Child Development - 2.2

Child Development - 2.2

• 12% of 3-year-olds experience tooth decay.
• Tooth decay rates vary across the country, ranging from 2% to 34%.
• Children typically crawl between 5 and 11 months old.
• Children usually stand and walk between 10 and 14 months old.
• By 18-30 months, children can typically run, jump, climb, and tiptoe.
• Three-year-olds can hold a crayon.
• Children between 4 and 5 years old typically learn to write their name.
• Gesell (1940) proposed a nature-based theory of motor development, suggesting that motor control develops from the center of the body to the periphery.
• McGraw (1945) countered Gesell's theory with nurture-based twin studies demonstrating enriched motor training led to refined motor skills.
• Motor development is a dynamic interaction between the central nervous system, biometrics, and the environment.

Emotional Development

• Infants between 0 and 2 months preferentially gaze at faces.
• Between the ages of 2 and 7 months, infants can recognize their caregivers.
• At 24 months, children demonstrate increasing independence.
• The circle of security model emphasizes the importance of a secure base and safe haven.
• Adults who have experienced 4 or more adverse childhood events (ACEs) are at greater risk of negative health outcomes and life challenges.

Cognitive Development: Piaget

• Piaget's theory focuses on the cognitive development of children.
• Assimilation is the process of incorporating new information into existing mental structures.
• Accommodation is the process of changing existing mental structures to accommodate new information.

Sensorimotor Stage (Birth - 2 Years)

• Children learn through their senses and motor skills
• Develop object permanence (understanding that objects continue to exist even when they are out of sight).

Pre-operational Stage (2-7 Years)

• Develop language skills and symbolic thinking.
• Demonstrate egocentrism (difficulty understanding other perspectives)
• Struggle with conservation concepts ( understanding that the quantity of an object remains the same even if its appearance changes).
• Engage in animistic thinking (attributing human-like qualities to inanimate objects).

Concrete Operations Stage (7-11 Years)

• Develop the ability to think logically about concrete objects and events.
• Understand conservation concepts.
• Develop the ability to classify objects and events.

Formal Operations Stage (11+ Years)

• Develop abstract thinking and hypothetical reasoning skills.
• Become capable of solving complex problems and engaging in scientific thinking.

Cognitive Development: Vygotsky

• Vygotsky's theory emphasizes the role of social interaction in cognitive development.
• The zone of proximal development (ZPD) refers to the gap between what a child can do independently and what they can do with the assistance of a more knowledgeable other.
• Scaffolding is a process of providing support to help learners within their ZPD.
• Vygotsky highlighted the importance of language and culture in cognitive development.

Behaviour Change and Skill Development

• Skinner, Pavlov, and Bandura are prominent figures in behaviorism, which focuses on observable behaviors and learning through conditioning and reinforcement.

Calgary-Cambridge Guide

• The Calgary-Cambridge guide is a framework for developing skills in communication and collaboration.
• It emphasizes the importance of attending, facilitating, and summarizing during communication.
• The guide promotes active listening, sharing information effectively, and building rapport between individuals.
• It encourages the use of open questions to encourage the other person to elaborate on their ideas.
• It emphasizes the creation of a shared understanding by summarizing key points and ensuring both parties are on the same page.

Explore key insights into child development, including milestones in motor skills, the impact of nature versus nurture, and emotional development in infants. This quiz covers essential concepts and theories related to early childhood growth and learning.