Three Big Ideas About Child Development Young People Essay

Three Big Ideas About Child Development Young batch EssayUnderstanding child discipline means that we as c bers and p bents squeeze out understand skills and typical behaviours of children inside our care, providing an environment which is nurturing and champion that go out protect growth. Laura Berk (2000) provides a simple definition of child teaching a field of charter of study devoted to understanding all aspects of human growth and diversify from conception through adolescence. (Berk 2000, p4). This paper will look at third important theories of child breeding that you as a teacher or parent should know in order to understand the changes that show channelise from birth to adulthood.When we talk about child study we refer to 3 stages called stopment areas Physical pa economic consumptionment involves the growth and change in a persons body and body functions. In this domain we look at the physiological and motor aimment as well as the governs of health, illne ss and nutrition. cognitive development refers to the growth and change of a persons ability to process information, solve problems and gain cognition. In this area we consider the study of brain development, memory, learning, speculateing, oral communication and creativity. Social- stimulated development involves the growth and change of our interactions with others and our feelings. Included in this area is the study of relationships, emotions, personality and moral development. Whilst we discuss each area of development independently it is important to realise that they do overlap. One domain shag influence the other.Interest in the field of child development began early in the 20th-century. (ref) Many theories make been put forward to explain why and how children develop. idealogue Jean Piaget routineed a major influence on the take onation we understand children. He explained childrens development in terms of their cognitive development in a conjecture known as Piaget s possible action of cognitive development. Piaget believed that children think differently from adults, arguing that its not that children know less than adults and their thinking skills are qualitatively different. (ref) Many of his ideas came from observing his own children.Piaget was convinced(p) that intellect grows through processes he termed assimilation and accommodation. Assimilation refers to using brisk mental patterns in new situations. (ref) In accommodation, existing ideas are special to fit new requirements. Thus, new situations are assimilated to existing ideas, and new ideas are created to accommodate new experiences. In his theory children mature through a series of distinct stages in intellectual development. Sensorimotor (0-2 old age) Piaget believed that an infant is born(p) with no office of making sense of the ground. Infants use reflexes which act on the population in particularised counsels so that the child flavorwise adapts to the world. Motor movements are seen as the basis for the eventual development of intelligence. These easy be shine separated from motor activity as the child learns to represent objects, actions and thoughts through play and language. tally to Piaget, object permanence emerges during infancy. This relates to the understanding that objects protract to exist even though they are out of sight. Preoperational (2-7 years) Piaget describes toddlers thinking as illogical. This is due to two main characteristics of their thinking processes egocentricism and centation. Piaget sees early days childrens thinking as egocentric meaning they can only see things from their point of view. They cannot take into account the ideas or enquires of others. Due to their stage of cognitive development their thinking is not yet flexible enough to consider more than than one aspect of a given situation. They are now in a stage of egotism-centred thinking. (ref). Centration is the term Piaget uses to describe young c hildrens vogue to focus their caution on a single aspect of a situation or object. This is where Piagets experiment for the conservation of volume. This stage of development alike describes toddlers having improved memory skills, problem solving skills and begin to understand concepts for example, linguistic process such as big and small, colours and the ability to recite numbers. (ref) As children progress into pre-school, children practise mental representations by using mental imaginativeness and language symbols. (Ref) Concreter Operational (7-12years) The typical school aged child is ledger entry this stage of development. Children begin to think logically however, they tend to need concrete objects to help them solve problems rather than being able to use bunco ideas. (ref). Piaget would describe the school age child as less egocentric. According to his theory a child is now able to view the world and themselves from other perspectives. (ref) Children at this stage boo k a longer attention span, a better concept of cartridge clip and distance and their ability to think about improves. Formal Operational (12-15years) Children at this stage break onward from concrete objects and thinking is based more on abstract principles, such as honour or democracy. (ref). Full adult intellectual ability is bring home the bacon during this stage. For Piaget, the development of scientific reasoning is the pinnacle of development. (Vialle, Lysaght, and Verenikina 2008, p55). At this stage erstwhile(a) adolescents can comprehend math, physics and other abstract systems. (ref). round critics have faulted Piagets theory on several grounds but roughlyly for its vagueness. Some would say that Piagets theory has limited our perception of childrens capabilities- officeicularly in the pre-school years. (ref). Others whitethorn say thither has been too much focus on what children sham do rather than what they can. According to Siegler (2004) children continuously g ain specific knowledge they do not undergo stage like leaps in commonplace mental ability. (more)However, Piagets work has encouraged us to see childrens cognitive skills as being different from those of adults. His theory is valuable for understanding how children think. If we understand how children think and learn we can provide a stimulating environment that will shop their learning. Using Piagets theory of cognitive development, a teacher or parents section is to provide the stimulation and defend carefully to see when to step in and interact or change experiences (ref). (125 more)While Piaget stressed the role of maturation in cognitive development, Lev Vygotsky focused on the impact of socio-cultural factors. His Socio-cultural theory of cognitive development saw that social interaction and language has a major influence on the development of childrens thinking. Vygotsky places great importance on the tole of significant adults such as teachers, parents and also peers.-Th e geographical zone of proximal development Like Piaget, Vygotsky believed that children actively seek to discover new principles. However there is emphasis that many of a childs most important discoveries are command by these significant adults. (ref). Vygotsky realises that some tasks can be beyond a childs reach. The child is close to having the mental skills needed to do the task, but it may be slightly too complex to be mastered alone. The zone of proximal development means children learn with the guidance and assistance of those within their environment. Parents, teachers or other sensitive caregivers will know that children will need assistance, guiding the child to support them in the learning process.Vygosky argued that childrens thinking is exceedingly influenced by interactions and conversations with other peoples. If we want to understand how children think and learn, Vygotsky proposes that we need to observe them when they are relating with others. (ref).Vygotsky pr oposed that language plays a critical role in learning. He noted that preschoolers often talk to themselves as they complete activities and tasks. He called this hole-and-corner(a) speech. According to Vygotsky, private speech enables children to talk through problems (ref).Erik Erikson proposed a theory of development that focuses on the emotional and social aspects of development and how these impact on the overall development of the person from infancy to old age. (ref). He called it a Psychosocial theory of development focusing on the social experiences we have in life that shape our psychological make- up. Erikson was a student of Sigmund Freud and believed that the social interactions an item-by-item experiences has a greater influence on development. (ref). Erikson identified eight stages of development over the entire human lifespan, each stage marked by a crisis. If each crisis is collapsed in a positive way then the child would develop high egotism appraise and was mo re likely to respond to the next crisis in a positive way, development a healthy personality. If the crisis was resolved in a negative way then it was likely the child would develop low self esteem and have difficulty resolving future crisis. (ref). His theory, particularly the first quaternity stages hold vital considerations for you as a teacher or parent, ensuring that young children develop and maintain a positive sense of emotional wellbeing.- storey one (0-1 years) Trust vs Mistrust According to Erikson, a critical emotional vie in infancy is between trust and mistrust. Emotionally healthy babies come to understand they have nurturing, responsive caregivers who meet their canonic needs. They view the world as safe and enter into trusting relationships with caregivers and later, other individuals. However, a power point of mistrust is also important to keep infants safe from harm. But for the most part, the emotionally healthy baby is trusting of the world. (ref) A critica l part of achieving trust from Eriksons view is the ability of infants to come to know and develop an emotional tie with caregivers also known as alliance. Mary Ainsworth described attachment as the affectional tie that one person forms to another specific person, binding them together in space and enduring over time (Ainsworth 1973). Stage two (1-3 years) Autonomy vs Shame and Doubt Once toddlers have developed a sense of trust with significant adults and understand their basic needs will be met, they are willing to venture away from the safety of parents and caregivers. We see this as striving for control over their environment. (ref). Children give tongue to their growing self control by climbing, touching, exploring and trying to do things for themselves (Coon Mitterer 2007). pass support, achievable tasks and time, children are more likely to experience success and gum olibanum feel autonomous and develop feelings of positive self-esteem. (ref). However, if we are impatien t, provide tasks that are too difficult or become unsupportive with their efforts, children will develop feelings of shame and doubt about their abilities, resulting in low self esteem. Stage three (3-5 years) Initiative vs Guilt In this psychosocial theory of development, Erikson saw the preschool years as a time when children develop a sense of initiative. Preschoolers develop an increasing sense of their own ability and have a longing to make things happen. Through play, children learn to make plans and carry out tasks. Parents can reinforce initiative by giving children freedom to play, ask questions, use imagination and choose their own activities. (ref). When encouraged, this sense of initiative will support the development of high self esteem. However, when preschoolers receive negative feedback, prevent play or punished for trying to plan and make things happen they will develop a sense of guilt, thus developing low self esteem. (ref.)-Stage Four (6-12 years) Industry vs I nferiority Middle childhood is the time to resolve the crisis of industry versus inferiority, according to Erikson. Primary school years are a childs entrance into life, where children begin to learn skills valued by society. His theory states that as children gain positive feedback from developing skills required for their particular culture, they will develop a sense of industry if they win praise for productive activities such as building, painting, cooking, reading and studying. This high self esteem will strike children to challenge new tasks. However, if children receive negative feedback and have trouble developing skills and a sense of inferiority will arise, resulting in low self esteem and less motivation to try new tasks. (160 more)