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IntotheWorldofChildDevelopment

KelseyCline

EnglishIIIHonors
Mr.Piatak
February27,2014

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KelseyCline
Mr.Piatak
EnglishIII
February27,2014
IntotheWorldofChildDevelopment
Thestudyofchilddevelopmentincludesthecognitive,social,emotional,andphysical
growthofchildrenfrombirththroughsixyearsofage.Psychologycontainsalargeportionofchild
development.PsychologyprofessorssuchasJeanPiaget,ErikErikson,andAbrahamMaslowhave
contributedseveralkeyinsightsonthestagesofachildslife.Toensurethatthechildwillsustaina
healthy,stablelifestyle,thechildmustfullycompleteeachstage.Withoutthecompletionofeachstage,
thechildcouldacquireissuesintheirlifedowntheroad.Preschoolyearscontainveryimportant
milestonesinachildslife.Thechildlearnsbasicskillssuchasselfcontrol,smallmotorskills,and
interactingwithothers.Althoughbecomingapreschoolteacherrequiresveryfeweducation
requirements,theteachermustpossessagreatamountofinitiative.Theknowledgeofchild
development,howpsychologyhascontributedtothiscareer,andpostsecondaryeducationhave
becometheimportantknowledgeapreschoolteachershouldobtain.
Thecognitive,social,emotional,andphysicalgrowthdramaticallychangeswithinthefirstcouple
ofyears.Asanewborn,ababygenerallylosesonetenthoftheiroriginalweightandgrowstwothirds
ofanouncedaily.Byonemonth,ababyshouldgainuptotenpoundsandgainoneandonehalftotwo
inchesduringeachmonth.Theaverageheadofababyrangesfromfifteentoseventeeninchesin
circumference(Shelov,149).Anewbornbabysleepsforseventeentotwentyhoursperday,andthe

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babynormallyremainsquietfortwotothreehourswhiletheyremainawake.Babiescannotcontroltheir
motionsorsitwithoutsupport.Themusclesintheirneckhavenotdeveloped,sothebabydoesnot
havethestrengthtoholduptheirhead.Newbornbabiescannotseefurtherthantentotwelveinches
becausetheireyeshavenotfullydeveloped.Manybabiesduringthefirstfewmonthsoflifesmile
withoutcause,prefertolookatthehumanface,andcry/fussforonetofourhoursduringtheday.
Thoughhearinghasnotfullydeveloped,thenewbornchildturnstowardthedirectionofsound,begins
totellthedifferencebetweenvoices,andremainseasilycalmedbysoftvoices,especiallytheirown
mothers(Manczak).Manyparentsdonotfullycomprehendtheabilityoftheirchildsbrain.Babies
havetheabilitytodetecttherarityofcertainevents,organizepeopleintogroups(astowheretheyhave
seenthem),storeinformationthattheyconsidermostimportantwhilediscardingmostinformationgoing
onaroundthem(Aamodt6).Newbornbabiesenterlifewithverylittlemovement,butafterseveral
monthsthebabysbrainwillmaturesignificantlyandtheirmovementswillimprove.
Oncethechildreachesoneyearofage,thechildbeginstowalk,feedshim/herself,opens
cabinets,andpullsonanythingwithinreach.Thechildshouldbecrawlingbythispoint,thenbeginto
walksoonafter.Mostchildrenhaveseveralmonthsofunstablewalkingbeforewalkingbecomesstable.
Atthisage,thechildunderstandssimplewordsandcanexpressonewordthoughts.Forexamplewhen
achildwouldlikemilk,theyjustsaymilk.Theyalsobecomeveryobservantandbeginexamining
objectsbeforeplacingsomethingintheirmouth.Oneyearoldsusuallybecomemoreresistantto
activitiessuchnapsandcertainfoodsdependingontheirattitudeatthatspecifictime.Achildwillthrow
tempertantrumswhentheydonotgetwhattheywantandbythisagethechildwillseemveryattached
tofewpeople.Achildmayattachthemselvestothepeoplewhohavecaredandprovidedthemost
comfortindangerousorscarysituations(Manczak).Duetotheattachment,childrenfeelheartache

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whentheirprimarycaregiverleavesthem.Atthisage,thechildcannotcomprehendthattheircaregiver
willmostlikelyreturnbeforetoolong.
Attheageoftwo,thechildbeginstorun,climb,andwalkupanddownthestairswithouthelp.
Duetothechildremaininginmotionformostoftheday,theywillmostlikelytireeasily.Bythispoint,
thechildshouldbecomemoreindependent,maintainmorecontrolledmotorskills,andrequireslittle
helpusingthebathroom.Twoyearoldshavetheabilitytomakesentencesusingthreetofivewordsand
theycomprehendmanywordsthattheycannotactuallyspeak.Theymaintainanimpatientattitude,get
upsetveryeasily,anddonothavealongattentionspan.Thechildmayharmotherchildrenduetothe
mindsetthattheyowneverything.Manychildrentendtoplaybythemselvesbecausetheydonotwant
tosharetheirtoyswithothers(Manczak).Sincethechildnormallyactsmoodyandirritable,people
refertothisageastheterribletwos.
Jumping,running,andtiptoeingdescribethephysicalcharacteristicsathreeyearoldshould
maintain.Attheageofthree,thechildshouldalsomaintaintheabilitytowalkbackwardsforlong
distancesandhavetheabilitytorideatricycle.Thechildshouldnowhaveasenseofself,thismeaning,
theyknowtheirownname,aswellassiblings,andextendedfamily.Bythispoint,thechildshouldknow
aroundonethousandwordsandbegintousepronounswhentheyspeak.Thoughthechildonlyhasan
attentionspanofafewminutes,theylovetohearstoriesandmayhaveimaginaryfriends.Childrenat
thisagebegintosharewithoneanother,butnormallyplayalonedependingontheirpersonality.Ifthe
childenjoysquietpeacefulplaytime,theywillmostlikelyplaybyhisorherself.Thechildmayhitor
screamonoccasion,butcanquicklychangefromachildwithhighspiritstoachildwithshyandquiet
actions(Manczak).Mostpersonalitychangeswilloccurduetothechildssurroundings.Forexample,a
childsurroundedbynewpeoplewillmostlikelyexpressactionsoffearandconfusionwhilethechild

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surroundedbypeopletheyknowwillexpressactionsofcomfortandjoy.
Childrenattheageoffourshouldpossesstheabilitytodressthemselves,drawrecognizable
objects,andtheirphysicalmovement,suchasrunningandplaying,shouldincreasedramatically.They
normallymoveatalltimes,buttendtobecometiredveryquickly.Childrenatthisagegethurtquite
oftenduetothemassiveamountofmovement.Thismeans,thecaregivermustpaymuchattentionatall
timestoensurethesafetyofthechild.Mostfouryearoldsonlyseelifethroughtheirperspective.When
askediftheyhaveabrotherorsister,theymayrespondyes,butifsomeoneasksthechildiftheir
siblingshaveabrotherorsister,theywillmostlikelyrespondno.Thishappensbecausethebrainhas
notfullydeveloped.Childrenatthisagebecomeverycuriousandmayaskwhyfollowingeach
sentence.Thisallowsthechildtolearnabouthisorhersurroundingswiththehelpofothers.Bythis
point,childrenshouldhavetheabilitytoidentifymostshapesandcolorsandmosthaveavocabularyof
twothousandwords.Childrenalsobegintorealizethedangersaroundthem,developnewfear,and
begintounderstandtheprocessofsharingandworkingasateam(Manczak).
Thephysicalabilitiesachildmaintainsshouldincreaseagreatdealattheageoffive.Atthisage,
thechildshouldnowhaveanadequateunderstandingofhowtoclothe,feed,bathe,andusethe
bathroombythemselves.Thechildmostlikelyenjoysactivegamessuchascooking,cleaning,and
exploring.Attheageoffive,childrenbegintogrowoutofthebabystage.Theynormallybeginto
loseteeth,recognizesimplewords,andmostretainavocabularyrangingfromthreetofourthousand
words.Notonlydothechildrencomprehendleftfromright,buttheyalsounderstandmorning,
afternoon,night,yesterday,andtomorrow.Mostchildrenatthisage,dependingontheirupbringing,
shouldretaintheabilitytolisten,followrules,andsitstillfortwentytothirtyminutes.Thewaychildren
interactdiffersgreatlyatthisage.Somechildrenmayenjoyplayingwithimaginaryfriendswhileothers

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wouldratherplaywithfellowchildren(Manczak).Intodayssociety,manychildrenatthisagedonot
havetheabilitytoentertainthemselvesduetothemediaavailablearoundthem.Whenaskedtoplayin
thekitchenorcleanthehousetheydonotknowwhattodo,becauseoftheamountoftimethey
spendplayinggamesonthecomputeroranyotherelectronicdevices(Cooke).
Attheageofsix,permanentteethbegintoeruptandbasicmotorskillsincrease.Bythis
age,manychildrenbegintolearnaspecificsport,suchasbaseball,soccer,basketball,gymnastics,and
dance.Thishelpsthechildlearnhandeyecoordinationandworktowardsagoal.Theknowledgeof
shapes,letters,time,color,andnumbersincreasesonadailybasis.Theyalsobegintounderstandthe
differencebetweenpurposeandanaccident.Thechildsvocabularyshouldcontinuetogroweach
yearandtheywillmostlikelyquestioneverythingthatgoesonaroundthem.Atthisage,manychildren
becomesensitivetocriticismandhaveaproblemadmittingtoamistake.Thoughmanybecomesensitive
tocriticism,theygenerallydonotconsiderthefeelingsofothers.Duetohurtfeelings,mostchildrenhave
unpredictablemoodswingsandmaykeeptothemselves(Manczak).
JeanPiagetofNeuchatel,SwitzerlandenteredthisworldonAugust9th,1896.Hisfather,
ArthurPiaget,aprofessorofmedievalliterature,marriedRebeccaJacksonandsoonafterJeanwas
born.Hebecameinterestedinmollusksthespineofasnail,slugs,andoctopusesataveryyoungage.
Afterhighschool,PiagetcontinuedhiseducationattheUniversityofNeuchatelwhereheobtaineda
Ph.Dinnaturalsciences.HelaterwenttotheUniversityofZurich,wherehelearnedhisinterestin
psychology.HemarriedValentineChatenayin1923andtheyhadthreechildren.JeanPiagetdiedon
September16,1980inGeneva,Switzerland(Smith).Hislifeended,buthistheorieshaveimpacted
psychologyforever.
JeanPiagetbelievesinthepredeterminedorderofcognitiveandsocialdevelopment.Thefour

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stagesincludesensorimotor(birthtotwoyears),preoperational(twotoseven),concreteoperational
(seventotwelve),andformaloperational(adolescencetoadulthood).JeanPiagetbelievesthateach
stagecontinuestobuildasthechildages(Pulaski185).Childrenwillcompleteeachstageatdifferent
times,dependingontherateofwhichtheirbrainmatures.
Sensorimotoroccursfrombirthtotheageoftwo.Duringthisstage,Piagetexpresseshow
babieslearnfromtheirsurroundings.Piagetbelievesthatthechildonlyknowswhatheorshecanseeor
touch.Duringthisstagethechildshouldalsolearnobjectpermanence,whichoccurswhenthechild
understandsthatthoughtheymaynotseetheobject,theobjectstillexists(Pulaski185).Thoughthe
lengthofthisstageremainsveryshort,themostamountofbraingrowthoccursduringthistime.
Agestwotosevencontaintheyearsthatmostchildrengothroughpreoperational.Atthisstage,
childrendonotcompletelygrasptheconceptofreality,butmostunderstandmakebelieveplay.Many
childrenatthisstagetakethemeaningofwordsliterally.OnceattheChristmasplayRodrigoandhis
classmatesbegantosingthesongOhComeLetUsAdoreHim.TheteacheraskedRodrigowhathe
thoughtadoremeant.Rodrigorespondedadoremeansadoor,likeyouwalkthrough(Cooke).
Rodrigoansweredthequestiontothebestofhisability,thisrepresentsanexampleofchildrentaking
wordsliterally.Twopartsofpreoperationalincludeegocentrismandconservation.Egocentrismoccurs
whenthechildcannotseetheworldthroughanyotherperspectiveexceptfortheirown.Thechilds
knowledgeofconservationincludestheabilityforachildtorealizetheamountofsubstancegiven
(Pulaski187).Onewaytodetermineifachildunderstandsconservationtaketwoglasses,oneshort,
onetall.Putthesameamountofwaterineachglassandaskthechildwhichglasshasmorewater.
Thoughtheglasseshavethesameamountofwater,mostchildrenwhodonotcomprehendconservation
willsaytheshortglasshasmorewaterinitduetotheheightofthewaterintheglass.

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Concreteoperationaldiscussesachildsbrainfromtheageofseventotwelve.Concrete
operationalremainsthemostimportantstageofJeanPiagetstheory.Thechildbeginstothinklogically
andalsobecomeslessegocentric.Childrenbegintorealizethatalthoughtheappearanceofsomething
maychange,theobjectitselfdoesnot.Duringthisstage,thechildwillcomprehendtheexperimentfrom
preoperationalstage(Pulaski,187).
Theformaloperationalstagebeginsattheageofelevenandcontinuesthroughadulthood.At
thisstage,thechildbecomesayoungadult,andnowhaveahigherthinking.Thismeaning,theycannow
comprehendabstractideas,suchaslove,loyalty,ignorance,andbetrayal.(Pulaski,188).Teenagers
begintocatchontothingstheydidnotbefore,andtheyhavetheabilitytosolveseveralproblemsintheir
headatonetime.
WhileJeanPiagetremainsveryimportanttothehistoryofpsychology,hisfellowpsychologist,
AbrahamMaslow,introducedhistheoriesofhierarchyofneeds.Mrs.Maslowgavebirthtohersonon
April1,1908inBrooklyn,NewYorkandnamedhimAbraham.In1928,Maslowattendedthe
UniversityofWisconsinwherehemajoredinpsychology(Hoffman).Byobservingtheactionsofhuman
andanimals,Maslowdevelopedtheideaofhierarchyofneeds.
AbrahamMaslowfocusedonthebasicneedsofchildrenandadults.Maslowbelievesthatthe
hierarchyofneedsappliestoeachindividual.AccordingtoMaslow,theindividualmustcompleteeach
needbeforeproceedingontothenextneed.Biologicalandpsychologicalneedsincludethenecessities
forlifesuchas,air,food,shelter,etc.Safetyneedsincorporatetheneedforprotection,security,and
stabilityinanindividualslife.Thenextnecessityinthehierarchyofneedsdiscussestheneedforloveand
affection.Eachindividualneedstofeellovedtoaccomplishthenextnecessityofselfesteem.Self
esteemallowstheindividualtofeelimportantandhavehopeinthemselves.Selfactualizationoccursif

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theindividualfeelscontentwhentheylookbackontheirlifeandtheirexperiences(Mcleod).Alongwith
JeanPiagetstheories,Maslowshierarchyofneedsbeginsatbirthandendslaterinadulthood.
UnlikePiagetandMaslow,ErikEriksonbelievesthatpersonalityoccursbasedonthecrises
thattheindividualendures.ErikErikson,bornonJune15,1902inGermany,traveledtotheUnited
Statesin1933.HebeganatHarvardMedicalSchoolFacultywherehepracticedchildpsychoanalysis.
HesoonmovedtoYalewherehestudiedtheeffectofcultureinfluencesonpsychologicaldevelopment.
HepassedawayonMay12,1994(Thomas).Eriksoninventedthepredeterminedorderofcognitive
development.
Toinquireahealthyandstablelifestyledowntheroad,eachindividualmustfullycompleteeach
stageofEriksonspredeterminedorderofcognitivedevelopment.Withthat,iftheindividualdoesnot
completeeachstage,theywillinquirecomplicationsdowntheroad.Thefirststageintroducestrustvs.
mistrust.Atthisstage,thechildlearnstheabilitytotrust.Oncethechildunderstandstrust,theymoveon
toautonomyvs.shameanddoubt.Thisstagenormallyoccursattheageofonetothreeandthechild
beginstohaveindependence.Fromtheageofthreetosix,thechildbeginstomaketheirowngames
andplanactivitiesontheirown,whichEriksoncalledinitiativevs.guilt.Thenextstageisknownas
identityvs.roleconfusion.Thisbeginsattheageofsixtothebeginningofpuberty.Thechildwillnow
feelasenseofaccomplishment,andiftheyhavecompletedeachstagecorrectly,theywillfeelgood
abouthim/herselfandmoveontothenextstageofidentityvs.roleconfusion.
Identityvs.roleconfusionaddressesadolescentsbecomingmoreindependent.Theindividual
starttothinkaboutwhattheywouldliketodoforacareer,family,etc.Mostindividualswould
eventuallyliketosettledown,startafamily,andhaveanintimateconnectionwithsomeonetheycare
for.Intimacyvs.isolationoccurswhentheindividualreachesthisstage.Duringmiddleadulthood,each

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individualexperiencesgenerativityvs.stagnation.Atthistimeintheirlifetheindividualnormally
maintainsastablejobandpossessesacomfortablelife.Oncetheindividualreachesapointintheirlife,
theywillreflectontheirpastactionsandaccomplishments.Eriksonnamedthisstageegointegrityvs.
despair(Heffner).
Eachindividualwillfeeldifferentlyaboutwhattheyhaveaccomplished.Iftheindividualdoesnot
completeeachstagefullyandcompletely,theywillexperienceterribleemotionsthroughouttheirlife.
Theywillmostlikelynothavetheabilitytotrust,havenoselfesteem,andfeelabsolutelyworthless.
Anindividualwithachilddevelopmentdegreehastheabilitytoworkinadaycare,preschool,
childtherapist,andanyothercareerthatrequirestheknowledgeofchildrenandhowtheygrow
mentally,physically,emotionally,andsocially.Preschoolteachersinteractagreatdealwiththestudents,
theyteachtheknowledgeeachchildshouldobtainknowbeforetheyattendkindergarten.Tohavea
successfulcareerasapreschoolteacher,theteachermustobtaintheabilitytorespondquickly,havea
greatamountofpatience,andloveeverychildthatwalksthroughthepreschooldoor(Cooke).These
personalitytraitswillallowtheindividualtohaveapersonalconnectionwiththechild,andlookforward
totheirjobdaily.
Apreschoolteacherfacesseveralchallengesdaily.Somedayseverythingwillworkperfectly,
whileotherdaysnothingwillgothewayitshould.Whenworkingwithchildren,adullmomentwillnever
occur.Betweentheboogers,disagreements,projectmishaps,andattitudestheteachermustactontheir
toesatalltimes(Cooke).Witheverychild,differentchallengesarise,butattheendofthedaythejoy
fromteachingchildrenwillmotivatetheindividualforthefollowingday.
Mostpreschoolsdonothaveacertaineducationrequirementthattheteachersmustobtain.
Teachersatmostpreschoolsmustmaintainahighschooldiplomaandacertificationincardiopulmonary

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resuscitationandfirstaid(Cooke).Someteachersmayonlyhaveahighschooldiplomawhileothers
havepostsecondaryeducation.Agreatamountofindividualsthatgraduatehighschoolgotocollege
foratleasttwoyearsandearnanassociatesdegree.Maintaininganassociatesdegreeinearly
childhooddevelopmentwouldhelpagreatamountinthedailyroutineofapreschoolteacher.
Preschoolteachersmustunderstandtheimportanceofaroutine.Withthissaid,teachersmust
havealessonpreparedandreadytoteachoncethechildrenarrivetoschool.Everypartofthelesson
addstothelessonasawhole.IfthechildarrivesatschooltolearnabouttheletterA,everystation
thechildgoestowillrepeattheimportanceoftheletterA.Whenapreschoolteacherarrives
unprepared,theystartthedayoffwithconfusion.Childrendowellwhentheyknowwhattoexpect
andwhatisexpectedofthem(Cooke).Ifthechildrencantelltheteacherfeelsdiscombobulated,they
willfeelthesame.Withthisemotion,thedesiredresultswillnotbefulfilled.
Theattentionspanpreschoolersobtainvariesdramatically.Mostchildrenmaintainanaverage
attentionspanoftentofifteenminutes(Loop).Teachersmustdesignlessonplansthatincludeinteractive
activitiestokeepthechildrenengaged.Manypreschoolclassroomsincludelearningtables,alongwith
arts/craftstokeepthechildrenoccupied.Althoughartsandcraftscanhelpengagechildren,theyalso
helpthechildrenexpressthemselvesandlearntofollowdirections.
Thoughmanypeopledonotrealize,artsandcraftsdiffergreatly.Whenchildrenparticipatein
art,theyexpressthemselvesintheirownway.Ifyouaskseveralchildrentodrawanapple,thoughin
theendallchildrenwilldrawanapple,theywillalldifferslightlydependingonthechild.Whena
preschoolteacherdoesacraftwiththeirstudents,asetguidelineremainsinplace.Eachchildscraftwill
differslightlybutstillremainwithinthesameguidelines.Childrenlearntofollowdirectionsandproperly
placethingsduetocrafttime(Cooke).Thisexpandsthechildsthinkingandengagesthematthesame

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time.
Preschoolteachersmustpossessapatientandlovingattitudeatalltimes,andpreparefortheir
classdailyiftheyplantomaintainasuccessfulcareer.Anindividualthatobtainsadegreeinearly
childhooddevelopmenthasthesecondgreatessentialtobecomingasuccessfulpreschoolteacher.The
knowledgeofchilddevelopment,howpsychologyhascontributedtothiscareer,andpostsecondary
educationhavebecometheimportantknowledgeapreschoolteachershouldobtain.

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