Module 1 PDF

Child Growth & Development
IPC Teacher Training Course

Module 1
© Clarenter Education. Do Not Disseminate.

Child Growth and Development
The study of Child Growth and Development provides
students with an important opportunity to:
• Understand the fundamentals of child
development including the domains and stages of
the developmental process.
• Examine the major historical and current
developmental frameworks and perspectives put
forth by recognized theorists.
© Clarenter Education Do Not Disseminate. 2

What is Development?
The term development refers to the growth and
changes that occur in a child. These changes follow
an orderly yet complex pattern.
Development occurs throughout the life span
however this review will focus three primary periods
of development:
Prenatal inception to birth
Infancy and Toddlerhood birth to 2 years
Early Childhood 2-6 years old

Domains of Development
Development is typically described as it occurs

in domains or areas. Our review will focus on
three primary domains:
• Physical
• Cognitive
• Social-Emotional

Domains of Development:
Physical
The Physical Domain Of Development
Encompasses
• Body Size
• Body Proportions
• Brain Development
• Motor Development
• Perception Capacities
• Physical Health
• Appearance

Cognitive
The Cognitive Domain Of Development Encompasses:
Thought Processes and Intellectual Abilities

• Attention
• Memory
• Problem Solving
• Imagination
• Creativity
• Knowledge and Awareness
• Language

Social- Emotional
The social-emotional domain of development
encompasses:
• Temperament
• Perspective Taking
• Interpersonal Skills
• Intrapersonal Skills
• Self Esteem And Awareness

Periods of Growth and Development
Human growth and development occurs

throughout the lifespan however during early
childhood there are three focal periods:
• Prenatal Development and Birth

• Infancy and Toddlerhood
• Preschool Years

Prenatal Development and Birth
• Conception
• Heredity, Genetics, Environment
• Birthing Practices

Infants and Toddlers
• Physical Growth
• Cognitive And Psychosocial Development
• Language Acquisition
• Attachment And Temperament
• Infant/Toddler Caregiving Practices

The Preschool Child
• Physical Growth
• Cognitive Growth
• Language Acquisition And Development
• Emotional Regulation
• Pro-social And Antisocial Behavior
• Moral Development
• Parenting Patterns And Early Learning
Environments

Growth and Development Continuum
• The School Aged Child

• The Adolescent
• Young Adult
• Adulthood
• Old Age
Development continues throughout the

lifespan. Currently there is an increase in the
number of research studies at both ends of the
continuum—Early Childhood and Old Age.

Development Theorist
There are many theorist who have contributed

to our understanding of child development and
developmentally appropriate instruction. The
following five developmental theorists have
had a lasting impact:
• Erik Erikson
• Jean Piaget
• John Dewey
• Lev Vgotsky
• Maria Montessori
• Howard Gardner

Theory and Theorist
What is a Theory?
A theory is a set of ideas that predict behavior and
is organized, described, and explained in an
orderly manner.
A theorist is the person who establishes and sets

forth a theory.

Erik Erikson
“ There is in every child at every stage a new

miracle of vigorous unfolding, which constitutes a
new hope and new responsibility for all”
Erik Erikson, born in Frankfurt Germany in 1902,

was a child psychoanalysis and teacher who made
significant contributions to our understanding of
developmental theory. He died in 1994 at the age
of 94 years.

Erik Erikson
Erikson’s Framework Of Developmental Theory encompassed the

entire human lifespan (birth-adulthood)
Erikson proposed that the task of each stage was to overcome
some conflict.
Initial Stage
• Ego Identity
• Opportunity for development of ego strength and ego quality
• Psychosocial Stage
• Trust vs. Mistrust (Stage 1)
• Autonomy vs. Shame and Doubt (Stage 2)

Erikson‟s Psychosocial Stage Development
Stages Ages Basic Conflict Important Event Summary

1. Oral Sensory Birth – 12 to 18 Trust vs. Mistrust Feeding The infant must form a loving,
months trusting relationship with
caregiver or develop a sense of
mistrust
2. Muscular Anal 18 months – 3 Autonomy vs. Toilet Training The child‟ is directed to develop
years Shame/Doubt physical skills, i.e. walking,
grasping, and rectal sphincter
control. Learns control to s
energies are directed towards
3. Locomotors 3 to 6 years Initiative vs. Independence The child continues to become

Guilt more assertive and to take more
initiative, but may be too forceful,
leading to guilt feelings.
4. Latency 6 to 12 years Industry vs. School The child must deal with
Inferiority demands to learn new skills or
risk a sense of inferiority, failure
and incompetence.

Erikson‟s Psychosocial Stage Development
(cont.)
Stages Ages Basic Conflicts Important Events
Summary
5. Adolescence 12 to 18 years Identity vs. Peer relationships

Role Confusion The teenager must achieve a
sense of identity in occupation,
sex roles, politics, and religion.
6. Young Adulthood 19 to 40 years Intimacy vs. Love relationships

The young adult must develop
Isolation
intimate relationships or suffer
feelings of isolation.
7. Middle Adulthood 40 to 65 years Generativity vs. Parenting Each adult must find some
Stagnation way to satisfy and support the
next generation.
8. Maturity 65 to death Ego Integrity vs. Reflection on and

The culmination is a sense of
Despair acceptance of one's
oneself as one is and of feeling
life
fulfilled.

Jean Piaget
Piaget was born in Neuchatel Switzerland on

August 9, 1896. He was keenly interested in
knowledge and how children come to construct
their understanding of the world. How do children
„know‟ what they know?
Piaget was more interested in understanding how

children think than in having provide right and
wrong responses to questions.

Jean Piaget
Cognitive Stages
Sensory-Motor (0-2)
Infant/child uses senses motor abilities to
understand the world.
Pre-Operation (2-7) Child
Concrete Operations
Formal Operations

Piaget's Stages of Cognitive
Development
Stage Approximate Age Characteristics
 Begins to make use of imitation, memory, and thought.
 Begins to recognize that objects do not cease to exist when they
Sensorimotor 0-2 years
are hidden.
 Moves from reflex actions to goal-directed activity.
 Gradually develops use of language and ability to think in
symbolic form.
Preoperational 2-7 years
 Able to think operations through logically in one direction.
 Has difficulties seeing another person's point of view.
 Able to solve concrete (hands-on) problems in logical fashion.
 Understands laws of conservation and is able to classify and
Concrete operational 7-11 years
seriate.
 Understands reversibility.
 Able to solve abstract problems in logical fashion.

Formal operational 11-15 years  Becomes more scientific in thinking.
 Develops concerns about social issues, identity.

Lev Vygotsky
Vygotsky was born in Russia in 1896,he died at

the early age of 34 years. Vygotsky‟s ideas were
and continue to be controversial. Despite the
hesitation on accepting certain aspects of his
theories, there is agreement that his belief that
social and cognitive development work together in
valid.

Lev Vygotsky
Growth over time concept developed by Lev Vygotsky

(zone of proximal development)is a more realistic
evaluation of what a student can do and what a student
needs to do.
There are great advantages to such an approach but often

class size and external achievement pressures get in the
way. The advantage is that the data show what a student
can and has been able to achieve and can point to further
needs without using some kind of “standard” that can make
a student feel inadequate at best and stupid at worst.
http://www.ed.gov/blog/2009/07/secretary-arne-duncan-speaks-at-nea-
conference-invites-comm/

Maria Montessori
“the children are now working as if I did not exist”
Maria Montessori
Maria Montessori was born in Chiaraville, Italy

in 1870. Montessori was a proponent of the
“child centered environment”. She believed
that “environment” included not only the
space, furnishings, materials, but also the
children and adults who share the space.

Maria Montessori
Montessori is a revolutionary method of observing and

supporting the natural development of children. Montessori
educational practice helps children develop creativity, problem
solving, critical thinking and time-management skills, to
contribute to society and the environment, and to become
fulfilled persons in their particular time and place on Earth.
The basis of Montessori practice in the classroom is mixed age

group (3 ages - 6 ages in one class), individual choice of
research and work, and uninterrupted concentration. Group
lessons are seldom found in a Montessori classroom, but
learning abounds. As you read through these pages you will
discover the unique practices that make Montessori the fastest
growing and most successful method of education today.
http://www.montessori.edu/

Howard Gardner
Multiple Intelligences Theory(MI Theory)

Howard Gardner proposed his theory of Multiple
Intelligences in 1983. Gardner is a professor at the
Harvard Graduate School of Education in
Cambridge, Massachusetts. He believes that
children illustrate their “smarts” in many ways. He
calls these “smarts” intelligences.
Gardner‟s theory does have critics. Read further
understand what aspects of his theory might be of
benefit to you as a teacher of young children.

Howard Gardner
Multiple Intelligences Theory: 8 Current
• Bodily Kinesthetic
• Musical-Rhythmic
• Logical-Mathematical
• Verbal-Linguistic
• Interpersonal
• Intrapersonal
• Visual-Spatial
• Naturalistic

Howard Gardner
Body-Kinesthetic • Ability to control one’s own body movements and manipulate objects
• Use of fingers, hands, arms, and legs to solve problems express ideas, construct,
and repair
Musical-Rhythmic • Ability to recognize, create, and appreciate pitch, rhythm, tone quality
• Ability to use different forms of musical expression
Logical-Mathematical • Ability to use logic, reason, mathematics to solve problems
• Ability to apply principles of cause-and-effect and prediction
• Appreciation of patterns as well as relationships
Verbal-Linguistic • Ability to use well-developed language skills to express self and understand others
• Sensitivity to sounds, rhythm, and meaning of words
Interpersonal • Ability to understand feelings, behaviors, and motives of others
• Ability to work effectively with others
Intrapersonal • Ability to understand personal strengths, weaknesses, talents, and interests
• Knowledge of skills, limitations, emotions, desires, and motivations
Visual-Spatial • Ability to form mental images
• Ability to visualize the relationship of objects in space
Naturalistic • Ability to distinguish between living things such as plants and animals

Howard Gardner
MI: Practical Applications
Body-Kinesthetic Provide time for movement and gross motor games
Musical-Rhythmic Schedule a regular time for group singing and
Logical-Mathematical Set out items for counting, measuring, and connecting
Verbal-Linguistic Read or tell stories to children; provide access to books
Interpersonal Plan for small group and partner activities
Intrapersonal Provide activities and lessons that allow children to share feelings and
thoughts
Visual-Spatial Set out art, drawing, and writing materials each day
Naturalistic Provide opportunities to explore nature inside and outdoors

Brain Development:
Current Research
One of the oldest debates in the study of child and human development
surrounds, which factor is more important for the developing brain-
nature or nurture.
New insights into brain development are providing parents ,educators,

and policy makers with an arsenal of data that informs at every level.
For classroom teachers there are several insights that are particularly
important for us to consider:
Positive growth and development in children is dependent upon the
interplay between nature and nurture. Meaning relationships with caring
adults and peers will greatly impact a child‟s ability to learn and function
within society.

Brain Development:
Current Research

Brain Development:
Current Research
There is an increasing recognition that the
relationship a child has with a teacher or caregiver
that is both sensitive and stimulating is the central
and most critical component of quality in early care
and education (National Research Council and
Institute of Medicine, Shonkoff, and Phillips 2000).

Child Growth and Development:
Risk Factors
Environme
ntal
Factors
Developing Family and

Genetics Social
Child Context
Temperam
ent

Risk Factors
Environmental Family
Genetics Temperament
Factors Practices

Risk Factors
*Birth Defects *Smoking in * Economic • Refers to the
Pregnancy Hardship usual reaction
*Malnutrition pattern of a
*Malnutrition person or
their manner
*Poor Parenting of thinking,
Practices and behaving or
lack of reacting to
consistency stimuli in the
environment.
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Controversial Issues in the study of Child

Development
Access to quality care
Teacher quality and training
Teacher compensation
Early Intervention and support for children in
need

Research Methodologies in Child Development
Psychologists use a variety of methods to test out a theory or

hypothesis. The starting point of any scientific study is a question or
questions. Questions lead to the formation of a theory. Question child
psychologists might ask are: Why did the child demonstrate the
particular behavior at the specific time he or she did? How did the child
come to produce such a behavior at such times? And what is the
functional significance or survival value of the produced behavior?
Read more: http://www.bukisa.com/articles/120696_research-methods-

in-child-psychology-psychological-methods-in-child-
development#ixzz1K6jZFMzY

Culture is a factor can have wonderful

influences on child growth and development.
A child benefits from having a solid sense of

his/her self in the context of the family,
community, and greater society

Jack P. Shonkoff, M.D.
There is an increasing recognition that the
relationship a child has with a teacher or caregiver
that is both sensitive and stimulating is the central
and most critical component of quality in early care
and education (National Research Council and
Institute of Medicine, Shonkoff, and Phillips 2000).

Handouts
Please download and review the handouts that

can be found at: insert CLARENTER link or
whatever is being used.

Reading Assignments
MOLDULE 1 Further Reading
Child Development Principles Mooney, C.G. (2000) Theories of

and Theories, The Goodheart- Childhood: An Introduction to
Wilcox Co, Inc. , pg. 68-87. Dewey, Montessori,
(access article via provided Erikson,Piaget & Vgotsky.
link) Minneapolis: Redleaf Press
https://www.g- Visit the following website for

w.com/PDF/SampChap/59070_81 overview of current brain
32_CH04.pdf research:
http://developingchild.harvard.edu
/

Written Assignment:
Documenting Understandings
1. Complete 10 Written Response Questions on
concepts presented in MODULE 1: Child
Growth and Development.
2. Complete the Observe and Record Activity
3. Complete the Reflect and Discuss Activity
4. Make Journal Entries
5. Complete the Action Steps: Putting Theory
to Work Activity

Action Steps: Putting Theory to Work in Your
Classroom and School
Reflect and allow your new understandings of
Child Growth and Development to inform your
teaching practice and find new ways to assist
children in their learning.
Write a brief description of one new strategy or

practice that you will use in your classroom.
Be certain to review the strategy with your school
director and co-workers before implementation.
Make Journal Notes and send to IPC Instructor

Research/References
• Mooney, C.G. (2000) Theories of Childhood: An

Introduction to Dewey, Montessori, Erikson,Piaget &
Vgotsky. Minneapolis: Redleaf
• McCartney,K. and Phillips, Editors, D., Blackwell Book of

Early Childhood Development
• National Research Council, (2000) How People Learn:

Brain, Mind, Experience, and School expanded edition.
• The Goodheart-Wilcox, Co Inc. chapter 4, Child

Development Principles and Theories

Child Growth and Development: Terms to
Know
Theory
Development
Domains
Physical Development
Gross Motor Development
Fine Motor Development
Cognitive Development
Social-Emotional Development
Maturation
Neurons
Synapses
Schemas
Sensorimotor Stage
Preoperational Stage
Concrete Operations Stage
Multiple-Intelligences Theory

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Child Growth & Development

IPC Teacher Training Course

© Clarenter Education. Do Not Disseminate.

© Clarenter Education Do Not Disseminate. 2

© Clarenter Education Do Not Disseminate. 3

Development is typically described as it occurs

© Clarenter Education Do Not Disseminate. 4

© Clarenter Education Do Not Disseminate. 5

Thought Processes and Intellectual Abilities

© Clarenter Education Do Not Disseminate. 6

© Clarenter Education Do Not Disseminate. 7

Human growth and development occurs

• Prenatal Development and Birth

© Clarenter Education Do Not Disseminate. 8

© Clarenter Education Do Not Disseminate. 9

© Clarenter Education Do Not Disseminate. 10

© Clarenter Education Do Not Disseminate. 11

• The School Aged Child

Development continues throughout the

© Clarenter Education Do Not Disseminate. 12

There are many theorist who have contributed

© Clarenter Education Do Not Disseminate. 13

A theorist is the person who establishes and sets

© Clarenter Education Do Not Disseminate. 14

“ There is in every child at every stage a new

Erik Erikson, born in Frankfurt Germany in 1902,

© Clarenter Education Do Not Disseminate. 15

Erikson’s Framework Of Developmental Theory encompassed the

© Clarenter Education Do Not Disseminate. 16

Stages Ages Basic Conflict Important Event Summary

3. Locomotors 3 to 6 years Initiative vs. Independence The child continues to become

© Clarenter Education Do Not Disseminate. 17

5. Adolescence 12 to 18 years Identity vs. Peer relationships

6. Young Adulthood 19 to 40 years Intimacy vs. Love relationships

8. Maturity 65 to death Ego Integrity vs. Reflection on and

© Clarenter Education Do Not Disseminate. 18

Piaget was born in Neuchatel Switzerland on

Piaget was more interested in understanding how

© Clarenter Education Do Not Disseminate. 19

© Clarenter Education Do Not Disseminate. 20

 Able to solve abstract problems in logical fashion.

© Clarenter Education Do Not Disseminate. 21

Vygotsky was born in Russia in 1896,he died at

© Clarenter Education Do Not Disseminate. 22

Growth over time concept developed by Lev Vygotsky

There are great advantages to such an approach but often

© Clarenter Education Do Not Disseminate. 23

“the children are now working as if I did not exist”

Maria Montessori was born in Chiaraville, Italy

© Clarenter Education Do Not Disseminate. 24

Montessori is a revolutionary method of observing and

The basis of Montessori practice in the classroom is mixed age

© Clarenter Education Do Not Disseminate. 25

Multiple Intelligences Theory(MI Theory)

© Clarenter Education Do Not Disseminate. 26

Multiple Intelligences Theory: 8 Current

© Clarenter Education Do Not Disseminate. 27

© Clarenter Education Do Not Disseminate. 28

Musical-Rhythmic Schedule a regular time for group singing and

Logical-Mathematical Set out items for counting, measuring, and connecting

Verbal-Linguistic Read or tell stories to children; provide access to books

Interpersonal Plan for small group and partner activities

Naturalistic Provide opportunities to explore nature inside and outdoors