Developmental Influences on Child Health Promotion - PowerPoint PPT Presentation

1 / 15
About This Presentation
Title:

Developmental Influences on Child Health Promotion

Description:

Developmental Influences on Child Health Promotion Part 2: Psychosocial, Cognitive, Moral Development Perry, chapter 33 G&D Theories Piaget cognitive learning to ... – PowerPoint PPT presentation

Number of Views:47
Avg rating:3.0/5.0
Slides: 16
Provided by: sfo51
Category:

less

Transcript and Presenter's Notes

Title: Developmental Influences on Child Health Promotion


1
Developmental Influences on Child Health Promotion
  • Part 2 Psychosocial, Cognitive, Moral
    Development
  • Perry, chapter 33

2
GD Theories
  • Piagetcognitivelearning to think, reason, make
    judgments
  • Eriksonpsychosocialpersonality development
  • Kohlbergmoraldevelopment of a sense of right
    and wrong

3
Piaget
  • Sensorimotor phaselearning thru senses and motor
    skills. Object permanence is major task.
  • Preoperational phaseegocentrisminability to see
    others point of view. Concrete thinking based
    on what is observed.
  • Concrete operationsmostly concrete thinking with
    beginnings of abstract thought. Conservation and
    reversibility are major concepts
  • Formal operationsabstract thinking. Develops a
    workable philosophy of life.

4
Erikson
  • Trust vs. mistrust (0-1)
  • Autonomy vs. shame doubt (1-3)
  • Initiative vs. guilt (3-6)
  • Industry vs. inferiority (6-12)
  • Identity vs. role confusion (12-18)

5
Kohlberg
  • Preconventional leveldoing what is right to
    avoid punishment or because it is in his own best
    interests and is fair
  • Conventional leveltries to live up to others
    expectations what is right is whatever is
    societys rules
  • Postconventional leveldoing good accd to what
    is best for greatest universal moral
    principles of justice, equal rights, and respect
    for human dignity

6
Developmental TasksInfant
  • Trust
  • Begins separateness
  • Develops and desires affection
  • Preverbal communication of needs
  • Learns language
  • Fine and gross motor skills
  • Explores environment
  • Develops object permanence

7
Toddler
  • Egocentric
  • Begins socially acceptable behavior
  • Separateness
  • Increased verbal communication skills
  • Tolerates delayed gratification
  • Controls body functions
  • Begins self-care

8
Preschooler
  • Sense of initiative
  • Increased language skills
  • Behaves in socially acceptable ways
  • Develops conscience
  • Identifies sex roles
  • Develops readiness for school

9
School Age
  • Active and cooperative member of group
  • Learns rules/norms of society adapts to moral
    standards
  • Increased psychomotor and cognitive skills
  • Masters time, conservation, and reversibility
  • Masters oral and written communication
  • Wins approval from adults and peers
  • Builds a sense of industry and self-concept
  • Gives affection without expecting anything

10
Adolescence
  • Develops group and self identity
  • Gains independence from parents
  • Develops value system
  • Develops academic vocational skills
  • Develops analytical skills
  • Adjusts to rapid physical sexual changes
  • Develops sexual identity
  • Develops multicultural skills
  • Considers and chooses career

11
Role of Play in Development
  • Universal language of children
  • Provides socialization
  • Stimulates developmentphysical, emotional, and
    cognitive, moral
  • Develops creativity
  • Provides outlet for fears
  • Helps develop self-awareness

12
Social Character of Play
  • Solitary or onlooker playplays by self or enjoys
    watching others (infancy)
  • Parallel playplays with same toy, but with no
    interaction (toddler)
  • Associativeplays same thing as others in group,
    but no group plan or goal (preschool)
  • Cooperativetogether with others, play is
    organized with group goal (school-age)

13
Developmental Assessment
  • To identify children whose developmental level is
    below normal for chronologic age and who
    therefore require further investigation
  • Remember, most are only screening tools, not
    diagnostic.

14
Denver Developmental Screening Test II
  • AKA Denver II or DDST
  • Widely used, standardized measures
  • Tests personal-social, language, fine, gross
    motor skills
  • Examiners must be specifically trained and
    certified in use of the tools
  • Please print a copy (just pages 1-2) from the
    Evolve Student website under Developmental/Sensor
    y Assessment and we will review in class

15
Interpretation of Denver
  • Dont use the word test with a parent, but tell
    them it is a guide
  • If child fails skill, reevaluate in 1-4 weeks
  • If still problems, do not freak parents out
    remind them this is screening only
  • Refer to pediatrician or developmental testing
    center for further evaluation
Write a Comment
User Comments (0)
About PowerShow.com