Biological Development
Children are not miniature versions of an adult. A childs abilities coincide with with the development of his/her central nervous system (CNS), particularly the brain. This co-development with the CNS often becomes more easily overlooked as the child gets older.
Environmental Influences
Those with primary child-rearing responsibilities are most likely to maximize learning capabilities. Understand the balance between developmental limits and parental expectations (i.e. 2 year-old children cannot be taught how to read, but their language development can be enhanced by reading to them).
Remember, normal development is not necessarily an age specific event, but instead occurs within a range that can differ from child to child.
Cognitive Development
Primary Components of Jean Piagets 4-stage Model
Begin to think logically and abstractly, including speculations about what might happen in the future. Theoretical, philosophical, and scientific reasoning becomes possible Abstract concepts and moral values become as important as concrete objects. With these newly developed thinking abilities, adolescents begin to reinterpret and revise their knowledge base.
Psychosocial Development
Erik Eriksons Childhood Stages of Conflict
Description: Children begin to interact with environment in more adult like manner as motor and language skills develop. They learn to maintain an eagerness for adventure and play, while learning to control impulsive behavior. Positive outcome: If parents are encouraging, but consistent in discipline, children will learn to accept concept of right/wrong without guilt, and not feel shame when using their imagination and engaging in fantasy play. Negative outcome: If not, children may develop a sense of guilt and may come to believe that it is wrong to be independent.
Age
0-1 1-2 2-6 6-7 7-12 1220+
Cognitive
Sensorimotor Sensorimotor Preoperational Preoperational /Concrete Concrete Operations Formal Operations
Psychosocial
Trust vs Mistrust Autonomy vs Shame/Doubt Initiative vs Guilt Initiative vs Guilt Competence/Industry vs Inferiority Identity vs Role Confusion
Ages 1-2
Sensorimotor Autonomy Vs. Shame/Doubt Still interacts and learns by sensory and Toddlers learn to motor experiences, explore and do things but is more efficient for themselves. Their at doing so. self-control and selfconfidence begin to The ability to walk develop at this stage. allows child to expand his/her sensory world.
Ages 2-6/7
Preoperational Language development is prominent. Fantasy/imaginary play becomes key in learning about and expressing their understanding of the world. Childs view of the world is egocentric. Formal logic is not a part of their thinking.
Initiative Vs Guilt Children begin to interact with environment using motor and language skills. Impulse control is initiated by external structure. Guilt can often stem from an egocentric understanding of the world around them.
Ages 6/7-12
Concrete Operations Perform logical operations (i.e. basic math skills, categorical, thinking), but only in relation to concrete objects, not abstract ideas. Able to understand a situation from another persons perspective. Competence Vs Inferiority School is a central part of life at this stage. Children learn to master basic social and academic skills. Peers are the key social agent and they begin to compare themselves to other children.
Ages 12-20
Formal Operations Abstract, theoretical, philosophical, and scientific reasoning becomes possible. Long term cause and effect speculations begin to occur. Adolescents begin to question, reinterpret and revise their previous knowledge base.
Identity Vs Role Confusion Adolescents begin to ask the question, "Who am I?" The adolescent typically relies on his/her society of peers to help resolve the inner conflicts.