Child Development Issues in a nutshell

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Child Development Issues(in a nutshell)

• Ashford, J.B., LeCroy, C.W., Lortie, K.L. (2001)
  Human behavior in the social environment (2nd
  ed.) Belmont, CA Wadsworth
• http//homepages.luc.edu/hweiman/Glossary.html

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Developmental Principles

• Development is an ongoing process
• Development is a dynamic process
• Development is directional
• Development may involve stages
• Development is cumulative

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What Influences Human Development?

• NATURE
• Genetically determined
• Maturational
• Not dependent on environment
• Traits occur in order and within critical periods

• NURTURE
• Prenatal
• Physical
• Social / Cultural
• Learning
• Emotional

VS.
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Developmental Domains
PHYSICAL
COGNITIVE
Social
MORAL
EMOTIONAL
PSYCHOLOGICAL
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NORMAL DEVELOPMENT Infants Toddlers
Physical
Cognitive
Social
Emotional
Control mastery over ones body
Development of basic trust
Birth 1 yr.
Object permanence
Attachment
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NORMAL DEVELOPMENT Infants Toddlers
Physical
Cognitive
Social
Emotional
Control mastery over ones body
Development of basic trust
Birth 1 yr.
Object permanence
Attachment
Relationship with other family members
1 yr- 2 yrs.
Perfects the gross fine motor skills
Development of autonomy
Symbolic thought
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NORMAL DEVELOPMENT Infants Toddlers
Physical
Cognitive
Social
Emotional
Control mastery over ones body
Development of basic trust
Birth 1 yr.
Object permanence
Attachment
Relationship with other family members
1 yr- 2 yrs.
Perfects the gross fine motor skills
Development of autonomy
Symbolic thought
Relationship with other children. Intimate social
roles.
Development of autonomy continued
2 yrs.- 3 yrs.
Applies sensory motor skills to challenges
Perfection of language
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PHYSICAL DEVELOPMENT PRESCHOOL

• Weight and height gains fairly constant.
• Rule of 3s --- 3years, 3 feet, 33 pounds.
• Rate of brain growth slows (4/5 of adult size by
  early preschool).
• Loses sway back and protruding abdomen.
• Motor activities may differ between boys and
  girls - often cultural.
• Cant sit still -- busy/active stage.

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COGNITIVE DEVELOPMENTPRESCHOOL

• Egocentric Thought
• Awareness limited to immediate understanding.
• Animism - human characteristics to inanimate
  objects.
• Recognize visual cues of emotional states.
• Illogical and Magical Thinking
• Conclusions from limited information.
• Limited understanding of cause and effect.
• Vivid imaginations - fact and fantasy
  intertwined.
• Inability to Sequence Events Properly
• Limited understand of time.
• Limited understanding of first, middle, last.
• Language Development
• Expansion and refinement Expands from duos to
  full sentences.
• Receptive language more advanced that expressive.
• Intrusive in conversations.
• Adept at asking questions.

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SOCIAL DEVELOPMENTPRESCHOOL

• Interactive Play.
• 3 yrs. - toys are focus of play.
• 4-5 yrs. - form friendships.
• Magical and Imaginative Thinking expressed in
  Play.
• Imaginary Friends.
• Favorite stuffed animal with thoughts and
  feelings.
• Learning Social Roles and Rules.
• Play is more cooperative and governed by rules.

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EMOTIONAL DEVELOPMENTPRESCHOOL

• Development of Initiative (Erikson)
• Development of Self-Control
• Better able to control emotions and behaviors.
• Better able to delay gratification.
• Development of Conscience
• By age 5 yrs. - understand right and wrong.
• Rudiments of moral behavior (feel guilty when
  behave wrong).
• Strict interpretations of right and wrong.
• Development of Self-Esteem
• By 3 yrs. - rudimentary sense of self.
• Self-esteem dependent on others reactions.

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PHYSICAL DEVELOPMENTSCHOOL-AGE

• Physical growth is slow and steady.
• Active and energetic.
• Formal and informal games.
• Development of motor skills influenced by
  culture.
• Naturally physical.

• In America
• we expect sitting for long hours in school.
• television is primary recreational activity.
• As a result
• American Academy or Pediatrics considers
  school-age children in America (as a group) to be
  physically unfit.

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COGNITIVE DEVELOPMENTSCHOOL-AGE

• 5 to 7 shift - Developmental leap.
• Changes are qualitative and maturational.
• Language.
• Use language as communication tool Active
  listeners, mutual conversations. Ask questions,
  request instructions/directions.
• Describe events logically and sequentially
  Discriminate between relevant and irrelevant
  information.
• Emergence of Perspective Taking.
• Recognize others have opinions and feelings Do
  not recognize that two perspectives can co-exist
  Recognize difference between behavior and intent
  (8-10).
• Can listen and engage in conflict-resolution
  (10-11)
• Development of Concrete Operations.
• Accurate perception of concrete objects, events,
  and relationships.
• Generally rational and logical thinking Can
  consider two thoughts simultaneously.
• Memory Improves - More Effective Coping Skills

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SOCIAL DEVELOPMENTSCHOOL-AGE

• Social World Extends.
• From family to peers, teachers, school-mates,
  etc.
• Also more exposure to books, movies, television.
• More meaningful and mutual friendships.
• Usually same sex.
• Situation specific and transitory.
• Rules are Important in Guiding Behavior.
• Play is largely rule-governed.
• 5-6 yrs. - Believe rules can be changed to suit
  own needs.
• 7-8 yrs. - Conscious about obeying rules.
  Fairness is issue.
• 9-10 yrs. - Rules can be negotiated by equals to
  meet purpose.
• Rules provide structure and security.
• Conception of social roles is inflexible.
• Beginning sex role differentiation.

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EMOTIONAL DEVELOPMENTSCHOOL-AGE

• Industry vs. Inferiority (Erikson)
• Increasing responsibility.
• Productive.
• Goal-oriented.
• Self-esteem dependent on ability to perform.
• Very sensitive to criticism.
• Important to recognize for effort.
• Increasing self-control.
• Increasing frustration tolerance.

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PHYSICAL DEVELOPMENTADOLESCENTS

• Rapid Growth Spurt
• Girls growth spurt - 11-14 yrs.
• Boys growth spurt - 13-17 yrs.
• Development of Sex Organs and Secondary Sex
  Characteristics
• Girls - Onset of menstruation - 11-14 yrs.
• Boys - Onset of puberty - 12-15 yrs.
• Body Image not Objective/Self-conscious
• Affected by emotional factors - especially
  maltreatment.
• Early or Late Onset of Puberty can have Emotional
  and Social Significance.

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COGNITIVE DEVELOPMENTADOLESCENTS

• Piagets Formal Operations
• (not all achieve)
• (affected by environment and culture)
• Ability to think hypothetically (if-then)
• Ability to think logically
• Ability to think about thought
• introspection/self-analysis
• Development of insight
• perspective of entire social systems
• Emergence of systematic problem-solving

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SOCIAL DEVELOPMENTADOLESCENTS

• Psychologically distance oneself from
  family/parents.
• Establish strong identification with peers.
• Social status largely related to group
  membership.
• Social acceptance related to conformity with
  traits/roles.
• Criticism of all authority figures.
• Ambivalent about sexual relationships.
• One-on-one friendships increase.
• Development of interpersonal intimacy.
• Choose some adults to like/emulate/share with.
• Respect honesty and straightforwardness.
• Many become sexually active.

• E
• A
• R
• L
• Y
• M
• I
• D
• D
• L
• E

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EMOTIONAL DEVELOPMENTADOLESCENTSTASK IS
DEVELOPMENT OF IDENTITY.

• E
• A
• R
• L
• Y
• M
• I
• D
• D
• L
• E

• Develop individualized sense of self.
• Rejection of parental standards.
• Substitute structure of peer group.
• Emotionally labile - at mercy of emotions.
• Engage in activities that promote intense
  emotional experiences.
• More intensive examination of peoples values.
• Formulation and definition of identity is focal
  point.
• Problems with identity formation impacted by poor
  resolution of earlier developmental tasks.

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FACTORS IMPACTING NORMAL DEVELOPMENT

• Genetic or congenital conditions
• Prenatal factors
• Physical neglect
• Physical abuse
• Sexual abuse
• Emotional abuse and neglect
• Accidents and trauma
• Inappropriate behavior patterns (in family)

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EXERCISE Developmental Puzzle
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Understanding Ethnic Identity Development
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What is the importance of an ethnic identity to
an individual?

• Identified as having impact on self-esteem, ones
  self-concept, self-efficacy
• Serves as a coping mechanism
• Identified as a protective factor that promotes
  resilience

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Identity vs. Ethnic Identity

• Eriksons stage Identity versus identity
  confusion
• - process does not begin and end in adolescence,
  but does result in the attainment of an identity
  status
• Ethnic identity is a part of ones identity
• entails integration of images experiences from
  both the dominant culture ones ethnic culture

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Defining Ethnic Development

• ones attitudes views about ones ethnic group
  (Phinney, 1990)
• Ethnic awareness, Ones self-identification w/
  ones group, ethnic behaviors (Phinney
  Rotherman, 1987)
• construct or set of ideas about ones ethnic
  group membership (Tajfel Turner, 1979)

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Ethnic Identity Development

• Clark Clark study (1947) use of dolls to
  measure ethnic preferences in school age children
• Later studies have determined that age of the
  child plays a role in sense of ethnic ID dues to
  cognitive abilities
• EX Constancy of skin color

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Role of Caregivers to Ethnic Identity Development

• Family helps to share define the childs sense
  of ethnic ID ethnic socialization
• Parental practices that communicate cultural
  practices, racial knowledge, awareness of
  racism
• Parents level of ethnic ID affects efforts in
  ethnic socialization
• EX parents with strong ethnic identity exert
  more effort with ethnic socialization

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Socialization vs. Ethnic Socialization

• Normative socialization leads to development of
  living skills, behavioral competencies, values,
  cultural identity
• Ethnic socialization influenced by the
  definitions assigned to ones ethnic group by the
  dominant cultural group the nature of
  interactions with the dominant cultural group

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ExerciseCreating ourETHNIC IDENTITY SHIELD