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- capable of thinking in terms of possibility rather than limited to thinking about what already is.

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Abstract Thinking

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- capable of thinking in terms of possibility rather than limited to thinking about what already is.

Abstract Thinking

Taking in information and changing it to fix their existing ideas common in preschoolers

Accommodation

Animals and inanimate objects as being capable of thought and feelings also known as magical thinking

Animism

- taking in information and changing it to fix their existing ideas

Assimilation

– It is the ability to discern truth, even though physical properties change. This is common among school-age children.

Conservation

It is the ability to see only one of the object’s characteristics

Centering

Indicates an increase in skill or the ability to function

Development

– It is a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks.

Developmental Task

- when they are able to see only one of the object’s characteristics

Egocentrism

Increase in the number and size of cells; measured in terms of quantity; orderly and predictable but not even.

Growth

- It means development of those cells until they are ready to function

Maturation

- infants learn objects in the environment – their bottle, blocks, their bed, or even a parent – are permanent and continue to exist even though they are out of sight or changed in some way

Permanence

– It is the ability to retrace steps.

Reversability

This is how preschoolers would like something to turn out.

Role fantasy

– They are the finer units of each stage of cognitive development according to Piaget.

Schemas

- is practical intelligence during infancy, because words and symbols for thinking and problem solving are not yet available at this early age

Sensorimotor Intelligence

Y is a systematic statement of principles that provides a framework for explaining some phenomenon.

Theory

- It is the usual reaction pattern of an individual or an individual’s characteristic manner of thinking, behaving or reacting to stimuli in the environment. It is an inborn characteristic

Temperament

What are the two parameters of Growth?

Weight and Height

Increase in the number and size of cells; measured in terms of quantity; Orderly and predictable but not even.

Growth

Growth and development are continuous processes from

Conception until death

- growth proceeds from head to toes

Cephalocaudal

Growth proceeds from the center, or midline of the body to peripheral

Proximo-distal

- Simple to complex

General to specific (Gross to refined

All aspects of development are

Interrelated

The ___________ __ __________ development of the child are mostly correlated to each other

Physical and the mental

- height, strength, muscles, systems, organs and weight

Physical

- Involves trusting relationships to other adults and to children, attitudes, show a strong sense of self as an individual, recognize and label their own feelings

Emotional

Thinking and understanding

Intellectual

Interaction with others

Social

Concerns the broad search for transcendental meaning that may be as simple as a young child’s inquiries into how the world came into being

Spiritual

It means development of those cells until they are ready to function; Literally, it means ripen; an increase in human competence and adaptability

Maturation

It is a growth responsibility that arises at a certain time in the course of development

Developmental Task

Not uniform

. All individuals

Are different

Early foundations

Are critical

. Each phase of development

Has hazards

Most developmental skills and behaviors are learned

By practice

___________ must be lost before motor development can proceed

Neonatal reflexes

Development is affected by

Cultural changes

Development is a product of

Heredity and environment

From the moment of conception when a sperm and ovum fuse, the basic genetic makeup of an individual is cast. In addition to physical characteristics such as eye color and height potential, inheritance determines other characteristics such as learning style and temperament.

Genetics

Boys tend to keep this height and weight advantage until prepuberty, at which time girls surge ahead because they begin their puberty growth spurt by 6 months to 1 year earlier than boys. By the end of puberty (14 to 16 years) boys again tend to be taller and heavier than girls

Gender

A child who inherits a genetically transmitted disease may not grow as rapidly or develop as fully as the healthy child depending on the type of illness or the therapy available for the disease.

Health

Children with high intelligence do not generally grow faster physically than other children but they do tend to advance faster in skills.

Intelligence

Although a child has genetically programmed height potential, he may not grow taller because of some environmental factors, e.g. inadequate nutrition because of low socio-economic status; caregiver may lack skills or not give the child enough attention; chronic illness

Environment

- Health care and good nutrition both cost money.

Socioeconomic level

- Children who are loved thrive better than those who are not. It is the quality of time spent with children not the amount of time that is important.

Parent-child relationship

- First-born child, middle, youngest and only child and size of the family has some bearing on the growth and development.

Ordinal position in the family

- Children who are ill like those

Health

- It is the usual reaction pattern of an individual or an individual’s characteristic manner of thinking, behaving or reacting to stimuli in the environment. It is an inborn characteristic

Temperament

. Activity level

Differs widely

–child with set patterns/irregular rhythmicity.

Rhythmicity

– child’s response on initial contact with a new stimulus.

Approach

– ability to change one’s reaction to stimuli over time.

Adaptability

Refers to the tendency to shift easily to a new situation

Distractibility

Refers to the ability to remain interested to a project or activity.

Attention span and persistence

The intensity level of stimulation that is necessary to evoke a reaction.

Threshold of response

- state wherein a person is said to be in negative or positive condition.

Mood quality

-Easy to care for - Predictable rhythmicity, approach and adapt to new situations readily. - Mild to moderate intensity of reaction - Overall positive mood quality. - 40% to 50% of children

THE EASY CHILD

- Irregular in habits - Negative mood quality - Withdraw rather than approach new situations. - 10% of children

THE DIFFICULT CHILD

- a combination of the easy and the difficult child

The Intermediate Child

- Over-all fairly inactive - Responds mildly - Adapts slowly to new situations - Generally negative mood - 15 % of children

SLO W–TO-WARM-UP CHILD

Is the arrangement of individual adjustment to his environment. It is an all-inclusive term that covers appearances, abilities, motives, emotional reactivity and experiences that have shaped him to his present person.

Personality

- developed during infancy - "I know what I want and I want it now!” - the only component of personality that is present at birth. - operates on pleasure principle to reduce tension or discomfort. Thus, a newborn is said to be a “bundle of id”, seeking pleasure only to satisfy needs and demands immediate gratification to find release from physiological tension

ID

- developed during toddler period - "I can wait for what I want!" - Reality principle - balances the id and superego - the result of individual’s interaction with the environment. -it promotes satisfactory adjustment in relation to the environment

EGO

- developed during preschool - "I should not want that!” - Conscience- Morality principle - Develops as a person unconsciously incorporates standards and restrictions from both parents and society to guide behaviors, thoughts, and feelings. - Emerges at around age five

SUPEREGO

- certain characteristics that are present at birth: body build, eye color, skin, hair type and certain aptitudes

Heredity

- First born are likely to be achievement oriented and responsible - Later born are more likely to be better in social relationships, affectionate, friendly, or rebels and risk-takers.

Birth Order

It includes the age of the parents, occupation, economic status, religious orientation, level of education and cultural heritage

Parents

Is a systematic statement of principles that provides a framework for explaining some phenomenon. Developmental theories provide road maps for explaining human development.

Theory

Is a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks

Developmental task

He described adult behavior as being the result of instinctual drives that have a primarily sexual nature (libido). He described child development as being a series of psychosexual stages in which a child’s sexual gratification becomes focused on a particular body part at each stage.

Freud's Psychoanalytic Theory

An Austrian neurologist and the founder of psychoanalysis, offered the first real theory of personality development.

Sigmund Freud

The “oral phase”

Infant

“anal phase”

Toddler

Part of toddlers’ self discovery, a way of exerting independence, and probably accounts for some of the difficulties parents may experience in toilet-training children of this age.

Anal interest

During the preschool period, children’s pleasure zone appears to shift from the anal to

Genital

Shift from the anal to the genital area

Phallic phase

Is common during this phase. Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes.

Masturbation

The School-Age Child

Latent phase

Children’s libido appears to be diverted into

Concrete thinking

Genital phase

Freudian theory considers the main events of this period to be

E establishment of new sexual aims and the finding of new love objects.

Was trained in psychoanalytic theory but later developed his own theory of psychosocial development, a theory that stresses the importance of culture and society in development of the personality

Erik Erikson

Main tenets of Erikson's theory

A person’s social view of self is more important than instinctual drives in determining behavior, allows for a more optimistic view of the possibilities for human growth.

Whereas Freud looked at ways mental illness develops, Erikson looked at actions that lead to

Mental Health

Erikson's Infant Stage

Trust versus mistrust

If care is inconsistent, inadequate, or rejecting, this fosters a-

Mistrust

Erikson's Toddler

Autonomy vs shame

Erikson's Preschooler

Initiative versus guilt

School-Age Child

Industry versus inferiority

S. Parents who see their children’s efforts at making and doing things as merely “busy work” or who do not show appreciation for their children’s efforts may cause them to develop a sense of _____

Inferiority

Erikson's Adolescent stage

Identity versus role confusion

Intimacy versus isolation

A sense of generativity versus stagnation

Middle Aged Adult

Erikson's Older Adult

Integrity versus despair

A Swiss psychologist, introduced concepts of cognitive development or the way children learn and think that have roots similar to those of both Freud and Erikson and yet separate from each.

Jean Piaget

Sensorimotor Stage

Piaget Infant Stage

Practical intelligence, because words and symbols for thinking and problem solving are not yet available at this early age

Sensorimotor Intelligence