Ch3 Growth Physical Moral Develp - SU PDF

Implication of Education Psychology Page 1 of 6 Chapter 3 Miscellaneous in Development Psychology (1) The Objectives of Second Topic: “Miscellaneous in Development Psychology (1)” Describe the Periods and Processes of Developme...

Implication of Education Psychology Page 1 of 6 Chapter 3 Miscellaneous in Development Psychology (1) The Objectives of Second Topic: “Miscellaneous in Development Psychology (1)” Describe the Periods and Processes of Development Distinguish between Physical development during the school years Compare between Characteristics of growth developments during study stages of school Periods and Processes of Development  Implication of Education Psychology Page 2 of 6 Periods and Processes of Development Source: Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Development moves through the infancy, early childhood, middle and late childhood, and adolescence periods. These periods of development are the result of biological, cognitive, and socioemotional processes. The interplay of these processes produces the periods of human development. Periods of Development For the purposes of organization and understanding, we commonly describe development in terms of periods. In the most widely used system of classifi cation, the developmental periods are infancy, early childhood, middle and late childhood, adolescence, early adulthood, middle adulthood, and late adulthood. Infancy extends from birth to 18 to 24 months: It is a time of extreme dependence on adults. Many activities are just beginning, such as language development, symbolic thought, sensorimotor coordination, and social learning. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Early childhood (sometimes called the preschool years) extends from the end of infancy to about 5 years: During this period, children become more self-suffi cient, develop school readiness skills (such as learning to follow instructions and identify letters), and spend many hours with peers. First grade typically marks the end of early childhood.  Implication of Education Psychology Page 3 of 6 Middle and late childhood (sometimes called the elementary school years) extends from about 6 to 11 years of age: Children master the fundamental skills of reading, writing, and math, achievement becomes a more central theme, and self-control increases. In this period, children interact more with the wider social world beyond their family. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Adolescence involves the transition from childhood to adulthood. It begins around ages 10 to 12 and ends around 18 to 21: Adolescence starts with rapid physical changes, including height and weight gains and development of sexual functions. Adolescents intensely pursue independence and seek their own identity. Their thought becomes more abstract, logical, and idealistic. Adult developmental periods have been described, but have confined the discussion to the periods most relevant for children’s and adolescents’ education. Santrock, J. W. (2011). Educational Psychology (5th). USA: McGraw Hill. Physical development during the school years Knowing the stages of physical development is not only the source of interest for physical education teachers, it is actually a foundation for many academic tasks. In first grade: for example, it is important to know whether children can successfully manipulate a pencil. In later grades: it is important to know how long students can be expected to sit still without discomfort a real physical challenge. In all grades: it is important to have a sense of students’ health needs related to their age or maturity, if only to know who may become ill, and with what illness, and to know what physical activities are reasonable and needed. Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation. Average height and weight of well-nourished children  Implication of Education Psychology Page 4 of 6 Age Height Weight 2 85 7.0 6 115 20.0 10 135 31.0 14 162 52.0 18 169 60.5 Source: Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation. Eight psychosocial crises according to Erikson Psychosocial Approximate Description crisis age Trust and Birth to one Development of trust between mistrust year caregiver and child Autonomy Development of control over bodily Age 1-3 and shame functions and activities Initiative and Testing limits of self-assertion and Age 3-6 guilt purposefulness Industry and Development of sense of mastery and Age 6-12 inferiority competence  Implication of Education Psychology Page 5 of 6 Psychosocial Approximate Description crisis age Identity and Development of identity and Age 12-19 role confusion acknowledge of identity by others Intimacy and Formation of intimate relationships Age 19-25+ isolation and commitments Development of creative or Generativity Age 25-50+ productive activities that contribute to and stagnation future generations Integrity and Acceptance of personal life history Age 50+ despair and forgiveness of self and others Source: Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation. Moral stages according to Kohlberg  Implication of Education Psychology Page 6 of 6 Moral stage Definition of what is “good” Preconventional Level: Action that is rewarded and not punished Stage 1: Obedience and punishment Action that is agreeable to the child and child's partner Stage 2: Market exchange Conventional Level: Action that wins approval from friends or peers Stage 3: Peer opinion Action that conforms to Stage 4: Law and order community customs or laws Action that follows social Postconventional Level: accepted ways of making decisions Stage 5: Social contract Action that is consistent with Stage 6: Universal principles self-chosen, general principles Source: Seifert, K. and Sutton, R. (2009). Educational Psychology (2nd ed). Zurich, Switzerland: Jacobs Foundation.