human growth and development · 4) no monetary charge can be made for the reproduced materials or...

Human Growth and Development

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Terms Cooperative play: A type of play in which

children play and interact with one another

Egocentrism: Child’s belief that everyone thinks in the same way and has the same ideas as he or she does

Imitation: Learning by watching and copying others

Incidental learning: Unplanned learning


Terms Continued Initiative: motivation to accomplish more

Manipulate: To work with an object by using the hands

Moral development: The process of learning to base one’s behavior on beliefs about what is right and wrong

Passive observing: Watching another’s actions without responding


Terms Continued Peer: Someone close to one’s own age

Permanent teeth: Teeth that will not be naturally replaced by another set

Preschooler: A child from age three to about age five

Reaction time: Time required to respond to a sight, sound, or other stimuli


Terms Continued Self-concept: How people see themselves Self-confidence: Belief in one’s own abilities Separation anxiety: Fear of being away from

parent, familiar caregivers, or the normal environment

Trial and error learning: Learning that takes place when a child tries several solutions


Physical development Height and weight Fine motor skills Gross motor skills


Physical development Height and weight

Average increase in height is 2.5 – 3 inches per year Average weight gain is 4 – 5 pounds a year


Physical development

Fine motor skills Stacks nine or ten blocks, cuts with scissors, draws

recognizable pictures, dresses self, uses spoon and fork to eat, buttons clothing


Physical development Gross motor skills

Ball toss, hops on one foot, skips, running, jumping, climbing, walking


Emotional development

Three years Cooperative, willing to take directions, will modify behavior based

on praise, imaginary friends, fears


Emotional development Four years

Self-centered, seek approval of others, very active imagination


Emotional development Five years

Views themselves as a whole person, fears


Social development Three years

Share, eager to please others, engage in cooperative play


Social development Four years

Form friendships by playing in groups while sharing toys, some fighting may occur


Social development Five years

Outgoing, talkative, play in groups, social acceptance is important


Cognitive development Three years

begins to use longer sentences; knows about 900 words; can follow two-part directions; and can sort by shape and color


Cognitive development Four years

Speaks in complete sentences of five to six words; makes up stories; asks many questions; understands three-step directions; and knows colors and shapes


Cognitive development

Five years Speaks in complete sentences of six to eight words;

understands about 13, 000 words; learns alphabet and many letter sounds; recalls part of a story; counts up to ten objects and can sort by size


Family Influences Close ties to the family unit Desire to feel important within family


Societal Influences Play groups Mother’s day out programs Friends Places of worship


Piaget’s Theory Piaget said children in the preoperational stage of

development (ages 2 – 7 years) think in terms of their own activities Make believe play Use of symbols Egocentric viewpoint Limited focus


Vygotsky’s Theory Vygotsky said children are individuals who each learn

differently based on experiences Social environment Small groups for learning Language Parents, teachers and peers


Montessori’s Theory Montessori said children learn best through prepared

learning environments Strengthen muscles Prepare a child’s mind and body Encourage independence


Special Needs Children Encourage independence by involving them in family

and school life Offer love and support


Health Involve children on meal planning and preparation

tasks Stirring Mixing Setting the tale

Teaching about nutrition Food groups Create healthy snacks such as ants on a log


Safety Bicycles

Always wear a helmet Traffic

Look both ways before crossing the street Playgrounds

Keep a safe distance from swings Go feet first on slides and hold onto rails


Learning Provide hands-on learning experiences Encourage reading Express emotions through art and music

Clay Crayons Markers Paint Finger play


Sources Brisbane, H. (2010). The developing child. Columbus,

OH: Glencoe/McGraw-Hill.


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