This document discusses a child development seminar that took place on November 14th and 28th. It covers several topics related to child development, including a review of key issues like nature vs nurture. Five aspects of development are outlined, including physical, motor, cognitive, social-emotional, and language. Temperament and the 9 temperament traits are defined. Birth order characteristics and strategies for parenting intense, anxious, or slow-to-adapt children are also summarized. Common childhood anxiety disorders and the impact of trauma on children are reviewed.

1. Child Development
By CEDeN
Date: 14th & 28th November, 2010
Time: 10:30a.m-12:00a.m
Venue: Room 4, British Council

2. Review of the previous term
What did we learn at the last term?????

3. Cont: Review
Definition of Child Development
*biological and psychological changes that occur in
human beings between birth and end of
adolescence*

4. Cont: Review
Three Major Issues in Developmental Psychology
 Nature vs. Nurture
 Early Experiences vs. late experiences
 Continuity vs. discontinuity

5. Cont: Review
5 Aspects of Child Development
o Physical Growth
o Motor Development
o Cognitive/Intellectual Development
o Social-emotional Development
o Language

6. Cont: Review
Temperament and Child’s Personality
Personality: complex of all attributes—behavioral,
temperamental, emotional & mental—that characterize a
unique individual
Temperament: a set of in-born traits that organize the
child’s approach to the world

7. Cont: Review
The 9 Temperament Traits
1. Activity Level
2. Distractibility
3. Intensity
4. Regularity
5. Sensory Threshold
6. Approach /Withdrawal
7. Adaptability
8. Persistence
9. Mood

8. The END

9. Today
???????????????????

10. Pre-test

11. Birth OrderBreak Out Groups
 Does birth order matter?
 What are the differences between
siblings based on birth?

12. Birth Order
Typical Characteristics

13. Only Child
 Spoiled
 Feels incomplete
 May feel special
 Self-centered
 Relies on service from others
 Feels unfairly treated when doesn’t get own way
 May refuse to cooperate
 Plays “divide and conquer” to get own way

14. First Child
 Used to being center of attention
 Believes must gain and hold superiority
 May respond to second child by feeling unloved
 Strives to keep parents’ attention, if failed, misbehave
 May development competent, responsible or discouraged
 Strives to protect and help others
 Strives to please

15. Second Child
 Never has parents’ undivided attention
 Always has sibling ahead who’s more advanced
 If 1st child is good, 2nd may become bad.
 May be rebel
 Often doesn’t like position
 Feel squeezed if 3rd child is born
 May push down other siblings

16. Middle Child of Three
 Has neither rights of oldest nor privileges of youngest
 Feels life is unfair
 Feels unloved
 Feels doesn't have place in family
 Becomes discouraged and problem child
 Is adaptable
 Learns to deal with both oldest and youngest sibling

17. Youngest Child
• Behaves like only child
• Feels everyone more capable
• Expects others to do things
• Feels smallest and weakest
• Becomes boss of family in getting service
• Develops feelings of inferiority
• Remains “the baby”
• If youngest of three, allies with oldest against middle child

18. Group Discussion
WHAT IS SIMILAR/ WHAT IS DIFFERENT IN
YOUR CULTURE ABOUT BIRTH ORDER?

19. PARENTING
the process of promoting and supporting
the physical, emotional, social, and
intellectual development of a child from
infancy to adulthood.
the activity of raising a child rather than the
biological relationship.

20. Parenting Strategies For Very Intense Children
 Provide activities such as warm bath, massage, water
play, stories.
 Recognize signal that intensity is rising.
 Help child learn to recognize signal that intensity is
rising.
 Use humor to diffuse intensity.
 Teach child to use time-out to calm self-down.
 Avoid reacting intensely to his/her behavior. Give calm,
clear, brief feedback.

21. Parenting Strategies for Slow-to-Adapt Children
 Establish clear routines.
 Prepare child by discussing plans for the day when routine
changes.
 Prepare child for transitions.
 Give warnings a few minutes before transition from one
activity to next occurs.
 Allow time for closure of one activity before going on to next.
 Stay aware of number of transitions required, and keep
transitions to minimum if possible.

22. Anxiety Disorders in Children and Adolescents
Depression
• Frequent sadness, tearful, crying
• Increased anger
• Decreased interest in once-favorite
activitiessi
• Low energy
• Frequent complaints of physical illness
• Social isolation
• Changes in sleep habits

23. Anxiety Disorders in Children and Adolescents
Risk of Suicide
Outcome of depression. When a
teenager talks about it, the risk is real.
Children should understand that if a
sibling or friend discusses suicide, it
should be called to the attention of an
adult. A suicidal gesture should not be
viewed as attention getting, but as cry
for help.

24. Anxiety Disorders in Children and Adolescents
Generalized Anxiety
Disorder
Those who with this experience
extreme, unrealistic worry that does
not seem to be related. They are very
self-conscious, feel tense, have a
strong need for reassurance and
complain about stomachaches or
discomforts that don’t appear to have
physical basis.

25. Anxiety Disorders in Children and Adolescents
Phobias
o Unrealistic & excessive fear of situation
o Eg. Center on animals, storms, water
o They are terrified of being judged harshly.
o Young people with phobias avoid the
situation

26. Anxiety Disorders in Children and Adolescents
Panic Disorder
 Is marked by repeated panic attack
 Periods of intense fear
 Pounding heartbeat, sweating, dizziness,
nausea
 Avoid any situation that seems to bring a
panic
 Child: not want to go to school
 Be separated from parents

27. Anxiety Disorders in Children and Adolescents
Obsessive-compulsive
Disorder
Child with this trapped in a reparative
thoughts and behaviors.
They may agree that they are senseless
and distressing.
Very hard to stop.
Repeated hand washing, counting,
arranging and rearranging.

28. Anxiety Disorders in Children and Adolescents
Post-Traumatic Stress
Disorder
 Can develop after experiencing very stressful
event.
 Such as physical or sexual abuse, being a
secondary victim, being caught in disaster.
 Experience the event again and again in strong
memories, flashbacks.
 Try to avoid anything associated with trauma.
 Overreact, have difficulty sleeping

29. Impact of Trauma on the
Child
Your world has changed.
How are you handling
it?
“Reflection for us”

30. Impact of Trauma on the
Child
1. The first step in taking care of your
child is taking care of yourself.
2. Stay connected. Keep in touch with
family and friends. Share your
feelings, fears and concerns.
Maintain your daily routine as best you
can.
Eg. Turn off TV & radio if they are
making you anxious

31. Contd:
3. Tune into yourself.
Stress is a normal part of everyday life.
4. Helping your child cope.
The primary role of parents is to protect
children.
5. Do things together that feel good.
Eg. Laugh and be silly together.

32. Any
questions??????????????????
??????

33. RECAP
What did we learn ?

34. Post-test

35. The END: We ALL are
awarding!