿童发展展和人类类发展心理的种种系发展展广义发展心理理学狭义发展心理理学心理的种种族发展展个体心理理发展（（生→死）2.发展心理理学的概概念研究个体体从受精精卵开始始到出生生、到成成熟、直直至衰老老的生命命全程中中心理发发生、发发展的特特点和规规律的科科学。即研究毕毕生心理理发展特特点和规规律的科科学。比较心理理学（动动物心理理学）民族心理理学广义发展展心理学学是研究种种系和个个体心理理发生与与发展的的科学包含心理理的种系系发展（（比较心心理学/动物心理理学）、、心理的的种族发发展（民民族心理理学）和和个体心心理发展展（个体体发展心心理学））。狭义发展展心理学学即个体发展展心理学学，是关于于人的个个体从受受精卵开开始到出出生、成成熟、直直至衰老老的生命命全程中中心理发发生、发发展特点点和规律律的科学学。发展心理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动人格先天后天天外因内因因阶段连续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展心理学学（狭义）基本原理理三、种系系发展与与个体发发展种系发展展（广义）种族发展展个体心理理发展（狭义）动物人类动物/比比较心理学民族心理学个体发展展心理学学什么东西西早上是是四条腿腿，到了了中午是是两条腿腿，当太太阳落山山时又变变为三条条腿？斯芬克斯斯之谜人个体心理理发展与与种系心心理发展展的关系系个体发展展与种系系心理发发展的理理论，最最有代表表性的还还是20世纪初霍霍尔（）的复演演说。带了81位博士生生，三分分之一是是大学校校长或是是国际上上有名的的心理学学家，如如杜威、、卡特尔尔主要观点点：“儿童乃乃成人之之父”。。个体的发发育和发发展是种种系发生生的各主主要阶段段的再现现。1、胎儿在在胎内的的发展复复演了动动物的进进化过程程。2、儿童和和青少年年时期的的心理发发展复演演了人类类进化过过程①阶段：：乳儿期期复演了了从动物物到人的的进化；；②8岁前的儿儿童复演演着原始始人的渔渔猎时代代；③8-12岁儿童期复复演由蒙蒙昧时代代向文明明时代的的过渡时时期④少年期复演了中中世纪人人类的特特征；⑤青年期复演了近近代风云云变幻的的人类特特征。⑥青年期复演着人人类浪漫漫主义时时代。复演说结结构图动物物原原始人现现代人人胎儿儿出出生成成熟熟评论错误：引引向生物物决定论论（3）评价霍尔的复复演说引引起了心心理学界界很大争争议，我我们应用用辩证的的眼光来来评价它它。复演演说有其其正确的的一面，，因为我我们在个个体心理理发展的的过程中中确实看看到了一一些返祖祖现象。。但是复复演说的的错误在在于把个个体发展展与种系系发展完完全等同同起来，，从而引引向了生生物决定定论。第三节儿儿童发展研研究方法一、观察法法：观察者者通过自己己的感官或或仪器，对对儿童的心心理和行为为变化进行行有目的、、有计划的的观察。（一）长期期观察和定定期观察长期观察定期观察（二）全面面观察和重重点观察全面观察重点观察优点：现场场观察，资资料更客观观、全面、、准确缺点：观察察质量的高高低决定于于观察者本本人的专业业水平第三节发发展心理理学的主要要研究方法法认人为父的的小鹅二、访谈法法访谈法：研研究者通过过与儿童进进行口头交交谈，了解解和搜集有有关心理特特征资料的的方法。访谈法在儿儿童心理学学研究中具具有重要意意义和作用用。根据访谈内内容和过程程是否有统统一要求和和结构：结结构访谈、、非结构访访谈根据是否借借助一定的的中介物：：直接访谈谈和间接访访谈优点：较针针对性地收收集证据，，情境自然然缺点：访谈谈结果的准准确性和有有效性受到到访谈者自自身条件的的限制，费费时多，对对访谈结果果进行量化化的难度也也较大三、问卷法法是研究者用用同一设计计的问卷来来搜集儿童童心理和行行为资料的的方法问题是问卷卷的核心。。优点：更具具目的性，，内容更加加完整，设设计更加严严密，标准准化程度较较高，可以以在短时间间内搜集到到大量的资资料，所得得数据也便便于定量分分析。缺点：问卷卷设计最关关键。如果果不当，会会达不到预预期效果，，对被试有有书面语能能力的要求求。四、测验法法测验法：通通过测验量量表来测查查儿童心理理发展特点点和规律的的方法。编编制测验量量表需要经经过编制测测验题目、、预测、项项目分析、、合成测验验、取得信信度和效度度资料，建建立常模等等标准化过过程。应用用经过标准准化测验量量表进行测测量，将其其得分与常常模分数进进行比较，，就可以清清楚地了解解儿童在某某方面的发发展水平。。如中国比内内测验、韦韦克斯勒智智力量表、、瑞文测验验，卡特尔尔16项人格因素素量表。优点：测验验量表的编编制严谨，，结果处理理方便，由由于一些常常模的存在在，可以直直接进行对对比研究。。缺点：受被被试口头语语言和书面面语言能力力的限制，，不能用于于测差低幼幼儿童。瑞文测验瑞文智力测测验画树测验画人测验五、实验法法实验法：通通过创设一一定的情境境，操纵和和控制某些些实验变量量，来探讨讨儿童心理理发展的原原因和规律律的方法。。（一）实验验室实验：：是在专门门的实验室室内，利用用专门的仪仪器和设备备，对儿童童的心理发发展所进行行的研究，，关于儿童童的各种认认知能力，，如感觉、、知觉、已已忆、思维维等心理过过程多用实实验室方法法进行。如对婴儿颜颜色知觉的的研究被试：3、4个月的婴儿儿过程：对480毫微米蓝波波形成习惯惯化；呈现450毫微米蓝色色510毫微米绿色色结果：婴儿儿对绿色表表现出去习习惯化，但但对蓝波没没有。结论：婴儿儿和成人一一样，是按按颜色的不不同类别做做出反应的的。优点：能够够严格地控控制和操纵纵变量，揭揭示变量间间的因果关关系；对实实验过程和和结果的记记录客观、、准确，利利于定量分分析，这就就在很大程程度上提高高了研究的的科学性。。局限：与儿儿童的实际际生活相脱脱节，使儿儿童的表现现易带上非非自然性色色彩。（二）现场场实验：是是在现实的的真实环境境中，对儿儿童心理发发展状况所所进行的研研究。现场场实验的整整体实验情情景是自然然的，但又又对某些因因素进行了了有目的、、有计划的的控制。优点：保证证了研究具具有较高的的内部和外外部效度。。局限：由于于这种研究究在环境上上的开放性性，因而很很难对有些些无关变量量进行很理理想的控制制，样本的的代表性也也不易控制制在具体的研研究中，究究竟采用实实验室实验验还是采用用现场实验验，要根据据研究的具具体目的来来决定：对对那些不易易受场景影影响，又需需要对其过过程进行严严密控制的的心理过程程，用实验验室实验的的方式比较较好；对于于儿童的某某些社会行行为的研究究应用现场场实验法更更合适。罗森塔尔效效应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)57JeanPiagetTheoryonCognitiveDevelopmentConstructingKnowledgeSchemataAssimilationAccomodationConceptdevelopmentConservation58Piaget’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.60LevVygostkyLanguageandCognition“Whatachildcandoinco-operationtoday,hecandoalonetomorrow.”Vygotsky(1967)SocialConstructivistTheoryHeavieremphasisthanPiagetontheimportanceofsocialinteractionandlanguageingrowthofthinking61LearningisaresultofsocialcontactandinteractionwithsignificantandfamiliarpeopleEmphasisedtheimportanceofgesturesofthepre-linguisticchild–bodymovementsshowbeginningsofsymbolicthoughtAndimportanceofinnerspeech–‘‘talkingthrough’aproblem(selftalk)62ZoneofProximalDevelopment(ZPD)TheZPDisabout"candowithhelp",notasapermanentstatebutasastagetowardsbeingabletodosomethingonyourown.Thekeyto"stretching"thelearneristoknowwhatisinthatperson'sZPD——whatcomesnext,forthem.‘Scaffolding’’–addingknowledgeandunderstanding.63ErikEriksonPsychosocialTheoryFocusonsocialandemotionaldevelopmentInfluencedbyFreudiantheoryHebelievedthatPeoplegenerallyhavethesamebasicneedsOurpersonalitydevelopsandchangesinresponsetotheseneedsDevelopmentproceedsinstagesthatmatchbiologicallifespanstagesEachstageischaracterisedbyacrisis––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–selfesteemlowersduringmiddlechildhoodTheoriesofChildDevelopmentJeanPiaget••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:ZoneofProximalDevelopmentItisarangeoftasksthatachildcannotyetdoalonebutcanaccomplishwhenassistedbyamoreskilledpartner.Thereisazoneofproximaldevelopmentforeachtask.Whenlearnersareinthezone,theycanbenefitfromtheteacher’sassistance.Learnersdevelopatdifferentratessotheymaydifferintheirabilitytobenefitfrominstructions.Whatis:ScaffoldingAssistancethatallowsstudentstocompletetasksthattheyarenotabletocompleteindependently.Effectivescaffoldingisresponsivetostudents’needs.Inclassroom,teachers’providescaffoldingby:BreakingcontentintomanageablepiecesModelingskillsProvidepracticeandexampleswithpromptsLettinggowhenstudentsarereadyLifeisaseriesofstages.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.IvanPavlovAlbertBanduraSkinnerBoxOperantConditioningTheoryofMultipleIntelligence

HowardGardnerHowardGardner’stheoryHowardGardnerdefinesintelligenceas"thecapacitytosolveproblemsortofashionproductsthatarevaluedinoneormoreculturalsetting"(Gardner&Hatch,1989).Usingbiologicalaswellasculturalresearch,heformulatedalistofsevenintelligences.Thisnewoutlookonintelligencediffersgreatlyfromthetraditionalviewthatusuallyrecognizesonlytwointelligences,verbalandmathematical.WhoisHowardGardner?HowardGardnerisapsychologistandProfessoratHarvardUniversity'sGraduateSchoolofEducation.Basedonhisstudyofmanypeople,Gardnerdevelopedthetheoryofmultipleintelligences.Gardnerdefinesintelligenceas“abilitytosolveproblemsortocreateproductswhicharevaluedinoneormoreculturalsettings.”AccordingtoGardner,8differenttypesofintelligencearedisplayedbyhumans.Gardner’sIntelligences:Logical-MathematicalIntelligenceconsistsoftheabilityto:detectpatternsreasondeductivelythinklogicallyThisintelligenceismostoftenassociatedwithscientificandmathematicalthinking.Famousexamples:AlbertEinstein,JohnDewey.LinguisticIntelligenceinvolveshavingamasteryoflanguageThisintelligenceincludestheabilitytoeffectivelymanipulatelanguagetoexpressoneselfrhetoricallyorpoetically.Italsoallowsonetouselanguageasameanstorememberinformation.Famousexamples:CharlesDickens,AbrahamLincoln,T.S.Eliot,SirWinstonChurchill.SpatialIntelligencegivesonetheabilitytomanipulateandcreatementalimagesinordertosolveproblems.Thisintelligenceisnotlimitedtovisualdomains--Gardnernotesthatspatialintelligenceisalsoformedinblindchildren.Famousexamples:Picasso,FrankLloydWrightMusicalIntelligenceencompassesthecapabilitytorecognizeandcomposemusicalpitches,tones,andrhythms.(Auditoryfunctionsarerequiredforapersontodevelopthisintelligenceinrelationtopitchandtone,butthesefunctionswouldnotbeneededfortheknowledgeofrhythm.)Famousexamples:Mozart,LeonardBernstein,RayCharles.Bodily-KinestheticIntelligenceistheabilitytouseone'smentalabilitiestocoordinateone'sownbodilymovements.Thisintelligencechallengesthepopularbeliefthatmentalandphysicalactivityareunrelated.Theabilitytouseyourbodyskillfullytosolveproblems,createproductsorpresentideasandemotions.Anabilityobviouslydisplayedforathleticpursuits,dancing,acting,artistically,orinbuildingandconstruction.Youcanincludesurgeonsinthiscategorybutmanypeoplewhoarephysicallytalented–"goodwiththeirhands"–don'trecognizethatthisformofintelligenceisofequalvaluetotheotherintelligences.Famousexamples:CharlieChaplin,MichaelJordan.InterpersonalIntelligenceTheabilitytoworkeffectivelywithotherstorelatetootherpeopledisplayempathyandunderstandingnoticetheirmotivationsandgoals.Thisisavitalhumanintelligencedisplayedbygoodteachers,facilitators,therapists,politicians,religiousleadersandsalespeople.Famousexamples:Gandhi,RonaldReagan,MotherTeresa,OprahWinfrey.IntrapersonalIntelligenceTheabilityforself-analysisandreflection–tobeableto:quietlycontemplateandassessone'saccomplishmentsreviewone'sbehaviorandinnermostfeelingsmakeplansandsetgoalsknowoneselfPhilosophers,counselors,andmanypeakperformersinallfieldsofendeavorhavethisformofintelligence.Famousexamples:Freud,EleanorRoosevelt,Plato.Naturalistintelligencedesignatesthehumanabilitytodiscriminateamonglivingthings(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/shehasstrongmusicalintelligencetounderstandtherhythmandvariationsofthemusicbodily-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/OrderSafetyandSecuritySocialNeedsAffectionAcceptanceInclusionLoveandBelongingEsteemNeedsSelf-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-oldRedFlagsininfantdevelopmentUnabletositalonebyage9monthsUnabletotransferobjectsfromhandtohandbyage1yearAbnormalpincergriporgraspbyage15monthsUnabletowalkaloneby18monthsFailuretospeakrecognizablewordsby2years.FineMotor-toddler1yearold:transferobjectsfromhandtohand2yearold:canholdacrayonandcolorverticalstrokesTurnthepageofabookBuildatowerofsixblocksFineMotor––OlderToddler3yearold:copyacircleandacross––buildusingsmallblocks4yearold:usescissors,colorwithintheborders5yearold:writesomelettersanddrawapersonwithbodypartsToddlerAdelePiliterri,ChildHealthNursing,LippincottToddlerSafetybecomesaproblemasthetoddlerbecomesmoremobile.Pilliterri,LippincottToddlersIssuesinparenting-toddlersStrangeranxiety––shoulddissipatebyage2½½to3yearsTempertantrums:occurweeklyin50to80%ofchildren–peakincidence18months–mostdisappearbyage3Siblingrivalry:aggressivebehaviortowardsnewinfant:peakbetween1to2yearsbutmaybeprolongedindefinitelyThumbsuckingToiletTrainingPre-SchoolFinemotorandcognitiveabilitiesButtoningclothingHoldingacrayon/pencilBuildingwithsmallblocksUsingscissorsPlayingaboardgameHavechilddrawpictureofhimselfPre-schooltasksRedflags:preschoolInabilitytoperformself-caretasks,handwashingsimpledressing,daytimetoiletingLackofsocializationUnabletoplaywithotherchildrenAbletofollowdirectionsduringexamPerformanceevaluationofpre-schoolteacherforkindergartenreadinessPoolSafetySchool-AgeSchoolYears:finemotorWritingskillsimproveFinemotorisrefinedFinemotorwithmorefocusBuilding:models––legosSewingMusicalinstrumentPaintingTypingskillsTechnology:computersSchoolperformanceAskaboutfavoritesubjectHowtheyaredoinginschoolDotheylikeschoolByparentreport:anylearningdifficulties,attentionproblems,homeworkParentalexpectationsRedflags:schoolageSchoolfailureLackoffriendsSocialisolationAggressivebehavior:fights,firesetting,animalabuseSchoolAge:grossmotor8to10years:teamsportsAgeten:matchsporttothephysicalandemotionaldevelopmentSchoolAgeSchoolAge:cognitiveGreaterabilitytoco