THE CONCEPT OF CHILD DEVELOPMENT

AND IMPLICATIONS IN
TEACHING & LEARNING
by :
Rashidah Nur Ain
Ong Meei Ing
Nurul Atiqah
Siti Hawa
Erliana
 ASPECT JEAN PIAGET VYGOTSKY ERIK ERIKSON

Child development • -It is a comprehensive • social interaction plays • Development as a

theory about the nature a fundamental role in passage through a
and development of the development of series of stages, each
human Intelligence. cognition. with its particular goals,
•   concerns,
• -Piaget’s(1936) theory of • Vygotsky (1978) states: accomplishments and
cognitive development “Every function in the danger
explains how a child child’s cultural
construct a mental development appears • Maintained that
model of the world. He twice: first, on the social personality develops in
disagreed with the idea level, and later, on the a predetermined order,
that intelligence was a individual level; first, and builds upon each
fixed trait, and regarded between people previous stage.
cognitive development (interpsychological) and [Epigenetic Stage]
as a process which then inside the child
occurs due to biological (intrapsychological). • During each stages,
maturation and the person experiences
interaction with the a phychosocial crisis
environment. which could have a
positive @ negative
outcome for personality
development.
 ASPECT JEAN PIAGET VYGOTSKY ERIK ERIKSON

Child development • This applies equally to • For Erickson, these

voluntary attention, to crises are of a
logical memory, and to psychosocial nature
the formation of because they involve
concepts. All the higher psychological needs of
functions originate as the individual conflicting
actual relationships with the needs of society
between individuals.”
(p57). • 8 stages of
psychosocial
Development

• - the relation of the

individual’s emotional
needs

• -emphasized the
emergence od the self,
search of identity,
individual’s relatioship
with other & the role of
culture
 ASPECT JEAN PIAGET
Implications in teaching • Focus on the process • Instruction can be
& learning of children’s thinking, not
just its product.
• Recognition of the
crucial role of children’s
self-initiated & active
involvement in learning
activities.
• A deemphasis on
practices aimed at
making children adult
like in thei thinking. • Cooperative learning
• Acceptance of individual
differences in
developmental process.
VYGOTSKY ERIK ERIKSON
• Allowing the child to
planned to provide play with various natural,
practice in the zone of simple materials, and
proximal development role-playing for the
for individual children or expression of fantasy
for groups of children. and imagination
For example, hints and
prompts that helped • - Games, stories and
children during the songs can be used. Real
assessment could form life activities like serving
the basis of instructional food, chopping
activities. vegetables prepare
children for participation
in the comunity around
activities can be planned them.
with groups of children
at different levels who • - can help the children
can help each other to resoves conflicts and
learn. givel effect on their
image and view of
society
 ASPECT JEAN PIAGET VYGOTSKY ERIK ERIKSON
Implications in teaching • Scaffolding (Wood, • - can explore their
& learning Bruner, & Ross, 1976) identity
is a tactic for helping the
child in his or her zone • - children can learn to
of proximal make decision
development in which
the adult provides hints • - children can learn and
and prompts at different adapt new society
levels.

• In scaffolding, the adult

does not simplify the
task, but the role of the
learner is simplified
“through the graduated
intervention of the
teacher” (Greenfield,
1984, p. 119).