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Report on DEVELOPMENTAL Psychology stages and basic principles Presentation.pdf
- 1. DEVELOPMENTAL Psychology stages andbasic principles BY: MARIFE P. LOYOLA ECE 501 DEV PSYCH: CHILDHOOD
- 2. The first yearafter birth is called infancy. Infancy is a period when the baby grows very fast. The baby doubles in length and triples in weight. INfancy ages: from birth to 1 For the first month after birth, an infant is called a newborn. Newborns need about 18 hours of sleep each day. They need long naps throughout the day. Erik Erikson's theory of psychosocial development-Infants learn to trust that their caregivers will meet their basic needs. If these needs are not consistently met, mistrust, suspicion, and anxiety may develop. According to Piaget, at the start of the sensorimotor stage (0-2 years old), infants are only aware of what is right in front of them. They learn with their senses and motor skills, focusing on what they see and do (visual and physical interactions) within their immediate environment According to Freud (stage 1 (0-1) Infant babies' oral desire, often from their mother, is crucial for their happiness, but lack of stimulation can lead to hidden aggressive or passive habits. Montessori theory suggests that a child's journey towards independence begins from birth and continues as they develop into fully functioning, empowered individuals.
- 3. INfancy ages: frombirth to 1
- 4. Jaja @1 month BabyMilestones INfancy ages: from birth to 1 Jaja @2 months Jaja @3 months
- 5. At 4 months Beginsto bear some weight on their legs Will coo or ahh when someone talks to them Will grab at favorite toys or objects Can roll over from the back onto the tummy Begins to imitate sounds like “baba” and “dada” Their first tooth will appear INfancy ages: from birth to 1 Jaja @4 months Jaja @ 5months Jaja @6 months At 6 Months imitate sounds Is ready to begin trying solid foods Can sit independently Begins to pass objects from one hand to another May start to crawl Begins to babble or combine syllables Begins to pull or drag favorite toys or objects towards themselves At 5 Months Play with their hands and feet Responds to their name Will turn towards a new sound Can roll over from tummy to back and vice vers Can sit for a short amount of time independently Begins to chew on toys/objects May start to experience separation anxiety
- 6. INfancy ages: frombirth to 1 Jaja @7 months Jaja @8months Jaja @9months At 7 Months May experience “stranger danger” and become shy around new people Continues to babble and/or combine syllables Is able to wave “bye-bye” Begins to stand supported by an object or person Can bang objects or toys together to make a sound At 8 Months Can say words like “mama” and “dada” Continues to stand while supported by an object or person and can pull themselves up to standing Begins to cruise around tables and furniture Will start to point at things to communicate wants/needs Will search for hidden objects Begins to use a thumb-finger pincer grasp to pick things up At 9 Months Can stand independently while holding on to an object (i.e. furniture) Continues to babble Continues to cruise around tables and furniture Understands the permanence of objects Begins to hold and use a sippy cup Can feed themselves with fingers Begins to engage in games/songs like patty-cake or peek-a-boo Can distinguish between and correctly identify mama and dada
- 7. INfancy Jaja @10 monthsJaja @11months Jaja @12 months At 10 Months Can wave “bye-bye” Continues to communicate wants and needs through pointing or hand gestures Can stand unassisted for short periods of time ages: from birth to 1 At 11 Months Continues to stand unassisted for longer periods of time Can easily cruise around furniture and objects Is able to understand the word “no” and other one-step directions Can place toys/objects into a bin Can say at least one other words besides mama and dada At 12 Months Begins to imitate the actions of others Can take a few steps unassisted (may be able to walk unassisted) Begins to scribble or doodle Can say at least two words besides mama or dada
- 8. 01 02 03 Infant’ Needs 04 06 07 08 09 10 Love, attention,and Security Long sleep Basic needs: milk, nappies,clothes, healthy food Daily routines: bathing, reading Things to look at and some toys Immunization Sunlight Talk ,sing and read with them Safety
- 9. An infant’s brainwill triple in the first 2 years of life based on the child’s environment which includes.... you!
- 10. TODDLER DEVELOPMENT Toddlers arechildren ages 1 to 3. Education must begin at birth. DR. MARIA MONTESSORI, THE 1946 LONDON LECTURES The first three years of life are a critical period for the human brain’s development. “The hand is the instrument of intelligence. The child needs to manipulate objects and to gain experience by touching and handling. ” —The 1946 London Lectures Ref: https://medlineplus.gov/ency/article/002010.htm A 3-year-old’s brain is twice as active as an adult brain.
- 11. Developmental Milestone ofToddlers Physical Development GROSS MOTOR Makes tower of four cubes by around 24 months Scribbles by 15 to 18 months Can use spoon by 24 months Can copy a circle by 24 months Stands alone well by 12 months. Walks well by 12 to 15 months. (If a child is not walking by 18 months, talk to a provider.) Learns to walk backward and up steps with help at about 16 to 18 months. Jumps in place by about 24 months. Rides a tricycle and stands briefly on one foot for about 36 months. FINE MOTOR
- 12. Learning of SkillsCannot Occur Until the Child Is Maturationally Ready. Individual Differences Affect the Rate of Motor Development. Skills will not develop through maturation alone. They must be learned. Importance of timing (effectiveness) (Connolly et al.) WHAT’S THE IDEAL AGE FOR LEARNING MOTOR SKILLS? When a person is maturationally ready, skills can be learned at any age. even in old age. Opportunity to Learn, Deprivation, Perfection (influenced by the environment) Motor Skills
- 13. Uses 2 to3 words (other than mama or dada) at 12 to 15 months Understands and follows simple commands (such as "bring to mommy") at 14 to 16 months Names pictures of items and animals at 18 to 24 months Points to named body parts at 18 to 24 months Begins to answer when called by name at 15 months Combines 2 words at 16 to 24 months (There is a range of ages at which children are first able to combine words into sentences. Talk to your child's provider if the toddler cannot make sentences by 24 months.) Knows sex and age by 36 months Can recognize and say the color names Can recognize numbers Language Explosion Language Development Developmental Milestone of Toddlers When is the best time to learn a second or third language? Prime times for language acquisition (the period from age 1.5 to 3 or 4 is marked by a “language explosion” ) “Absorbent Mind” (Sponge) “Bilinguals are smarter (that learning other languages improves not only linguistic skills but also cognitive abilities like executive functioning.)
- 14. Developmental Milestone ofToddlers Social Emotional Development Recognize familiar people. Interact with you. Start socializing around 2. Sharing is difficult (It’s mine) Imaginative (Pretend Play) at 3. Start to understand and show emotions. Copies his environment Tantrums and Conflicts Indicates some needs by pointing at 12 to 15 months Looks for help when in trouble by 18 months Helps to undress and put things away by 18 to 24 months Listens to stories when shown pictures and can tell about recent experiences by 24 months Emotional aspects include the child's intimate interaction with caring people shaping their personality. If not rejected, children by the age of three show gratitude, trust, and respect for people who assist them explore their world.
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- 16. 01 02 03 Toddlers’ Needs Love andSecurity Separation Anxiety Safety 04 06 07 Manipulative materials Potty Training/ Self help Health, Nutrition, Sleep, Play Routines and Order 08 Discipline/ Boundaries 09 Talk ,sing and read with them 10
- 17. At about age5, children can be expected to display most of the following social and cognitive skills, although each child develops differently and may achieve some milestones earlier or later than others. (Centers for Disease Control and Prevention and the American Academy of Pediatrics) Preschool childhood DEVELOPMENT PRESCHOOLERS are children ages 3 to 6.
- 18. Developmental Milestone ofPreschoolers Social Emotional Development Prefers playing with others to playing alone. Wants to please friends, and be like their friends. More likely to understand and follow rules. Likes to sing, dance, and act. Is aware of gender. Can tell what’s real and what’s make-believe. Displays, and seeks more independence in and out of the home. Is sometimes demanding and sometimes very cooperative. They are more aggressive (Name calling, teasing, bullying) Tantrums and Negotiations Learning to share and take turns Can express different emotions verbally and non verbal https://www.psychologytoday.com/us/basics/child-development/early-childhood
- 19. Cognitive Development andCommunication Skills Developmental Milestone of Preschoolers Speaks clearly (Show and Tell). Can share their home experiences at school Tells a simple story using full sentences. Uses future tense; for example, “Grandma will be here.” Can say their name and address. Can count 10 or more things. Can draw a person with at least 6 body parts. Can print many letters or numbers, and reproduce geometric shapes. Knows about things used every day, like money and food.
- 20. Developmental Milestone ofPreschoolers Physical Development
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- 22. 01 02 03 Preschoolers’ Needs Love, Careand Security Physical Activity Safety 04 06 07 Hands on materials to explore and be creative Self help (Independence) Health, Nutrition, Sleep, friends Routines and Order 08 Discipline/ Boundaries 09 Talk ,sing and read with them 10
- 23. They receive lessattention than children in infancy, toddlers, and preschoolers. Growing independence from the family Friendship is more important Physical, social, and mental skills develop quickly at this time. A critical time for children to develop confidence in all areas of life, such as through friends, schoolwork, and sports. Physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school. MIDDLE childhood DEVELOPMENT Ages 6-12 years old- primary Years
- 25. During middle childhood(6-11), the child enters the latency stage, focusing their attention outside the family and toward friendships. Freud’s fourth stage of psychosexual development is the latency stage. This stage begins around age 6 and lasts until puberty. The biological drives are temporarily quieted (latent) and the child can direct attention to a larger world of friends. If the child is able to make friends, they will gain a sense of confidence. If not, the child may continue to be a loner or shy away from others, even as an adult. FREUD’S PSYCHOSEXUAL DEVELOPMENT: THE LATENCY STAGE
- 26. Erikson believes thatchildren’s greatest source of personality development comes from their social relationships. Elementary School Stage: Industry vs. Inferiority • Children compare themselves with peers. • Developing pride and accomplishment in schoolwork, sports, social activities, and family life. • Feeling inferior and inadequate due to perceived inadequacy. • Negative experiences at home or with peers can lead to inferiority complex in adolescence and adulthood. Middle childhood is characterized by industriousness and constant activity. • Children gain a sense of self-perception and competence. • Success in endeavors leads to competence for future challenges. • Feelings of inferiority and self-doubt develop if children feel undervalued. • These feelings can lead to an inferiority complex lasting into adulthood. ERIKSON’S PSYCHOSOCIAL DEVELOPMENT: INDUSTRY VS. INFERIORITY (COMPETENCE)
- 27. Show more independencefrom parents and family. Start to think about the future. Understand more about his or her place in the world. Pay more attention to friendships and teamwork. Want to be liked and accepted by friends SocioEmotional Developmental Milestone of Middle Childhood Start to form stronger, more complex friendships and peer relationships. It becomes more emotionally important to have friends, especially of the same sex. Experience more peer pressure. Become more aware of his or her body as puberty approaches. Body image and eating problems sometimes start around this age. 7-12 YEARS OLD 9-12 YEARS OLD
- 28. Show rapid developmentof mental skills. Learn better ways to describe experiences and talk about thoughts and feelings. Have less focus on one’s self and more concern for others. A huge milestone in middle childhood is learning to read and write. Cognitive Developmental Milestone of Middle Childhood Face more academic challenges at school. Become more independent from the family. Begin to see the point of view of others more clearly. Have an increased attention span. 7-12 YEARS OLD 9-12 YEARS OLD
- 29. 01 03 Physical Development 02 Brainsize reaches adult size at 7, frontal lobes develop between 10-12 years, improving logic, planning, and memory. School-aged children plan and coordinate activities, improving attention span. Influences on Children's Eating Habits • Family environment, societal trends, taste preferences, and media messages affect children's diet. • Television commercials can encourage unhealthy food choices. • Parents and caregivers should guide children towards healthy choices. Physical Education and Recess in School Age Children • Recess is free play time. • PE is structured program teaching skills, rules, and games. • PE and recess are key in introducing children to sports. Developmental Milestone of Middle Childhood
- 30. 05 Physical Development 06 Physical growth slowand steady. Mental Health Impact on Daily Life • Disruption at home, school, community. • Potential for school failure, substance abuse, family discord, violence, suicide. Developmental Milestone of Middle Childhood
- 31. 01 02 03 Middle Childhood’ Needs Love,affection, appreciation, recognition playdate with friends Family time 04 06 07 Safety Independence Health, Nutrition, Sleep, Play Support 08 Discipline/ Boundaries 09 10 Read, talk, play with them
- 32. Children with learningchallenges are usually identified in school because this is when their academic abilities are being tested, compared, and measured. Learning disorders (LDs) are neurodevelopmental issues affecting academic skills like reading, writing, and mathematics, often presenting during formal schooling. It is renamed as “Developmental learning disorder” Learning Challenges
- 33. Learning Difficulties andDisability Definitions • Learning difficulty is a mild form of difficulty, evident on standardized tests. • Learning disability is severe difficulty evident on standardized tests, with no significant improvement despite therapeutic efforts. • The concept of learning disability is a spectrum of severity from learning difficulty to disability.ic • Some authors use the term "learning disability" to refer to intellectual developmental disability, also known as mental retardation in ICD-10(International Classification of Diseases) and intellectual developmental disorder in DSM-5. • Intellectual delay causes poor scholastic performance and is characterized by global developmental delay. Subcategories in ICD-10 are mild, moderate, severe, and profound. Learning Challenges
- 34. Learning Disabilities andBrain Processing • Learning disabilities are caused by differences in brain function and information processing. • Children with learning disabilities typically have average or above-average intelligence. • These differences affect how average to above-average intelligence receives, processes, or expresses information. • Despite compensating or overcoming the disorder, these differences in brain processing persist throughout life. Learning Challenges
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