Growth
increase in number and size of cells as they divide and synthesize new proteins; increase in SIZE and WEIGHT
Development
gradual change and expansion; advancement from lower to more advanced stage of complexity (maturation, learning)
Maturation
increase in competence and adaptability, usually described as QUALITATIVE change to function at higher level
Differentiation
processes by which early cells and structures are systematically modified/altered
Directional trends of growth
Cephalocaudual (head to tail)
Proximodistal (near to far)
Differentiation (simple to complex
Sequential trends of growth
predictable sequence
from crawl, to creep, to stand then walk
scribble then write
why is the first year of life considered a sensitive/critical period?
because its for brain development and bonding
Newborn
birth - 1 month
Infancy
1 month - 1 year
Toddler
1-3 years
Preschool/early childhood
3-6 years
school-age/middle childhood
6-12 years
Adolesemce
12-19 years
Early adult
20-40 years
Middle adulthood
40-64 years
Late adulthood
65+
Super elderly
>80 years
theory
orderly set of ideas which describe, explain, and predict behavior; important because they give meaning to what we observe and acts as a basis for action - finding ways to improve the lives and education of children
Psychosexual theory (Freud)
based on his therapy with troubled adults; emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives; oral, anal, phallic, latency period and genital stage
oral stage
birth to 1 year; source of pleasure seeking is centered on oral activities (i.e. sucking, biting, chewing and vocalizing)
anal stage
1 to 3 years; focus becomes more on anal region because sphincter muscles develop and children are able to with hold or expel poop at will; climate around potty training
phallic stage
3 to 6 years; they begin to recognize difference between sexes become curious about differences; period around Oedipus and electra complexes, penis envy, etc; genetalia become sensitive and interesting to them
latency period
6 to 12 years; child elaborates on previously acquired traits and skills; knowledge and vigorous play
genital stage
>12 years; begins at puberty with maturation or reproductive system and sex hormone production; genital organs became source of sexual tension/pleasure; form friendships and prepare for marriage
Psychosocial theory (Erikson)
expanded on Freud's theories; believed that development is life-long; emphasized that at each of the 8 stages, the child or adult acquires attitudes and skills resulting from the successful negotiation of the psychological conflict
Trust vs. Mistrust
birth to 1 year; the infant must form a first loving, trusting relationship with the caregiver, or develop a sense of mistrust
Autonomy vs. Shame/Doubt
1 to 3 years; the child's energies are directed toward the development of physical skills, including walking, grasping, and rectal sphincter control. The child learns control but may develop shame and doubt if not handled well
Initiative vs. Guilt
3 to 6 years; the child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings
Industry vs. Inferiority
6 to 11 years; the child must deal with demands to learn new skills or risk a sense of inferiority,failure and incompetence
Identity vs. Role Confusion
12 to 19 years (adolescence); the teenager must achieve a sense of identity in occupation, sex roles, politics, and religion
Intimacy vs. Isolation
20 to 40 years (young adulthood); the young adult must develop intimate relationships or suffer feelings of isolation
Generativity vs. Stagnation
40 to 64 years (middle adulthood); each adult must find some way to satisfy and support the next generation
Integrity vs. Despair
64+ years (elderly); reflection on and acceptance of one's life
Cognitive development theory (Piaget)
children "construct" their understanding of the world through their active involvement and interactions; studied his 3 children to focus not on what they knew but how they knew it; sensorimotor, pre operational, concrete operations, and formal operations
sensorimotor stage
birth to 2 years; the infant uses his senses and motor abilities to understand the world; simple learning - develop sense of cause and effect and problem-solving based on trial and error
pre-operational stage
2-7 years; the child uses metal representations of objects and is able to use symbolic thought and language; egocentrism - only see their point of view, unable to see others point of view nor can they see reason to do so
concrete operations
7-11 years; the child uses logical operations or principles when solving problems; able to classify, sort, order and otherwise organize facts about the world and use to problem solve; conservation is developed; no abstract thinking yet
formal operations
12 years and up; the use of logical operations in a systematic fashion and with the ability to use abstractions; characterized by adaptability and flexibility; can think abstractly, draw logical conclusions, make hypothesis and test them
Moral development theory (Kohlberg)
built on Piaget's ideas; people progressed in their moral reasoning (i.e., in their bases for ethical behavior) through a series of stages; believed that there were six identifiable stages which could be more generally classified into three levels - pre-c
pre-conventional morality
right and wrong determined by rewards/punishment - right/wrong and good/bad; no concept of the basic moral order that supports consequences; they avoid punishment and obey without question those who have power to enforce rules/labels
Stage 1: punishment/o
conventional morality
views of others matter; avoidance of blame; "tattle-tail" stage; seeking approval - concerned with conformity and loyalty; behavior that pleases/approval of others is considered good; obeying rules doing ones duty, showing respect for authority and mainta
post-conventional morality
abstract notions of justice; rights of others can override obedience to laws/rules - correct behaviors tend to be defined in terms of general individual rights/standards that have been examined/agreed on by society.
Stage 5: difference between moral and l
Cooperative play
working in groups for mutual goal or purpose; some organization enters children's play, for example the playing has some goal and children often adopt roles and act as a group. (school-age children)
Associative play
working together but no real organization/leadership; more interested in each other than the toys they are using. This is the first category that involves strong social interaction between the children while they play. (seen in preschoolers)
Parallel play
independent play among others; children playing alongside other children without much interaction with each other. They may be engaged in similar activities or totally different activities but they like being around others their own age. (mostly seen in t
Solitary play
when a child plays independently (primarily seen in infants)
Onlooker play
when a child simply observes other children playing and doesn't partake in the action.