CHILD DEVELOPMENT (EDU 3102)

SITI KHADIJAH MUHEMED RASID FAHIMAH FUAZI TG SITI NURULIZZATI TG. KHALID
PREPARED BY

CHILD DEVELOPMENT

CONCEPTS

FACTORS

PRINCIPLE

CONCEPTS OF CHILD DEVELOPMENT

 The notion that children "develop" seems an intuitive, obvious, and even self-evident idea.
Children are born small, knowing the world in limited ways, with little or no understanding of other people as separate from themselves in body or mind, and no understanding of social relations or morality

 They grow larger, learn about the physical and social worlds, join different cooperative social groups, and cultivate a more and more complex sense of right and wrong.

 Psychologists, teachers, and others who deal with children constantly invoke the term development as a way to understand the child's status and to rationalize practice.

 The idea of development is used extensively to give order and meaning to changes over time in children's physical, cognitive, psychosocial, and moral development Development is a value-laden idea, sometimes derived not as closely from empirical data as some might like to believe.

 The idea of development, broadly construed and expressed in fields as divergent as evolutionary theory, philosophy, anthropology, and history formed, the dominant intellectual context for the systematic study of development in children. The child's development served to demonstrate the connection between development in evolution and the development of civilization. The child became a linchpina link between natural and human history.

James Mark Baldwin

He depicted children's social development as a dialectical process in which notions of self and other developed concurrently toward an increasingly comprehensive understanding of both Moral development was part and parcel of social development.

 The individual and society are two sides of a naturally growing whole; the dialectic of individual development must hold true on the level of social organization

Human history cannot move in a direction that violates those states of mindthe ideal, social, and ethical statesthat have enabled the individual to come into social relationships.

JOHN DEWEY
The child may possess "germinal powers," according to Dewey but, playing on the analogy of the child as seed, he asserted that the child may develop into a sturdy oak, a willow that bends with every wind, a thorny cactus, or even a poisonous weed.

 Development does not mean just getting something out of the child's mind; development is manifested through lived experience.

 an institutional setting for children's development He proposed that education serve as a lever of social change and charged schools with a mandate to become places that set development in the right direction.

 Dewey maintained that teachers should strive to provide a designed environment in which particular ideals of development are fostered through lived experience.

 These are developmental psychologists who situate development in a social context and understand development as incumbent upon culturally valued goals and social practices.

principles of child development

Principles
Principle: a basic idea or rule that explains or controls how something happen or work Principles of child development: the basic pattern of growth and development of a child Each child is unique, the growth and development are universal, predictable, orderly

 Characteristic of principles that follow: Development tend to proceed from the head downward. This is called the cephalocaudal principle. According to this principle, the child first gains control of the head, then the arms, then the legs. Infants gain control of head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up using their arms. By 6 to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or walk.

 Development also proceeds from the center of the body outward according to the proximodistal principle. Accordingly, the spinal cord develops before other parts of the body. The childs arms develop before the hands, and the hands and feet develop before the fingers and toes. Fingers and toes are the last to develop.

 Development also depends on maturation. Maturation refers to the sequence of biological changes in children. These orderly changes give children new abilities. Much of the maturation depends on changes in the brain and the nervous system. These changes assist children to improve their thinking abilities and motor skills. A rich learning environment helps children develop to their potential.

Factors influencing child development

Nature Vs. Nurture

Nature, referring to heredity, the nurture, referring to the environment, Nature is believed to be what determines our personalities, looks, and other things because it's all genetically passed down.

 nature is our genetic gift. -gives us physical traits such as hair colour, eye colour, and form of the body. determine the kinds of emotions and motivations we will experience. genes give us certain traits or behavior characteristics.

 environment (nurture) can sometimes make that choice for us. The other side of the debate claims that nurture is the cause to our behaviour as well as characteristics. the environment has the power to alter it and make us into the exact opposite.

 family surroundings can also affect a child. nature is a type of genetic endowment, nurture is the experience we have during our lifetime. Nature and nurture are tied in together in ways that many of us do not see. nature and nurture are both important influences to a person as they are developing their traits.

 Nature and nurture are both important to acquiring or altering traits in a person. Some psychologists agree that nature and nurture are both major influences to the development of behavior. Society is made up of genetic beings, and it formed because people have a genetic impulse to group together.

 Nurture has a larger effect on us than does nature. Nurture cultivates our nature, and it is the main regulator of our being.

Ecological Systems Bronfenbrenner Theory

MICROSYSTEM MESOSYSTEM Related with childrens environment . Eg: parents treat to children. Home environment can influence children when they are in school. Eg: parents involvement in any school activities . Situation that not directly involve. Eg : Influence by norms, practices, and values of society. Dominant roles. Socio historical. Eg: environment changing.

EXOSYSTEM MACROSYSTEM

CHRONOSYSTEM

Individual Differences

Individuals Vary In Their Biological And Genetic.

-Dobzhansky-

INDIVIDUAL DIFFERENCES
ASPECT
Cognitive

ABILITIES/SKILLS
Ability of an individual in problem solving, languages, logical thinking and inferring. Ability to identify and manage their own feelings, patience, and tolerance. Interaction skills, depending on whether the individual is an extrovert and introvert in personality. Facial appearance, expressions, weight Difference in religion,manner, belief and values.

Emotion Social

Physical Spiritual

 Parents bring some characteristics in the child. Some of these differences are due to family genetic factors, others to environmental factors, but at some points in development they may be strongly influenced by individual differences in reproductive maturation.

 Each person has an individual profile of characteristics, abilities and challenges that result from predisposition, learning and development.
- Normal individual in motor ability are common and depend in part on the child's weight and build.

 normal individual differences are strongly affected by opportunities to practice, observe, and be instructed on specific movements.

individual differences in the sequence of social-emotional development are unusual, but the intensity or expressiveness of emotions can vary greatly from one normal child to another.

 Children who are active and angry as infants can be expected to be active and angry as older children, adolescents and adults.

Education affects childrens physical, emotional intellectual and social development.

 Children benefit from larger play spaces and better equipment. This improves coordination and gross motor skills Children learn to mix and socialise with other children

 Fine motor skills can be developed through playing with dough, paint and by writing A childs culture can affect their development.

 In some cultures girls arent encouraged to take part in physical play and activities while boys are encouraged to be outside more and boisterous.

 Boys may develop more gross motor skills while girls develop more fine motor skills Children whose culture is a minority can face discrimination and isolation; this leads to lower self-esteem as they don't have friends or may get bullied.

REFERENCES
http://www.kaimh.org/slides/individ/sld017.h tm http://psychology.about.com/od/developmen talpsychology/a/devissues.htm http://en.wikipedia.org/wiki/Educational_psyc hology http://en.wikipedia.org/wiki/Child_developm ent

DIJAH, IZZATI AND IMA SAID Thank you so much for listening!!