child development full

7/29/2019 Child Development Full

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CHILDDEVELOPMENT(EDU 3102)PREPARED BY

SITI KHADIJAH MUHEMEDRASIDFAHIMAH FUAZI

TG SITI NURULIZZATI TG.KHALID


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CHILD

DEVELOPMENT

CONCEPTS

PRINCIPLE

FACTORS


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CONCEPTS OF

CHILDDEVELOPMENT


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The notion that children "develop" seems an

intuitive, obvious, and even self-evident idea.

Children are born small, knowing the world in

limited ways, with little or no understanding

of other people as separate from themselves

in body or mind, and no understanding of

social relations or morality


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They grow larger, learn about the

physical and social worlds, join different

cooperative social groups, and cultivate a

more and more complex sense of right

and wrong.


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Psychologists, teachers, and others who

deal with children constantly invoke the

term developmentas a way tounderstand the child's status and to

rationalize practice.


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The idea of development is used extensively

to give order and meaning to changes over

time in children's physical, cognitive,

psychosocial, and moral development

Development is a value-laden idea, sometimes

derived not as closely from

empirical data as some mightlike to believe.


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The idea of development, broadly construed

and expressed in fields as divergent asevolutionary theory, philosophy, anthropology,and history formed, the dominant intellectualcontext for the systematic study of

development in children. The child'sdevelopment served to demonstrate theconnection between development inevolution and the development of civilization.

The child became alinchpina link between natural and humanhistory.


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James Mark Baldwin

He depicted children's social development as

a dialectical process in which notions of self

and other developed concurrently toward an

increasingly comprehensive understanding of

both

Moral development was

part and parcel of socialdevelopment.


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The individual and society are two sides of a

naturally growing whole; the dialectic of

individual development must hold true on the

level of social organization

Human history cannot move in a direction

that violates those states of

mindthe ideal, social, and

ethical statesthat haveenabled the individual to come

into social relationships.


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JOHN DEWEY

The child may possess "germinal powers,"

according to Dewey but, playing on the

analogy of the child as seed, he asserted that

the child may develop into a sturdy oak, a

willow that bends with every wind, a thorny

cactus, or even

a poisonous weed.


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Development does not mean just

getting something out of the child's

mind; development is manifestedthrough lived experience.


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an institutional setting for children's

development

He proposed that education serve as a lever of

social change and charged schools with a

mandate to become places that set

development in the right

direction.


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Dewey maintained that teachers should

strive to provide a designed environmentin which particular ideals of development

are fostered through

lived experience.


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These are developmental psychologists

who situate development in a social

context and understand development asincumbent upon culturally valued goals

and social practices.


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principles of child

development


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Principles

Principle: a basic idea or rule that explains or

controls how something happen or work

Principles of child development: the basic

pattern of growth and development of a child

Each child is unique, the growth and

development are universal, predictable,

orderly


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Characteristic of principles that follow:

Development tend to proceed from the headdownward. This is called the cephalocaudal

principle. According to this principle, the child

first gains control of the head, then the arms,then the legs. Infants gain control of head and

face movements within the first two months after

birth. In the next few months, they are able to lift

themselves up using their arms. By 6 to 12months of age, infants start to gain leg

control and may be able to crawl, stand, or walk.


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Development also proceeds from the center of

the body outward according to theproximodistal principle. Accordingly, the

spinal cord develops before other parts of the

body. The childs arms develop before the

hands, and the hands and feet develop before

the fingers and toes. Fingers and toes are the

last to develop.


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Development also depends on maturation.Maturation refers to the sequence ofbiological changes in children. These orderlychanges give children new abilities. Much of

the maturation depends on changes in thebrain and the nervous system. These changesassist children to improve their thinkingabilities and motor skills. A rich learning

environment helps children develop to theirpotential.


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Factorsinfluencing

child

development


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Nature Vs. Nurture Nature, referring to heredity,

the nurture, referring to theenvironment,

Nature is believed to be whatdetermines our personalities, looks,and other things because it's allgenetically passed down.


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nature is our genetic gift.

-gives us physical traits such as haircolour, eye colour, and form of the

body.

determine the kinds of emotions and

motivations we will experience.

genes give us certain traits orbehavior characteristics.


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environment (nurture) can sometimes

make that choice for us.

The other side of the debate claims

that nurture is the cause to ourbehaviour as well as characteristics.

the environment has the power to alter it

and make us into the exact opposite.


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family surroundings can also affect a child.

nature is a type of genetic

endowment, nurture is the experience we

have during our lifetime.

Nature and nurture are tied in together in

ways that many of us do not see.

nature and nurture are both important

influences to a person as they are developing

their traits.


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Nature and nurture are both important to

acquiring or altering traits in a person.

Some psychologists agree

that nature and nurture are both major

influences to the development of behavior.

Society is made up of genetic beings, and it

formed because people have a genetic

impulse to group together.


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Nurture has a larger effect on us than

does nature.

Nurture cultivates our nature, and it isthe main regulator of our being.

Ecological


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EcologicalSystems Bronfenbrenner

Theory

MICROSYSTEM Related with childrens environment .

Eg: parents treat to children.

MESOSYSTEM Home environment can influence

children when they are in school.

Eg: parents involvement in any schoolactivities .

EXOSYSTEM Situation that not directly involve.

Eg :

MACROSYSTEM Influence by norms, practices, and values

of society.Dominant roles.

CHRONOSYSTEM Socio historical.

Eg: environment changing.


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Individual Differences

Individuals Vary InTheir Biological And Genetic.

--Dobzhansky-


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INDIVIDUAL DIFFERENCES

ASPECT ABILITIES/SKILLS

Cognitive Ability of an individual in problemsolving, languages, logical thinkingand inferring.

Emotion Ability to identify and manage theirown feelings, patience, and tolerance.

Social Interaction skills, depending onwhether the individual is an extrovertand introvert in personality.

Physical Facial appearance, expressions,weight

Spiritual Difference in religion,manner, beliefand values.


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Parents bring some characteristics in the child.

Some of these differences are due to family

genetic factors, others to environmental

factors, but at some points in

development they may be strongly

influenced by individual differences

in reproductive maturation.


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Each person has an individual profile of

characteristics, abilities and challenges thatresult from predisposition, learning and

development.

- Normal individual in motor ability are

common and depend in part on the

child's weight and build.


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normal individual differences are strongly

affected by opportunities to practice, observe,and be instructed on specific movements.

individual differences in the sequence ofsocial-emotional development are unusual,

but the intensity or expressiveness of

emotions can vary greatly from one normal

child to another.


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Children who are active and angry as infantscan be expected to be active and angry as

older children, adolescents and adults.

Education affects childrens physical,

emotional intellectual and social

development.


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Children benefit from larger play spaces and

better equipment. This improves co-

ordination and gross motor skills

Children learn to mix and socialise with other

children


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Fine motor skills can be developed through

playing with dough, paint and by writing

A childs culture can affect their development.


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In some cultures girls arent encouraged

to take part in physical play and activitieswhile boys are encouraged to be outside

more and boisterous.


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Boys may develop more gross motor skills

while girls develop more fine motor skills

Children whose culture is a minority can face

discrimination and isolation; this leads to

lower self-esteem as they don't have friends

or may get bullied.


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REFERENCES

http://www.kaimh.org/slides/individ/sld017.h

tm

http://psychology.about.com/od/developmen

talpsychology/a/devissues.htm

http://en.wikipedia.org/wiki/Educational_psyc

hology

http://en.wikipedia.org/wiki/Child_developm

ent


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DIJAH, IZZATIAND IMA SAID

Thank you so

much for

listening!!

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