mid childhood.pptx
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The document discusses several influential theorists of middle childhood development. Sigmund Freud, Anna Freud, and Melanie Klein pioneered psychoanalytic concepts and techniques for working with children. Alfred Adler emphasized the social context. Margaret Lowenfeld used symbols in sand trays. Later theorists included Abraham Maslow on hierarchy of needs, Erik Erikson on stages of development, Jean Piaget on cognitive stages, and John Bowlby on attachment theory. The document also notes dimensions of development in middle childhood identified by Charlesworth, Wood, and Viggiani, including increased vocabulary, imagination, motor skills, cooperation, rule following, and moral/humor development.
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child development
This document provides an overview of child development by outlining the key periods of development from infancy through adolescence. It describes the three main domains of development - physical, cognitive, and social/emotional. The document then discusses several influential theories of child development, including psychoanalytic, behavioral, cognitive, and biological approaches. It profiles some of the major theorists in each approach, such as Freud, Piaget, Vygotsky, and Bronfenbrenner, and summarizes some of their core concepts and contributions to understanding child development.
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This document outlines several major theories of child development, including psychoanalytic, behavioral, social, cognitive, and moral development theories proposed by theorists such as Freud, Erikson, Piaget, Kohlberg, Bowlby, and Flower. It summarizes key stages and concepts from each theory, such as Freud's psychosexual stages, Erikson's psychosocial stages, Piaget's stages of cognitive development, Kohlberg's stages of moral development, and Flower's stages of faith development.
Child psychology
Child psychology is the study of psychological processes in children and how they differ from adults. It examines how children develop cognitively, socially, emotionally, and physically from birth through adolescence. Some key theories in child development include attachment theory, constructivism, psychosexual development, and psychosocial development proposed by theorists like Piaget, Freud, Erikson, and Vygotsky. Researchers study development through various methods like observation, interviews, and longitudinal studies to better understand childhood.
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Overview of child devt
Child development can be described across physical, cognitive, and social/emotional domains from conception through adolescence. Numerous theories have attempted to explain how and why children change over time, including psychoanalytic, behaviorist, biological, cognitive, and systems approaches. The document provides an overview of the major 20th century child development theorists such as Freud, Piaget, Vygotsky, Bowlby, Skinner, and Bronfenbrenner and their theories regarding the key influences and stages of child growth and learning.
Child development
Child development involves physical, cognitive, and social/emotional changes that occur in predictable stages from birth through adolescence. The document outlines several theories that describe and explain child development, including psychoanalytic, behaviorist, social learning, biological, cognitive, and systems theories. Key theorists discussed include Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, Bowlby, Hall, Gesell, and Bronfenbrenner.
Child Development Theories and Examples.pdf
- Freud proposed a psychosexual theory of development that occurs in stages focused on different pleasure areas of the body. Failing to progress through a stage can result in fixation that influences adult behavior.
- Erikson expanded on Freud and proposed an eight-stage psychosocial theory describing development across the lifespan as people face conflicts in social interaction. Successfully managing each stage leads to psychological virtues.
- Piaget's cognitive theory proposed that children think differently than adults and described four stages of intellectual development from birth to adulthood involving changes in logical and abstract thought.
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child development
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Child development can be described across physical, cognitive, and social/emotional domains from conception through adolescence. Numerous theories have attempted to explain how and why children change over time, including psychoanalytic, behaviorist, biological, cognitive, and systems approaches. The document provides an overview of the major 20th century child development theorists such as Freud, Piaget, Vygotsky, Bowlby, Skinner, and Bronfenbrenner and their theories regarding the key influences and stages of child growth and learning.
Child development
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Child Development Theories and Examples.pdf
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- Erikson expanded on Freud and proposed an eight-stage psychosocial theory describing development across the lifespan as people face conflicts in social interaction. Successfully managing each stage leads to psychological virtues.
- Piaget's cognitive theory proposed that children think differently than adults and described four stages of intellectual development from birth to adulthood involving changes in logical and abstract thought.
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Running head CHILDHOOD DEVELOPMENT1Childhood development 5.docx
Running head: CHILDHOOD DEVELOPMENT 1
Childhood development 5
Childhood Development: 3-12 years
Laurie Schaalma
PSY605: Developmental Psychology
Instructor: Lisa Pennington
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The human development timeline marks distinct milestones that individuals are expected to pass as they move through the different stages of their lives. The rate of growth and development varies for every individual based on genetic or environmental factors that may either enhance or undermine development. Monitoring the development stages is especially critical among children since any anomalies can be quickly identified and the necessary intervention strategies employed. The primary domains of development are physical, social, language and emotional. The paper will analyze the development stages for the 3-12 years’ age group through assessing the different popular theories that explain the important features of the age group.
Between the ages of 3 and 12 years, a lot of learning takes place with a child's ability to assimilate information from the environment drastically improving. Up to the age of 7 years, the physical growth ensures that children can roam around and interact with their physical environment. Increased dexterity means they can hold things and play with toys. Speech also develops with a significant growth in vocabulary which makes them able to converse with both adults and other children. Reading skills also significantly improve with most children of the age of 5 being able to recognize simple words in print (Piaget, 2000). Their capacity for reasoning is also highly elevated making it the most appropriate stage for parents to instill values and morals through positive reinforcement or punishment. Per Erikson's Eight Stages of Development, the child struggles between embracing their autonomy and shame to gain a sense of Will. Children often exhibit stubborn tendencies and wild tantrums as a mode of coping with others saying ‘NO' to their requests. Erikson's third psychological crisis is marked by the child developing a sense of purpose although imagination is restricted (Elkind, 1970).
Freud's theory of sexual development suggests that children gain pleasure from oral stimulation during breastfeeding and anal stimulation during toilet training (Oswald, 2008). The phallic stage is marked with sexual identification where children tend to emulate the same-sex parent and develop a strong interest and love for the opposite-sex parent (Freud, 1924). This stage is especially common in the pre-teen years as children struggle to develop a sense of self.
The four cognitive development stages developed by Piaget explain the milestones in the thought process of an individual. The preoperational stage may encompass children between the ages of 2-7 years where the child grasps some aspects of symbolism. The third stage is the concrete operational stage that is considered the most significant marked by children developing a se ...
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Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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In this presentation include the prototype drug SAR on thus or with their examples .
Syllabus of Second Year B. Pharmacy
2019 PATTERN.
11.1 Role of physical biological in deterioration of grains.pdf
Storagedeteriorationisanyformoflossinquantityandqualityofbio-materials.
Themajorcausesofdeteriorationinstorage
•Physical
•Biological
•Mechanical
•Chemical
Storageonlypreservesquality.Itneverimprovesquality.
Itisadvisabletostartstoragewithqualityfoodproduct.Productwithinitialpoorqualityquicklydepreciates
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
20240520 Planning a Circuit Simulator in JavaScript.pptx
Evaporation step counter work. I have done a physical experiment.
(Work in progress.)
Mending Clothing to Support Sustainable Fashion_CIMaR 2024.pdf
Ozturkcan, S., Berndt, A., & Angelakis, A. (2024). Mending clothing to support sustainable fashion. Presented at the 31st Annual Conference by the Consortium for International Marketing Research (CIMaR), 10-13 Jun 2024, University of Gävle, Sweden.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
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mid childhood.pptx
- 1. Theoretical aspect of middle childhood Name of the pioneer Summary viewpoints of the theory Sigmund Freud Psychoanalytic psychotherapy and concepts of unconscious processes, defence mechanisms, id, ego, superego, resistance, free association, transference, psychosexual development Anna Freud Sought an affectionate attachment with the child. Interpreted child‘s nondirected free play after an affectionate attachment with the child had been established. Melanie Klein Started to interpret the child‘s behavior early in the therapeutic relationship. Interpreted child‘s non- directive free play Carl Jung Introduced ideas about the symbolic representation of a collective unconscious. Margaret Lowenfeld Used symbols in a sand tray as a substitute for verbal communication. Alfred Adler Introduced the need to take account of social context.
- 2. Theories of child development (1920-1975) Name of the pioneer Contribution of child theory Abraham Maslow Introduced the idea of a hierarchy of needs Erik Erikson Postulated eight stages of development. Believed that ego-strength was gained through successful resolution of developmental crises. Ability to solve own problems. Jean Piaget Conceptualize that children obtain particular skills and behaviours at particular developmental stages and recognized stages of cognitive development. Lawrence Kohlberg Looked at the relationship between Piaget‘s concepts and the acquisition of moral concepts John Bowlby Introduced theory of attachment whereby a child‘s emotional and behavioural development was seen to be related to the way in which a child was able to attach to its mother.
- 3. Charlesworth, Wood and Viggiani (2011:181) echo these opinions and explore advancing in middle childhood within several different dimensions of a child‘s development. They also point out that although developmental areas are considered separately for analytical purposes, the changes in the developing child reflect a dynamic interaction, constantly occurring across these dimensions. These authors further identify a significant increase in the following areas: • vocabulary; • imagination; • creativity and self-care skills; • motor skill development; • ability to cooperate; • ability to play fairly; • ability to follow social rules; • and moral thinking and humor.