[Reviewer] (Prof Ed) Child AND Adolescent Development PDF

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CHILD AND ADOLESCENT DEVELOPMENTA. Basic Concepts  Growth - Pertains to the physical change and increase in size - Can be measured quantitatively - Indicators of growth are height, weight, bone size and dentition - The growth rate is rapid during the: a. Prenatal b. Neonatal c. Infancy d. Adolescen...

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CHILD AND ADOLESCENT DEVELOPMENT A. Basic Concepts  Growth - Pertains to the physical change and increase in size - Can be measured quantitatively - Indicators of growth are height, weight, bone size and dentition - The growth rate is rapid during the: a. Prenatal b. Neonatal c. Infancy d. Adolescence - Slows during childhood - Minimal during adulthood  Development - Involves increase in the complexity of function and skill progression - The capacity and skill of a person to adapt to the environment - Pertains to the behavioral aspect of growth  Maturation - Consists of changes that occur relatively independent of the environment - Usually considered to be genetically programmed – the result of heredity  ZPD - Zone of proximal development wherein the child acquires new skills and

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information with the help or assistance of an adult or an adult peer Heredity - The process of transmitting biological traits from parents to offspring through genes, the basic units of heredity Environment - Refers to the surrounding condition that influences growth and development Theory - Ideas based on observations and other kinds of evidences which are organized in a systematic manner - Used to explain and predict the behaviors and development of children and adults Ethological Theory - Views development in terms of evolutionary concepts Attachment - Refers to the emotional bond to another person - Lasting psychological connectedness between human beings - An innate (natural) human survival mechanism - A control system that achieves these specific goals: 1. Helps the infant maintain proximity (closeness to the caretaker)

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2. Provides the young child with security as base from which to explore the world 3. Helps the child regulate his/her emotions - John Bowly focused on how attachment difficulties were transmitted from one generation to the next. Psychosexual Theory - Sigmund Freud’s theory of personality development that focuses on the changing seat of sensual pleasure of the individual Psychosocial Theory - Erik Erikson’s Theory of personality which focuses on the individual’s interactions with the society Ecological Theory - Eric Brofenbrenner’s theory of development in which the process is a joint function of the person and all levels of the environment Sociohistoric – Cognitive/Linguistic Theory - Lev Semanovich Vygotsky’s belief that the child is socially dependent at the beginning of his cognitive life - Development is concerned as dependent on social interaction

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The Microsystem – the setting in which the individual lives The Mesosystem – relations between the Microsystems or connections between contexts The Ecosystem – when experiences in another social setting in which the individual does not have an active role influences that s/he experiences in an immediate context The Macrosystem – involves the culture in which individuals live - Culture refers to the behavior patterns, beliefs and all other products of a group of people that are passed on from generation to generation. The Chronosystem – the patterning of environmental events and transitions over one’s life span includes sociohistorical circumstances.

ENVIRONMENT SYSTEM THEORIES

1. FREUD’S PSYCHOSEXUAL DEVELOPMENT THEORY Stage Age Characteristics Center of pleasure: Mouth (major source of gratifications Birth to 1 Oral and exploration) ½ y/o Primary need: Security Major conflict: Weaning Source of pleasure: Anus and 1 ½ to 3 Bladder (sensual satisfaction Anal y/o and self – control) Major conflict: Toilet training Center to pleasure: Child’s genital (masturbation) Phallic 4 to 6 y/o Major conflict: Oedipus and Electra Complex Energy directed to physical and intellectual activities Latenc 6 y/o to Sexual impulses repressed y puberty Relationship between peers of same sex Energy directed towards full Puberty sexual maturity and function Genital onwards and development of skills to cope with the environment 2. ERIKSON’S STAGES OF PHYCHOSOCIAL DEVELOPMENT THEORY (-) (+) Central Resoluti Resoluti Stage Age Task on on

Infancy

Early Childho od

Late Childho od

School Age

Birth – 18 Trust vs. mon Mistrust ths

1½ to 3 y/o

Autono my vs. Shame and Doubt

Learn to trust others

Mistrust, withdraw al, estrange ment

Self – control without loss of self – esteem Ability to cooperat e and express oneself

Compulsi ve, self – restraint or complian ce Willfulne ss and defiance

Learns to become assertive Ability to evaluate one’s own behavior

3 to 5 y/o

Initiativ e vs. Guilt

6 to 12 y/o

Industry Learns to vs create, Inferiorit develop

Lack of self – confiden ce Pessimis m, fear of wrongdoi ng Over – control and over restrictio n Loss of hope, sense of

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Adolesc ence

12 – 20 y/o

Identity vs. Role Confusi on

and manipula te being Develops sense of mediocre compete Withdraw al from nce and school persever and ance peers “Parents, “Those teachers who who ignore, support, rebuff, reward deride and their praise children effort are strength are ening encoura feelings ging and of helping inferiorit children y develop their sense of industry Coherent Feelings of sense of confusio self n, Plans to actualize indecisiv eness one’s and abilities

“Seeking to find an identity, adolesce nts try on many new roles. If they experien ce continuit y in their percepti on of self, identity develops Young Adultho od

18 – Intimac y vs 25 y/o Isolation

Intimate relations hip with another person Commit ment to work and relations hips “Center to intimacy

possible anti – social behavior “When the adolesce nts fail to develop a sense of identity, he/she experien ces role confusio n or a “negativ e identity” Imperson al relations hips Avoidanc e of relations hip, career of lifestyle commit ments “Failure

is the ability to share with and care for others”

Adultho od

Maturit y

25 – 65 y/o

65 – y/o to deat h

Generat ivity vs. Stagnati on

Creativit y, producti vity, concern for others

Integrity vs. Despair

Acceptan ce of worth and uniquen ess of one’s own life Acceptan ce of death

to establish close and intimate relations hip results to a feeling of isolation” Self – indulgen ce, self – concern, lack of interests and commit ments

Sense of loss, contemp t for others

3. HAVIGHURST’S DEVELOPMENTAL STAGE AND TASKS Developmental Development Task Stage - Eat solid foods - Walk - Talk - Control elimination of wastes - Relate emotionally to others - Distinguish right from wrong through Infancy vs. Early development Childhood of conscience - Learn sex differences and sexual modesty - Achieve personal independence - Form simple concepts of social and physical reality Middle Childhood - Learn physical

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skills required for games Build healthy attitudes towards oneself Learn to socialize with peers Learn appropriate masculine or feminine role Gain basic reading, writing and mathematical skills Develop concepts necessary for everyday living Formulate a conscience based on a value system Achieve personal independence Develop attitudes toward social

Adolescence

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groups and institutions Establish more mature relationships with same – age individuals of both sexes Achieve a masculine and feminine social role Accept own body Establish emotional independence from parents Achieve assurance or economic independence Prepare for an occupation Prepare for marriage and building of family Acquire skills necessary to fulfill civic responsibilitie

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Early Adulthood

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Middle Adulthood

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s Develop a set of values that guides behavior Select a partner Learn to live with a partner Start a family Manage a home Establish self in a career/occupa tion Assume civic responsibilitie s Become a part of a social group Fulfill civic and social responsibilitie s Maintain an economic standard of living Assist adolescent children to

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Later Maturity

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become responsible, happy adults Relate one’s partner Adjust to physiological changes Adjust to aging parents Adjust to physiological changes and alterations in health status Adjust to retirement and altered income Adjust to death of spouse Develop affiliation with one’s age group Meet civic and social responsibilitie s Establish satisfactory living

organisms 4. SULLIVAN’S INTERPERSONAL MODEL OF PERSONALITY DEVELOPMENT Stage Age Description Infant learns to rely on caregivers to Infancy Birth to ½ y/o meet needs and desires Child begins to learn and to delay immediate Childhood 1 ½ to 6 y/o gratification of needs and desires Child forms Juvenile 6 to 9 y/o fulfilling peer relationship Child relates successfully to Preadolesce 9 to 12 y/o same – sex nce peers Adolescent learns to be independent and forms Early 12 to 14 y/o relationships Adolescence with members of the opposite sex

Late Adolescence

14 to 21 y/o

5. PIAGET’S PHASES DEVELOPMENT Phase Age

Person establishes an intimate, long lasting relationship with someone of the opposite sex OF

COGNITIVE

Description Sensory organs and muscles A. Sensorimo Birth to 2 become more tor years functional Stage 1: Use of Birth to 1 Movements are reflexes month primarily reflexive Perceptions center around one’s body. Stage 2: Primary Objects are 1 – 4 months perceived as circular reaction extension of the self. Becomes aware of external Stage 3: environment Secondary 4 – 8 months initiates acts to circular reaction change the environment Stage 4: 8 – 12 Differentiates goals Coordination of months and goal – directed

secondary schemata

Stage 5: Tertiary circular reaction

Stage 6: Invention of new means

activities

12 – 18 months

18 – 24 months

B. Preoperati onal

2 – 7 years

A. Pre – conceptual Stage

2 – 4 years

B. Intuitive Stage

4 – 7 years

Experiments with methods to reach goals Develops rituals that become significant Uses mental imagery to understand the environment Uses fantasy Emerging ability to think *Children use symbolism (images and language) to represent and understand various aspects of environment Thinking tends to be egocentric Exhibits use of symbolism Unable to break down a whole into separate parts Able to classify objects according to one trait

C. Concrete Operations

7 – 11 years

D. Formal Operations

11 + years

Learns to reason about events between here – and – now *Can understand the basic properties of and relations among objects and events in the everyday world *Able to solve concrete (hands – on) problem in logical fashion Able to see relationships and to reason in the abstract *Becomes more scientific in thinking *Capable of systematic, deductive reasoning

6. KOHLBERG’S STAGES OF MORAL DEVELOPMENT Level and Stage Description Level I: Pre – Authority figures are Conventional obeyed Misbehavior is viewed (Birth to 9 years) in terms of damage done

Stage 1: Punishment and Obedience Orientation

Stage 2: Instrumental – Relativist Orientation

Level II: Conventional

(9 – 13 years) Stage 3: Interpersonal Concordance

Stage 4: Law and Order Orientation

Level III: Post – Conventional (13+ years) Stage 5: Social

A deed is perceived as “wrong” if one is punished; the activity is right if one is not punished “Right” is defined as that which is acceptable to and approved by the self When actions satisfy one’s needs, they are “right” Cordial interpersonal relationships are maintained Approval of others is sought through one’s actions Authority is respected Individual feels “duty bound” to maintain social order. Behavior is “right” when it conforms to the rules Individual understands the morality of having democratically established laws It is “wrong” to violate

Contract Orientation

Stage 6: Universal Ethics Orientation

others’ rights The person understands the principles of human rights and personal conscience. The person believes that trust is a basis for relationship.

7. GILLIGAN’S THEORY OF MORAL DEVELOPMENT Level and Stage Description Concentrates on what I. Orientation is best for self of Individual Selfish Survival Dependent on others Transition Recognizes connections to others Transitions 1: From Makes responsible selfishness to choices in terms of self responsibility and others Puts needs of others ahead of own Feels responsible for others II. Goodness Is independent and Self – May use guilt to sacrifice manipulate others when attempting to help

Transition 2: From goodness to truth

III.

Morality of Nonviolence

Decision based on intentions and consequences, not on others’ responses Considers needs of self and others Wants to help others while being responsible to self Sees self and other as morally equal Assumes responsibilities for own decisions Basic tenet to hurt no one including self Conflict between selfishness and selflessness Self – judgment is not dependent on others’ perceptions but rather on consequence and intentions of actions

8. FOWLER’S STAGES OF FAITH Stages Age Description Trust, hope and love Pre-Stage: compete with Undifferentia Infant environmental ted Faith inconsistencie s or threats

Stage 1: Intuitive – Projective Faith

Toddler: Pre – schooler

Stage 2: Mythical – Literal Faith

School – Aged Child

Stage 3: Synthetic – Conventional Faith

Adolescent

abandonment Imitates parental behaviors and attitudes about religion and spirituality Has no real understanding of spiritual concepts Accepts existence of a deity Religious and moral beliefs are symbolized by stories Appreciate others’ viewpoints Accepts concepts of reciprocal fairness Questions values and religious beliefs in an attempt to form own identity

Stage 4: Individuative – Reflective Faith

Late Adolescent and Young Adult

Stage 5: Conjunctive Faith

Adult

Stage 6: Universalizin g Faith

Adult

Assumes responsibility for own attitudes and beliefs Integrates other perspectives about faith into own definition of truth Makes concept of “I”

Principles of Growth and Development 1. Nature and Nurture  Development is influenced by both heredity (nature) and environment (nurture)  The nature (heredity) is responsible for many of our physical characteristics such as hair and eye color, facial features and to some extent the height and weight  Many of our characteristics can be influenced by environment (nurture) 2. Growth and development is a continuous process  As a child develops, he or she adds to the skill already acquired and the new skills become the basis for further achievement and mastery of skills

Most children follow a similar pattern Also, one stage of development lays the foundation for the next stage of development 3. Development proceeds from the head downward  This is called the cephalocaudal principle  This principle describes the directions of growth and development  According to this principle, the child gains control of the head first, then the arms and then the legs 4. Development proceeds from the center of the body outward.  This is the principle of proximodistal development that also describes the direction of development  This means that the spinal cord develops before outer parts of the body. The child’s arms develop before the hands and the hands and feet develop before the fingers and toes 5. Development depends on maturation and learning  Maturation refers to the sequential characteristics of biological growth and development  The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system account largely for maturation

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6. Development proceeds from the simple (concrete) to the more complex  Children use their cognitive and language skills to reason and solve problems. For example, learning relationships between things (how things are similar) or classification, is an important ability in cognitive development 7. Growth and development proceed from general to specific  In motor development, the infant will be able to grasp an object with whole hand before using only the thumb and forefinger.  The infant’s first motor movements are very generalized, undirected and reflexive, waving arms or kicking before being able to reach or creep toward and object  Growth occurs from large muscle movements to more refined movements to more refines (smaller) muscle movements 8. There are individual rates of growth and development  Each child is different and the rates at which individual children grow is different. Although the patterns and sequences for growth and development are usually the same for all children, the rates at which individual children reach developmental stages will be different...