Childhood- Infancy to Puberty
-children free from fear others.
-time of going to school
Early Childhood- Parents:
problem/troublesome/toy age
- Educators: preschool age
- Physchologist: pre
gang/exploratory/imitative age
Late Childhood- Parents: most
problematic/sloppy/quarrelsome age
-Educator: critical period in the
achievement
- Psychologist: Thrive gang/
conformity/creative age
Adolescence- Childhood to adulthood
- Young person develop into adulthood
Adolesere- latin word “grow up”
3 Types of Adolescence:
1. Early Adolescence - dev. of sexual changes
2. Middle Adolescence -separate identity of parents
towards peers
3. Late Adolescence - fully dev. Physical
characteristic to adults and have their own opinion
Characteristics of Children:
 Physical- energetic, enjoy manipulating object,
enjoy sports, dancing & physical exercise
 Cognitive- need to grasp simple instruction,
have limited attention span, imaginative,
curious, learn best when involve w/ concrete
object, learn well through imitating role model
& adventurous
 Social- self-centred, play better w/ partner
than groups, need to be constantly reminded,
treasure friendship, competitive, express their
likes & dislikes but judgment aren’t right, seek
approval of their peers & enjoy helping others.
Characteristics of Adolescence:
 Physical- dev. of sex characteristics, clumsy,
conscious w/ their body image, restless &
fatigue due to hormonal changes, need
physical activities, developing sexual
awareness & vulnerability
 Cognitive- abstract thinking, self-reflective,
self-awareness, increase communication skills,
insist they are right, develop decision skills &
want a voice in their decision, show intense
focus but lack discipline to continue,
interacting w/ peers, demand relevance in
what is taught, sarcastic but it’s only a humour.
 Emotional- unpredictable, sensitive, prone to
outburst, vulnerable, exhibit empathy,
increase sexual interest, desire to become
independent, self-conscious, concern about
physical growth, seek peers approval, believe
that their problems are unique and they are
the only one who experienced it.
 Social Interpersonal- more social awareness,
strong need to belong, exhibit desire &
anatomy (can stand on their own), shift of
dependency from family to peers, critically
compare parents w/ others, seek deeper
friendship based on interest & loyalty, interest
w/ opposite sex, modelling behaviour of
Theories- organize ideas on raising children
Child development- change in the child that occurs
over time
5 Periods of Development:
1. Prenatal- conception to birth
2. Infancy & Toddlerhood- birth to 2 yrs old
3. Early Childhood- from 2-6 yrs old (daycare)
4. Middle Childhood- from 6-12 yrs old
(elementary)
5. Adolescence- 12-19 yrs old
3 Domains of Development:
 Physical, cognitive, social
Medieval Period ( 6th-15th century)
 Preformationism- children treated as adult and
work at adult jobs
Reformation ( 16th century)
 Puritan religion
Enlightenment ( 17th century)
 John Locke- “tabula rasa” – Clean/blank slate
 Forerunner of behaviorism
 Elements of behaviorism: positive & negative
reinforcement, stimulus & response,modelling
&conditioning
Age of Reason (18th century)
 Jean-Jacques Rousseau- children were noble
 Forerunner of maturisionist beliefs
Industrial revolution (19th century)
 Charles Darwin
 Forerunner of Ethology
Children (20th century)
 Worthy of special attention
Types of Theories of Child Development:
1. Psychoanalytical Theories
- focus on formation of personality and children
move through various stages
 Sigmund Freud- father of psychiatry, “child
personality is formed”
- 4Psychosexual theory
3 personalities:
1. Id- composed of bad doing/pleasure
principle/unconscious
2. Superego- what is wrong &what is right;
conscience/preconscious
3. Ego- who make the decision; ego ideal;
/conscious
5 stages of Psychosexual Development:
1. Oral Stage
2. Anal Stage
3. Phallic Stage
4. Latency Stage
5. Genital Stage
 Erik Erikson- Psychosocial Theory, “child
acquire attitude & skills”, develop is life
long.
8 stage of Psychosocial:
1. Trust vs. Mistrust- “Hope”
2. Autonomy vs. Shame/Doubt- “Will”
3. Initiative vs. Guilt- “Purpose”
4. Industry vs. Inferiority “Competency”
5. Identity vs. role confusion “Fidelity”
6. Intimacy vs. Isolation “Love”
 7. Intimacy vs. Isolation “Care”
8. Generativity vs. Stagnation “Wisdom”
2. Behavioral & Social Learning Theories
- Importance of the environment & nurturing in the
growth of a child
 John Watson- father of behaviourist theory
“PAVLOV”, classical conditioning
 B.F. Skinner- proposed that children
operate on environment, operational
conditioning
 Albert Bandura- social learning theory,
children learn by selective observation &
imitation
3. Biological Theories
- belief that heredity & innate biological process
govern growth
 G. Stanley Hall & Arnold Gesell-
Maturationist, predetermined biological
timetable
 Konrad Lorenz- Ethologist, research on
imprinting (species of birds)
 John Bowlby- attachment theory, between
an infant & caregiver
Attachment- enduring & deep bond that
connects 2 individuals together and doesn’t
have to be reciprocal
4. Cognitive Theories
- belief that describe how children learn,( Goal of
cognitive development)
 Jean Piaget –interaction of NATURE
(intrinsic dev) & NURTURE (extrinsic
environmental factors)
- learner as little scientist
- SCHEMA- stock knowledge
 Process of Cognitive Development:
 ASSIMILATION- learn
understand events/ objects base
on existing structure
-how we interpret current
understanding/ 2 “s” same
schema/ current understanding/
stock knowledge
 ACCOMMODATION- expanding
understanding base on new
information
-new learning from experience
“2c”- create/change
Equilibrium- intellectual/emotional balance
 Lev Vygotsky- children
learn values, skills, belief, traditions that
eventually they will pass on to their
children, children learn to behave, experts
members of society, how the brain works
- Scaffolding- assistance allow students to
complete task that they can’t complete alone.
- ZPD “ZONE OF PROXIMAL DEVELOPMENT-
helps student to learn more by the help of teacher
 Leaning process:
 Constructive
 Active process
5. System Theories
- belief that development can’t be explained by a
single concept but by a complex system.
 Ecological Systems Theory
-Uriel Brongenbrenner (ecological model)
- both environment & biology influence
child’s development
- environment affects the child & child
influences environment
Ecological Systems Theory:
1. Microsystem- Immediate environment (family)
2. Mesosytem- connections (peers)
3. Exosystem- indirect environment ( school)
4. Macrosystem- social & cultural values
(community)
5. chronosystem- changes over time
 Theory of Multiple Intelligence
-Howard Gardner-
- 2 Intelligence: VERBAL & MATHEMATICAL
-Intelligence- capacity to solve problems
Intelligo- latin word for intelligence
- to choose between different language
Multiple Intelligence:
1. Word Smart- Charles Dicken, D.s. Elliot, George
Winston/ language
2. Logic Smart- logical/ mathematical intelligence/
good in solving. Albert Einstein & John Dewey
3. Picture Smart ( Visual/Spatial Intelligence) –
they learn well through diagram, drawing,
painting,/ visual puzzle, good in memory/ Frank
Lloyd Wright/Wright brothers- made the plane
to 4. Body Smart/Bodily Kinesthetic Intelligence-
they learn through physical activity, athletic crafts,
acting/Charley Choplin- comedian/ Michael Jordan
5. Music Smart- skills in singing,notes,instruments/
Mozart
6. Self Smart- intrapersonal intelligence
- the ability to know yourself, knowing strength &
weaknesses
7. Interpersonal People Smart- ability to organize
people, group, activities & social relationship,
leaders, social worker, sensing people’s feelings &
motives/ Mother Teresa/Oprah Winfrey
8. Nature Smart- ability to know about & relate to
one’s surrounding, like gardener, environmentalist/
Sigmund Freud/ Clayto/Eleanor Roosevelt/ Charles
Darwin.
 Maslow’s Theory (Adam Maslow)-
hierarchy of needs