The document discusses key concepts in child development including developmental dimensions, theories, milestones, and considerations for assessment across different age groups. It covers physical, cognitive, language, and social-emotional development, noting developmental milestones and theories from Piaget, Erikson, Freud, and others. The focus of assessment shifts with age from observation of infant/toddler skills to formal testing and school/peer functioning for older children. Understanding normal development is important for child psychiatric evaluation.
The document summarizes key aspects of cognitive development in preschool-aged children according to Piaget and Vygotsky. It discusses Piaget's concepts of preoperational thinking, symbolic function, egocentrism, intuitive thought, and lack of conservation skills. It also covers Vygotsky's sociocultural perspective on cognitive development and the importance of scaffolding. Finally, it provides an overview of language development milestones, private speech, media influences, and varieties of early education programs and childcare.
The document discusses theories of giftedness and how gifted brains learn differently. It covers topics like parts of the brain, memory, emotions, intelligence theories, nurturing gifted children, and challenging gifted learners through differentiation, creativity, Bloom's Taxonomy, problem-based learning and more. Key parts that make gifted brains unique include above average aptitude in specific areas, different reactions to being gifted, higher neural efficiency allowing complex problem solving, and learning through depth and complexity rather than repetition.
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
Early and middle childhood cognitive developmentellaboi
The document discusses cognitive development in early and middle childhood. It covers Piaget's stages of preoperational and concrete operational thought, information processing approaches, language development, theories from Vygotsky and others. Key areas of cognitive growth include logical reasoning, memory, language skills. High quality early education provides benefits, while television exposure should be limited and controlled.
Topic 5 - Research Methods for Studying ChildrenDaniel Bigler
This document discusses different methodological approaches to researching children's lives, including experiments, surveys, interviews, and ethnography. It notes that all research with children involves ethical issues regarding informed consent, parental permission, risks and benefits. Experiments aim to test interventions and individual differences, often using deception, while surveys collect data from parents and children through questionnaires. Ethnography aims to understand children's cultures by observing them without preconceived hypotheses. The document examines specific studies that use these methods to research children's grief and cultures. It raises questions about whether adults can ever truly understand children's perspectives without biases.
Cognitive development of preschooler by Nyssa Aquino, BSED - Biologynyssa aquino
Preschoolers experience significant cognitive development between ages 2-7 according to Piaget's preoperational stage. This includes progressing from symbolic to intuitive thought, learning language skills like fast mapping new words, and developing theory of mind. Vygotsky's sociocultural theory emphasizes the role of social interaction and scaffolding in a child's zone of proximal development. Information processing looks at how children develop attention, memory and understanding of concepts over this age range according to developmental standards and milestones.
The document discusses cognitive development in infancy based on Piaget's theory and the information-processing approach. According to Piaget's theory, infants progress through sensorimotor stages from birth to age 2, developing object permanence and basic symbolic thought. The information-processing approach views cognitive growth as improvements in encoding, storing, and retrieving information. Both approaches provide insights into infant cognition, though each has limitations. Language development begins with babbling and comprehending words before producing words starting around age 1.
The document summarizes key aspects of cognitive development in preschool-aged children according to Piaget and Vygotsky. It discusses Piaget's concepts of preoperational thinking, symbolic function, egocentrism, intuitive thought, and lack of conservation skills. It also covers Vygotsky's sociocultural perspective on cognitive development and the importance of scaffolding. Finally, it provides an overview of language development milestones, private speech, media influences, and varieties of early education programs and childcare.
The document discusses theories of giftedness and how gifted brains learn differently. It covers topics like parts of the brain, memory, emotions, intelligence theories, nurturing gifted children, and challenging gifted learners through differentiation, creativity, Bloom's Taxonomy, problem-based learning and more. Key parts that make gifted brains unique include above average aptitude in specific areas, different reactions to being gifted, higher neural efficiency allowing complex problem solving, and learning through depth and complexity rather than repetition.
Piaget theory for Cognitive Development by Bidita RahmanBidita Rahman
Cognitive development is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood.
Cognitive development refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors. Among the areas of cognitive development are information processing, intelligence, reasoning, language development, and memory.
Historically, the cognitive development of children has been studied in a variety of ways. The oldest is through intelligence tests, such as the widely used Stanford Binet Intelligence Quotient (IQ) test first adopted for use in the United States by psychologist Lewis Terman (1877–1956) in 1916 from a French model pioneered in 1905. IQ scoring is based on the concept of "mental age," according to which the scores of a child of average intelligence match his or her age, while a gifted child's performance is comparable to that of an older child, and a slow learner's scores are similar to those of a younger child. IQ tests are widely used in the United States, but they have come under increasing criticism for defining intelligence too narrowly and for being biased about race and gender.
Early and middle childhood cognitive developmentellaboi
The document discusses cognitive development in early and middle childhood. It covers Piaget's stages of preoperational and concrete operational thought, information processing approaches, language development, theories from Vygotsky and others. Key areas of cognitive growth include logical reasoning, memory, language skills. High quality early education provides benefits, while television exposure should be limited and controlled.
Topic 5 - Research Methods for Studying ChildrenDaniel Bigler
This document discusses different methodological approaches to researching children's lives, including experiments, surveys, interviews, and ethnography. It notes that all research with children involves ethical issues regarding informed consent, parental permission, risks and benefits. Experiments aim to test interventions and individual differences, often using deception, while surveys collect data from parents and children through questionnaires. Ethnography aims to understand children's cultures by observing them without preconceived hypotheses. The document examines specific studies that use these methods to research children's grief and cultures. It raises questions about whether adults can ever truly understand children's perspectives without biases.
Cognitive development of preschooler by Nyssa Aquino, BSED - Biologynyssa aquino
Preschoolers experience significant cognitive development between ages 2-7 according to Piaget's preoperational stage. This includes progressing from symbolic to intuitive thought, learning language skills like fast mapping new words, and developing theory of mind. Vygotsky's sociocultural theory emphasizes the role of social interaction and scaffolding in a child's zone of proximal development. Information processing looks at how children develop attention, memory and understanding of concepts over this age range according to developmental standards and milestones.
The document discusses cognitive development in infancy based on Piaget's theory and the information-processing approach. According to Piaget's theory, infants progress through sensorimotor stages from birth to age 2, developing object permanence and basic symbolic thought. The information-processing approach views cognitive growth as improvements in encoding, storing, and retrieving information. Both approaches provide insights into infant cognition, though each has limitations. Language development begins with babbling and comprehending words before producing words starting around age 1.
This chapter discusses cognitive development in middle childhood from ages 7 to 12. It covers key topics like Piaget's stages of cognitive development, information processing, language development, intelligence, and approaches to educating gifted students or those with intellectual disabilities. The document also examines issues like bilingual education, teacher expectations, homeschooling, and approaches to teaching reading.
Child development theorists have proposed various theories to explain how children develop. Key theories include:
1. Maturation theory which sees development occurring in predictable stages due to biological/genetic factors.
2. Psychosocial theory (Erikson) which views personality developing through eight stages as children interact with their environment.
3. Cognitive theory (Piaget) which proposes children learn through qualitative stages as they actively explore their world. Children progress from sensory thinking to more abstract thought.
Chapter 9 discusses lifespan development from a psychological perspective. It focuses on how biological, social, cognitive, and personality development change over time from infancy to late adulthood. Key issues discussed include nature vs nurture influences, continuity vs stage theories of development, and critical periods of development. Piaget's stages of cognitive development and Erikson's psychosocial stages are also summarized.
This document summarizes Piaget's stages of cognitive development, including the sensorimotor stage from birth to age 2 where infants learn through senses and actions, the preoperational stage from ages 2 to 7 where children use mental representations and perspectives, the concrete operational stage from ages 7 to 11 where logical thinking is limited to concrete concepts, and the formal operational stage at age 12 and up where abstract reasoning emerges. It also outlines Piaget's view that cognitive development results from interacting with the environment through assimilation, accommodation, and equilibration.
The document provides an overview of several influential theories and theorists in early childhood education. It discusses constructivist, behaviorist, and humanistic theories of development. It also summarizes the work of theorists such as Piaget, Vygotsky, Erikson, Maslow, Skinner, Gardner, and many historical figures who influenced the field of early childhood education.
Language develops through a series of stages from infancy through adulthood. Infants begin with crying and cooing, then progress to babbling and first words between 10-15 months. By 18-24 months, children use two-word phrases to communicate. In early childhood, children rapidly expand their vocabulary and grammar skills, learning rules of syntax, morphology, and semantics. Literacy instruction begins in preschool through activities like dialogic reading. In middle childhood, children further develop reading, writing, and metalinguistic skills. Adolescents gain skills in vocabulary, metaphor, and literary analysis. In adulthood, vocabulary increases until late life when retrieval difficulties and slowed processing may occur, though communication remains adequate.
This document summarizes Jean Piaget's theory of cognitive development. It describes the four main stages - sensorimotor, preoperational, concrete operational, and formal operational - and provides examples of characteristics and abilities associated with each stage. It also evaluates Piaget's theory, noting both contributions as well as limitations and criticisms. Finally, it briefly compares Piaget's theory with Lev Vygotsky's sociocultural theory of cognitive development.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
The document summarizes key aspects of cognitive development in preschool-aged children according to Piaget's theory. It discusses that preschoolers are in the preoperational stage, characterized by symbolic thinking but inability to perform logical operations. Some concepts covered include centration, conservation, egocentrism, intuitive thought, memory development, private speech, and theories of Vygotsky and information processing approaches to cognitive development.
Cognitive Development of Pre-schoolersJervis Panis
This document discusses the cognitive development of preschoolers. It covers several topics, including symbolic and intuitive thinking in preschoolers, brain development and the role of environment, language development involving phonology, semantics, syntax and pragmatics. It also discusses Vygotsky's zone of proximal development, information processing theory, theory of mind development, and higher order mental abilities like attention, memory, reasoning, planning and creativity in preschoolers. The document provides standards and examples of cognitive skills at different ages from 3-5 years old. It concludes with practices to develop cognitive skills in 3, 4 and 5 year old preschoolers.
Cognitive Development of the High School Learners - Psychology 2KJ Zamora
The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.
The document discusses intellectual development in middle childhood, focusing on Piaget's concrete operational stage from ages 7 to 12. During this stage, children develop logical operations that allow them to think about concrete problems, understand reversibility and decentering. Their memory and metamemory skills improve, allowing them to use strategies like keywords. Vygotsky's zone of proximal development is also discussed in relation to cooperative learning and reciprocal teaching approaches.
The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
This document provides an overview of child development by outlining the key periods of development from infancy through adolescence. It describes the three main domains of development - physical, cognitive, and social/emotional. The document then discusses several influential theories of child development, including psychoanalytic, behavioral, cognitive, and biological approaches. It profiles some of the major theorists in each approach, such as Freud, Piaget, Vygotsky, and Bronfenbrenner, and summarizes some of their core concepts and contributions to understanding child development.
Piaget's theory of cognitive development describes 4 stages of development:
1) Sensorimotor stage (birth to age 2) where intelligence develops through experiences and motor skills without use of symbols.
2) Preoperational stage (ages 2 to 7) where symbolic thought and language develop but thinking remains egocentric.
3) Concrete operational stage (ages 7 to 11) where logical and methodical thought allows for problem solving without real-world experiences.
4) Formal operational stage (age 11 onward) where abstract thinking allows for reasoning about hypothetical concepts and formation of hypotheses.
The document summarizes research on intelligence and theories of intelligence. It discusses definitions of intelligence, intelligence tests like the Binet Tests and Wechsler Scales, and theories of intelligence including Sternberg's Triarchic Theory and Gardner's Theory of Multiple Intelligences. It also covers controversies around the influence of heredity and environment on intelligence scores and group comparisons. The key topics are definitions of intelligence, intelligence testing history, and debates around the nature and measurement of intelligence.
1. Child and adolescent development involves physical, cognitive, social, and emotional growth from conception through adolescence.
2. Sigmund Freud proposed five stages of psychosexual development defined by the erogenous zone that is the source of pleasurable sensations for the child.
3. Lawrence Kohlberg identified three levels of moral development - preconventional, conventional, and postconventional - each with two stages involving views on obedience to rules and social order.
4. Development proceeds through distinct stages of infancy, early childhood, middle childhood, late childhood, and adolescence characterized by changes in physical, cognitive, social, and emotional domains.
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
The document summarizes key topics in human development from prenatal stages through adulthood. It discusses hereditary and environmental influences on development. Prenatal development can be impacted by factors like alcohol, tobacco, and illness. Child development involves progressing through stages of physical, cognitive, language, and social-emotional growth. Theories from Piaget, Vygotsky, Erikson, and others are summarized that explain developmental milestones and influences. Adolescence brings physical changes and identity formation. Adulthood involves additional developmental stages and factors for well-being.
The document discusses several key topics related to human growth, development, and genetics:
1. It outlines Gregor Mendel's laws of genetic inheritance and how the chromosomal theory of genetic transmission was established. The human genome contains around 3 billion base pairs that determine traits.
2. DNA does not directly determine traits but creates proteins that influence biochemistry and ultimately behavior. Genetic studies show humans share a high percentage of genetic material with other species.
3. Early human development follows specific patterns like cephalocaudal growth from head to toe and proximodistal maturation starting from the body center. Infants demonstrate reflexes and early cognitive abilities in their first months.
4. The
CE 211 Psychosocial & Moral Development (Final).pptxAngelitoCorpuz2
This document discusses psychosocial and moral development in children. It covers:
1. The foundations of psychosocial development according to theorists like Erikson and Piaget.
2. The socio-emotional characteristics of young children at different developmental stages.
3. Factors that affect children's emotional behaviors like parenting styles, culture, peers, and genetics.
4. How psychosocial and moral development impact learning and the importance of supporting students' needs.
5. Issues related to psychosocial and moral development, including with children with special needs.
This chapter discusses cognitive development in middle childhood from ages 7 to 12. It covers key topics like Piaget's stages of cognitive development, information processing, language development, intelligence, and approaches to educating gifted students or those with intellectual disabilities. The document also examines issues like bilingual education, teacher expectations, homeschooling, and approaches to teaching reading.
Child development theorists have proposed various theories to explain how children develop. Key theories include:
1. Maturation theory which sees development occurring in predictable stages due to biological/genetic factors.
2. Psychosocial theory (Erikson) which views personality developing through eight stages as children interact with their environment.
3. Cognitive theory (Piaget) which proposes children learn through qualitative stages as they actively explore their world. Children progress from sensory thinking to more abstract thought.
Chapter 9 discusses lifespan development from a psychological perspective. It focuses on how biological, social, cognitive, and personality development change over time from infancy to late adulthood. Key issues discussed include nature vs nurture influences, continuity vs stage theories of development, and critical periods of development. Piaget's stages of cognitive development and Erikson's psychosocial stages are also summarized.
This document summarizes Piaget's stages of cognitive development, including the sensorimotor stage from birth to age 2 where infants learn through senses and actions, the preoperational stage from ages 2 to 7 where children use mental representations and perspectives, the concrete operational stage from ages 7 to 11 where logical thinking is limited to concrete concepts, and the formal operational stage at age 12 and up where abstract reasoning emerges. It also outlines Piaget's view that cognitive development results from interacting with the environment through assimilation, accommodation, and equilibration.
The document provides an overview of several influential theories and theorists in early childhood education. It discusses constructivist, behaviorist, and humanistic theories of development. It also summarizes the work of theorists such as Piaget, Vygotsky, Erikson, Maslow, Skinner, Gardner, and many historical figures who influenced the field of early childhood education.
Language develops through a series of stages from infancy through adulthood. Infants begin with crying and cooing, then progress to babbling and first words between 10-15 months. By 18-24 months, children use two-word phrases to communicate. In early childhood, children rapidly expand their vocabulary and grammar skills, learning rules of syntax, morphology, and semantics. Literacy instruction begins in preschool through activities like dialogic reading. In middle childhood, children further develop reading, writing, and metalinguistic skills. Adolescents gain skills in vocabulary, metaphor, and literary analysis. In adulthood, vocabulary increases until late life when retrieval difficulties and slowed processing may occur, though communication remains adequate.
This document summarizes Jean Piaget's theory of cognitive development. It describes the four main stages - sensorimotor, preoperational, concrete operational, and formal operational - and provides examples of characteristics and abilities associated with each stage. It also evaluates Piaget's theory, noting both contributions as well as limitations and criticisms. Finally, it briefly compares Piaget's theory with Lev Vygotsky's sociocultural theory of cognitive development.
Brain Research for Teachers & Other Curious Souls, 2013 updateCarolyn K.
After a background in critiquing research, learn about dozens of recent research studies of the brain, and what they show. Updated for all the great new research through 2013, don't miss this informative collection of research. by Wenda Sheard
The document summarizes key aspects of cognitive development in preschool-aged children according to Piaget's theory. It discusses that preschoolers are in the preoperational stage, characterized by symbolic thinking but inability to perform logical operations. Some concepts covered include centration, conservation, egocentrism, intuitive thought, memory development, private speech, and theories of Vygotsky and information processing approaches to cognitive development.
Cognitive Development of Pre-schoolersJervis Panis
This document discusses the cognitive development of preschoolers. It covers several topics, including symbolic and intuitive thinking in preschoolers, brain development and the role of environment, language development involving phonology, semantics, syntax and pragmatics. It also discusses Vygotsky's zone of proximal development, information processing theory, theory of mind development, and higher order mental abilities like attention, memory, reasoning, planning and creativity in preschoolers. The document provides standards and examples of cognitive skills at different ages from 3-5 years old. It concludes with practices to develop cognitive skills in 3, 4 and 5 year old preschoolers.
Cognitive Development of the High School Learners - Psychology 2KJ Zamora
The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.
The document discusses intellectual development in middle childhood, focusing on Piaget's concrete operational stage from ages 7 to 12. During this stage, children develop logical operations that allow them to think about concrete problems, understand reversibility and decentering. Their memory and metamemory skills improve, allowing them to use strategies like keywords. Vygotsky's zone of proximal development is also discussed in relation to cooperative learning and reciprocal teaching approaches.
The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
This document provides an overview of child development by outlining the key periods of development from infancy through adolescence. It describes the three main domains of development - physical, cognitive, and social/emotional. The document then discusses several influential theories of child development, including psychoanalytic, behavioral, cognitive, and biological approaches. It profiles some of the major theorists in each approach, such as Freud, Piaget, Vygotsky, and Bronfenbrenner, and summarizes some of their core concepts and contributions to understanding child development.
Piaget's theory of cognitive development describes 4 stages of development:
1) Sensorimotor stage (birth to age 2) where intelligence develops through experiences and motor skills without use of symbols.
2) Preoperational stage (ages 2 to 7) where symbolic thought and language develop but thinking remains egocentric.
3) Concrete operational stage (ages 7 to 11) where logical and methodical thought allows for problem solving without real-world experiences.
4) Formal operational stage (age 11 onward) where abstract thinking allows for reasoning about hypothetical concepts and formation of hypotheses.
The document summarizes research on intelligence and theories of intelligence. It discusses definitions of intelligence, intelligence tests like the Binet Tests and Wechsler Scales, and theories of intelligence including Sternberg's Triarchic Theory and Gardner's Theory of Multiple Intelligences. It also covers controversies around the influence of heredity and environment on intelligence scores and group comparisons. The key topics are definitions of intelligence, intelligence testing history, and debates around the nature and measurement of intelligence.
1. Child and adolescent development involves physical, cognitive, social, and emotional growth from conception through adolescence.
2. Sigmund Freud proposed five stages of psychosexual development defined by the erogenous zone that is the source of pleasurable sensations for the child.
3. Lawrence Kohlberg identified three levels of moral development - preconventional, conventional, and postconventional - each with two stages involving views on obedience to rules and social order.
4. Development proceeds through distinct stages of infancy, early childhood, middle childhood, late childhood, and adolescence characterized by changes in physical, cognitive, social, and emotional domains.
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
The document summarizes key topics in human development from prenatal stages through adulthood. It discusses hereditary and environmental influences on development. Prenatal development can be impacted by factors like alcohol, tobacco, and illness. Child development involves progressing through stages of physical, cognitive, language, and social-emotional growth. Theories from Piaget, Vygotsky, Erikson, and others are summarized that explain developmental milestones and influences. Adolescence brings physical changes and identity formation. Adulthood involves additional developmental stages and factors for well-being.
The document discusses several key topics related to human growth, development, and genetics:
1. It outlines Gregor Mendel's laws of genetic inheritance and how the chromosomal theory of genetic transmission was established. The human genome contains around 3 billion base pairs that determine traits.
2. DNA does not directly determine traits but creates proteins that influence biochemistry and ultimately behavior. Genetic studies show humans share a high percentage of genetic material with other species.
3. Early human development follows specific patterns like cephalocaudal growth from head to toe and proximodistal maturation starting from the body center. Infants demonstrate reflexes and early cognitive abilities in their first months.
4. The
CE 211 Psychosocial & Moral Development (Final).pptxAngelitoCorpuz2
This document discusses psychosocial and moral development in children. It covers:
1. The foundations of psychosocial development according to theorists like Erikson and Piaget.
2. The socio-emotional characteristics of young children at different developmental stages.
3. Factors that affect children's emotional behaviors like parenting styles, culture, peers, and genetics.
4. How psychosocial and moral development impact learning and the importance of supporting students' needs.
5. Issues related to psychosocial and moral development, including with children with special needs.
The document discusses key concepts in lifespan developmental psychology including:
1) Development involves biological, social, cognitive, and personality changes across the lifespan from conception to death.
2) There are debates around nature vs nurture and whether development is continuous or occurs in distinct stages.
3) Early prenatal development and environmental influences can impact lifelong physical and psychological development.
4) Infants progress from reflexes to language development and form attachments with caregivers that shape social and emotional development.
Growth and Development usually refers to as a unit , express the sum of numerous changes that take place during the life time.
Development refers to a progressive increase in skills and capacity to function.
It is emerging and expanding of individual’s capacities through growth, maturation and learning.
It is qualitative change in the child’s functioning and can be measured through observation.
The document summarizes several major theories of child development, including those proposed by Freud, Erikson, Piaget, Kohlberg, and Fowler. It describes Freud's psychosexual stages of development and concepts of the id, ego, and superego. Erikson's eight stages of psychosocial development are also outlined. Piaget's stages of cognitive development, including sensorimotor, preoperational, concrete operational, and formal operational periods, are reviewed. Kohlberg's stages of moral development and Fowler's stages of faith development are briefly presented as well. Communication strategies for different age groups are discussed.
The document summarizes key topics in developmental psychology including prenatal development, infancy, childhood, adolescence, and adulthood. It discusses physical, cognitive, and social changes that occur at each life stage according to leading theorists like Piaget and Erikson. Key developments include object permanence in infancy, stages of cognitive development in childhood, biological and social changes in adolescence, and cognitive and physical declines in late adulthood.
This document summarizes human growth and development from ages 3-6 years old. It covers physical, cognitive, and psychosocial development in these early childhood years. Physically, children experience rapid brain and body growth. Cognitively, they develop language skills, attention, memory, and reasoning abilities according to Piaget's preoperational stage and Vygotsky's sociocultural theory. Psychosocially, children learn emotional regulation, develop motivation, and gain initiative through play and social interaction. The document provides detailed information on developmental milestones in these domains during the preschool years.
The document summarizes key concepts from Chapter 4 of Myers' Psychology textbook, which covers prenatal development, infancy, childhood, adolescence, and adulthood. It discusses physical, cognitive, and social changes that occur throughout the lifespan, including fetal development, infant reflexes and senses, Piaget's stages of cognitive development, Erikson's psychosocial stages, and age-related changes in adulthood.
Adolescence spans from ages 10-12 to 19-early 20s. This period is characterized by puberty and physical changes, cognitive development including advanced reasoning skills, evolving social relationships as independence from parents is sought, and identity formation. Emotionally, adolescents experience instability and intense emotions as they adjust to changes and pressures. Overall, adolescence is a transition from childhood to adulthood involving significant development across multiple domains.
Piaget's theory of cognitive development explains that children construct understanding of the world through biological maturation and interaction with the environment, progressing through distinct stages rather than gradually. The theory differs from others in focusing on development rather than just learning. Key aspects include schemas that enable transition between stages, and an adaptation process involving assimilation, accommodation and equilibration.
Piaget's theory of cognitive development proposes that children progress through four discrete stages of development: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, the child demonstrates new cognitive abilities. Kohlberg's theory of moral development also outlines six stages through which individuals progress: obedience and punishment, individualism and exchange, interpersonal relationships, maintaining social order, social contract and individual rights, and universal principles. Both theories posit that development occurs through progressive stages and is influenced by biological maturation and experience.
Human development involves progressing through stages from conception to death. Key theories include Piaget's stages of cognitive development, Erikson's stages of psychosocial development, and Bowlby's attachment theory. Nature and nurture both influence development, as genes interact with the environment. Early development is sensitive to prenatal and early childhood experiences, which can impact outcomes like language, intelligence, and social-emotional skills.
The document provides an overview of major theories of human development, including psychosexual, psychosocial, cognitive, and moral development. It summarizes Freud's psychosexual stages focused on pleasure areas. Erikson's psychosocial stages address conflicts across the lifespan. Piaget's cognitive stages explain changing thought processes from infancy to adolescence. Kohlberg's moral development has three levels from obedience to personal ethics.
Developmental psychology studies human maturation and development over time. Key theorists include Piaget, who proposed stages of cognitive development from infancy through adulthood, and Erikson, who described psychosocial stages of development. Research methods include cross-sectional designs, which study groups at different ages simultaneously, and longitudinal designs, which follow the same individuals over many years.
The document summarizes human development across the lifespan from infancy through older adulthood. It discusses major theorists like Piaget, Erikson, and Kohlberg and their stages of cognitive and social development. It then provides more detailed information on physical, intellectual, emotional, and social milestones for infants, children, adolescents, young adults, middle-aged adults, and older adults. References are also included.
This document discusses human development from infancy through adolescence. It covers the major stages of development and key aspects at each stage, including physical, cognitive, emotional, social, and moral development. The stages discussed are infancy (birth to 1 year), toddlerhood (1-3 years), preschool (3-6 years), school-age (6-12 years), and puberty/adolescence (11-18 years). For each stage, typical abilities, skills, behaviors, and challenges are outlined. The document also briefly touches on learners with exceptionalities and people-first language.
Child and Adolescent Learners and Learning Principles
This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
Respiratory issues like asthma are the most sensitive issue that is affecting millions worldwide. It hampers the daily activities leaving the body tired and breathless.
The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
PGx Analysis in VarSeq: A User’s PerspectiveGolden Helix
Since our release of the PGx capabilities in VarSeq, we’ve had a few months to gather some insights from various use cases. Some users approach PGx workflows by means of array genotyping or what seems to be a growing trend of adding the star allele calling to the existing NGS pipeline for whole genome data. Luckily, both approaches are supported with the VarSeq software platform. The genotyping method being used will also dictate what the scope of the tertiary analysis will be. For example, are your PGx reports a standalone pipeline or would your lab’s goal be to handle a dual-purpose workflow and report on PGx + Diagnostic findings.
The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
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Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
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geriatric patients (e.g., hypertension).
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
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Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
2. Goals
Normal development provides “roadmap”
for the behavioral assessment of children
Develop an understanding of different
developmental dimensions
Identify concepts that will be important in
future clinical work
3. Developmental Considerations
“Is the child at an age-appropriate level?”
Issues:
Chronological age (CA) versus mental age (MA)
Developmental “milestones”, e.g. DENVER
Developmental theories of Piaget, Erikson,
Mahler etc.
Age-appropriate problem-phases (e.g. terrible
2’s)
4. Developmental Considerations
Chronological age (CA) versus mental age
(MA)
CA=age of child according to birthday
MA=age at which the child is functioning
intellectually, regardless of CA.
The 6-year-old who performed as well as the
average 8-year-old was assigned a mental age
of 8, while the 6-year-old who performed only
as well as a 4-year-old was assigned a mental
age of 4.
5. Dimensions of Development
Temperament
Physical growth and motor skills
Cognition and intelligence
Language
Social relations and attachment
6. Dimensions of Development
Temperament
Person’s nature
Physical growth and motor skills
Cognition and intelligence
Language
Social relations and attachment
7. The Concept of Temperament
Most widely cited: Thomas and Chess (New York
Longitudinal Study: 85 middle-class families with 133 children)
9 relatively stable dimensions:
Activity level; rhythmicity; approach/withdrawal;
adaptability; intensity; responsiveness threshold; mood
quality; distractibility; attention span and persistence
3 recognized clusters:
Easy child (Positive mood; regular; adaptable; low intensity;
positive to novelty)
Difficult child
Slow-to-warm-up (Negative response to novelty; mild
intensity; gradual adaptation after repeated contact)
8. Dimensions of Development
Temperament
Physical growth and motor
skills
Cognition and intelligence
Language
Social relations and attachment
9. Developmental Milestones
Developed by Arnold Gesell and Colleagues
Objective observation of large numbers of children at
various ages
Assessment of gross and fine motor, personal-social, and
language domains
DENVER II Developmental Screening Test provides
‘age ranges’ of normal appearance of various milestones
up to age 6 years i.e. child walks between 10-14 month
Recently revised and restandardized; very widely used
10.
11. Height and Weight Growth During the First Two Years
Height Weight
Age in Months Age in Months
0 3 6 9 12 15 18 21 24
105
100
95
90
85
80
75
75
65
60
55
50
45
40
41.3
39.4
37.4
35.4
33.5
31.5
29.5
27.6
25.6
23.6
21.7
19.7
17.7
15.7
Centimeters
Inches
Kilograms
Pounds
0 3 6 9 12 15 18 21 24
15
14
13
12
11
10
9
8
7
6
5
4
3
2
33.1
30.9
28.7
26.5
24.3
22.0
19.8
17.6
15.4
13.2
11.0
8.8
6.6
4.4
Boys
Girls
Boys
Girls
12. Girls
Boys
Boys
Girls
80
90
100
2 4 6 8 10 12 14 16 18 2 4 6 8 10 12 14 16 18
110
120
130
140
150
160
170
180
190
31.5
35.4
39.4
43.3
47.2
51.2
55.1
59.0
63.0
66.9
70.9
74.9
0
8
16
24
32
40
48
56
64
72
80
90
0
17.6
35.3
52.9
70.5
88.2
105.8
123.4
141.1
158.7
176.3
194.0
Centimeters
Pounds
Age in Years Age in Years
Height Weight
Inches
Kilograms
Growth in Height and Weight from 2-18 Years
16. Motor Skills-Summary
Age 2: up stairs w/o help
Age 3: tricycle, copies circle
Age 4: hops, copies square
Age 5: skips, copies triangle
17. Dimensions of Development
Temperament
Physical growth and motor skills
Cognition and intelligence
Language
Social relations and attachment
18. Cognition and Intelligence
Pioneered by Jean Piaget
Provides a framework for understanding the
cognitive capabilities of children enabling
effective communication and treatment
Assumes that cognitive development is
influenced by maturation, experience, and
social learning
Proposes 4 major stages
20. Sensorimotor stage
birth - 2 years
infants discover aspects of the world through their
sensory impressions, motor activities, and coordination
of the two mental representations
object permanence
Primary circular reactions (from 2-5 months) –
repeated voluntary motor activity with little apparent
purpose
Secondary circular reactions (5-9 months) – as above,
but purposeful behaviour is more apparent
Tertiary circular reactions (12-18 months) – include
the creation of novel behaviour patterns and the
purposeful quest for novel experiences
23. Preoperational stage (stage of animism and
precausal logic) 2-7 years
children can think in images and symbols acquire language, play
games of pretend
· unable to make general, logical statements
development of certain thought processes e.g.:
egocentricism: use of a ‘collective monologue’
syncretism: everything is interconnected
animism: everything has feelings and thoughts, e.g. car hurts itself
when in a crash
finalism: everything has a purpose; a marble rolls downhill ‘because
it’s going home
creationism: rivers are there to make the countryside pretty
(teleological approach)
authoritarian morality: wrongdoing should be punished according to
degree of damage caused, rather than motive
precausal reasoning: i.e. non-scientific or ‘magical thinking’
25. Conservation of
liquid
Conservation of
mass
Conservation of
number
Conservation of
length
Conservation of
length
Which has more
liquid?
Do they both weigh
the same, or does
one weigh more
than the other?
Are there still as
many pennies as
nickels, or more of
one than the other?
Are they the same
length, or is one
longer?
Is one pencil as long
as the other, or is
one longer?
Has more
Weighs more
More
Is longer
Original Setup Alter as Shown Ask Child Usual Answer
26. Cognitive Development
“Thinking in a New Key”
Concrete to abstract
If…then
Alternatives
Future perspective
Gray areas
Empathy & Perspective
27. Concrete Operations:7-11 years
Formal Operations: >11 years
Stage of Concrete Operations
Understanding of logical principles that apply to external objects
Conservation of length & volume
Reversibility
Sort objects into categories - classification
Can appreciate the perspective of another viewer - child is able
to abandon egocentricism
Stage of formal operational over 11 years
Can think logically about abstractions e.g. justice.
Able to hold competing hypotheses in mind simultaneously and
explore the consequences of each - hypothetical-deductive
thinking
Able to think about thinking - reflective/ recursive thinking
28. Dimensions of Development
Temperament
Physical growth and motor skills
Cognition and intelligence
Language
Social relations and attachment
29. Language Development
6 Months
Vocalization with intonation
Responds to human voices
without visual cues by turning
his head and eyes
12 Months
Uses one or more words with
meaning
Understands simple
instructions
18 Months
Has vocabulary of
approximately 5-20 words
30. Language Development
24 Months
Can name a number of objects
common to his surroundings
Approximately 2/3 of what child says
should be intelligible
Vocabulary of approximately 150-
300 words
My and mine are beginning to emerge
36 Months
Knows chief parts of body and should
be able to indicate these if not name
Handles three word sentences easily
Number of words being around 900-
1000 words
About 90% of what child says should
be intelligible
31. Language Development
4 Years
Knows names of familiar animals
Names common objects in picture books or magazines
Knows one or more colors
Often indulges in make-believe
5 Years
Can count to ten
Speech should be completely intelligible, in spite of articulation problems
Speech on the whole should be grammatically correct
6 Years
Speech should be completely intelligible and socially useful
32. Language Development
7 Years
Should be able to tell time to quarter
hour
Should be able to do simple reading
and to write or print many words
8 Years
All speech sounds, including
consonant blends should be
established
Should be reading with considerable
ease and now writing simple
compositions
Can carry on conversation at rather
adult level
33. Dimensions of Development
Temperament
Physical growth and motor skills
Cognition and intelligence
Language
Social relations and
attachment
34. Social Development
John Bowlby studied attachment from multiple perspectives and
proposed that infant attachment behavior serves to ensure protection
from danger, by keeping parents close and interested.
Innate nature of social development
attachment occurs in spite of maltreatment
inanimate objects can serve for attachment
not all forms of attachment are equal
Attachment theories as foundation
bonding involves active, reciprocal interactions between infant and
caregivers
bonding time depends upon maturational and environmental factors
attachment occurs as the result of some social learning
35. Social Development
Attachment
an enduring emotional bond
uniting one person with another
manifested in efforts to seek
proximity and contact to the
attachment figure
important psychological catalyst
for the early emergence of trust
in others and understanding of
self
Bonding
the emotional process
occurring between a parent
and offspring that usually
begins at the time of birth
the basis for further
emotional affiliation
influences the child's physical
and psychological
development.
36. Social Interaction
Full-Term Newborn
has organized states
attends selectively
behaves in interpretable ways
systematic responses to parents
acts in temporarily predictable
ways
learns from, adapts to parent’s
behavior
Parent
helps regulate states
provides necessary stimuli
searches for communicative
intent
wants to influence newborn and
feel effective
adjusts to newborn’s temporal
rhythms
acts repetitively and predictably
37. Attachment in Infancy
Though attachment features prominently in
interpersonal relationships, it is an unequal
partnership. The caregiver is responsible
for the care, nurturance, and protection of
the child, but not vice versa.
Attachments in early toddlerhood reflect
the toddler’s use of the caregiver as a
secure base and a safe haven.
38. Separation-Individuation
Margaret Mahler developed the concept based on infant
observation; some concepts (“normal autism”) need revision.
Children learn to identify the boundaries between self-
caretaker, and negotiate a balance between attachment and
independence.
Coined terms of differentiation, separation – individuation,
practicing, rapprochement, object constancy.
– Object permanence = Piagetian term (out of sight….)
– Object constancy = frustrating mother and comforting mother
are the same person
40. Psychosocial Development
Pioneered by
Erickson
Developmental phases
continue throughout life.
Major themes have to be
successfully negotiated
in each phase
Outcomes of prior
phases influence how a
person masters the next
level
41.
42. Theoretical Approaches to
Childhood Development
Stages
Age
Piaget
Cognitive
Erikson
Psychosocial
Freud
Psychosexual
0-12 months Sensorimotor Trust vs.
Mistrust
Oral
1-2 years Sensorimotor Autonomy vs.
Shame and
Doubt
Anal
2-6 years Preoperational Initiative vs guilt Phallic
6-12 years Concrete
operations
(logical, but not abstract)
Industry versus
inferiority
Latency
12-18 years Formal
operations
Ego identity vs.
role confusion
Genital
43. Shifting Focus of Assessment:
Infants and Toddlers
Observation
Gross and fine motor functions
Language and communication
Social behavior
Bonding
Concerns:
Delayed development (e.g. MR)
Abnormal development (e.g. PDD)
Poor bonding (e.g. neglect, abuse)
44. Shifting Focus of Assessment:
Preschoolers
Observation, personal interview
Observe milestones
Assess what child talks and thinks about (e.g. through play)
Parent-child relations
Concerns:
Delayed development (e.g. MR),Abnormal development (e.g. PDD), Poor
bonding (e.g. neglect, abuse)
Speech-language delays
Hyperactivity
Aggressive/defiant behaviors
Excessive anxiety
Toilet training
45. Shifting Focus of Assessment:
School-age Child
Observation, interviews, reports from school
How does child function in family?
How does child function in school?
(behavior and academics)
What kind of peer relations?
Formal psychological and academic testing
Concerns:
Learning problems
Externalizing conditions (ADHD, ODD)
Separation anxiety
Tourette’s syndrome
46. Age-appropriate “Problem-Phases”
Normal Anxiety Experiences
PHASE “Also known as…” AGE
Separation anxiety “Mom can not leave
the room phase”
10-16 months
Fear of darkness “nightlight phase” 2-8 years
Fear of bodily injury “band-aid phase” 5-7 years
47. Summary
Understanding of normal development is
essential for child psychiatric evaluation.
Child psychiatric assessment needs to be
adjusted for age.
Integrate developmental assessment into
observations and interviews, obtain
collateral information from schools and
testing as needed to aid in diagnosis.