DEVELOPMENTAL-THEORIES-INFANCY-TODDLERHOOD-AND-EARLY-CHILDHOOD.pptx.pdf

Development of theories on infancy

1. DEVELOPMENTAL
THEORIES AND OTHER
RELEVANT THEORIES

2. Psychoanalytic
Theory
Sigmund Freud

3. FREUD’S PERSONALITY COMPONENTS
•Pleasure
•Immediate
gratification
ID
•Reality
•Deciding agent
EGO
•Moral
•Conscience
SUPEREGO

4. FREUD’S PERSONALITY
COMPONENTS

5. PSYCHOSEXUAL DEVELOPMENT THEORY
▪Defined libido as instinctual drive

▪Erogenous zone – specific area in the
body that is the focus of pleasure needs

▪Fixation – results from failure to satisfy
needs of a particular psychosexual stage

6. Stages and
Characteristics
of Cognitive
Development
Jean Piaget

7. ▪Schema – prior knowledge
▪Assimilation – schema + new concept
= fit in
▪Accommodation – schema + new concept
= doesn’t fit in
▪Equilibration – balance
PIAGET’S COGNITIVE DEVELOPMENT

8. PIAGET’S COGNITIVE
DEVELOPMENT
SENSORIMOTOR
STAGE 1
0-2 Years old
Ability to
differentiate self
from objects
Mental
Representation,
doing things
intentionally
Mental
Combination
Object
Permanence

9. PIAGET’S COGNITIVE
DEVELOPMENT
PREOPERATIONAL
2-7 Years old
Symbolic
Functioning
Pretend / make believed
Centration
height of bottle
Intuitive
Thought
A lot of questioning
Transductive
Reasoning
having a nap
Artificialism
windy / clouds
Process of Pre-operational Stage
Animism
lifelike – happy stars
mad stairs

10. PIAGET’S COGNITIVE
DEVELOPMENT
Concrete
Operational
7-11
Achieves conservation
Reversibility
Seriation
Classification
Decentering
Elimination of Egocentrism
Thinks Logically

13. PIAGET’S COGNITIVE
DEVELOPMENT
Formal
Operational
12 onwards
Logical and abstract
reasoning
Formulation of
hypothesis
Conclusion
Judgment

14. Psycho-Social
Theory of
Development
Erik Erikson

15. ERICKSON’S PSYCHOSOCIAL DEVELOPMENT
▪Incorporated social and cultural aspects
▪There are psychosocial crises that affect
the development of the child
▪Maladaptation - too much positive
▪Malignancy - too much negative
▪Basic virtue

16. ERICKSON’S PSYCHOSOCIAL DEVELOPMENT
Epigenetic Principle
sequence of stages genetic or hereditary factors

Four Conditions of Human Development
People grow
People grow in sequence
People grow in time
People grow together in community

18. Stages of
Moral
Development
Laurence Kohlberg

19. Levels Stages Characteristics

Level I
Pre-conventional
Stage 1:
Punishment- Avoidance and Obedience
(2-4 y/o)

Fear of punishment
Stage 2:
Mutual Benefit (5-9 y/o)

Exchange of favors

Level II
Conventional
Stage 3:
Good-boy Good-girl (7-12 y/o)

Social approval

Stage 4:
Law and Order (10-15 y/o)

Following
established rules

Level III
Post
Conventional
Stage 5:
Social Contract (12-20 y/o)

Common good

Stage 6: Universal Ethical Principles
(21 y/o above)

Conscience

20. KOHLBERG’S MORAL
DEVELOPMENT

21. Socio-Cultural
Theory
Lev Vygotsky

22. SOCIO-CULTURAL DEVELOPMENT THEORY
Zone of Proximal Development (ZPD) – gap
between actual and potential encounters.

▪Actual Development – what children can do
on their own
▪Potential Development – what children can
do with help

23. INSTRUCTION
With
scaffolding
ACTUAL LEVEL
of development
POTENTIAL LEVEL
LEARNING
ZONE OF
PROXIMAL
DEVELOPMENT
(ZPD)

24. Ecological
Theory
Urie Bronfenbrenner

25. Chronosystem
“Making life adjustment”
Macrosystem
“Society and culture”
Exosystem
“Environment has nothing to do with the child but will affect the child”
Mesosystem
“Interaction of two microsystem”

Microsystem
“One direct relationship”

26. Application of the Theory to Special Educational
Needs of Learners
Chronic illness
Urban resettlement
Displacement due to armed object
Geographical isolation
Disasters
Child abuse and Child labor practice

27. Application of the Theory to Special Educational
Needs of Learners
Geographical isolation
Separation of two populations of the same species
or breeding group by a physical barrier, such as a
mountain or body of water

28. Application of the Theory to Special Educational
Needs of Learners
Conditions that last 1 year or more and require ongoing
medical attention or limit activities of daily living or
both.

Example: heart disease, asthma, arthritis, colorectal cancer,
depression, chronic obstructive pulmonary disease (COPD),
chronic kidney disease
Chronic illness

29. Application of the Theory to Special Educational
Needs of Learners
Change in position of an object or individual

Example: armed conflict, natural disasters, famine
and economic changes
Displacement due to armed object

30. Application of the Theory to Special Educational
Needs of Learners
A settlement is an official agreement between two
sides who were involved in a conflict, can reduce
people’s exposure to hazards, it leaves people worse
off overall in social and economic terms than they
were before
Urban resettlement

31. Application of the Theory to Special Educational
Needs of Learners
A sudden event, such as an accident or a natural
catastrophe, that causes great damage or loss of
life

Example: earthquake, tsunami, fire, typhoon, volcano
eruption
Disasters

32. Application of the Theory to Special Educational
Needs of Learners
Child abuse physical maltreatment or sexual
molestation of a child
Child labor practice any type of work that deprives a
child of his or her childhood, interferes with their
schooling by depriving them of the opportunity to
attend school
Child abuse and Child labor practice

33. PRE-NATAL PERIOD

34. Stages of Pre-natal Development

35. Stages of Pre-natal Development
PRE-NATAL (conception to birth)

1.Germinal first 2 weeks
2.Embryonic 2 - 8 weeks
3.Fetal 2 - 9 months

36. Stages of Pre-natal
Development
- Egg and sperm unites (fertilization)
- Zygote divides (blastocysts)
- Zygote implants into the uterus (10 days)
GERMINAL

37. Stages of Pre-natal Development
EMBROYONIC
- Cell differentiation intensifies
- Life-supporting systems develop
- Organs appear

38. Stages of Pre-natal Development
EMBROYONIC
Terms to consider:
- Endoderm inner
layer of cells, develop
into digestive and
respiratory system

39. Stages of Pre-natal Development
EMBROYONIC
Terms to consider:
- Mesoderm middle layer
becomes circulatory,
skeletal, muscular,
excretory and
reproductive system

40. Stages of Pre-natal Development
EMBROYONIC
Terms to consider:
- Ectoderm outermost
layer, nervous system,
sensory receptors
(eyes, ears, nose) and
skin parts (nail, hair)

41. Stages of Pre-natal Development
EMBROYONIC
Organogenesis process of organ formation
(first 2 months)

42. Stages of Pre-natal
Development
FETAL
- 3rd month: genitals appear
- 4th month: prenatal reflexes
- 5th month: fingernails, toenails, skin
- 6th month: eyes, grasping reflex, irregular movements
- 7th month:16 inches, 3 pounds, organs complete
- 8
th
to 9
th
month: 4 pounds

43. Teratology and Hazards to Pre-natal Development
Teratogens (birth defects)

- prescription and nonprescription drugs
- psychoactive drugs (FAS – Fetal Alcohol Syndrome)
- environmental hazards
- maternal factors like Rubella, syphilis, herpes, AIDS,
anxiety, stress, age
- paternal factors exposure to lead, radiation, pesticides,
petrochemicals

Child Nutrition
Exceptional Development

44. Pedagogical Principles in Pre-natal
Period

Change in the
shape of the
embryo
(cylindrical shape
to proximodistal
sequence)

45. Pedagogical Principles in Pre-natal Period


Significant
swelling of the
head, which
makes the
embryo look like
a mammoth head

46. Pedagogical Principles in Pre-natal
Period


“Nature starts with building
blocks and then fills in the
details”
(Belsky 40)

Head develops first before
the eyes, ears, legs, toes.

Mass-to-specific sequence
of growth smaller followed
by more complex
refinements

47. OTHER CONCEPTS
ON DEVELOPMENT

48. Cephalocaudal and Proximodistal
Patterns
Cephalocaudal

49. Cephalocaudal and Proximodistal
Patterns
Proximodistal

50. Brain Development and Myelination
Brain

- one of the
largest and
most complex
organ in the
body

51. Facts about Human
Brain

53. Facts about Human
Brain
▪The average brain weight of an
adult ranges from 1,300g to 1,400g

▪The newborn’s brain is about 25 %
of its adult weight

54. Plasticity
ability of human brain:
-reorganize itself by
forming new
connections or
re-wire between
brain cells

55. Types of Motor Development
▪Gross Motor skills
▪Fine Motor skill

56. Types of Motor Development

57. Primary Stage of Motor Development

58. Elements of Motor Development
Coordination
orchestrated
movement of multiple
body parts as required
to accomplish intended
actions

59. Elements of Motor Development
Speed
rate of
performance
or action

60. Elements of Motor Development
Static Balance
ability to hold our
body in a specific
position and posture

61. Elements of Motor Development
Dynamic
Balance
ability to maintain
balance while
moving our body

62. Elements of Motor Development
Agility
ability to move
quickly and
easily

63. Elements of Motor Development
Power
physical might or
to move with
great speed or
force

64. DOMAINS OF DEVELOPMENT
•Physical
•Socioemotional
•Language
•Cognitive
body changes (gross & fine motor skills)
interpersonal and
intrapersonal processes
acquisition of language without
explicit teaching
mental thought processes

65. TYPES OF CHILD
DEVELOPMENT

66. TYPICAL
•progression of
physical, cognitive,
social, and emotional
skills and abilities
that most children
exhibit as they grow
ATYPICAL
•deviations from
the typical
developmental
trajectory

67. STAGES OF CHILD
DEVELOPMENT

68. INFANCY (birth to 2 years)
DOMAINS TYPICAL ATYPICAL
PHYSICAL
•Holds head without
support
•Pushes legs down when
feet are on flat surface
•Rolls over
•Sits without support
•Crawls
•Walks
•Begins to run
•Does not hold head
up
•Does not put weight
on legs
•Cannot sit without
support
•Does not walk steadily

69. INFANCY (birth to 2 years)
DOMAINS TYPICAL ATYPICAL
SOCIO-EMOTION
AL
•Smiles at people
•Likes to play
•Shy or afraid of
strangers
•Cries when caregiver
leaves
•Copies others
•Shows independence
•Does not smile
•Shows no
affection
•Does not
recognize
familiar people

70. INFANCY (birth to 2 years)
DOMAINS TYPICAL ATYPICAL
LANGUAGE
•Makes cooing and
babbling sounds
•Responds to own
name
•Makes different sounds
•Responds to simple
requests
•Tries to say words
•Says sentences
•Does not coo
and babble
•Does not say a
single word
•Does not speak
in sentences

71. INFANCY (birth to 2 years)
DOMAINS TYPICAL ATYPICAL
COGNITIVE
•Watches things as they move
•Uses eyes and hands
together
•Recognizes people at a
distance
•Transfers object from one
hand to another
•Explores things in various
ways
•Uses things correctly (eats
with spoon)
•Finds hidden things
•Does not watch
things as they
move
•Does not know
what to do with
common objects

72. EARLY CHILDHOOD (3 TO 8 YEARS OLD)
DOMAINS TYPICAL ATYPICAL
PHYSICAL
•Runs well
•Climbs easily
•Hops and stands
on one foot
•Can use toilet on
his/her own
•Falls down often
•Needs help in
physical activities

73. EARLY CHILDHOOD (3 TO 8 YEARS OLD)
DOMAINS TYPICAL ATYPICAL
SOCIO-EMOTION
AL
•Shows affection
•Takes turns in games
•Cooperation with
other children
•Shows concern and
sympathy
•Shows more
independence
•Does not want to
play with others
•Usually
withdrawn

74. EARLY CHILDHOOD (3 to 8 years old)
DOMAINS TYPICAL ATYPICAL
LANGUAGE
•Follows two to
three step
instructions
•Uses pronouns
•Tells and retell
stories
•Speaks clearly
•Has unclear
speech
•Can’t tell stories
articulately

75. EARLY CHILDHOOD (3 TO 8 YEARS OLD)
DOMAINS TYPICAL ATYPICAL
COGNITIVE
•Plays make-believe
•Work with simple toys
•Names colors and
numbers
•Draws a person
•Names letters
•Shows development
of mental skills
•Does not play with
simple toys or
make-believe
•Loses skills once
had

76. MIDDLE CHILDHOOD (9 to 11 years old)
DOMAINS TYPICAL ATYPICAL
PHYSICAL
•Growth spurt may
take place
•Becomes clumsy
•Increased in
appetite
•Has limited
mobility

77. MIDDLE CHILDHOOD (9 to 11 years old)
DOMAINS TYPICAL ATYPICAL
SOCIO-EMOTION
AL
•Forms stronger
friendships
•Becomes aware of
body changes dues to
puberty
•Shows more concern
about looks
•May feel stressed
about school work
•Has difficulty
making and
keeping friends

78. MIDDLE CHILDHOOD (9 to 11 years old)
DOMAINS TYPICAL ATYPICAL
LANGUAGE
•Continues to speak
clearly
•Expresses one’s
thought articulately
•Has unclear
speech
•Can’t tell stories
accurately

79. MIDDLE CHILDHOOD (9 to 11 years old)
DOMAINS TYPICAL ATYPICAL
COGNITIVE
•Increased
attention span
•Sees the view of
other people
more clearly
•Experiences
problems with
comprehension
and attention
•Unable to keep up
with the school
curriculum.

80. ADOLESCENCE (12 to 18 years old)
DOMAINS TYPICAL ATYPICAL
PHYSICAL
•Reaches adult
weight and height
•Limited mobility

81. ADOLESCENCE (12 to 18 years old)
DOMAINS TYPICAL ATYPICAL
SOCIO-EMOTION
AL
•Becomes
interested in
opposite sex
•Begins conflict with
parents
•Shows more
independence from
parents
•Has limited peer
connections
•May exhibit
inappropriate
behavior in
public

82. ADOLESCENCE (12 to 18 years old)
DOMAINS TYPICAL ATYPICAL
LANGUAGE
•Continues to speak
clearly
•Expresses one’s
thought articulately
•Has unclear
speech
•Can’t tell stories
articulately

83. ADOLESCENCE (12 to 18 years old)
DOMAINS TYPICAL ATYPICAL
COGNITIVE
•Acquires and
uses defined
work habits
•Shows concerns
about the future
•Is below grade
level