MEANING AND TYPES OF CHILD DEVELOPMENT

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CHILD DEVELOPMENT

• MEANING AND TYPES OF CHILD DEVELOPMENT
• IMPORTANCE OF STUDYING CHILD DEVELOPMENT
• PSYCHOSOCIAL DEVELOPMENT

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WHAT IS CHILD DEVELOMENT

• Papalia and Olds (19863) the scientific study
  of how people change and how they stay the same
  over time.
• These are qualitative and quantitative changes
• Qualitative changes changes that can be
  indicated by abilities and structure.
• Quantitative changes changes that can be
  measured and described in numbers.

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TYPES OF CHILD DEVELOPMENT
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Objectives of studying children
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• Why teachers should study child development
• It is important for teachers to study child
  development in order to understand
• patterns and rate of growth and development
• needs and problems
• differences and similarities
• How to prepare children for the next stages of
  development.
• Parents roles in the development of their
  children
• Influence of society, its culture and values to
  the development of children

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• The understanding of the above aspects will
  enable the teacher to plan and organize
  childrens learning and interact with them in a
  more appropriate and effective way.

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• Personality development
• The course uses Psychosocial Development Theory
  developed by Erik Erikson.
• Erikson is an American psychoanalyst born in
  Germany.
• He extended Freudian theory of personality
  development which focuses on the unconscious
  biological processes of the mind

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• Basic assumptions about personality development
• It passes through stages and continues throughout
  the entire life span (a life span perspective).
• It is governed by epigenetic principle
  (interaction between physical maturation and
  society)
• Physical maturation sets the time table for the
  development to begin, triggers and shapes
  development.
• The social forces direct development positively
  or negatively

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• At each stage, a person has to resolve a conflict
  or crisis (opposing forces) between maturation
  (biological events) and social influences
  (values,, wishes, attitudes and expectations)
• Future personality development depends on the
  manner in which a person resolves the crisis
  which is within the context of social
  arrangement
• Earlier stages have influence over later stages
• Resolving each crisis stimulates next positive
  development

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• Significant role of Play in personality
  development is to provide opportunity for social
  interaction.
• Play helps children to
• test their abilities,
• express emotions,
• master and adapt to the world.
• According to Erikson, (in Childhood and Society
  collected in Diessner, 1997pp 15-24) there are
  eight stages of development.
• At each stage there is an expansion of the radius
  of significant relationships

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Radius of relationship
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Stages of development

• The eight stages are
• Basic trust versus mistrust
• Autonomy versus shame and doubt
• Initiative versus guilt
• Industry versus inferiority
• Role identity versus role confusion
• Intimacy versus isolation
• Generativity versus stagnation
• Integrity versus despair

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Eight Stages of Psychosocial Development (Erikson)
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• Basic trust versus mistrust (1-1 year)
• Infants need people to satisfy their basic needs
  love, attention, good care, attachment and food.
• Trust is developed if needs are met and mistrust
  if needs are not met.
• Trust develops belief that people are trustful
  and dependable.
• They will develop confidence, positive
  relationship with others and finally
  self-autonomy.

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• Lack of satisfaction of basic needs develops a
  sense of mistrust. This results to
• withdrawal,
• schizophrenia,
• despair and reserved,
• Pessimistic
• failure to develop interpersonal skills
• Balance between trust and mistrust is needed.
• Excessive trust leads to belief that everything
  can be satisfied.

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• Autonomy versus shame/doubt (1-3 years)
• A period of exercising developed muscles and
  bones.
• Hence children become active explorers of their
  surroundings.
• They check and test their own power to do things.
• They try to lift objects, to move from one place
  to another, moving around, twisting and walking.
• Physical maturity stimulates self-independence,
  self-decision and self-judgment.

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• Children who are allowed to explore, develop a
  sense of independence, self-expression,
  self-judgment and self-confidence learn new
  skills and develop a sense of autonomy in
  decision making.
• Those who are strictly protected, not allowed to
  explore and gain mastery develop feelings of
  doubt.
• Balance is also needed at this stage.
• Excessive control lead to anxiety, doubt and
  shame but too much freedom is also unsafe.
• Doubt stimulates exploration. Shame helps them to
  learn code of conduct.

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• Initiative versus guilt (3-6 years)
• Pre-school years period, a period of expansion of
  the childs world, of facing new challenges, of
  developing a sense of purpose and being active to
  face the challenges,
• They develop control over their environment and
  capacity to organize their activities and do
  things for themselves and on their own.
• Appraised child when succeeded to do some thing
  initiated, develops a sense of initiative,
  ambition and purpose and feels confident in other
  initiatives.

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• The humiliated child who failed to undertake a
  certain task become worried, feels guilty and
  incapable of taking responsibility.

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• Industry versus inferiority (6-11 years)
• A period of physical and intellectual activities,
  of learning skills desired by the society.
• Ability to do productive works fishing, farming,
  petty trades.
• The child understands his potential, limits and
  strengths by comparing with other children.
• Success develops feelings of competence,
  competitiveness and self worth and ultimately a
  sense of industry.

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• Experience of failure develops feelings of
  inadequacy, inferiority, regression to the
  earlier stage and ignore talents and skills.

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• Identity versus Role confusion (11-19/21years)
• The beginning of youth, a period of self-identity
  and identity crisis confronted by a question of
  who am I?
• Children develop the roles they have learnt in
  the previous stage through competency and
  creativity.
• They become detached from their parents and
  prefer peer groups, a media for assessing their
  identity and expressing their feelings.
• In the search for establishing a stable identity
  children may involve in different groups and find
  a carrier path.

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• If children fail to resolve the crisis of this
  stage, they develop feelings of trouble and
  confusion or ego diffusion.
• Successful resolution leads to sense of identity
  ability to make decisions about personal values.