Developmental chrctrstcs during childhood

brief description

1. DEVELOPMENTAL CHARACTERISTICS DURING CHILDHOOD

2. WHAT ARE DIFFERENT DEVELOPMENTAL STAGES OF HUMAN BEINGS ? WHAT DO YOU MEAN BY CHILDHOOD ?

3. CHILDHOOD Begins when the relative dependency of babyhood is over at the age of 2 years extends to the time when the child becomes sexually mature. Childhood is divided into two separate periods : EARLY and LATE CHILDHOOD -Early childhood extends from two – six years and late childhood extends from six to the time child becomes sexually mature(generally upto 12 years).

4. PARENTS EDUCATIONIST PSYCHOLOGISTS EARLY CHILDHOOD Problem /troublesome age Toy age Preschool age Pre-gang age Exploratory, imitative and creative age LATE CHILDHOD Most problematic age Quarrelsome age Elementary school age Gang age Age of conformity Creative and play age NAMES OF STAGES OF CHILDHOOD

5. DEVELOPMENTAL CHARACHTERISTICS EARLY CHILDHOOD LATE CHILDHOOD P H Y S I C A L The average annual increase in height is 3 inches. By the age of six ,the average child measures 46.6 inches. The average annual increase in weight is 3-5 pounds(weighs 7 times as much as they did at birth).Average girls weighs 48.5 pounds; Average boys weighs 49 pounds. Baby looks disappears. The muscles become stronger , larger and heavier. During the fist 4 – 6 months of early childhood, the last four baby teeth-the back molars –erupt. The brain size increases from 70% of its adult weight to 90%. The period of late childhood involves slow consistent growth. During this period , children grow an average of 2-3 inches a year;girls-58 inches, boys- 57.5 inches. Children gain about 5-7 pounds a year. Muscle mass and strength increases. Skeletal bones lengthens. Skeletal growth is also associated with losing baby teeth. Brains and nervous system develops and becomes more complex. By the age of 8-9 yrs, the brain is nearly adult size.

6. DEVELOPMENTAL CHARACHTERISTICS EARLY CHILDHOOD LATE CHILDHOOD P H Y S I C A L Also develops some motor skills such as hoping, jumping, climbing, dancing and handedness (tendency of using one hand than the other). Motor skills continue to refine. Children love to run, jump, leap, throw, catch and balance. They become faster, stronger, better coordinated. They also improve resistance to common illness.

7. DEVELOPMENTAL CHARACHTERISTICS EARLY CHILDHOOD LATE CHILDHOOD C O G N I T I V E It is Piaget’s pre-operational stage. Child gains the ability to mentally represent an object that is not physically present. The progress in symbolic thought continues. Egocentrism: Children see the world only in terms of their own view. Animism: Think that all the things are living. Develops intuitive thoughts. It is Piaget’s concrete operational stage. Can perform concrete operation, reason logically. Ability to classify . Ability to logically combine relations to understand certain conclusions(Transitivity). Seriation (ability to order stimuli along quantitative dimensions). Appreciates others views which declines his egocentrism. Develops reversible mental actions.

8. DEVELOPMENTAL CHARACHTERISTICS Early childhood Late childhood C O G N I T I V E Stage is also characterized by children having a tendency for centration,i.e. focusing on a single characteristic for understanding an event. Remembers familiar and repeated events . Learn problem solving skills and ability to learn from and adapt to life’s everyday experiences. Develops critical as well as creative thinking(both convergent and divergent). Long term memory increases with age during this period.

9. DEVELOPMENTAL CHARACHTERISTICS Early childhood Late childhood S O C I A L To identify themselves with the group , children imitate the attitude of a person whom they admires. The desire to excel begins. By the end of 3 yrs, cooperative play and group activities begin to develop. Sympathy and empathy develops in them. They discover sharing as one way to get social approval. Develops affections towards the people outside the home ,i.e. teacher or some intimate objects. Period is often called as gang age. Don’t want to depend upon restricted environment of home, wants to be in the wider social world of peers and craves or social approvals. In this process, envy, jealousy, aggressiveness etc. are clearly expressed in child’s behavior. Children’s group tend to expand and to become highly organized. Social skills such as sharing, communication and conflict resolution are further develop.

10. DEVELOPMENTAL CHARACHTERISTICS Early childhood Late childhood S O C I A l Children’s social horizons are limited mainly to the home, they are often selfish and egocentric. Children show off in front of their friends and family to gain attention. Decision making power increases. Children may tend to still show off in front of their friends and family to gain attention.

11. DEVELOPMENTAL CHARACHTERISTICS Early childhood Late childhood E M O T I O N A L Early childhood characterized by heightened emotionality. Children’s emotion last only for few minutes. They express anger through crying, screaming, kicking, jumping etc. Response to fear include running away and hiding, crying etc. They become jealous when they think parental attention are shifting towards someone else. They express their joy by smiling and laughing, clapping, jumping etc. Increased self regulation is one of the most important characteristic of late childhood. Increased understanding of complex emotions such as pride and shame. Increased ability to suppress or conceal negative emotional reactions. As child gets older, he uses a greater variety of coping strategies.

12. DEVELOPMENTAL CHARACHTERISTICS ROLE OF SCHOOL ROLE OF TEACHER P H Y S I C A L C O G N I T I V e Healthy child shows good academic results . School s must have programs about health sciences like participation in sports, games and physical exercises . Child must informed about personal hygiene and cleanliness in school. Students should not be taught with the same method in same atmosphere. School should have program for learning outside the classroom for better cognitive development. Teacher must have knowledge to deal with grown up children and they must adopt different methods for treatment of the students in various classes. He should keep records of physical development of his students . Teacher should make heterogeneous groups of children to increase their cognitive power. Interesting and pleasant method of teaching ensures the proper cognition of the child.

13. DEVELOPMENTAL CHARACHTERISTICS ROLE OF SCHOOL ROLE OF TEACHER C O G N I T I V e S O C I A l School should provide all special facilities for mentally retarded students. Schools should provide useful materials such as good books, magazines and other internet facilities for development of creative thinking of children. Function of education s to produce good citizens for the society . Success of the school reflects if a child is socially developed. Duty of school is to provide facilities for social development of the child. School instills sociable practices such as empathy, friendship, participation, sharing etc. Teacher should treat MR students with care and love. Teacher should stress on creative thinking of students. Teacher must know different methods of teaching to deal individual differences. Teacher should make them learn all social behaviors and norms.

14. DEVELOPMENTAL CHARACHTERISTICS ROLE OF SCHOOL ROLE OF TEACHER E M O T I O N A l School should have arrangement of activities like: boxing, wrestling, debating etc. which provides appropriate release of hidden emotions. Interaction with peers and teachers make a child emotionally strong. Teacher should behave in a friendly manner with children in order to understand their emotions. He should arrange some healthy competition for their emotional development.

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