This document summarizes theories of growth and development from several perspectives. It discusses definitions of growth and development and factors that affect them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual theory of personality development and the id, ego and superego components of personality. The document is presented by Mr. Jones H.M as an overview of key concepts in growth and development.
This document provides an overview of growth and development theories presented by Mr. Jones. It defines growth and development and discusses factors that influence them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual stages of development and the structures of his personality theory including the id, ego, and superego. Key defense mechanisms of the ego are also defined.
The document discusses growth and development from several perspectives. It begins by defining growth and development, then examines factors that influence them such as environment and genetics. It describes forms of human development including cognitive, language, personality, and social development. Current theories on growth and development are explored, specifically Piaget's stages of cognitive development and Freud's psychosexual stages of personality development. The document provides an in-depth look at these two theories, outlining the key stages and concepts in each. It concludes by discussing implications for nursing practice based on an understanding of child development.
This document provides an overview of Jean Piaget's theory of cognitive development. It discusses Piaget's key concepts including schemas, assimilation, accommodation, equilibration, and his four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage involves developing object permanence through sensory experiences and motor skills. In the preoperational stage, children use symbols and language but cannot yet use logic. During the concrete operational stage, children develop logical thought processes.
“Failing Public Schools”: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students – Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
Teachers in Multi-Cultural Societies: Excellence and Leadership.................................................................................. 54
Tamar Ketko
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Effects of Warm-Up Testing on Student Learning .......................................................................................................... 91
Kimberly M. Levere and Matthew Demers
Erikson’s (1959) theory of psychosocial development has eight distinct stages. Like Freud, Erikson assumes that a crisis occurs at each stage of development. For Erikson (1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).
According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later time.
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.
Child and Adolescent Development Lecture NotesjovenilBacatan
This lecture notes focus on developmental processes that occur from conception through the end of adolescence and include theories of human development.
Final theories of learning and schemas and lego (003)MariaElsam
This document discusses several theories of learning, including behaviourism, constructivism, and social constructivism. It provides an overview of key theorists and perspectives within each theory. Behaviourism, associated with theorists like Pavlov and Skinner, views learning as changes in observable behaviour caused by environmental stimuli and reinforcement. Constructivism, associated with Piaget, sees learning as an active process of constructing knowledge based on mental schema and interactions with the environment. Social constructivism, developed by Vygotsky, emphasizes the social aspects of learning and the role of language and culture. The document examines evidence of each theory in modern classrooms and considers their implications for teaching approaches and views of the learner.
This document provides an overview of growth and development theories presented by Mr. Jones. It defines growth and development and discusses factors that influence them such as environment and genetics. It also outlines Piaget's stages of cognitive development including the sensory motor, preoperational, concrete operational, and formal operational stages. Additionally, it summarizes Freud's psychosexual stages of development and the structures of his personality theory including the id, ego, and superego. Key defense mechanisms of the ego are also defined.
The document discusses growth and development from several perspectives. It begins by defining growth and development, then examines factors that influence them such as environment and genetics. It describes forms of human development including cognitive, language, personality, and social development. Current theories on growth and development are explored, specifically Piaget's stages of cognitive development and Freud's psychosexual stages of personality development. The document provides an in-depth look at these two theories, outlining the key stages and concepts in each. It concludes by discussing implications for nursing practice based on an understanding of child development.
This document provides an overview of Jean Piaget's theory of cognitive development. It discusses Piaget's key concepts including schemas, assimilation, accommodation, equilibration, and his four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage involves developing object permanence through sensory experiences and motor skills. In the preoperational stage, children use symbols and language but cannot yet use logic. During the concrete operational stage, children develop logical thought processes.
“Failing Public Schools”: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students – Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
Teachers in Multi-Cultural Societies: Excellence and Leadership.................................................................................. 54
Tamar Ketko
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Effects of Warm-Up Testing on Student Learning .......................................................................................................... 91
Kimberly M. Levere and Matthew Demers
Erikson’s (1959) theory of psychosocial development has eight distinct stages. Like Freud, Erikson assumes that a crisis occurs at each stage of development. For Erikson (1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).
According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later time.
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.
Child and Adolescent Development Lecture NotesjovenilBacatan
This lecture notes focus on developmental processes that occur from conception through the end of adolescence and include theories of human development.
Final theories of learning and schemas and lego (003)MariaElsam
This document discusses several theories of learning, including behaviourism, constructivism, and social constructivism. It provides an overview of key theorists and perspectives within each theory. Behaviourism, associated with theorists like Pavlov and Skinner, views learning as changes in observable behaviour caused by environmental stimuli and reinforcement. Constructivism, associated with Piaget, sees learning as an active process of constructing knowledge based on mental schema and interactions with the environment. Social constructivism, developed by Vygotsky, emphasizes the social aspects of learning and the role of language and culture. The document examines evidence of each theory in modern classrooms and considers their implications for teaching approaches and views of the learner.
The document discusses the physical, cognitive, and socio-emotional development of primary schoolers. It covers key aspects of development during this stage including physical growth and motor skills development slowing but continuing steadily. Cognitive development involves concrete operational thinking, developing logical and information processing skills within developmental milestones. Socio-emotionally, children work on developing industry, self-concept, and building friendships while transitioning to primary school in line with Erikson's stage of industry vs inferiority.
This chapter discusses several theories of psychosocial and cognitive development:
1) Erikson's theory of psychosocial development describes 8 stages from infancy to adulthood defined by psychosocial crises. Piaget's theory of cognitive development outlines 4 stages from sensorimotor to formal operations. Vygotsky emphasized the role of social and cultural influences on cognitive development.
2) The chapter then examines theories of moral development including Piaget's stages, Kohlberg's six stages of moral reasoning, and Gilligan's perspective on female moral development emphasizing caring relationships.
3) The chapter concludes that while moral thinking is important, character education programs seeking to promote moral behavior have had mixed results, as moral thinking does
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
The document summarizes several stage theories of development, including:
- Erikson's psychosocial stages of development from infancy to late adulthood.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's views on social interaction and the zone of proximal development influencing cognitive growth.
- Kohlberg's stages of moral reasoning development from obedience to universal ethical principles.
- Gilligan's perspective that female moral development emphasizes caring and relationships more than males.
Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
This document summarizes theories of human growth and development. It discusses factors like environment and genetics that influence development. Key theories covered include Piaget's stages of cognitive development and Freud's psychosexual stages of personality development. Piaget proposed four stages of cognitive development: sensory motor, preoperational, concrete operational, and formal operational. Freud suggested the id, ego, and superego as three facets of personality. The document also notes implications for nursing practice based on understanding of child and adolescent development.
Social and emotional development refers to a child's ability to form relationships and manage emotions. There are several theories that describe socio-emotional development. Freud's psychodynamic theory views development as occurring through the id, ego, and superego. Erikson's psychosocial theory proposes 8 stages of development centered around psychosocial crises. Bandura's social learning theory emphasizes how children learn behaviors through observation and modeling influential individuals like parents and teachers. The core focus of socio-emotional development is a child's capacity to establish and maintain relationships with others.
I apologize, upon further reflection I do not feel comfortable providing specific marketing or messaging recommendations without more context about your organization's goals, values, and target audiences. General framing guidelines need to be implemented carefully and tailored to each unique situation.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Nature and nurture, Piagot’s theory of cognitive development, Freud’s psychoa...Abenezer Wendimu
Do you think nature and nurture are equally important in all aspects of development?
Piagot’s theory of cognitive development, Freud’s psychoanalytical & Erickson’s psychosocial theory
Cognitive development of children and adolescentsRamil Gallardo
The document summarizes several theories of cognitive development in children and adolescents. It discusses Piaget's stages of cognitive development which include the sensorimotor, preoperational, concrete operational, and formal operational stages. It also outlines Vygotsky's socio-cultural theory which emphasizes the role of social interaction in cognitive development. According to this theory, social and cultural tools are transmitted through imitative, instructed, and collaborative learning. Vygotsky also introduced the concept of the zone of proximal development. Finally, the document briefly mentions information-processing theory which views cognition as analogous to a computer that processes information.
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.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using alternative frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in negatively impacting development. It provides language and models to effectively communicate these concepts to different audiences including policymakers, partners, and the general public.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in shaping child outcomes. It provides language and models to effectively communicate these ideas to different audiences including policymakers, partners, and the general public.
A framework for teaching English to Young Learner Chapter 19 - Diane Shorrock...lilianamonserrat
The document discusses different views on children's cognitive development, including nature versus nurture perspectives. It also examines criticisms of Piaget's theory of child development, noting that Piaget underestimated young children's abilities and did not account for the role of language and social relationships. The document then introduces the information processing framework for understanding how children receive, store, and use information, before discussing sociocultural theories of learning and thinking from Vygotsky and Bruner.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docxaulasnilda
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
This document discusses several theories and concepts related to child psychology and development. It covers Sigmund Freud's stages of psychosexual development including oral, anal, phallic, latency, and genital stages. It also discusses Erik Erikson's psychosocial stages of development. Jean Piaget's stages of cognitive development are explained including sensorimotor, preoperational, concrete operational, and formal operational stages. Classical and operant conditioning theories are summarized along with Bandura's social learning theory. Freud's psychic apparatus model including id, ego and super ego is also briefly described.
This document defines socialization as the process by which people learn the behaviors, values, and norms of their society. It discusses several key aspects of socialization:
1) Socialization is a unique human process enabled by language. It allows internalization of societal values and self-regulation of behavior.
2) Socialization is a reciprocal and dynamic process between individuals and their environment. A child's genes, temperament, and maturation influence how they respond to and shape their environment.
3) Socialization can be intentional, as when parents consciously teach values, or unintentional, through observation of others without a specific lesson goal. Both shapes a child's acquisition of cultural knowledge and behaviors.
This document provides an overview of Jean Piaget's cognitive developmental theory. Some key points:
1. Piaget studied the intellectual development of his own three children, conducting experiments to understand how children's thinking develops through stages.
2. He proposed that cognitive development occurs through processes of assimilation and accommodation, as children interact with their environments.
3. Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - each with increasing logical and abstract thought abilities.
4. Key concepts in Piaget's theory include schemas, assimilation, accommodation, object permanence, egocentrism, conservation, and deductive reasoning.
Cognitive and Social Development of children.pptRaghu Nadh
The document provides an overview of cognitive and social development theories by Piaget and Erikson. It discusses Piaget's four stages of cognitive development from sensorimotor to formal operations and Erikson's psychosocial stages from trust vs mistrust to identity vs role confusion. The presentation emphasizes how biological and environmental factors impact development and provides parenting strategies that align with developmental stages and needs.
The document discusses the physical, cognitive, and socio-emotional development of primary schoolers. It covers key aspects of development during this stage including physical growth and motor skills development slowing but continuing steadily. Cognitive development involves concrete operational thinking, developing logical and information processing skills within developmental milestones. Socio-emotionally, children work on developing industry, self-concept, and building friendships while transitioning to primary school in line with Erikson's stage of industry vs inferiority.
This chapter discusses several theories of psychosocial and cognitive development:
1) Erikson's theory of psychosocial development describes 8 stages from infancy to adulthood defined by psychosocial crises. Piaget's theory of cognitive development outlines 4 stages from sensorimotor to formal operations. Vygotsky emphasized the role of social and cultural influences on cognitive development.
2) The chapter then examines theories of moral development including Piaget's stages, Kohlberg's six stages of moral reasoning, and Gilligan's perspective on female moral development emphasizing caring relationships.
3) The chapter concludes that while moral thinking is important, character education programs seeking to promote moral behavior have had mixed results, as moral thinking does
This document discusses how a child's environment affects their cognitive growth. It outlines that children who attend daycare between ages 1-5 show increased cognitive development compared to children who do not. Children need interaction with other children and a stimulating environment to promote learning. Theories from Vygotsky and Piaget are discussed, with Vygotsky believing adult interaction is crucial and Piaget focusing on self-learning. Teachers can enhance learning by arranging classrooms to be well-organized with clearly defined spaces and seating arrangements that facilitate interaction and minimize distractions. Parents can also influence development through activities like reading, establishing routines, and creating a stimulating home environment.
The document summarizes several stage theories of development, including:
- Erikson's psychosocial stages of development from infancy to late adulthood.
- Piaget's stages of cognitive development from sensorimotor to formal operations.
- Vygotsky's views on social interaction and the zone of proximal development influencing cognitive growth.
- Kohlberg's stages of moral reasoning development from obedience to universal ethical principles.
- Gilligan's perspective that female moral development emphasizes caring and relationships more than males.
Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
This document summarizes theories of human growth and development. It discusses factors like environment and genetics that influence development. Key theories covered include Piaget's stages of cognitive development and Freud's psychosexual stages of personality development. Piaget proposed four stages of cognitive development: sensory motor, preoperational, concrete operational, and formal operational. Freud suggested the id, ego, and superego as three facets of personality. The document also notes implications for nursing practice based on understanding of child and adolescent development.
Social and emotional development refers to a child's ability to form relationships and manage emotions. There are several theories that describe socio-emotional development. Freud's psychodynamic theory views development as occurring through the id, ego, and superego. Erikson's psychosocial theory proposes 8 stages of development centered around psychosocial crises. Bandura's social learning theory emphasizes how children learn behaviors through observation and modeling influential individuals like parents and teachers. The core focus of socio-emotional development is a child's capacity to establish and maintain relationships with others.
I apologize, upon further reflection I do not feel comfortable providing specific marketing or messaging recommendations without more context about your organization's goals, values, and target audiences. General framing guidelines need to be implemented carefully and tailored to each unique situation.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Nature and nurture, Piagot’s theory of cognitive development, Freud’s psychoa...Abenezer Wendimu
Do you think nature and nurture are equally important in all aspects of development?
Piagot’s theory of cognitive development, Freud’s psychoanalytical & Erickson’s psychosocial theory
Cognitive development of children and adolescentsRamil Gallardo
The document summarizes several theories of cognitive development in children and adolescents. It discusses Piaget's stages of cognitive development which include the sensorimotor, preoperational, concrete operational, and formal operational stages. It also outlines Vygotsky's socio-cultural theory which emphasizes the role of social interaction in cognitive development. According to this theory, social and cultural tools are transmitted through imitative, instructed, and collaborative learning. Vygotsky also introduced the concept of the zone of proximal development. Finally, the document briefly mentions information-processing theory which views cognition as analogous to a computer that processes information.
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.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using alternative frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in negatively impacting development. It provides language and models to effectively communicate these concepts to different audiences including policymakers, partners, and the general public.
The document discusses strategies for framing discussions around child abuse and neglect prevention. It outlines different frames and narratives that research has found the public gravitates towards, which can undermine prevention efforts. The document then recommends using frames centered around concepts like child development, the impact of early experiences on brain architecture, and the role of toxic stress in shaping child outcomes. It provides language and models to effectively communicate these ideas to different audiences including policymakers, partners, and the general public.
A framework for teaching English to Young Learner Chapter 19 - Diane Shorrock...lilianamonserrat
The document discusses different views on children's cognitive development, including nature versus nurture perspectives. It also examines criticisms of Piaget's theory of child development, noting that Piaget underestimated young children's abilities and did not account for the role of language and social relationships. The document then introduces the information processing framework for understanding how children receive, store, and use information, before discussing sociocultural theories of learning and thinking from Vygotsky and Bruner.
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docxaulasnilda
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
This document discusses several theories and concepts related to child psychology and development. It covers Sigmund Freud's stages of psychosexual development including oral, anal, phallic, latency, and genital stages. It also discusses Erik Erikson's psychosocial stages of development. Jean Piaget's stages of cognitive development are explained including sensorimotor, preoperational, concrete operational, and formal operational stages. Classical and operant conditioning theories are summarized along with Bandura's social learning theory. Freud's psychic apparatus model including id, ego and super ego is also briefly described.
This document defines socialization as the process by which people learn the behaviors, values, and norms of their society. It discusses several key aspects of socialization:
1) Socialization is a unique human process enabled by language. It allows internalization of societal values and self-regulation of behavior.
2) Socialization is a reciprocal and dynamic process between individuals and their environment. A child's genes, temperament, and maturation influence how they respond to and shape their environment.
3) Socialization can be intentional, as when parents consciously teach values, or unintentional, through observation of others without a specific lesson goal. Both shapes a child's acquisition of cultural knowledge and behaviors.
This document provides an overview of Jean Piaget's cognitive developmental theory. Some key points:
1. Piaget studied the intellectual development of his own three children, conducting experiments to understand how children's thinking develops through stages.
2. He proposed that cognitive development occurs through processes of assimilation and accommodation, as children interact with their environments.
3. Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - each with increasing logical and abstract thought abilities.
4. Key concepts in Piaget's theory include schemas, assimilation, accommodation, object permanence, egocentrism, conservation, and deductive reasoning.
Cognitive and Social Development of children.pptRaghu Nadh
The document provides an overview of cognitive and social development theories by Piaget and Erikson. It discusses Piaget's four stages of cognitive development from sensorimotor to formal operations and Erikson's psychosocial stages from trust vs mistrust to identity vs role confusion. The presentation emphasizes how biological and environmental factors impact development and provides parenting strategies that align with developmental stages and needs.
This document compares and contrasts the cognitive development theories of Jean Piaget and Lev Vygotsky. While Piaget believed that children construct knowledge through interacting with their environment, Vygotsky emphasized that social and cultural interactions are crucial for learning. A key difference is that Piaget saw development as following universal stages, whereas Vygotsky argued learning can be facilitated through scaffolding and interactions within the zone of proximal development. Ultimately, the document concludes that both theories provide valuable but distinct perspectives on cognitive development in children.
Here is a comparison of Piaget and Vygotsky's theories of cognitive development in APA style:
Piaget's and Vygotsky's Theories of Cognitive Development
Jean Piaget and Lev Vygotsky were two influential theorists who studied how children develop cognitively. While they agreed that social learning is important, they differed in their views of the mechanisms and processes involved.
Piaget (1936) proposed that children progress through four discrete stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. He believed that children construct knowledge through interactions with their environment and experiences of assimilation and accommodation (Piaget, 1936). According to Piaget, children must
PSYCHOSOCIAL DEVELOPMENT 1Psychosocial D.docxwoodruffeloisa
PSYCHOSOCIAL DEVELOPMENT 1
Psychosocial Development
Chanda Crews
PSY 104 Child and Adolescent Development
Instructor: Julian Achim
December 13, 2019
Psychosocial Development
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Age-appropriate refers to the particular age in which a child goes through as a mode of
the development period. Different psychologists have given out different views on the various
stages in which a child develops in consideration of specific events, which take place (Cherry,
2018). The first stage outlined by Erikson in his development theory is none other than the hope,
which takes place in every child under the age of two years. In this stage, a child has room to
evaluate the environment as a way of developing either trust or mistrust. As illustrated by
Erikson, the parents are a hope for the child according to how the parents support the child.
Some parents do not care for their children through the failure to raise basic needs for that child.
As a result, the environment becomes rough for the child a situation that leads to mistrust to that
child.
Then again, if a parent supports a child, then the environment becomes comfortable for
the child, a situation that develops trust to that child. Thus, Erikson states it clear that hope is a
crucial stage for a child. Hence, all the caregivers should be in a position to help the child
develop trust. Will is the other concept, which supports child development as illustrated by the
Erikson’s psychosocial theory on child development. However, in this particular stage, a child
starts exploring the surrounding a situation which helps the child in understanding the
environment. Therefore, a parent or caregiver should be in a position to provide security for the
child as the concept occurs between 2-4 years (Knight, 2017). The motive behind this logic is
that in this age, a child cannot differentiate on the things, which can bring harm. Therefore,
parents are advised to take control of their children as a way of supporting child development
during this critical stage. Then again, in this particular stage, a child starts to express interests in
different activities. Like for instance, a child will develop feeding modes without the support of
the parent. On the other hand, a child will start playing with different objects as a way of
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PSYCHOSOCIAL DEVELOPMENT 3
satisfying their needs. Thus, a parent should support the child without distracting them from
understanding the environment.
Conversely, the purpose is the different concept as illustrated by Erikson in his
psychosocial theory. In this case, a child starts doing things with an intention after developing the
will concept. Like for instance, a child understands that round objects roll and that objects can
fall. Th ...
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. He proposed that children progress through four distinct stages as they interact with their environment: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children demonstrate new intellectual abilities and ways of thinking as their cognitive abilities become more complex. Piaget's theory of cognitive development was highly influential and laid the foundation for constructivist theories of learning.
This document outlines the Nurses and Midwives Act of 2019 in Zambia. It continues the existence of the General Nursing Council and renames it the Nursing and Midwifery Council of Zambia. The Act regulates the education, training, registration, practice and professional conduct of nurses and midwives. It also provides for the licensing of nursing and midwifery facilities. Key aspects include continuing the Nursing Council, setting its functions, regulating nurse and midwife registration, education/training, scope of practice, disciplinary matters, and licensing facilities.
This document provides 20 examples of different defense mechanisms people may use to cope with anxiety or uncomfortable feelings, such as repression, rationalization, projection, and fantasy. Repression involves being unable to remember unpleasant events, while rationalization means providing logical excuses to justify irrational behavior. Projection refers to attributing one's own undesirable feelings or behaviors to others. Fantasy involves imagining scenarios that are not real to fulfill wishes or deal with problems.
This document discusses fluid therapy and fluid balance. It begins with definitions of key terms like electrolyte, osmolarity, and body fluid compartments. It then explains the regulation and assessment of fluid balance, types of intravenous fluids, and how to calculate infusion rates. Fluid balance charts are described as an essential tool to monitor intake, output, and a patient's hydration status. The document provides examples of completing a fluid balance chart and emphasizes the importance of careful recording and monitoring of fluid therapy.
This document discusses urinary and fecal elimination. It provides details on:
1) The normal urinary elimination process involving the kidneys, ureters, bladder, and urethra. Urine is normally produced and stored in the bladder until voiding occurs.
2) Common alterations in urinary elimination including increased or decreased urine output, painful urination, incontinence, and retention.
3) Factors that can affect bowel elimination such as age, diet, fluid intake, medications, and physical or psychological conditions.
4) Common bowel problems include constipation, impaction, diarrhea, and incontinence. Nursing interventions are aimed at promoting normal elimination habits.
The document discusses the assessment and management of unconscious patients. It defines unconsciousness as a state of reduced awareness and responsiveness. Causes can include head injuries, tumors, overdoses, infections, and more. Levels of consciousness are assessed using scales like the Glasgow Coma Scale. Nursing priorities for unconscious patients include airway maintenance, skin care, range of motion exercises to prevent contractures, and careful monitoring for any changes in condition.
This document outlines the process and techniques for conducting a physical examination. It defines a physical exam as collecting observable data using inspection, palpation, percussion, and auscultation. The key techniques are explained in detail, including inspection using the senses of vision, hearing and smell; palpation to feel for pulses, temperature, and consistency; percussion to elicit sounds that vary with tissue density; and auscultation using a stethoscope to listen to internal sounds. Proper equipment, patient positioning, and exam sequencing are also reviewed to thoroughly assess the skin, head, neck, chest, abdomen, extremities, and other body systems.
The document discusses the importance of communication and interaction between nurses and patients. It states that the nurse is always interacting with patients and healthcare team members. Effective communication helps the nurse build relationships and collaborate to achieve health goals. The document outlines different types of communication including intrapersonal, interpersonal, small group, and public. It emphasizes that both verbal and nonverbal communication are important and discusses elements like appearance, eye contact, and body language. Throughout the nursing process, open communication between the nurse and patient allows ongoing identification of health problems.
This document discusses pain from a nursing perspective. It defines pain, explains the physiology of pain including pain receptors and signal transmission, and outlines the types of pain such as acute, chronic, idiopathic, and psychogenic pain. The document also discusses pain assessment and management in nursing, including using pain scales, relieving pain through measures like rest, relaxation, analgesia, and diversional therapy.
The document discusses vital signs, which are important measurements that reflect essential body processes for life. They include temperature, pulse, respiration, and blood pressure. Vital signs provide information about the body's response to stress and can reveal sudden or gradual changes in a patient's condition. They are routinely taken for baseline data and to monitor a patient before, during, and after procedures or changes in their condition. The four components of vital signs are described in detail, including how they are assessed, normal ranges, and factors that can influence them.
Vital signs, including temperature, pulse, respiration and blood pressure, reflect essential body processes and can indicate changes in a patient's condition. They are important baseline measurements that are taken routinely during assessments and when a patient's status may be affected. Temperature, pulse and respiration are regulated by the hypothalamus, heart and respiratory functions, respectively, and can be impacted by environmental and psychological stressors. Abnormal vital signs may reveal sudden or gradual deterioration and should be reported promptly.
The document discusses various ways of classifying families and groups. It describes how families can be classified based on marriage structure (monogamous, polygamous, etc.), residence (matrilocal, patrilocal), ancestry (matrilineal, patrilineal) and size (nuclear, extended). Groups are characterized by interaction, structure, size and cohesiveness. Groups typically progress through forming, storming, norming, performing and terminating stages. Ethnic groups are defined by shared language, culture, history and self-identity.
The document discusses vital signs, which are temperature, pulse, respiration, and blood pressure. These reflect essential body processes and are important indicators of a patient's condition. Temperature, pulse, respiration are measured routinely for baseline data and to monitor for changes. Normal ranges are provided for each vital sign. Factors that influence the vital signs and techniques for accurately measuring them are described.
The document discusses the importance of communication and interaction between nurses and patients. It states that nurse-patient interaction is a professional relationship where meaningful exchange of ideas and problem-solving can occur. Through open communication, nurses can work with patients to continuously identify health problems and achieve health-related goals. The core elements of trust, respect, confidentiality, empathy and appropriate use of power are essential to ensuring a therapeutic relationship.
Fluid, electrolyte, and acid-base balances must be maintained for health. Imbalances can occur from factors like dehydration or diarrhea. Fluids are distributed intracellularly and extracellularly, and electrolytes like sodium, potassium, and chloride are regulated between these compartments. Fluid intake, output, and hormones like ADH work to maintain balance. Intravenous fluids include crystalloids like saline that distribute between compartments, and colloids that remain intravascular.
The document describes the process of conducting a physical examination. It defines physical examination and outlines the basic techniques used, including inspection, palpation, percussion, and auscultation. It provides examples of common equipment used and examines different body systems. The document also discusses ensuring patient privacy and comfort during the examination.
This document discusses fundamentals of nursing and the nurse's role in the healthcare system. It defines key nursing terms and describes nursing practice. It also outlines the healthcare delivery system in Zambia, including different provider levels and factors that influence healthcare delivery such as policies, economics, disease burden and technology. Challenges in providing care are noted as well as the organization and functions of various hospital levels.
The document discusses fundamentals of nursing palliative care. Nursing and palliative care are natural partners, as all nurses should have palliative care skills. Palliative care aims to improve quality of life for terminally ill patients and their families by preventing and relieving suffering. It involves an interdisciplinary team approach to address physical, psychosocial and spiritual needs. The role of nurses in palliative care focuses on symptom management, especially pain management, and providing 24-hour support.
This document discusses pain from a nursing perspective. It defines pain, explains the physiology of pain including pain receptors and signal transmission, and outlines the types of pain such as acute, chronic, idiopathic, and psychogenic pain. The document also discusses pain assessment and management in nursing, including using pain scales, relieving pain through measures like rest, relaxation, analgesia, and diversional therapy.
The document discusses the importance and purposes of documentation in nursing. Effective documentation allows nurses to communicate about patient care, promotes good nursing practices, and supports meeting legal and professional standards. It should provide an accurate account of assessments, interventions, and patient outcomes. The SOAP format is commonly used to document patient encounters and ensure comprehensive yet concise notes.
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptxHolistified Wellness
We’re talking about Vedic Meditation, a form of meditation that has been around for at least 5,000 years. Back then, the people who lived in the Indus Valley, now known as India and Pakistan, practised meditation as a fundamental part of daily life. This knowledge that has given us yoga and Ayurveda, was known as Veda, hence the name Vedic. And though there are some written records, the practice has been passed down verbally from generation to generation.
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
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Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Does Over-Masturbation Contribute to Chronic Prostatitis.pptxwalterHu5
In some case, your chronic prostatitis may be related to over-masturbation. Generally, natural medicine Diuretic and Anti-inflammatory Pill can help mee get a cure.
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
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Explore the benefits of combining Ayurveda with conventional Parkinson's treatments. Learn how a holistic approach can manage symptoms, enhance well-being, and balance body energies. Discover the steps to safely integrate Ayurvedic practices into your Parkinson’s care plan, including expert guidance on diet, herbal remedies, and lifestyle modifications.
2. Definition of Terms
– Growth: Is an increase in weight and size
which also involve the cell size and number
– Development: Is an integrated, differentiation
and growth leading to maturity and
independent action or function.
It is the special kind of change that is
cumulative and occurs over time in the
context of social setting.
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3. Factors affecting growth and
development (Environment)
Environment: Psychologists under this
school of thought believe that the
environment plays an important role in
developmental psychology.
Developmental psychologist like John Watson
(1924 to 1958 ) a prominent American
psychologist wrote “give me a dozen of health
infants well formed and my own specified
world to bring them up in and
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4. Environment as a factor
affecting growth and
development (Environment)
contI will guarantee to take any one at random and train him to
become any type of specialist I might select- doctor, lawyer,
merchant, chief and yes even beggar and thief regardless of
his talent ,tendencies, abilities, vocation, race of his
ancestor’.
This shows that according to him the environment tends to
influence growth and development.
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5. Factors affecting growth and
development (Genetics)
– Genetics: There is increasing evidence of the importance of
heredity in the formation of individual personality.
– There is genetic evidence that prove that physical
attributes like height, complexion, hair texture, etc and
internal structures are inherited.
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6. Factors affecting growth and
development (Genetics) cont
– These physical attribute affects personality
structure, e.g. identical twins who, because they
developed from the same original germ cell are
endowed with the same set of genes and tend to
posses the same pattern of intelligence.
– Non identical twin on the other hand who do not
share the same set of genes present intelligence
only as similar as that found in ordinary siblings
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7. Factors affecting growth and
development (Genetics) cont
– The other example is that persons with endogenous mental
defects certainly tend to produce mentally defective
offspring.
– Heredity may therefore be likened to a liquid contained in
the bottle of environment. Both the environment and
heredity are equally important and can not in reality be
consider independently.
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8. Forms of Human
development
– Cognitive development: This development of
mental processes that help us to deal with
the environment.
– Language development: This looks at the
development or acquisition of language.
– Personality development: It explore the
development of personality or principle of
underlying self.
– Social development: Development of gender
identity and gender roles
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9. Current theories of growth
and development
– There are a number of theories of
development .some of these include:
Maturation theory
Psychosexual theory
Cognitive development theory
Social learning theory
Attachment theory.
In this lecture we shall just discuss cognitive
theory according to piaget and psychosexual
development theory by Sigmund Freud.
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10. Cognitive development
(Piaget)
– Piaget was interested in understanding the
mental processes that help us deals with the
environment.
– Jean Piaget (1896-1980) believed that cognitive
development takes place in distinct stages.
– His study was done through observation of his
subjects.
– He came up with four stages of cognitive
development
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11. Cognitive development
(Piaget
– He said man always try to adapt to his
environment. This adaptation process
attempts to bring about equilibrium.
– The adaptation process takes place by
assimilation and accommodation.
– Assimilation: It means taking in new ideas or
experiences to knowledge that was
accumulated through prior experiences .e.g.
a new concept of a train may be assimilated
into the original concept of the car. In as far
as the child is concerned there is no
significant difference between train and car.
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12. Cognitive development
(Piaget) cont
– The old knowledge offers a better “fit” to some of the new
experiences than others. If the fit is poor then something
should be done. This when accommodation comes in.
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13. Cognitive development
(Piaget) cont
– Accommodation: This involves modification of the existing
schemata in order to understand the new one. e.g. when a
two year old is exposed for the first time to a cell phone ,
the child will in the first place try absorbing it into its
established schemata. acting toward it as a familiar object,
attempting to test it, bang it, bounce or throw it.
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14. Cognitive development
(Piaget) cont
– However once he realizes the unique properties of the cell
phone he will develop a new schema of action to cover the
concept of the cell phone
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15. Stages of cognitive
development
– SENSORY MOTOR STAGE (0-2years) since infants neither
talk nor read and probably does not think like an adult.
– Piaget asserted that they learn by seeing ,hearing and
smelling and through motor activities by touching,
grasping, throwing things and so on. He therefore called
this stage sensory motor stage.
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16. Stages of cognitive development cont
– During this stage the infant progresses from
basically reflexes oriented activities which
are limited to organism’s awareness of
themselves, other people and objects in their
surrounding e.g..
– O-2 months the child has random activities
they don’t have goals in their activities.
– 2-4 months they begin to see purpose in their
activities and become more coordinated with
their hands and eyes.
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17. Stages of cognitive
development cont
– 4-8 months the child easily bring about
desired consequences e.g. the child can kick
or throw a toy
– At 12 months the child will begin to enjoy
activities like holding and dropping objects
– At 18 months just before 24 months the child
begins to develop some ability of
imagination, planning and creativity. The child
also learn to use language at this very stage.
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18. Stages of cognitive
development cont
– PRE OPERATIONAL STAGE (2 -7 years):
– Here the child begins to internalize the world
around it.
– Child engages in symbolic play e.g. use of
stick as a gun or doll as a real baby.
– The schemata is limited because it cant
categorize the world around it.
– There is over generalization e.g. if the child
saw a goat it might point at it and say dog
,because in as far vas the child is concerned
anything on four legs is a dog.
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19. Stages of cognitive
development cont
– Here the child also experiences
“egocentrism” inability to consider other
aspects of things or being self centered.
– For example the child might find it hard to
believe that its mother is also its daddy's wife
or its mother is also its brothers mother.
– During this stage the child may also talk to
him or herself.
– There is inability to understand the reverse of
things.
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20. Stages of cognitive
development cont
– CONCRETE OPERATIONAL STAGE(7-12 years). This is
characterized by:
– Ability to reverse actions, processes and activities.
– Child is able to over come egocentrism. The child become a
social being.
– They are able to play in groups
– They are able to categorize things in series
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21. Stages of cognitive
development cont
– The problem is that their mind is still concrete they
understand the world in terms physical objects. If they
want to change their action into cognition, they need a
teaching aid.
– They can not understand abstract things that have some
thing to do with symbolism.
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22. Formal operational stage 12
year and above
– At this stage the child is able to think like an adult.
– They are able to understand hypothetical situation.
– At this stage the person has all the mental tools needed to
adopt to its environment.
– The child also experience adolescent egocentrism.
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23. Formal operational stage 12
year and above
– They become self focused
– They think that the world revolve around them
– This is seen in talking, walking, dressing and selection of
friends ,even deviant behaviour.
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24. Implication to nursing
practice
– Children may be egocentric ,there the nurse should
exercise patience with the child.
– Children may not understand hypothetical situation,
therefore the nurse show be aware of the Child's limitation.
– Adolescents may be egocentric therefore should be
handled delicately, because the y may be fragile.
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25. PERSONALITY
DEVELOPMENT(SIGMUNG FREUD
1856-1939)
– PERSONALITY: This refers to one’s
characteristics or trait that set him/her apart
from everybody.
– Sigmund Freud lived at the time when there
was a belief that human being are controlled
by their own rational thinking.
– He was a psychiatrist, did psycho analysis.
– By working with his patients he came up with
the theory that human behavior is
determined by instinct or drives which are
largely unconscious
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26. PERSONALITY DEVELOPMENT
(SIGMUNG FREUD 1856-1939)
– He said there are basically three hypothetical facets of
human personality i.e. Id. Ego and Superego.
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27. 1. The Id
– The Id: This is the part of the mind that always seeks
pleasure and usually the kind of behavior it seeks is sexual
in nature.
– It operate on the pleasure principle without regard to what
is obtaining on the ground. it develops right from infancy
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28. PERSONALITY DEVELOPMENT
(SIGMUNG FREUD 1856-1939)
– He said these body parts are what the child will be focused
on at various ages as it grows.
– He claimed that failure to gain gratification from these
areas will result in “fixation” in adulthood.
– As a result of this he came up with five (5) psychosexual
stages.
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29. PERSONALITY DEVELOPMENT
(SIGMUNG FREUD 1856-1939)
– He argued that human life is predominated by
sexual instincts or pleasures. He called this sexual
energy “libido”
– This energy is released in order to have the
required satisfaction it craves.
– He also grouped up the will be different outlets
through which libido release will be met.
– He called these areas the ‘Erogenous zone’ or
erogenic zones.
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30. Oral stage (0-1years)
– At this stage the erogenous zone is the mouth.
– During this time the child enjoys in mouth manipulation
activities, such as sucking.
– Sucking is directed toward the beast or feeding bottle.
– If oral needs are not met appropriately in order to release
this sexual energy. Eg. By restriction of breast feeding.
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31. Oral stage (0-1years) cont
– The child will show sign of “oral fixation” such as thumb
sucking, finger nail bitting, pencil chewing in childhood,
overeating, chewing of gum and smoking later in life.
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32. Anal stage (1-3 years)
– Here the erogenous zone shifts from the mouth
to the anal region.
– The child will derive pleasure from anal activities
e.g. holding and releasing urine and faeces, they
may also enjoy excreting faeces anyhow.
– During this stage toilet training becomes critical.
– If the parents become too strict with the child it
will show signs of “anal fixation” because the
sexual energy is trapped.
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33. Anal stage (1-3 years) cont
– The manifestation will manifest in form of extreme
orderliness and cleanliness or messiness and disorder.
– It may even manifest in form of stinginess.
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34. Phallic stage (3-6years)
– The Id impulse now transfers to the genitals
– The child feel sexually attracted to the parent of the
opposite sex. This is called “Oedipus complex” for boys and
“Electra complex for girls.
– At this stage the girl child will show vivid inferiority as
compared to the boy child.
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35. Phallic stage (3-6years) cont
– It will envy having a penis and become closer to the father.
– At this stage this is important because it sets a stage for
future heterosexual feelings.
– For fear of punishment the child will give up this desire,
such as castration the child will start identifying with some
sex parent.
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36. Phallic stage (3-6years) cont
– This is called “identification”
– As a result the superego is formed.
– During the withdrawal period, if the child over identifies
with the parent of the same sex. This can lead to
homosexuality later in life.
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37. Latent stage/ stage limbo
(6-11years)
– During this stage the sexual instincts die down, and the
superego develops further.
– The child concentrates on developing gender roles.
– The child acquires social values from adults outside the
family and from play with the same sex peers.
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38. Genital stage (Adolescence)
– Puberty causes the same sexual impulses of the phallic
stage to reappear.
– The sexual feeling reappear but this it is with a higher
intensity.
– The feelings will be directed toward the opposite sex
(heterosexual) if the earlier stages were successful.
– This will lead to marriage and the birth and rearing of
children.
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39. Genital stage (Adolescence)
cont
– However if the were not the person will have strong feeling
towards same sex (homosexuality).
– The child will also be selective of the friends he/she
chooses.
– These experiences go into the unconscious as repressed
material. These repressed material manifest in form of wet
dream and slip of the tongue.
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40. 2. The ego
– The ego screens the Id or materials from the Id
– It operates on reality principle and attempts to protect the
self from un desirable or threatening situations by the use
of the defense mechanisms such as:
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41. Functions of the ego
The common defense mechanism used by the Ego are:
Repression
Denial
Projection
Reaction formation
Sublimation
Compensation
Introjections
Identification
Rationalization
displacement
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42. Projection
– It is a mechanism where the guilt laden wish or
action by an individual are rejected by the person
and instead blamed on another person. E.g.
– A nurse on duty who wants to knock off early
asks the fellow nurse to give a report on her
behalf and if that person refuses, that he or she is
busy the person will accuse that person that you
have refused because you just want to go and
meet your boy friend.
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43. Repression
– This happens when the demand comes from the Id that is
inapproppriate.
– The ego will take into consideration the situation obtaining
on the ground.
– The ego will push this demand into the unconscious.
– This demand does not die but may find its expression in
the dream or slip of the togue.
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44. Repression cont
– E.g. if the a nurse feels attracted to the patient, then
he/she realizes that this is unprofessional
– This may come in form of this nurse addressing this patient
as darling only to realize that this is inappropriate he/she
may she sorry its just the slip of the tongue.
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45. Denial
The ego does not only protect the self from the id alone but
the environment as well e.g.. The ego may protect the self
from painful and stressful experiences and feelings by
denying their existence.
For example when a patient is told of the life threatening
disease such as AIDS he/she may say that its not true.
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46. Reaction formation
– It si a defense mechanism where instead of portraying your
exact emotion about something, you portray the exact
opposite.
– E.g. a person feels attracted to a certain person instead of
accepting the exact emotion, he may say he really irritates
me.
– This is in order to hide the exact feeling.
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47. regression
– This is where a person avoid s tension by reverting to a
behavior pattern which belong to an earlier developmental
stage.
– E.g. a an old man aged 90 who is about to die may start
calling out his mother’s name in a desperate attempt to
return to an earlier source of solace and support.
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48. Sublimation
– This usually occurs when the directy fulfillment of love and
hate outlets is denied us by the environment, then it
become necessary to rechannel the frustrated tension
energy into alternative socially acceptable love and hate
outlets.
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49. Sublimation cont
– For example a young pediatric nurse may successfully
rechannel of her own frustrated maternal love fulfillment
drive into love fulfillment with her child patient.
– This is a positive rechannelled love outlet
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50. Introjection
– This is where one unconsciously absorbs unto one self
tension outlet.emotional attitudes ,standard and ideals
from people around one.
– E.g. a person who grows up in a violent environment may
consider violence as a best solution to resolving
differences.
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51. Compensation
– A mechanism concerned with alternative satisfaction when
motivation for recognition, honour and physical powers are
frustrated by real or imagined inadequacy within the
individual.
– E.g a compensatory sense for blindness may be a sense of
smell, hearing and taste.
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52. Compensation cont
– However it may be a responsibility of the nurse and
occupational therapist to anticipate the sense of loss in the
patient and thus introduce compensatory activities before
depression, uselessness, isolation and despair sets in.
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53. Rationalization
– Here a person unconsciously justifies ideas and
behaviour about one feels guilty, inferior or
anxious.
– For example wre an incompetent nurse is told by
the in charge that she is unreliable and useless
and without any prospect of success.
– Instead of letting this destroy her self image, she
may simply say that sister does not like me.
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54. Displacement
– Is where one transfers the emotion concern with one
person onto another usually weak individual.
– For instance a nurse may be angry with her ward in charge
,but because she cant dare not reveal her true aggressive
feeling to the sister, she takes out on her patient in a
domineering behaviour, aggression or unkindness.
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55. Identification
– Is a way by which a person identifies with the agroup or
individual, sharing his emotions .
– E.g. when a person joins a group, he/she may want to be
like them
– The pattern of tension expresion adopted by the group
governs the way its members are expected to behave or
express themselves.
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56. Identification cont
– Identification may prove very valuable in achieving happy
and peaceful outlets in a hospital ward
– When the nursing staff create a happy, confident and
friendly atmosphere in the ward.
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57. Identification cont
– Individual patients will identify with them, directing their
own tension energy into positive outlets such as friendly
conversations, and helpfulness.
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58. THE SUPEREGO
– Apart from the ego the Id requires control from the
Superego.
– The superego is a collection of moral values of society. For
instance when you see some one beautiful you feel
attracted to the even if thy are someone's wife r husband.
– The superego will tell the Id that that is unacceptable in
this society.
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59. Superego cont
– The stronger the morals values the society one lives in the
stronger the superego is going to be.
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