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Child Development Theories File CHILD DEVELOPMENT THEORIES Section Outline 1.1. Introduction 1.2. Section objectives 1.3. Child development/Definition of key child development terms 1.3.1. Child developmental theories concept 1.3.2. Growth 1.3.3. Child development 1.3.4. Key questions in Child Development 1.3.5. Child development core issues 1.3.6. Laws of development 1.3.7. Child developmental milestones/landmarks 1.3.8. Motivational and Humanistic theories 1.3.9. Attachment theory 1.3.10. Introduction 1.3.11. Class assignments 1.4. Specific child Developmental theories 1.4.1. Introduction 1.4.2. Class assignments 1.4.2.1. Motivational and Humanistic theories 1.4.2.2. Attachment theory 1.4.2.3. Maturation and Language theories 1.4.2.4. Psychodynamic theories 1.4.2.5. Behaviorist theories 1.4.2.6. Social learning theory 1.4.2.7. Cognitivist theories 1.4.2.8. Constructivist, social, and situational theories 1.5. Summary 1.6. References 1.7. Self-test questions 1.1 Introduction I am delighted to welcome you to this session on child development theories. From conception to adolescence, life is a journey of change. Though we begin the journey as a single cell full of potential, along the way, we undergo dramatic changes in our physical attributes, intellectual capacities, personal characteristics, social habits and skills. In order to understand children and adolescents well, some background knowledge of how children grow and change from birth through adolescence, is essential. Theory is the first part of the continuum for understanding the determinants of behaviors, testing strategies and disseminating effective interventions. In this session we will define key terms in child development; explore several specific child developmental theories; identify child developmental stages and milestones as well as discuss the concept of development appropriate clinical practice. I hope that you will enjoy this session and I wish you every success in your studies! We worry about what a child will become tomorrow, yet we forget that he is someone today. Stacia Tauscher 1.2 Learning objectives At the end of the section you should be able to: 1. Define and use key child development terms. 2. Identify typical child developmental milestones/stages. 3. Identify major theories and theorists of child development. 4. Describe various theoretical perspectives relating to child development that inform developmentally appropriate clinical assessment, practice and research. 5. Apply understanding of child development stages to clinical psychology assessment, practice and research. 1.3 Child development/Definition of key child development terms Activity 1. Do you think studying child development is important? 2. Give at least two (2) reasons to support your view. 3. What are your personal beliefs about how children develop? 4. Reflect on what you already know about child development. Does your current knowledge impact on your practice? 1.3.1 Definitions a) Child developmental theories describe how children differ from one age to the next, describe how different aspects of development are interrelated (e.g., influence of cognitive development on peer relations), and explain why development proceeds in a certain direction. Activity 1. What is growth? 2. Does development mean change? 3. Does change mean development? 4. What is development? b) Growth- is a quantitative change and in the context of child psychology, growth is a child's physical increase in size or amount that is easily observed. c) What Is Development? Development is a qualitative change and in the context of child psychology, development refers to changes in the child that occur over time. Development is about change, changes in size, behavior, thinking, and personality during any age period. Development and change not the same thing. Development involves a very specific kind of change. For change to be developmental, it must be systematic, organized and have a successive character. It is the ability of a child to do things that are complex and difficult. d) Development occurs in a relatively orderly sequence. Children follow the same growth and development sequence. However, the rate of development varies across children and within children, so the rate of a child’s growth and development may progress differently. e) Development shows increasing complexity; skills and abilities are refined over time f) Development is affected by maturation and by the child’s environment and the people in the environment. g) Development in one area impacts development in other areas. A child’s readiness for learning and the achievement of development milestones are directly tied to interactions with other people and the child’s surroundings. h) Knowledge of child development is essential to identify possible delays, disabilities or disorders. Timely child observations and assessment can facilitate early identification and early interventions. Take Note ! Child development refers to the sequence of physical, language, thought and emotional changes that occur in a child from birth to adolescence. In this process a child progresses from dependency on their parents/guardians to increasing independence. 1.3.2 Key questions in Child Development (a) Are developmental changes the same across all people or do some appearing more in some populations than others? (b) Which aspects of development stay mostly the same over a lifetime? (c) What causes the change to happen? Is development affected more by a child's biological genes or their social environment? (d) Does development happen in separate areas? (e) Does development happen in stages? (f) Understanding how children think, feel, learn and grow, as well as how they change and stay the same, is essential to the ability to foster positive development. Knowledge of the areas of child development and the understanding of healthy brain development is basic when caring for children. 1.3.3 Child Development core issues (a) Nature versus nurture. To what extent is development a function of innate biological processes, environmental conditions, or some interaction of the two? (b) Stability versus plasticity. Are there critical periods in which a child must have certain social or cognitive experiences in order to develop normally? Are developmental processes highly malleable and open to change at any point in the course of development? (c) Continuity versus discontinuity. Is development a continuous process that occurs gradually in small increments? Is development a series of discrete stages that represent major and abrupt transformations in functioning? (d) Passive versus active child. What is a child’s role in the developmental process? Is the child a passive organism that is simply shaped by genetic or environmental influences? Are children active agents who shape, control, and direct their own development? (e) Endpoint versus no endpoint. What is it that develops? Is there an endpoint to development? Do all children follow a universal sequence of development? 1.3.4 Laws of development: (a) Phases: Each developmental phase has characteristic traits. Every individual normally passes through every stage of development. (b) Holistic: All aspects of development are inter-related. It’s important to understand that a child’s development progresses in a holistic way. As infants’ motor skills are developing their language, communication, cognition and social skills are also developing through making sounds, discovering the changing world around them, and interacting with others. (c) Sequence: Changes follow an orderly pattern that moves toward greater complexity and enhances survival. Children’s developmental patterns follow the same sequence for all children but individual children develop at different rates. E.g., a baby must have head control before they can sit unsupported. (d) Normative development: Normative development refers to what is considered ‘normal’ for that age and stage of development. Significant points in a child’s developmental progress are often known as ‘milestones’. Milestones are used to track ‘normal’ development. They allow the measurement of an individual child’s progress and can indicate any deviation from the norm. For example, a milestone which demonstrates an infant’s physical development at age 3 months is their ability to lift up their head when lying on their front. Milestones are useful in helping us to ensure that activities chosen are appropriate to the stage of development that children have reached. Milestones are also a good measuring tool for progress. (e) Milestones of development are the indicators of development in these four aspects. (f) Delay: Delay in progress of one developmental aspect may result from or lead to delays in others. A child can only progress when he or she is ready and cannot be pushed. (g) Rate: Though there are variations in rate at which child development takes place, milestones will always occur in the same sequence. Development in one aspect of development does not necessarily mean it will be the same in other development aspects. Take Note Knowledge of normal developmental processes as they relate to emotional, behavioral and social functioning is the yardstick against which children’s clinical observations are gauged in distinguishing between normal and abnormal behavior and development. When a four-year child is still crawling instead of walking it is time to cry out. ~African Proverb 1.3.5 Child developmental milestones/landmarks a) Prenatal Development [1]. Zygote – fertilized egg (0 - 2 weeks); [2]. Embryo–Heartbeat; sex differentiation; (2–9 wks) and [3]. Fetus–Rapid growth of body & brain (9wks-b b) Child stages of development are: i. Infancy -- birth to 12 months. ii. Toddler -- 12 months to 3 years. iii. Preschool -- 3 years to 6 years. iv. School age -- 6 years to 12 years. v. Adolescents -- 13 years to 18 years Childhood is a period of massive development. The brain rewires itself several times during childhood and the body goes through extraordinary transitions. This has huge effects on emotions, cognition, intelligence, behavior and the way children interact socially with others.
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