This document provides an overview of child psychology, focusing on social, emotional, and physical development from birth through adolescence. It covers key topics like motor skills development, vision and hearing development, speech milestones, attachment and separation anxiety, emotional development stages from infancy through the school-aged years, and factors that influence social-emotional development like family relationships and environment. The document aims to describe the typical progression of skills and abilities during childhood development.

1. CHILD PSYCHOLOGY SOCIAL, &
EMOTIONAL DEVELOPMENT

2. CONTENTS
 References
 Introduction
 Physical development
 Motor development
 Reflexes
- Vision
- Hearing
- perception
- Speech
 Social development
 Emotional development
 Emotional quotient

3. REFERENCES
 Casamassimo, Fields, Mctigue, Nowak.
Pedaitric dentistry. Infancy to adolescence.
2013;5:149-565
 Clifford T Morgan, Richard A King, John R
Wesz, John n schopler. Introduction to
psychology. 2008;7:307-338
 Gerald Z. Wright. Behaviour management in
dentistry for children.1975;1:13-54

4.  Novella J. Ruffin, Understanding Growth And
Development Patterns Of Infants. 2009
 The Children and You child. Development
Principles and Theorie. Online
 Ashwini.S. Biradar, S.S. Hiremath,
Manjunath P.Puranik, Sowmya K R,
Sourabha K. G. Social Factors Affecting Oral
Health Journal of Medical Education &
Research2013;3(1):1-12

5.  Gene r. Medinnus, Ronald C. Johnson. Child
& adolscent psychology behaviour &
development 1968:145-178
 Carolin Bowen. Ages and stages summary:
language development 0-5 years. Children
speech and disorder 2014;2
 Robert H. Bradely, & Robert F. Corwyn .
Socioeconomic status and child
development. Annu. Rev. Psychol, 2002;53:
371-99

6. INTRODUCTION
 Psychology: The science of
human and animal behaviour
; it includes the application of
science to human problems.
 Child psychology is one of
the many branches of
psychology , focuses on the
mind and behavior of children
from prenatal development
through adolescence.

7. Child psychology deals
not only with how children
grow physically, but with
their mental, emotional
and social development
as well.
Development refers to
change or growth that
occurs in a child during
the life span from birth to
adolescence

8. PHYSICAL DEVELOPMENT
Physical development refers to
physical changes in the body
These changes are bone
thickness, size, weight, gross
motor, fine motor, vision, hearing,
and perceptual development.
The infant repeats motor actions
which serve to build physical
strength and motor coordination.

9. CHANGES IN PHYSICAL SKILLS FALL INTO TWO
MAIN AREAS OF DEVELOPMENT
• Improvement of skills and
control of the large muscles
of the legs, arms, back and
shoulders which are used in
walking, sitting, running,
jumping, climbing.
Gross motor
development
(large muscle)
• Use of the small muscles of
the fingers and hands for
activities such as grasping
objects, holding, cutting,
drawing, or writing.
Fine motor
development
(small muscle)

10. MOTOR SEQUENCE
Physical development is orderly and occurs in
predictable sequence. The motor sequence for infants
involves the following orderly sequence:
few
months
after birth
• Head and trunk control
• Infant lifts head, watches a moving object by moving
the head from side to side
4 or 5
months
• Infant rolls over turning from the stomach to the back
first, then from back to stomach
4-6months
• Sit upright in a high chair

11. Infant gradually is able to pull self into
sitting positions.
Crawling Hitching Creeping
Stand with help - as arms and legs
become stronger.

12. Stand while
holding on to
furniture.
Walk with help
with better leg
strength and
coordination
Pull self up in a
standing position
Stand alone
without any
support
Walk alone
without any
support or help.

13. MOTOR DEVELOPMENT
 Sequence of development that leads to walking.
- Shirley 1933

14. REFLEXES
• A reflex is an automatic body response to a
stimulus that is involuntary
• The presence of reflexes at birth is an indication
of normal brain and nerve development
• Brain or nerve damage is suspected if the reflexes
continue past the time they should disappear.

15. Neonatal shows positive reaction
to certain sweet taste, negative
reaction to sour, bitter, or salty.
Newborns can learn via classical
& instrumental conditioning.
Babies as 2 to 3 weeks can
mimic certain adult behaviour like
facial expressions.
-Meltzoff Moore 1977

16. Infants who ‘’show Difficult-child-syndrome’’ are more
likely to develop behaviour disorders in their later life.
Parents can lower the risk of behaviour problem by
responding to their difficult child in calmly way.
-Thomas & chess 1977, 1980
Baby’s development is shaped by its inborn
characteristics and its parents behaviour.

17. TYPES OF REFLEXES
Rooting or
sucking reflex
Causes infants to
turn their head
toward anything
that brushes their
faces.
This reflex also
helps the child
get food & usually
disappears by
three weeks of
age.
Moro reflex
Occurs when a
newborn is
startled by a
noise or sudden
movement.
Reflex peaks
during the first
month and usually
disappears
after two months.

18. Palmer
grasp
reflex
Babinski
reflex
Stepping
or walking
reflex

19. VISION
At birth, an infant’s
vision is blurry.
Focus in a center
visual field during
the first few weeks
after birth.
Near vision is
better developed
than their far
vision.
Focus on objects
held 8 to 15 inches
in front of them.
Infants prefer bold
colors to soft
pastel colors.
Show visual
preference for
faces more than
objects.
At 1 month their
gaze is on the
hairline of a parent
or other caregiver.
By 2 months of age,
an infant prefer
gaze at a smiling
face than at a face
without expression.
At 2 months show
more interest in
the face.

20. HEARING
Hearing develops
early in life, even
before birth
Infant from birth
turn their heads
toward source or
direction of
sound.
Newborns are
soothed to sleep by
rhythmic sounds
such as lullaby
3 weeks old
Newborn can
distinguish between
mother’s father’s &
stranger voice
At 3-6months
vocalization
begin to increase

21. PERCEPTION
 Young children think with their senses and
movements
They form perception for their sensory activities
Sensory-perceptual development is information
collected through senses & the ideas formed about
object or relationship this forms concepts

22. VISUAL CLIFF EXPERIMENT
Eleanor Gibson and
Richard Walk 1960
They wanted to
know if depth of
perception is a
learned behaviour
or if it is something
that we are born
with.

23. Campos, langer, & krowitz
1970
Did same experiment to
measure heart rate and
found that even 1 n half
month old infants showed
increased heart rate when
placed on deep side.

24. SPEECH
• Speech and language development is a useful
indicator of a child’s overall development
• Identification of children at a risk for developmental
delay or related problems may lead to intervention and
assistance at a young age, when the chances for
improvement are the best.
• This can lead to the overall academic under
achievement and a lower IQ that may persist into
young adulthood

25. First sign of communication occur
when infant learns that a cry will bring
food, comfort.
By 6 months of age most babies begin
to recognize basic sounds of their
native language.

26. SPEECH MILESTONES (Acc. to AMERICAN
ASSOCIATION OF PEDIATRIC DENTISTRY) 0-3
MONTHS
Babies learn to turn,
smile to people
when they hear
someone's voice
Recognise familiar
voice
If babies cry will
quieten at the sound
they recognize
Under 3 months will
stop activity &
closely attend to
sound of unfamiliar
voice
Respond to
comforting voice
familiar or not

27. 4-6 MONTHS
• Babies respond to word ‘no’. Chuckles & giggles.
• Responsive to changes in tone of voice . Makes
gurgling sounds when left alone or when playing
with someone.
• Fascinated by toys and other objects that make
sound like clip-clop of horses, bird song

28. 7-12 MONTHS
Babies listen when spoken to, turns and look at face
when called by name
They recognise the names of familiar objects like Daddy,
car, phone.
Begins to respond to request like ‘’give it to granny’’,
and questions ‘’ more juice’’.

29. 1-2 YEAR
Says more words every
month.
Puts words together. (‘’go bye-
bye’’, what’s that)
Use one or two word question.
(‘’no juice’’, ‘’mommy book’’)

30. 2-3 YEAR
Has a word for almost everything & uses 2
or 3 words to talk or ask for things.
Use k, g, f, d & n sounds.
Speech is understood by familiar listeners
most of time & often ask for something by
naming them

31. 3-4 YEARS
• Talks about activities at school or at friend’s home
• People outside family usually understands speech
& uses sentences that have 4 or more words.
• Usually talks easily without repeating words.

32. 4-5 YEARS
Uses sentence
that give lot of
details.
Communicate
easily with other
children and
adults
Says most sounds
correctly except a
few like l, s, r, v, z,
ch, sh, th
Says rhyming
words & name
some letters and
words
Use same
grammar as rest
of family

33. Some of the major contexts
that we need to consider in
analysis of child
psychology include:
 The Social Context
 The Cultural Context
 The Socioeconomic
Context
MAJOR CONTEXTS OF CHILD PSYCHOL

34. THE SOCIAL CONTEXT
Relationships with peers
and adults have an
effect on how children
thinking, learning and
development.
Families, schools and
peer groups all make up
an important part of the
social context.

35. THE CULTURAL CONTEXT
Contributes a set
of values, customs,
and ways of living
that influence
development
throughout the
lifespan.
How children
relate to their
parents, the type
of education they
receive and the
type of child care
that is provided

36. THE SOCIOECONOMIC CONTEXT
Based upon factors including
how much education people
have, money they earn, the
job they hold and where they
live.
Children with lower
socioeconomic status have
less access to opportunities,
health care, quality nutrition
and education

37. SOCIAL DEVELOPMENT
Babies interact with their environment and other by
the movement of their eyes and limbs
They tend to form specific attachments to people &
prone to separation anxiety.
Anxiety separation remains high till 5 years.

38. ATTACHMENT
Is the strong emotional tie felt
between the infant and significant
other
Quality of attachments depends upon
the adults
When attachments are formed, young
infants learn that they can depend on
mothers, fathers, caregivers, or older
siblings to make them feel better.

39. Infants respond to people who
are important to them by as
cooing, kicking, gurgling, smiling
and laughing
In early one month infant show
anxiety if cared by an unfamiliar
person
Crying and clinging are also
attachment behaviours of infants
which are used to signal others.

40. SEPARATION ANXIETY
• When a
familiar
caregiver is
leaving child
shows
distress by
often crying
when
unhappy
• First signs of
separation
anxiety
appear at
about six
months of age
• More clearly
seen by nine
months of
age & very
strong by 15
months of
age

41. Parents and other caregivers need to
understand and prepare for this
attachment behaviour in children by
making transitions easier for the child.
Children between the age of 9 and 18
months will usually have a lot of
difficulty beginning a child care program.
Transition can be easier by bringing the
child’s favourite toy or blanket along

42. Separation anxiety as a normal
developmental process.
Children will gradually show less
distress as the setting, the people,
and routines become more familiar
to them.

43. DENTAL APPLICATION
So if necessary to provide dental treatment at
this early age, it is preferable to do with the
parent present and preferably with parent
holding the child
Once the child loses basic trust with world, it
is very difficult to gain confidence of the child
and will require special efforts to establish
support with the dentist and staff.

44. EMOTIONAL
DEVELOPMENT

45. • Derived from
Latin word
ÉMOUVOIR which
means stir up
EMOTION

46.  The core of emotion is feeling.
 Emotion may be either positive
or negative.
 Humor is positive emotion and
anxiety is negative emotion.
 Emotion may be constructive in
nature or destructive in nature.

47. CHARACTERISTICS OF EMOTIONAL
DEVELOPMENT
Early Childhood
 Emotions are frequent.
They express common
emotional expressions like
anger, joy, fear etc.
•Emotion is related to
concrete objects. Children
need a concrete object for
the occurrence of emotions

48. Emotion is temporary in nature
Shift in emotional expression
rapidly
Strength of the emotion
varies with age and intensity
of expression is relatively
less.

49. EMOTIONAL DEVELOPMENT/
SOCIAL-EMOTIONAL
DEVELOPMENT
• Expression of
feelings about self,
others, and things
Emotional
development
• Learning to relate
to othersSocial
development

50. Emotional and social development are
closely interrelated growth patterns
Feelings of trust, fear, confidence, pride,
friendship, and humor are all part of social-
emotional development

51. Learning to trust and show
affection to others is a part of
social-emotional development.
Child’s relationship to a trusting
and caring adult is a foundation
of emotional development and
personality development.
When a child has been neglected,
rejected, and does not feel secure,
he has difficulty developing skills
to socialize with others

52. If caregivers are patient, responsive, and
loving in their care giving ways, irritable
infants can grow to be emotionally happy
They use movements, facial expressions,
and sounds to communicate basic
comfort or discomfort.

53. At birth
• Use movements, facial expressions, and
sounds to communicate basic comfort or
discomfort.
First few
months
• Infants display a range of emotions as seen
through their facial expressions.
Between
6-9 months
• Infant will begin to show fear, anger, and
anxiety
By end of
second yr
• Children have developed many ways to
express their emotions

54. EMOTIONAL QUOTIENT
The set of skills people use to read, understand, and
respond intelligently to the emotional signals sent to
us both by others and by ourselves.
Empathy, emotional self-awareness, stress tolerance

55. • EQ is least partly inborn
• Its lessons of childhood that one
learn how to handle innate
tendencies & emotions.
• EQ measures aspects of emotions
and the personality

56. • Child with high IQ may be imbalanced
when it comes to emotions
• Parents can help children develop
their emotional side.
• Percentage is based on IQ but
success is base on EQ.

57. Parents attitude and emotion have
profound effects on the emotional
development of children
Family atmosphere, number of
siblings, parents own developmental
history with his/her own parents

58. MODELS OF EMOTIONAL INTELLIGENCE
 There are two main models for Emotional
intelligence:
1. Ability model( salovey & Mayer’s 2001 )
 Perceiving emotion
 Using emotion
 Understanding emotion
 Managing emotions

59.  2. Mixed model ( Daniel Goleman 1998)
 Self- awareness
 Self-regulation
 Social skill
 Empathy
 Motivation

60. FACTORS AFFECTING EMOTIONAL
DEVELOPMENT
Hereditary
factors
Maturation
Training Health
Intelligence
Family
relation
Social
environment
Control over
emotions

61. WAYS TO BOOST EQ
Role playing
games
Playing with
puzzles
Colouring with
crayons
Learning
songs and
changing them

62. THANK YOU