...Developmental Process Presentation Child Development 202 Developmental Process Presentation There are many noticeable physical and mental differences between early childhood (2-6 years old) and middle childhood (6-10 years old). In early childhood their language and communication skills start to develop quickly. The child will begin to learn new vocabulary, the correct use of language in social settings and their grammar has noticeable changes. Even with all these advancements that are taking pace, it is still noticeable that these children are just in the beginning stages of learning as compared to children in middle childhood. In middle childhood children have already developed a set of language skills. They have the ability to use correct vocabulary during a conversation, effectively use language for different purposes such as school or a conversation with friends. They can also restate ideas and have the capability to speak in front of their classmates when giving presentations with confidence. Physical development in early childhood and middle childhood is extremely different. In early childhood children have an abundance of energy that they have a hard time controlling. In this stage children run instead of walking. They jump and skip showing the exuberant amount of energy that they have. During early childhood gross and fine motor skills are starting to become refined. A child’s hand eye coordination improves and they develop the ability to do tasks such as jump...
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...Annotated Bibliography Cynthia Beckner South University Online PSY2002: April 30, 2013 Topic 1: Early Childhood: 1). Linda Knight (2009). Dreaming of other spaces: What do we think about when we draw? The Psychology of Education Review, Vol. 33, No. 1, March 2009 The article focuses on the enhancement of the learning process during early childhood development by the engagement of adults with children as they draw, and the interpretations of these drawings. By being engaged with young children as they express themselves on paper, allows the visualization of the child’s “thought” process as they are drawing. Along with the many applications of childhood developmental theories, the interpretation of a young child’s doodling is now perceived through Deleuzians and Guattarians dreaming concepts and Foucauldians heterotopic space concepts (Knight, 2009). Foucault’s concept of heterotopic space suggests that the young drawer visits his own imaginary space while doodling. This is a place where the child is free to imagine, free to choose, and free to express. Deleuzian’s and Guattarian’s concept suggests the child be free to be chaotic and unpredictable. Being able to dream allows the child to disconnect from the work and make his own connections. Examining and interacting with a child and his artwork can give us insight to emotional, cognitive, and physical development to the child. To a small child, scribbling can aid in muscle coordination, emotional release and social...
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...settings. The settings under examination are 3-5 year olds and 5-8 year olds. We will start with the definitions of curriculum and assessment and the relationships between them. After that, I will explore similarities and differences between approaches to curriculum and assessment in the two settings. Curriculum is an integrated system drawing together every element for learning and teaching, including learning outcomes, learning areas, teaching strategies, evaluation and assessment to help with children’s learning progression (MacLachlan, Fleer& Edwards, 2010). Curriculum refers to “all the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development” (Department of Education, Employment and Workplace Relations [DEEWR], 1996). Early childhood educators regard ‘the curriculum’ as a guidance of learning instructions and assessment (Baxter, 2012). A good curriculum can offer the expert guidance, evidence of effectiveness and flexibility. It enables early childhood educators to draw upon a comprehensive view of early years education linked to their own observations and experiences; therefore educators set up and modify learning programs accordingly and timely (Early Childhood Australia, 2013). Assessment can be described as the process of finding out what children know, understand and can do by observing their learning, gathering information and analyzing data (DEEWR, 2009). Mclachlan...
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...Middle Childhood Development and Personality Josh PSY/103 November 2, 2015 Susanne Nishino Middle Childhood Development and Personality Middle childhood is a busy time in a child's life both physically and for their personality. During this time there is a crucial shift in a child's cognitive skills beginning at age six; this appears to be when a child begins to reason and is marked by several types of advances in learning and understanding. Formal schooling begins mostly between the ages of five and seven, during this time the child develops key thinking and cognitive skill. Children during this period also begin to experience advances in their learning consistent with what is deemed important by their cultures, such as math and language skills. I believe it's important for us to be patient with children at this age because it is such a difficult and confusing time but also an exciting time for them to experience this period of extensive growth. There are many different factors that affect physical development for children during the middle childhood development period. During birth until around age five, growth is generally set at the same rate for children around the same age, but at around age six or seven is when the growth spurts begin to become defined. Some children grow quickly and tall while others don't seem to grow much during this time. An example for this might be when I was younger, I did not grow quickly from age five until eight, but...
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...Lifespan Development and Personality Marie A. Hines PSY/103 March 12, 2012 Colleen Donald Lifespan Development and Personality Early childhood development can be affected by a number of factors, and it is impossible to underestimate the immense importance of the early development of children. Erik Erikson's stage theory of psychosocial development contributed to the understanding of personality development throughout the lifespan. The lifespan development of human being involves the psychological and genetic alterations from the birth and end of the life. The progress of life is highly influenced by the hereditary and environmental factors involving the different aspects related to physical, cognitive, social, moral, and personality development (Shonkoff & Phillips, 2000). Erik Erikson felt as if middle age children between the ages of six and twelve is where they begin to develop the mental skills needed in later years.“Elementary school-aged children, who succeed in learning new, productive life skills, develop a sense of pride and competence (industry). Those who fail to develop these skills feel inadequate and unproductive (inferior)” (Carpenter & Huffman, 2010). The phase of physical development of a child is classified as gross motor skills development and fine motor skills development. Hereditary factors play an important role in the physical growth and characteristics development of the child in the middle...
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...understand how the cognitive learning process changes throughout the human life span to fully comprehend the way we think and process information. Psychologist Jean Piaget, was the most influential theorist who described the cognitive development process. Piaget, “envisioned a child's knowledge as composed of schemes, basic units of knowledge used to organize past experiences and serve as a basis for understanding new ones” (Encyclopedia). Furthermore, in a human’s life span there are eight stages in which our cognitive learning changes: infancy, early childhood, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. This essay will take a look at the changes in cognitive learning over the human lifespan. The first stage we will look at is cognitive learning in infancy. The stage of infancy is considered birth through age two years old. Cognitive learning begins immediately after birth, infants learn to use their senses to explore their surroundings (Encyclopedia). Newborns are really good at identifying sounds and recognizing their mother’s voice. As the infant grows they begin to understand words; around the age of 18 months old the infant should be able to understand between 100 and 150 words. The next stage is early childhood; the age range is from two years old to six years old. At this stage in a child’s cognitive learning process they begin to use their memory and imagery skills (Encyclopedia). A child will develop skills and knowledge to assist...
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...early childhood years, and between six to twelve years are considered the middle childhood period. During these two periods there are four kinds of themes: sources of development, plasticity, continuity/discontinuity and individual differences. The sources of development are genetic, social, or cultured development. Genetic known as nature vs. nurture the plasticity is how much the development can be changed or manipulated, Human development during this time has same part continues and same part expect going the sages. Even during expected stages we don’t know for sure exactly when the child will be able to do particular activities. This paper will discuss ten events to expect in their child’s life. Sleep: In the stage of two and twelve-year old many the parents expect a number of physical changes during the early childhood and middle childhood in terms of the child’s sleeping period. Many adults and children do not get enough sleep because the children possible do not have food or enough food and healthy nutrition to sleep well. In early childhood development stage of the wake- up behavior more scheduled and has more hours. The United States was compared with in middle childhood; they do not sleep as much. other countries totally different because in the United States the parents typically put their children to bed at certain hours in a different room but in other countries, children are always with their mother and sleep with her until they are in the middle childhood period...
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...each has its own stage of development and related tasks. The first age group is infants and the related stage of development is trusts vs. mistrust. This development task is related with a given age group to provide attachment and bonding. The rest age group is of early childhood and the stage of development includes Autonomy vs. Shame and doubt. This development task, for this group is to have potty training and self-maintenance. Subsequently, the next age group of schooling includes initiative vs. guilty and the related development tasks are academic success, making friends, social competency and friendship....
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...Early Child Development Infancy and Early Childhood Development The brain of infants and early childhood development is empty and absorbable like a sponge throughout adulthood. At infancy stage, the brain develops according to exposure to verbal expression exposure and visual physical observation exposure. The human being brain will utilize the exposures throughout the developing stages in life (Feldman, 2010). Parenting interaction with an infant and environmental condition affects the way infants develop. Hence, it is fundamental to set positive structure from the beginning because the exposure cannot be undone when raising a child. It is significantly important to provide a nurturing environment. The Affect Families Have On Infants and Childhood Development From infancy, the brain instantaneously goes through developmental change. The progress is an effect of genes and the environment the infant is exposing to and as an outcome of experiences. Early childhood experiences have two categories; experience-dependent and experience-expectant. Experience-expectant refers to the development of the nervous system and it is predictable to develop in a certain way. Standard cognitive growth is reliant of the positive type of environmental exposure. With the exception of any type of fetal damage to the brain, in order for the experience-expectant to be within usual range of development; when an infant is exposed to a loving gesture (as an example), it should respond...
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...life: Childhood and adulthood. BY: Laura Geraldine Ramirez. Definitions of life stages can be found in Greek literature from the time of Socrates and Plato. These descriptions are based on the changes and behaviors which humans have during life. Basically, a stage of life is a period of time when people suffer a big physically change and in their mind as well. The purpose of this essay is to compare and contrast the differences between two stages of life: Childhood and adulthood. Childhood and adulthood are two important ages of a person; however, some people decide to define one of them as the best stage of their life, depends on these fourth main aspects which make each one totally different to the other: physical appearance, cognitive development, the interaction with others, and the way of they view the world around them. Children and adults share some main characteristics which defined them as humans, but one of the most notable differences between a child and an adult is the physical appearance. Children development depends by the age, and the conditions that the little boy has. Also, children do not care about their physical appearance. For example they do not think about the effect of diet on health. In contrast, adults always want to be perfect and want to belong to the stereotypes created by society: a symmetrical face, a slender body, a perfect teeth and be fashionable. The second aspect to consider is the cognitive development in children...
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...children in the future. Therefore, it is crucial to understand human development theories that I will be able to use in my work. Human development theories can help professionals examining how a person’s behavior and personality improves during the lifespan (Berk, 2010). For this assignment, I chose two key theories that address human development. I will introduce and analyze Piaget’s cognitive-developmental theory and Erikson’s psychosocial theory. I will identify similarities and differences. Finally, I will discuss how these theories relate to my goals in research. Piaget’s Cognitive-Developmental Theory Jean Piaget (1896-1980) was a Swiss theorist who conducted research studies on cognitive development. Although he observed his own children, his theory is one of the key theories of human development. Piaget published several books on childhood development, psychology, moral judgment, and intelligence (Berk, 2010). Few of his major works that I will use for this assignment are: The Moral Judgment of the Child (1948), The Early Growth of Logic in the Child (1964), Biology and Knowledge (1971). Piaget’s four stages address infancy, early childhood, middle childhood, and adolescence (Mussen, 1983). Piaget believed that there is a significant connection between biological and cognitive development. Human beings physically, mentally, and emotionally adapt to their environment (Piaget, 1971). In early childhood, the child has a lack of logical thinking that will develop through...
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...Lifespan Development and Personality Paper: Middle Childhood Ages Soterica Johnson Psy 103 June 15, 2015 Mary Newhams Lifespan Development and Personality Paper: Middle Childhood Ages The main goal of developmental psychology is to pursue the understandings of and report different aspects of human development. These aspects include development of physical, cognitive, social, moral, and personality. Discussing these aspects in different terms can be a tough task. In this paper I chose to write on one age group. To define this age, I will focus on the middle childhood ages 6 to 12. I will address physical, cognitive, social, and moral as well as personality development. Within these factors I am also considering both hereditary and environmental factors. Middle childhood is the period of life between the years of 6 to 12, where children are going to school, beginning to make friends outside of their families, mastering new physical and mental abilities, and also learning to become independent. During these ages physical development is most important. Growth may be slower during these ages, causing wide differences in height and weight in children. Passing through the beginning stages of life children have already began losing teeth. Middle childhood ages is when permanent teeth began to come in and dental visits have become more frequent. Children of this age group have improved motor skills so they began getting involved in more physical activities. Along with the psychical...
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...Trauma, Development, and Spirituality Crissy Bontrager Liberty University Trauma, Development, and Spirituality Trauma during childhood can arise from a variety of circumstances. These circumstances can include neglect, maltreatment, various forms of abuse, divorce, to name a few. The effects of trauma during childhood vary as to the type of trauma the child may have suffered. However, the development of a child can be affected by trauma. Looking into the affects of trauma one can see how development may be affected as well as how cultural differences and spirituality may help the child cope with the affects. Thus, one must take a closer look at trauma during childhood. One of the types of trauma a child may endure is the divorce of his or her parents. Children from divorced homes often struggle in school and have difficulty adjusting. The child may feel as though he or she must choose a side, or even feel responsible for the parents divorcing (University of Phoenix, 2014). The stress of ongoing trauma in a high conflict divorce can affect the neurobiology of the development of the child’s brain. Moreover, some children exhibit signs of Posttraumatic Stress Disorder (PTSD) when struggling with the trauma of divorce (University of Phoenix, 2014). Thus, the level of conflict within a divorce situation directly affects the level of stress or trauma the child may endure. Additionally, other types of trauma have damaging effects beyond PTSD. A child, who suffers from...
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...Infancy and Early Childhood Development The brain of infants and early childhood development is empty and absorbable like a sponge throughout adulthood. At infancy stage, the brain develops according to exposure to verbal expression exposure and visual physical observation exposure. The human being brain will utilize the exposures throughout the developing stages in life (Feldman, 2010). Parenting interaction with an infant and environmental condition affects the way infants develop. Hence, it is fundamental to set positive structure from the beginning because the exposure cannot be undone when raising a child. It is significantly important to provide a nurturing environment. The Affect Families Have On Infants and Childhood Development From infancy, the brain instantaneously goes through developmental change. The progress is an effect of genes and the environment the infant is exposing to and as an outcome of experiences (Feldman, 2010). Early childhood experiences have two categories; experience-dependent and experience-expectant. Experience-expectant refers to the development of the nervous system and it is predictable to develop in a certain way. Standard cognitive growth is reliant of the positive type of environmental exposure. With the exception of any type of fetal damage to the brain, in order for the experience-expectant to be within usual range of development; when an infant is exposed to a loving gesture (as an example), it should respond cognitively. Experience-dependent...
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...November 2000 EDO-FL-00-07 What Early Childhood Teachers Need to Know About Language Considerable evidence exists that high-quality early childhood education programs for children from birth to age five can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families (Barnett, 1995; Frede, 1995). However, such programs are not available for all children who need them, nor are all programs of the quality that is necessary to achieve positive outcomes for children. In fact, only about 15% of child care centers are judged to be good or excellent. A recent study of a random sample of Head Start programs found that, while none of the programs was poor, the level of quality varied, and support for language and literacy learning was weak in many programs. Not surprisingly, children in the better quality programs out-performed children in lower quality programs on measures of learning and development (U.S. Department of Health and Human Services, 1998). Overall, Head Start children's expressive language skills were below national norms, but in the better quality programs, children's scores approached or matched those of their middle-class counterparts. Recently, the U.S. Department of Education released a study of the skills and knowledge of a nationally representative cohort of children at entrance to kindergarten showing that social class and other group differences are already evident this early (West...
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