This is presentation regarding child psychology.

1. -Omkar Angolkar.
MEDS20 -2
Georgian American University.
Child
Psychology

2. TABLE OF CONTENTS
01 INTRODUCTION.
03 ROLE OF PARENTS.
02 DEVELOPMENTAL
PROCESS.
04 EFFECT.

3. Children have real
understanding only of
that which they invent
themselves.
- Jean Piaget.

4. INTRODUCTION.
01

5. What is a child?
The main aim of child psychology is to help us know
how best to raise and care for our children. This is an
ambitious aim, as so many factors and processes have
to be taken into account and there is so much
individual variation in the rate at which children
develop and mature. The logical starting point is to
define what is meant by the term ‘child’. Try this for
yourself and just jot down your definition of a child.
Ask others you meet today the same question. By the
end of the day you will probably have noted quite a few
different points. Some of these may reflect the view
that a child is simply a miniature adult, a prevalent
view until relatively recent times.

6. IMPORTANCE OF CHILD STUDY.
• It helps one to observe child
behaviour.
• It helps to predict child
behaviour
• It helps to guide child
behaviour.
• It helps to control child
behaviour.
A knowledge about of child
psychology enables the parents to
know the to deal with childhood
emotions (fear, anger, jealousy).
They can apply the motivational
and learning principles to bring
changes in their children.

7. NEONATE AND PSYCHOLOGY…
Birth has certain psychological
effects.
Birth is considered as a catastrophe
in the life of the child. The feeling
of oneness with the mother and
serenity of the womb always
remind the child when the child
feels helpless and insecure .

8. DEVELOPMENTAL
PROCESS.
02

9. EMOTIONAL DEVELOPMENT.
HAPPY
SAD
Emotions play an important role in the life of children. It
adds to thepleasure of everyday experience, serves as a
motive to actionand determinesfinally the characteristic
pattern of adjustment to life. Everychild is bornwith
potentialities for both pleasant and unpleasant emotions.
Parents andteachers ought to be aware of these
properties and provide happy living atleast during the
early years of life.

10. EMOTIONS…..
Patterns of emotional
expressions
changes
Emotions change in
strength.
Emotions can be
identified
Children’s emotional
responses are
different.
Children’s emotions
appear frequently.
Children’s emotions
are transitory.
Children‘s emotions
are intense.
Children’s emotions
are brief

12. SOCIAL DEVELOPMENT….
The child is not born social. He/she
learns to be social. The process of
socialisation continues throughout
life beginning from infancy. The child
at first is egocentric and only after
language and social activities through
play etc are developed becomes
socialised. in the process of making
child socialised the family, the school,
society, neighbourhood, the culture,
the peer group and many other
interacting factors play their
significant role.

13. EARLY CHILDHOOD.
From third year the child develops into a
distinctly socialised individual.These years
i.e.three to six are called pre-gang age. Social
behaviour developed during the preschool
stage persist with very little change. At this
stage the kind of social experience that the
child has is more important than the number
of experiences. Nursery school experiences
are more beneficial for the social development
of children, under the guidance of trained
teachers,because in our society younger
children are quite often teased by grown up
Children.As such they develop negative
attitudes towards adults which might influence
his future adjustment.

14. LATE CHILDHOOD
During late childhood the child enters into the
school. The individual games gives way to group
games. The child’s circle of friendship widens.
This stage is known as the gang age during which
Conscience develops rapidly. This is one of the
major developmental tasks. Which the children
of same age feel and act together. There is a
gradual increase in group play from the sixth to
the eighth year. There is a gradual change in
socialisation also. The child becomes less
selfish, less self centered,and less aggressive.
Instead, he/she becomes more cooperative,
outgoing,and group conscious. The typical child’s
gang is a play group which sometimes may lead
to mischief making.

15. ADOLESCENCE.
With puberty there is a change is social
attitude, a decline in interest of group
activities and a tendency to prefer
solitude. This stage may rightly be called
antisocial stage or a period of
disequilibrium. There is marked
individual difference in the age of sexual
maturing and such it is difficult to state
the character age-specific changes.

16. PLAY…..
Play offers an outlet to express natural instincts and
emotions. It prepares children to be able to express
themselves. Play has therapeutic value and it acts as a
cathars is for release of pent-up-feelings. It enables the
child to control the emotion, and distinguish between
fantasy and reality.Thinking capacity increase through
manipulation of play materials. The child gets new ideas,
becomes inspired, his vocabulary increases because of
verbal communication among playmates and in describing
materials associated with play. There are creative play
materials to increase thinking in children.After a little play,
the child concentrates much better in his studies. Play has
thus educative value for the child.

17. CHILDREN’S INTEREST….
The child is not born will all interests. Interest develop
through learning and experience. . The child learns
various interests by trial and error processes; by
identifying with a person he likes, generally peers or
adults, and by guidance and direction.Children's
interest parallel their physical and motor
development.Interests like other characteristics
undergo changes. It changes from simple play to
games and sports with involve rules and skilled
movements.

18. MORAL BEHAVIOUR …..
Moral behaviour means behaviour in conformity with
the moral code of the social group, Etymologically
moral is derived from the Latin word' Morea means
manners, customs and folk ways. Moral behaviour
refers to behaviour of the members of a given culture
which has been accepted and followed. Itis not
unsocial or immoral behaviour.Children cannot be
expected to know all the mores of the group that is
expected to behave in a moral way at once. It is
developed through socio-cultural conditioning. It is a
feeling of personal responsibility that grows for one’s
acts. True morality is rarely found in children but it
should appear occuring adolescence.

19. ROLE OF
PARENTS.
03

20. Need of Extended families….
Now a days we see that in many countries there are
nuclear families or single parent families. In nuclear
families many a times both parents do job and children
are kept in child care or day care centres. Actually
during the first few years the child should be loved and
taught many basic manners which are lagged.

21. Two Brains Are Better Than
One….
Your left brain loves and desires order. It is logical,
literal, linguistic (it likes words), and linear (it puts
things in a sequence or order). The left brain loves
that all four of these words begin with the letter L.
(It also loves lists.)
The right brain, on the other hand, is holistic and
nonverbal, sending and receiving signals that allow
us to communicate, such as facial expressions, eye
contact, tone of voice, posture, and gestures

23. Whole-Brain Kids:
It can also be helpful to talk to your children, and
explain to them some basics about the information
we’ve just covered. To help you along, here’s
something you can read with your kids. We’ve
written it with five- to-nine-year-olds in mind, but
you should make it your own and adapt it to fit the
age and developmental stage of each child.

24. Building the Staircase of the
Mind….
A child whose upstairs brain is properly functioning
will demonstrate some of the most important
characteristics of a mature and healthy human
being. We’re not saying she’ll be superhuman or
never display childish behavior. But when a child’s
upstairs brain is working well, she can regulate her
emotions, consider consequences, think before
acting, and consider how others feel—all of which
will help her thrive in different areas of her life, as
well as help her family survive day-to-day
difficulties.

25. NO QUARRELS…
No quarrels and fights between the
parents or family members which will
directly affect the growth and
behaviour of child.
As all us know that a child is just like a
wet mud as we shape the mud a best
pottery as unique statue can be
formed, same way as we shape the
childhood a great person is formed.

26. FULFILMENT.
Generally what parents do they provide each and
every things to the children, even though they
are not necessary. Now in this modern era a 2
year child also operates mobile phones, which is
very much harmful for the mental and physical
growth of a child. EVERY PARENT SHOULD
PROVIDE BASIC NEEDS BUT NOT
UNNECESSARY THINGS.

28. EFFECT
04

29. COVID-19 EFFECTS…..
The implementation of measures (e.g. school closure and
social distancing) to contain the spread of COVID-19 by
government in numerous countries has affected millions of
children and their families worldwide. However, the
consequences of such measures on children’s wellbeing are
not fully under- stood.Caregivers reported changes in their
children’s emotional state and behaviours during the
lockdown. The most frequently reported child symptom was
boredom (73.8%), followed by loneliness (64.5%) and
frustration (61.4%). Irritability, restlessness, anger, anxiety,
sadness, worry and being likely to argue with the rest of the
family was reported by more than 30% of the caregivers.
During the lockdown, children spent significantly more time
using screens, and less time doing physical activity and
sleeping.

31. A child can teach an adult
three things: to be happy for
no reason, to always be busy
with something and to know
how to demand with all his
might that which he desires.
- Paulo Coelho.

32. BIBLIOGRAPHY
● https://niepid.nic.in/ELEMENTS%20OF%20CHILD%20DEVELOPMENT.pdf
● https://www.bookboxpdf.com/child-psychology-a-practical-guide-by-dr-kairen-culler-
pdf/
● https://childdevelopmentinfo.com/child-psychology/#gs.027qke
● https://www.verywellmind.com/child-development-theories-2795068
● https://www.msd.govt.nz/about-msd-and-our-work/publications-resources/journals-
and-magazines/social-policy-journal/spj24/24-impact-of-family-structure-and-family-
change-on-child-outcome-p111-133.html
● https://education.stateuniversity.com/pages/2212/Media-Influence-on-Children.html
● https://www.blackwellpublishing.com/content/BPL_Images/Content_Store/WWW_C
ontent/9780631217527/013.pdf

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