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Similar to human growth and development-childhood.pptx
human growth and development-childhood.pptx
- 1. Childhood (End ofsecond year to 6 year) Dr. Ishitha E K
- 2. Characteristics of childhood Childhood begins when the infancy period is over approximately two years of the age group. Childhood period is divided into two age groups (i) early childhood, 2-6 years (ii) late childhood, 6- to the time the child becomes sexually mature 10/12 years We generally consider as a ‘little individual’ or ‘small figure’ of the family The child enters in the preschool and forms a personality. There are many factors which influence the child personality such as, child’s social history-child learning experiences form the society , parents or teachers ;culture, place etc. Some behavioural problems occur in this period such as obstinacy (inflexibility), stubbornness, disobedience, negativistic and antagonistic. It is a toy age -learn
- 3. This isa period when a child is considered physically and mentally independent. This is the age of foundations of social behaviour Physical changes in early childhood are accompanied by rapid changes in the child’s cognitive and language development. As children become increasingly self-aware, more effective at communicating , and better at understanding the thoughts and feelings of others, their social skills increase. called as a play age and early childhood age intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non logical, non reversible manner some basic understanding of less concrete concepts, including time and money.
- 4. DEVELOPMENTAL TASK PHYSICAL DEVELOPMENT Height: the average child in this stage grows 46.2 inches in height Weight: At age 6, children weighs 21-23kg Body build endomorphic , mesomorphic , ectomorphic or thin body. Motor skills: Gross motor skills include running, skipping and jumping. Fine motor skills include turning pages of a book and learning to write and draw. Brain development: brain and nervous system growth. Body proportion and shape: Well balanced meals are important in this stage because their diet affects skeletal growth, body shape and susceptibility to disease. Teeth: the back molars-erupt., the baby teeth begin to replaced by permanent teeth.
- 5. PSYCHOSOCIAL DEVELOPMENT childrenstart to develop self-conscious emotions, instead of purely reacting to caregivers’ or other adults’. close nurturing interpersonal relationships with parents, children learn what people expect of them and what they can expect from other people in the Environment children start to evaluate themselves at the early stage of development-young children feel ashamed, worthless and incapable of doing expected of them. skilled at modifying and expressing their emotions to fit different social situations Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt.
- 6. Common emotions: Anger-crying,stamping, kicking, jumping Fear-running, hiding, crying, avoidance Jealousy-pretending to be ill, being naughty Curiosity- asking questions Envy – material possession, wishes what others have Joy – laughing, clapping, jumping Grief- crying, losing interest in eating and normal activities Affection-people, pet , objects-hugging, kissing
- 7. Socialisation patterns ofearly socialization Social contacts with other children Parallel play-play independently beside other children Associative play-similar activities with other children Cooperative play-in group and interact Behaviour in social situation Basic social attitude and patterns of social behavior are established Social patterns-imitation, rivalry, cooperation, sympathy, empathy, social approval, sharing, attachment behavior Unsocial patterns-negativism, aggressiveness, ascent behavior, selfishness, destructiveness, prejudices- race, socioeconomic, sex companions in early childhood Associates, playmates, friends
- 8. Play Play incontributes to all domains of development play tends to become more social that it is more interactive and cooperative. At first children play alone, then alongside other children, and finally, together. three types of play, viz., (i) Make believe or Pretend play-Try out roles , mother father, teacher, shopkeeper, driver, doctor (ii) Functional play -Functional play involves repetitive muscular movements such as rolling or bouncing a ball. As gross motor skills improve, preschoolers run, jump, skip, hop, throw (iii) Constructive play-child uses objects or materials to make something, such as a house of blocks or a crayon drawing. Patterns:- toy play, dramatizations, constructions, games, reading, movies, radio, television
- 9. Development of understanding Commonconcepts Life- living qualities-dolls and animal Death Bodily function Space-learn short distance Time-early stage no idea of duration 4-5 years know the day of the week, 6-know month, season, year Self – 3 years know their sex, full name, different body parts, Self concepts -begin when they start to play with other children, include facts about abilities, race but not their socio economic status Sex roles more defined Social awareness- form opinion about others-good, nice, smart Beauty-colors, music, designs Comic-funny faces, cartoon
- 10. Moral development Learnprinciples of right and wrong Children obey rules of adults without understanding the reason Have not developed conscience- do not feel guilty or ashamed for wrong instead are frightened Discipline in early childhood Authoritarian discipline -rule made and the children should obey Permissive discipline- not taught rules- not rewarded not punished- learn from the consequences of the acts Democratic discipline- right of child to know why
- 11. Family relationships Attitudetowards people, things and life in general are patterned by their home life Conditions influencing Changes in child Changes in parental attitudes Parental concept of good child Childish concept of good parent Parental preferences Preference for outsiders- school, teacher, caretaker
- 12. LINGUSTIC DEVELOPMENT Moreclear on the pronounciation of words Vocabulary building They should be able to handle opposite analogies easily: girl-boy, man- woman, flies-swims, short-long, sweet-sour, etc . They must be able to understand such terms as: alike, different, beginning, end, etc. In addition children at this age should be able to tell time to quarter hour and do simple reading and write many words.
- 13. Forming sentences By age five, a child’s vocabulary will grow to approximately 1,500 words. after age of 3 child learn to produce 6-to 8 word sentences, learn to use the past tense, and tell familiar stories using pictures connected story about a picture Improvement in speech skills Content of the speech- more social Amount of talking- chatter box age Influenced by intelligence, discipline, family size, etc.
- 14. Cognitive Development memoryand imagination are developed, but thinking is done in a non logical Children form stable concepts and mental reasoning begins to develop. From 2-4 years children develop symbolic reasoning (the ability to picture an object that is not present.) Magical beliefs are constructed. child develops reasoning skills and wondering “why”. Starting schooling is a major landmark for children at this age. Children experience difficulty in experiencing others person’s perspective.
- 15. HAZARDS DURING EARLYCHILHOOD Physical hazards Illness: : respiratory illness and wide spread infectious diseases. Virus Accidents Obesity unattractiveness Psychological hazards Speech hazards Social hazards Emotional hazards Play hazards-isolation Family relationship hazard Moral hazards
- 16. Conditions contributing happinessin early childhood Good health Stimulating environment-with opportunities Parental acceptance and parental guidance Well planned disciplinary policy Developmentally appropriate expressions of affection Encouragement of creativity Acceptance by siblings and playmates Atmosphere of cheerfulness and happiness