Childhood and Growing Up Module 2.pptx

Module 2: Dimensions of development (Credit 1, Hours 15, Marks 25)
Objectives: After learning this module the student teacher will be able to-
- explain physical, social, cognitive and moral development during later childhood and
adolescence.
- explain views of Piaget, Vygotsky on cognitive development
Perspectives in Education
Course 1: Childhood and Growing Up
SNDT Women’s University, Churchgate, Mumbai 20 . 11
- compare development during psychosocial stages given by Erickson
- explain views of Kohlberg on moral development
- organize appropriate programs for development during later childhood and adolescence
Contents:
1. Physical and motor development during later childhood and adolescence, Caring for
physical growth and development of a learner: Need of making provision for nutritious food,
medical checkup for identifying health problems, ergonomically suitable sitting/ working
arrangement, provision for physical (musical) exercise, Yoga, group and individual games
and sports; Organizing activities that give scope for ensuring development of capacities of
sense and work organs; Providing adolescence education (sex education) (4)
2. Social and emotional development during later childhood and adolescence: Emotional and
social intelligence and role of a school in organizing appropriate learning programs
(Emphasis to be given on educational implications rather than the theories) (4)
3. Erickson's psychosocial stages of development during later childhood and adolescence -
description of stages and role of a school in organizing appropriate learning programs (2)
4. Cognitive development- Piaget's and Vygotsky's views with respect to development of
language and problem solving skills, educational implications of their views (3)
5. Characteristics of stages of moral development as interpreted by Kohlberg (2)

1. Course 1: Childhood and Growing Up Module 2: Dimensions of Development (Credit 1, Hours 15, Marks 25) 1

2. Objectives Objectives: After learning this module the student teacher will be able to- explain physical, social, cognitive and moral development during later childhood and adolescence. explain views of Piaget, Vygotsky on cognitive development compare development during psychosocial stages given by Erickson explain views of Kohlberg on moral development organize appropriate programs for development during later childhood and adolescence 2

3. Content 1. Physical and motor development during later childhood and adolescence, Caring for physical growth and development of a learner: Need of making provision for nutritious food, medical checkup for identifying health problems, ergonomically suitable sitting/ working arrangement, provision for physical (musical) exercise, Yoga, group and individual games and sports; Organizing activities that give scope for ensuring development of capacities of sense and work organs; Providing adolescence education (sex education) (4) 2. Social and emotional development during later childhood and adolescence: Emotional and social intelligence and role of a school in organizing appropriate learning programs (4) 3. Erickson's psychosocial stages of development during later childhood and adolescence - description of stages and role of a school in organizing appropriate learning programs (2) 4. Cognitive development- Piaget's and Vygotsky's views with respect to development of language and problem solving skills, educational implications of their views (3) 5. Characteristics of stages of moral development as interpreted by Kohlberg (2) 3

4. Outline of the Study- Sr. No. Topic Content Slide Number 1 Physical and Motor Development Caring for physical growth and development of a learner through nutrition, exercise, hobby, etc. 5-27 2 Social and Emotional Development Emotional and social intelligence and role of a school 28-36 3 Eriksons ’ Psycho-social Development Theory Info of the Psychologist Theory Chart of Theory Educational Implications 37-49 4 Piaget's and Vygotsky's Cognitive Development Theory Info of the Psychologists Theory Chart of Theory Educational Implications 50-73 5 Kohlberg’s Moral Development Theory Info of the Psychologist Theory Chart of Theory Educational Implications 74-82 4

5. Part 1- Physical and motor development during later childhood and adolescence, Caring for physical growth and development of a learner: Need of making provision for nutritious food, medical checkup for identifying health problems, ergonomically suitable sitting/ working arrangement, provision for physical (musical) exercise, Yoga, group and individual games and sports; Organizing activities that give scope for ensuring development of capacities of sense and work organs; Providing adolescence education (sex education) (4) 5

6. Part-1 Middle / Later Child-hood Physical Development and Motor Development 6

7. Stages of Growth and Development Sr. No. Name of the stage Age Group 1 Infancy 1 month to 1 year 2 Early Childhood Toddler 1to 3 year Preschool 3 to 6 year 3 Middle Childhood School age 6 to 12 year 4 Adolescent 13 to 18 year 7

8. Middle / Later Childhood- Physical and motor Development During a child's middle and late childhood, they grow taller, heavier, and stronger. They have continuous physical changes with their bodies, fine tune their motor skills, and learn to gain greater control over their bodies. 8

9. Physical Development Growth is now slower and steadier. They grow 2 to 3 inches a year. 9 – 10-year-olds: beginning of growth spurt for girls. 11-year-olds: beginning of growth spurt for boys. Girls are slightly shorter and lighter until 9. 11-year-olds: girls are generally taller and heavier. Growth is influenced by activity level, exercise, nutrition, gender, and genetic factors. 9

10. Body Growth & Change Children grow an average of 2-3 inches a year during elementary school years Children gain an average of 5-7 pounds a year (mainly because of their skeletal and muscular systems growing) Head and waist circumference decrease as height increases Bones continue to ossify (yielding to pressure & pull more than mature bones) Muscle mass/strength increase gradually as "baby fat" decrease, usually doubling their strength capabilities. 10

11. The Brain Pathways and circuitry in the prefrontal cortex continue to increase and as a result, a child has increased attention, reasoning, and cognitive control. Thickness of the cerebral cortex (cortical thickness) changes. Cortical thickness was observed in the temporal and frontal lobe areas which caused children show improvements in language abilities ,such as reading. 11

12. Running, climbing, skipping rope, swimming, bicycle riding, skating etc. are just some that can be mastered. Improvements occur because of the alienation of the central nervous system. Children can use their hands as tools more easily. Playing musical instruments and writing in cursive are a reflection in the improvement of motor skills. In gross motor skills (involving muscle activity) boys usually outperform girls. In fine motor skills (involving complex, intricate, and rapid movements) girls outperform boys. 12

13. Proper Nutrition- Positive Personality Trait More positive emotion Less anxiety More moderate activity level More eager to explore new environment Showing more persistence in frustrating situations Being more alert More energy levels Higher levels of self-confidence. 13

14. 14

15. 15

16. 16

17. medical checkup for identifying health problems - 17 Middle childhood is a relatively healthy period; most children are immunized against major illnesses, and the death rate is the lowest in the life span. Respiratory infections and other acute medical conditions are common. – Acute medical conditions illnesses that last a short time. Chronic conditions such as Asthma are most prevalent among poor and minority children. Asthma a chronic respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing. Medical Check Up Camps, Eye Check Up Camps, Dental Check Up Camps can be organized.

18. physical exercise- In addition to healthful eating habits, adequate sleep, and proper hygiene skills, children also benefit from plenty of physical exercise which helps to keep their bodies and minds healthy, happy and strong. Daily physical activity is necessary for building strong bones and muscles as well as for strengthening growing hearts and lungs. Regular activity helps to prevent childhood obesity, and can greatly decrease children's risk of serious health complications such as diabetes. 18

19. Exercise also helps children to refine their gross motor skills, including running, kicking, throwing, and swinging, helps enhance their social skills (provided they are exercising in a group context such as team sports where they can learn about functioning as part of a team, and about good sportsmanship, problem solving and inclusion). Provides opportunities for friendships to develop and for goals to be set and accomplished which can enhance self-esteem. In addition to these benefits, exercise is fun and exhilarating which are the most important reasons of all. 19

20. Yoga- Introducing yoga benefits children’s physical co-ordination, makes them stronger and helps concentration. Yoga engages the heart, mind and body through its unique blend of physical yoga, social skills games and counselling techniques. It helps children develop emotional intelligence, communication skills, trust and empathy. It nurtures teamwork and leadership. It provides for a calmer and more productive. 20

21. group and individual games and sports- Improve health, fitness and energy level. good sportsmanship, teamwork and perseverance. Improved Academic Performance-Studies frequently demonstrate the positive impact that playing sport can have on academic achievement Less Stress and Better Moods Learn Important Values Achieve More from Life-As Act as stress Relievers 21

22. Organizing activities that give scope for ensuring development of capacities of sense and work organs- 22

23. Providing adolescence education 23 Key elements of AEP- Process of Growing-up necessitate understanding of Adolescent Reproductive and Sexual Health entail Mental Health and Drugs HIV and AIDS

24. Benefits of AEP 24

25. Benefits of AEP for Adolescent- enhanced perception about oneself; self-confidence and self-esteem strong skills to think rationally and critically, negotiate, assert, and make informed decisions at crossroads of life knowledge on physical, mental and emotional changes understanding on importance of abstinence till physical and mental maturity is attained knowledge on HIV and other sexually transmitted infections better understanding on the risks involved in substance abuse enhanced level of confidence and communication skills to voice ones’ concern; to seek protection and freedom from exploitation of any kind 25

26. Benefits of AEP for parents- Parent will have better understanding on needs and concerns of their adolescent child especially with regard to Adolescent Reproductive and Sexual Health (ARSH)better comfort level to initiate a dialogue with child on matters pertaining to ARSH a supportive environment to discuss and workout solutions for specific concern related to their child 26

27. Benefits of AEP for teachers- Teacher will have a structured content to talk on ARSH with comfort and confidence Provide opportunities to enhance understanding and professional skills to deal with inappropriate behaviour by students (that is usual upshot of adolescence) at times opportunities to enhance understanding and skills to effectively address the adolescents in special needs. 27

28. Part 2- Social and emotional development during later childhood and adolescence: Emotional and social intelligence and role of a school in organizing appropriate learning programs (4) 28

29. Social development The development such as way he become useful member of society or the group to which he belongs. He confirm the norms of group or the society . An individual become a human being only as a member of society. By nature he cannot live alone in society. He is decided by biological, psychological and social need to live in a group and society. Child includes forming relationships, learning social skills, caring for other, self reliance, making decisions, developing self confidence and dealing with emotions . 29

30. Social Intelligence- Enjoyment Individual Work Rotation of roles Cooperative work Independent responsibility Problem solving Leadership opportunities Fair-play Shared Expectations Team Culture. 30

31. Emotional development during middle/ later childhood 31

32. Self-Conscious Emotions Self-conscious emotions of pride and guilt become clearly integrated by personal responsibility; these feelings are now experienced in the absence of adult monitoring. School-age children do not report guilt for any mishap, but only for intentional wrongdoing . 32

33. They tend to feel shame when they violated a standard that was not under their control . Pride motivates children to take on further challenges Guilt prompts them to make amends and strive for self-improvement as well. 33

34. Emotional Understanding Explain emotion by making reference to internal states rather than physical events. These children are also more aware of the diversity of emotional experiences. They appreciate that emotional reactions need not reflect a person’s true feelings , and they can use information about a person’s past experiences to predict how he or she will feel in a new situation. Cognitive and social experience also contribute to a rise in empathy. 34

35. Emotional Intelligence- Developing emotional self awareness. Managing emotions. Reading emotions. Handling emotions. Displays self-control. Expresses feelings with words. Listens and pays attention. Pride in accomplishments. Has a positive self image. Asks for help when needed. Shows affection to familiar people. Aware of other peoples feelings. 35

36. role of a school in organizing appropriate learning programs for Emotional and social intelligence- Extension Activities Assemblies Role Play of Great Social Reformers Helping Caring and Sharing Peer Learning Buddy Mentoring 36

37. Part III- Eriksons ’ Psycho-social Development Theory 37

38. Stages of Psychosocial Development Erikson’s stages of psychosocial development are based on (and expand upon) Freud’s psychosexual theory. Erikson proposed that we are motivated by the need to achieve competence in certain areas of our lives. According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy. Erikson also added to Freud’s stages by discussing the cultural implications of development; certain cultures may need to resolve the stages in different ways based upon their cultural and survival needs. 38

39. Stage -1 Trust vs. Mistrust From birth to 12 months of age, infants must learn that adults can be trusted. This occurs when adults meet a child’s basic needs for survival. Infants are dependent upon their caregivers, so caregivers who are responsive and sensitive to their infant’s needs help their baby to develop a sense of trust; their baby will see the world as a safe, predictable place. Unresponsive caregivers who do not meet their baby’s needs can engender feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world. 39

40. Stage -2 Autonomy vs. Shame/Doubt As toddlers (ages 1–3 years) begin to explore their world, they learn that they can control their actions and act on their environment to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. A toddler’s main task is to resolve the issue of  autonomy vs. shame and doubt  by working to establish independence. This is the 'me do it' stage. For example, we might observe a budding sense of autonomy in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame. 40

41. Stage -3 Initiative vs. Guilt Once children reach the preschool stage (ages 3–6 years), they are capable of initiating activities and asserting control over their world through social interactions and play. According to Erikson, preschool children must resolve the task of  initiative vs. guilt. By learning to plan and achieve goals while interacting with others, preschool children can master this task. Initiative, a sense of ambition and responsibility, occurs when parents allow a child to explore within limits and then support the child’s choice. These children will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled by over-controlling parents—may develop feelings of guilt. 41

42. Stage -4 Industry vs. Inferiority During the elementary school stage (ages 6–12), children face the task of  industry vs. inferiority.  Children begin to compare themselves with their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don’t measure up. If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood. 42

43. Stage -5 Identity vs. Role Confusion In adolescence (ages 12–18), children face the task of  identity vs. role confusion.  According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with questions such as 'Who am I?' and 'What do I want to do with my life?' Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their 'adult' selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people’s perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’ ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to 'find' themselves as adults. 43

44. Stage -6 Intimacy vs. Isolation People in early adulthood (20s through early 40s) are concerned with  intimacy vs. isolation.  After we have developed a sense of self in adolescence, we are ready to share our life with others. However, if other stages have not been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. Erikson said that we must have a strong sense of self before we can develop successful intimate relationships. Adults who do not develop a positive self-concept in adolescence may experience feelings of loneliness and emotional isolation. 44

45. Stage -7 Generativity vs. Stagnation When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social task of middle adulthood is  generativity vs. stagnation.  Generativity involves finding your life’s work and contributing to the development of others through activities such as volunteering, mentoring, and raising children. During this stage, middle-aged adults begin contributing to the next generation, often through childbirth and caring for others; they also engage in meaningful and productive work which contributes positively to society. Those who do not master this task may experience stagnation and feel as though they are not leaving a mark on the world in a meaningful way; they may have little connection with others and little interest in productivity and self-improvement. 45

46. Stage -8 Integrity vs. Despair From the mid-60s to the end of life, we are in the period of development known as late adulthood. Erikson’s task at this stage is called  integrity vs. despair.  He said that people in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their accomplishments feel a sense of integrity, and they can look back on their lives with few regrets. However, people who are not successful at this stage may feel as if their life has been wasted. They focus on what 'would have,' 'should have,' and 'could have' been. They face the end of their lives with feelings of bitterness, depression, and despair. 46

47. 47

48. 48

49. Educational Implications & Role of A School in Organizing Appropriate Learning Programs Encourage initiative in young children. Children in preschool and early childhood education programs should be given a great deal of freedom to explore their world. Promote industry in elementary schoolchildren. Teacher should provide an atmosphere in which children become passionate about learning. Stimulate identity exploration in adolescents. Recognize that the student's identity is multidimensional. 49

50. Part-IV- Jean Piaget's Theory of Cognitive Development 50

51. Jean Piaget Piaget was born in Switzerland in the late 1800s and was a precocious student, publishing his first scientific paper when he was just 11 years old. His early exposure to the intellectual development of children came when he worked as an assistant to Alfred Binet and Theodore Simon as they worked to standardize their famous IQ test. Much of Piaget's interest in the cognitive development of children was inspired by his observations of his own nephew and daughter. Children were earlier treated simply as smaller versions of adults. Piaget was one of the first to identify that the way that children think is different from the way adults think. 51

52. Jean Piaget's Theory of Cognitive Development Jean Piaget's theory of cognitive development works on understanding how children acquire knowledge, but also on understanding the nature of intelligence. Piaget's stages are: Sensori -motor stage: birth to 2 years Preoperational stage: ages 2 to 7 Concrete operational stage: ages 7 to 11 Formal operational stage: ages 12 and up 52

53. The Sensorimotor Stage Ages: Birth to 2 Years 53

54. The Sensorimotor Stage Ages: Birth to 2 Years Major Characteristics and Developmental Changes: The infant knows the world through their movements and sensations Children learn about the world through basic actions such as sucking, grasping, looking, and listening Infants learn that things continue to exist even though they cannot be seen (object permanence) They are separate beings from the people and objects around them They realize that their actions can cause things to happen in the world around them 54

55. The Preoperational Stage Ages: 2 to 7 Years 55

56. The Preoperational Stage Ages: 2 to 7 Years Major Characteristics and Developmental Changes: Children begin to think symbolically and learn to use words and pictures to represent objects. Children at this stage tend to be egocentric and struggle to see things from the perspective of others. While they are getting better with language and thinking, they still tend to think about things in very concrete terms. 56

57. The Concrete Operational Stage Ages: 7 to 11 Years 57

58. The Concrete Operational Stage Ages: 7 to 11 Years Major Characteristics and Developmental Changes During this stage, children begin to thinking logically about concrete events They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example Their thinking becomes more logical and organized, but still very concrete Children begin using inductive logic, or reasoning from specific information to a general principle 58

59. The Formal Operational Stage Ages: 12 and Up 59

60. The Formal Operational Stage Ages: 12 and Up Major Characteristics and Developmental Changes: At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems Abstract thought emerges Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning Begin to use deductive logic, or reasoning from a general principle to specific information 60

61. 61

62. Educational Implications Emphasis on discovery approach in learning. Curriculum should provide specific educational experience based on children's developmental level. Arrange classroom activities so that they assist and encourage self-learning. Do not treat children as miniature adults; they think and learn differently from adults. Practical learning situations. Simp l e to Comp l ex and Project m e th o d of teac h in g . Co-curr i cu l ar activ i t i es have equal im p o r tance as that of curricular experiences in the cognitive development of children. 62

63. 63

64. 64

65. Lev Semenovich Vygotsky , a Russian psychologist. The Vygotsky theory of cognitive development is mainly concerned with the more complex cognitive activities of children that are governed and influenced by several principles. He believed that children construct knowledge actively. Vygotsky’s theory is also one of those responsible for laying the groundwork for constructivism. 65

66. 66

67. 67

68. 68

69. 69

70. 70

71. Zone of Proximal Development Vygotsky is most recognized for his concept of Zone of Proximal Development or ZPD pertaining to the learning of children. However, with an appropriate amount of assistance, these children can accomplish the task successfully. The lower limit of a child’s zone of proximal development is the level of analysis and problem-solving reached by a child without any help. The upper limit, on the other hand, is the level of additional responsibility that a child can receive with the support of a skilled instructor. As children are verbally given instructions or shown how to perform certain tasks, they organize the new information received in their existing mental schemas in order to assist them in the ultimate goal of performing the task independently. his emphasis on the conviction that social influences, particularly instruction , are of immense importance on the cognitive development of children. 71

72. Educational Implications - Child is an active participant in the learning process. Individual differences are considered. Teachers assist children in discovery. Each Child’s proximal zone of development to be considered. Promote fantasy play. Interactive Class-Child to Child and Child to Teacher. Give demonstrations, give freedom to certain extent, give responsibility, cooperative learning etc. to be done. 72

73. Piaget's and Vygotsky's Views w.r.t . Development of Language and Problem Solving Skills- 73

74. Part –V Kohlberg's Theory of Moral Development 74

75. Kohlberg's theory of Moral Development Kohlberg's theory proposes that there are three levels of moral development, with each level split into two stages. Kohlberg suggested that people move through these stages in a fixed order, and that moral understanding is linked to cognitive development. The three levels of moral reasoning include pre-conventional, conventional, and post-conventional. By using children's responses to a series of moral dilemmas, Kohlberg established that the reasoning behind the decision was a greater indication of moral development than the actual answer. 75

76. 76

77. Level 1 – Pre-conventional morality Pre-conventional morality is the first stage of moral development, and lasts until approximately age 9. At the pre-conventional level children don’t have a personal code of morality, and instead moral decisions are shaped by the standards of adults and the consequences of following or breaking their rules. For example, if an action leads to punishment is must be bad, and if it leads to a reward is must be good. Authority is outside the individual and children often make moral decisions based on the physical consequences of actions. Stage 1. Obedience and Punishment Orientation . The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong. Stage 2. Instrumental Relativist Orientation . At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. 77

78. Level 2 - Conventional morality Conventional morality is the second stage of moral development, and is characterized by an acceptance of social rules concerning right and wrong. At the conventional level (most adolescents and adults), we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs. A social system that stresses the responsibilities of relationships as well as social order is seen as desirable and must, therefore, influence our view of what is right and wrong. Stage 3. Good Boy-Nice Girl Syndrome . The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others. Stage 4. Maintaining the Social Order . The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt. 78

79. Level 3 – Post-conventional morality Post-conventional morality is the third stage of moral development, and is characterized by an individuals’ understanding of universal ethical principles. These are abstract. Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice. According to Kohlberg this level of moral reasoning is as far as most people get. Stage 5. Social Contract and Individual Rights . The individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals.  Stage 6. Universal Ethical Principles . People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g., human rights, justice, and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage. 79

80. 80

81. Educational Implications Teachers must know their students very well. Teachers must work hand in hand with parents in order to achieve effective character education. Teachers must serve as role models to learners. Teachers must create classroom environment that will help learners develop good characters. There should be a democratic environment where each learner will feel free to share his or her ideas. Teachers should encourage group discussion in order to address students‘ need of belonging, competence, autonomy, etc. This, students will learn to care for one another and accept responsibility. 81

82. 82