This document discusses human growth and development in early childhood from ages 1.5 to 6 years old. It covers the physical, cognitive, psychosocial, and social developments that occur during this period. Key developments include refining of motor skills, expansion of language abilities, emergence of moral reasoning and social skills through play, and establishing independence. Theories from Piaget, Erikson, and Kohlberg are referenced to explain cognitive and socioemotional milestones. Parenting styles and their influence are also covered.

1. Human Growth and
Development: Early
Childhood
IHS Unit 6

2. Goals
• Identify significant developments that
occur is each domain of human
development: physical (biological),
psychological, cognitive and social.
• Discuss theoretical approaches to
development in early childhood.
• Understand health maintenance and risk
factors that effect early childhood.

3. The Big Picture
• Early Childhood spans from age 18-24
months to around 6 years. It includes
toddlerhood and also preschool age.
• Growth rates slow after the rapid growth in
infancy, and body proportions begin to look
more adult. Body sizes vary greatly.
• As the nervous system matures, fine and
gross motor skills are developed and refined,
language and social skills expand greatly
through play, and moral reasoning and social
self become apparent.

4. Key Concepts
1. Play as a learning tool/experience.
2. Development of self image and social
awareness.
3. Increases in cognitive ability, language
and reasoning.
4. Family and parent centric development
and interactions.

5. Physical Development in
Early Childhood
• By Age 6, the size of the brain reaches 90%
of its future adult size. This brain growth
comes with a large jump in cognitive ability.
• Gross motor skills become much more
refined: children are able to walk in a
coordinated fashion, jump, dance, kick a ball,
etc.
• Fine motor skills emerge and become more
sophisticated. These include using eating
utensils, writing, painting, throwing and
catching a ball.

6. Cognitive Development in
Early Childhood
• According to Piaget’s approach children are
now in the Preoperational Stage.
– The age of “Why?” (children are starting to learn
how things work)
– Still unable to deal with abstract concepts.
– Children at this age think in literal terms
• Children at this age are egocentric thinkers
still.
– It is hard for them to imagine others points of
view, etc.

7. Psychosocial Development
in Early Childhood
• Erikson’s approach states that children in this age
group have two conflicts:
– Autonomy vs. Shame/Doubt (toddlerhood)
• Major event is toilet training, but is focused on the child’s
ability to being to be independent and perform self care. This
helps them to build confidence. If they are unable to do this,
they will have self doubt.
– Initiative vs. Guilt (preschool)
• Children in this conflict must establish an appropriate level of
independence in self care, play, action and thought.
Exploring the world in a safe way with encouragement from
caregivers helps them to develop in all domains. If they are
unable to do this, they will establish the idea that everything
they do is bad or wrong.

8. Social Development in Early
Childhood
• Moral Reasoning
– Children begin to learn right from wrong.
– According to Kohlberg, who’s theory uses
stages similar to Piaget, children at this stage
are in the “Preconventional Stage”
• This means that their ideas of right and wrong
come mainly from personal experience and are
concerned mainly with personal outcomes. They
are not able to grasp abstract concepts of morality.
– Ex: A child does not take the other’s toys because they
know that if they do so they will be punished.

9. Social Development,
Continued.
• Developing a Self Concept
– Children develop a social self, and along with
it an idea that others have thoughts and
perceptions about them. (age 5ish)
• Social Learning
– Children at this stage begin to develop self
control abilities, which are promoted by
discipline and parenting strategies.
– They also learn cooperation and increased
language skills through interactive play.

10. Emotional Needs
• Children at this age still rely primarily on
their parents or caregivers for emotional
support and explore from the safe “base”
of home.
– Periods of separation anxiety are normal, as
early childhood stage has difficulty with
change and regulation of emotions.

11. Parenting Styles and
Discipline
• There are three main parenting styles, and
they have a strong effect on the socio-
emotional development of early childhood:
– Authoritarian
– Authoritative
– Permissive

12. Authoritarian Parents
Pros
• Sets high standards for
children.
• Encourages children to
work hard for success.
Cons
• Children often have low
self esteem.
• May be more aggressive.
• Does not allow the child
to make choices or
develop independence.
These parents are strict, set high standards, give specific guidelines, and
require obedience. They tend to utilize punishments to obtain obedience
and do not spend much time on positive reinforcement, rewards,
explanations of rules or nurturing.

13. Permissive Parents
Pros
• Children feel well loved
and nurtured.
Cons
• Children do not learn limits (“spoiled”)
• They do not learn that consequences
occur from bad choices.
• They have no ability to self regulate.
• They tend to do poorly in school and may
have high risked behavior, such as drug
use.
Also called indulgent parents, they do not set limits or give
consequences for unacceptable behavior. These parents show lots of
love and affection, but do not encourage the development of self
regulation or goals. Rather than set clear expectations, they often bride
desired behavior with treats or gifts.

14. Authoritative Parents
Pros
• Children tend to be happier
and have good self image.
• Children learn to self
regulate by making choices.
• They are good social skills.
Cons
• There are not any common
problems with this
approach. Though, some
children may not respond
well to the freedom this
style gives and may need
additional structure.
These parents set clear rules and guidelines, high (but reasonable)
standards, and take a “democratic” approach to discipline, rule making, and
consequences. They take lots of time to reward good behavior, explain rules
and consequences, and nurture their children.

16. Health Concerns in
Early/Mid Childhood
• Safety!
– Children at this age are most likely to suffer severe injury
at play or in vehicles.
– Bicycle safety, continued use of appropriate car
seats/boosters.
• Nutrition and Physical Fitness
– Especially important to model and provide good choices in
food, and promote a healthy lifestyle. **Brain Growth
– Lifestyle habits are founded in childhood.
• Preventative Health
– Continue to keep vaccinations and health screenings up to
date
– Especially important as children enter school

17. Early Childhood Timeline
• 18 months:
– Walking, says 15 words
• 2 years
– Able to run and jump, says 2 to 3 word
sentences, make-believe play.
• 3 years
– Able to climb, uses longer sentences, can sort
objects, knows shapes and colors.

18. Early Childhood Timeline
• 4 Years
– Willing to socialize with nonfamily members,
draws basic shapes, can pedal a trike.
• 5 Years
– Knows full name, address. Dresses self, can
count to at least 10.
• 6 Years
– Begin to analyze cause-effect in real-world
situations. Develop and sense of humor, learn to
care and understand others feelings.