Child Growth and Development CGDR DCF

Growth

refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass index. These size changes can usually be easily measured.

Development

typically refers to an increase in complexity, a change from relatively simple to more complicated. Development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills. The sequence is basically the same for all children, however, the rate varies.

Similarities in growth:

>Growth proceeds from the head downward and from the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe muscles.

Differences in growth:

>Some children are taller, some shorter. Some children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth spurts.
>Differences in the amount of growth can be a source of self-consciousness for some children.

*are typical

If you detect that a child is self-conscious about his/her size, how would you help him/her work on increasing his/her self-acceptance?

Either individually or with a group of children, talk about how things are different but equally important and valuable. You could use the example of a litter of puppies or kittens that are different colors and sizes, both larger and smaller. While they are different, they are all special and will grow into wonderful dogs or cats. You could also use different fruits, kinds of ice cream—and finally differences in people—to help the child or children understand that differences are not bad, but rather make each person special.

If you have some concern about a growth-related issue involving a child, how would you approach this issue with the parent(s)?

Share information about typical growth patterns with the parent(s). You may wish to share it with all your parents. After going over this information with the parent(s), you could ask them if they have any questions or concerns and if they have had any discussions with the child's doctor. If you detect the parent(s) have not had much interaction with a doctor and do not connect the growth information with their child, gently explain your concerns and have available local resources for medical care if the family needs that assistance. Make sure all discussions occur in a calm and confidential manner.

Principle 1 - Developmental Sequence is Similar for All

>Children develop in relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.

Principle 2 - Development Proceeds from General to Specific

>Development progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result in the ability to wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in the ability of the fingers to grasp objects and the toes to help with balance when standing and walking.

Principle 3 - Development is Continuous

>In children who develop typically, behaviors and skills they have already acquired become the basis for new behaviors and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering, then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral and written.
>In order for children to write or draw, they must have developed the control of their hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing and drawing.
>The continuation of development can easily be seen in children as they mature from age two to age twelve.

Principle 4 - Development Proceeds at Different Rates

>Each child is different and the rates at which individual children develop are different.
>Although the sequences for development are usually the same for all children, the rates at which individual children reach each stage will be different.
>Some children will walk at ten months of age, while others walk at eighteen months of age.
>Development is never uniform, but it is constant.

Principal 5 - All Areas of Development are Interrelated

>Development in children is interrelated.
>There are several examples in Principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur.
>These examples also demonstrate the first two of five areas of development, called domains.
>These five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional Development, and Approaches to Learning. Each area of development influences development in other areas.
>Each of these developmental domains can be defined by one or more characteristics. The characteristics of the Physical Development Domain involve increased physical growth and abilities.
>There are many characteristics of the Cognitive Development and General Knowledge Domain, and the Approaches to Learning Domain, which include thinking, planning, creating, exploring, and questioning.
>The Language and Communication Domain includes a child's abilities to see, hear, speak, read, and write.
>The Social and Emotional Development Domain is defined by forming relationships and attachments.

Why should child care professionals learn about principles of child development?

>Care and the environment can support or hinder development.
>The knowledgeable caregiver can support a child in learning new skills.
>When a child is struggling with a new skill, timely intervention can help him/her overcome a problem and "catch back up."
>The knowledgeable caregiver can "detect" indicators of possible delays and can help get the child the assistance he/she needs.

Knowledge of child development is essential to working effectively with children. Development in young children occurs rapidly. You must recognize the existence of general stages and sequence of development, as well as the enormous variation that there are among children.

Module 2: What is a theory?

is a set of facts or principles analyzed in relation to one another and used to explain phenomena. A phenomena is a fact or behavior that can be observed.

Abraham Maslow: Hierarchy of Needs

1. the physical
2. comfort and safety
3. social
4. self-esteem
5. self-actualization.

Level 1: Physical

Air to breathe
Shelter to protect
Water to drink
Food to eat
Clothes to wear
Rest, sleep
Food, water, formula
Shelter, heat, beds
Health care
Employment or income
Clothes

Level 2: Comfort and Safety

Safety
Security
Stability
Transportation
Neighborhood
Safe relationships (not domestic violence or abuse)
Child care

Level 3: Social

Belonging
Love and attention
Acceptance
Sense of belonging, of being connected
Adult-adult affiliation
Parent-child relationship
Positive relationships with extended family
Positive informal social support network
Positive formal social support network

Level 4: Self-Esteem

Adequacy
Confidence
Importance
Sense of competency as parent, worker, significant other
Sense of efficacy, capability
Sense of resiliency, hopefulness
Ability to cope and problem solve
Sense of well-being (individual to family levels)
Opportunities for enjoyment

Level 5: Self-Actualizing

Fulfill one's life with purpose and meaning
Being all that one is able to be
Spirituality
Personal emotional response
Refinement of interpersonal skills (empathy, communication, relating)
Enhancement of understanding of relationships with child(ren), family, community, self

Erik Erikson developed ___ psychosocial stages through which humans develop during their lifetimes. He assumes that humans are driven by, and are constantly trying to channel, powerful inner forces.

8

Erikson's theory on emotional and personality development

describes eight conflicts that must be resolved at stages throughout life.

Age: Infant

Conflict: Trust v. Mistrust
Meaning:
>Trust is developed over time by providing an infant with a consistent, comforting environment.
>When needs are met, trust is established.
>Trust builds an emotional foundation.
>A lack of trust can result in poor emotional stability.

Age: Toddler

Conflict: Autonomy vs. Shame and Doubt
Meaning:
>Toddlers need to explore their own bodies and environment in order to become confident about themselves.
>When autonomy is allowed, a person can become comfortable with his/her choices.
>A lack of autonomy can result in a feeling of shame or insecurity.

Age: Preschool

Conflict: Initiative vs. Guilt
Meaning:
>Four- or five-year olds begin to develop an interest in exploring beyond themselves.
>Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions.
>When initiative is encouraged, a person experiments within one's environment.
>A lack of encouragement for initiative can result in a feeling of guilt for acting on one's natural curiosity.

Age: Gradeschool

*1st 4 stages

Conflict: Industry vs. Inferiority
Meaning:
>Between the ages of 6 to 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority.
>When children experience success, they attain a sense of adequacy and pride.
>A lack of industry can result in a feeling of low self-worth.

Age: High School

Conflict: Identity vs. Role Confusion
Meaning:
>Between the ages of 12 to 18, children are attempting to define who they are and where they are going.
>When children are given the opportunity to develop their own ideas and opinions, they can form their own identity.
>A lack of identity will lead to confusion about who they are.

Age: Early Adult

Conflict: Intimacy vs. Isolation
Meaning:
>Between the ages of 18 to 35, young adults are exploring the development of relationships.
>Young adults need the opportunity to develop close relationships with family, friends, and partners.
>A lack of intimate relationships can lead to individuals feeling isolated and alone.

Age: Middle Adult

Conflict: Generativity vs. Stagnation
Meaning:
>Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career.
>Adults need to see progress in their careers or success in their contributions to society.
>A lack of accomplishment often leads to feelings of resentment and regret.

Age: Late Adult

Conflict: Integrity vs. Despair
Meaning:
>After the age of 65, adults seek meaning in their lives.
>Adults are reflecting on their accomplishments and fulfillment in life.
>A lack of achievement may lead to despair in the final years.

What does Erikson's theory mean to a child care professional? How can you, as a child care professional, support a positive outcome in each of the first four conflicts?

Create a relationship with your children that is based on trust.
Allow your children to exercise autonomy whenever it is safe and practical.
Guide your children to initiate activities or portions of activities whenever it is safe and practical.
Promote the building of your children's creativity during activities.

Piaget's four stages of cognitive development

explain how children interact with their environment to construct knowledge.

Each of Piaget's stages represents a change from one type of thought or behavior to another and builds on the stage before.

According to Piaget, children develop the ability to learn in ____ basic stages: Stages of Cognitive Development

4

Sensorimotor: 0-2 years old

Children learn through sensory perception and motor activity.

Preoperational: 2-7 years old

Children are bound by what they experience directly and not by what they think. Children begin to use symbols (one thing that represents another). For example, using sand to make a cake. Children are egocentric; their thinking centers on themselves. They can't see things from another point of view or from another perspective. For example, they do not realize that when they stand in front of the TV, no one else can see it.

Concrete-Operational: 7-11 years old

Children become more rational in their thinking. For example, realizing that Santa Claus probably doesn't exist.

Formal Operations: 11 years old and older

The final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations.

How can child care professionals use the information from Piaget's theory?

Knowledge of the four stages helps you understand how babies and children may perceive their environment.
It also helps you understand why children make thinking "mistakes."
Discovery learning and supporting the developing interests of children are two primary instructional techniques that are based on Piaget's theory.
Adults should challenge children's abilities, but not present material that is too far beyond the children's level.
Children should be exposed to a wide variety of concrete experiences—such as use of manipulatives, field trips, and working in groups—to help them learn.
It is wise to keep in mind a child's stage of cognitive development when planning developmentally appropriate learning activities.

scaffolding

Children learn through problem-solving experiences shared with a knowledgeable adult or peer. Initially, the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him/her. This is an instructional technique called ____.

Zone of Proximal Development

A difference exists between what a child can do on his/her own and what he/she can do with the help of a knowledgeable adult or peer. A child can perform a task under adult guidance, or with peer collaboration, that he/she could not achieve alone. Vygotsky called this the ______ _____ ______ _____ and claimed that learning occurred in this zone.

How can you implement the theories of Montessori in your child care environment?

>Create an environment that is full of beauty and order.
>Provide child-sized furniture and materials.
>Allow children to access the materials they need, and help them learn to return those materials to where they belong when they are finished.
>Provide opportunities for sensory experiences.

How can child care professionals use the information from Vygotsky's theory?

Caregivers can develop learning environments where children play an active role in their own education, as well as the education of their peers. The adult collaborates with children in order to create meaning in ways that children can make their own.
The environment is set up so children can work together in collaborative groups in a community of learners. Likewise, the learning materials have to support and encourage interaction and collaboration among children.
Scaffolding and reciprocal teaching are teaching strategies that access the Zone of Proximal Development, the area where Vygotsky says learning takes place.
When using scaffolding, the adult provides children with the opportunity to extend their current skills and knowledge.
Reciprocal teaching encourages a conversation between children and the adult. This conversation leads to children going beyond answering questions. It leads to the adult and children taking turns leading small group discussions. Reciprocal teaching is best understood as a dialogue between the child care professional and the child, in which participants take turns taking on the role of the teacher.
Caregivers should foster communication so the group talks their way through the learning material with frequent stops to ensure understanding.

Vygotsky's process has four main strategies for success:

1. Generating a question for understanding
2. Clarifying that they are understanding what they are reading
3. Stopping to predict from clues what they think will happen in the learning material
4. Summarizing what they have learned

Vygotsky's sociocultural theory of cognitive development

focuses on the connections between people and the culture in which they interact.

Maria Montessori's theory focuses

Maria Montessori's theory focuses on the child's independence in order to engage them in a developmentally appropriate learning environment so they can advance their developmental skills.

Maria Montessori's theories:

Emphasis is placed on the preparation of the learning environment. This includes the space children use; and the furnishings, materials, children, and adults who occupy the environment.
The learning environment should be beautiful and orderly. This allows children to learn about order from the learning environment.
Furniture, tools, materials, and toys should be child-sized.
Children learn best by having sensory experiences.
Children should be provided with tools that work.
Materials should be organized and accessible to children. They should be allowed to find what they need and return it when finished.

developmental

A ______ disability is a chronic condition that is diagnosed in childhood and substantially limits major life activities in adulthood.

What should a child care professional do if they suspect a child has an undiagnosed developmental disability?

A child care professional's role in the intervention process is to recognize the signs of the most prevalent developmental disabilities; ensure families are aware of intervention services; and provide individualized, compassionate, and developmentally appropriate care at the child care program.

Prevention

is a strategy that stops challenging behaviors before they begin, and it is the primary method child care professionals use to encourage children to discard these behaviors.

Redirection

is a strategy that is used to guide children's behavior by recognizing challenging behavior at its earliest stages and taking steps to stop it from escalating.

Positive reinforcement

is a strategy in which desired behaviors are rewarded so that the child is encouraged to repeat them.

Scenario 1: Kierra is a toddler who has learned how to scribble with a crayon from her big sister. She can stand on her tiptoes. When she starts to sing the "ABC" song, she usually winds up with lines from "Twinkle-twinkle Little Star." She has become pretty good at following simple instructions. She gets frustrated when she has trouble doing something. Only about half of what she says is understandable by strangers and many of her words are a mixture of Spanish and English.

Bilingual or Spanish speaking home
Could have uneven temper

S2: Julie, a preschool child, does not sleep at naptime anymore. She is very friendly and adores her older sister. She likes playing with dolls and changing their clothes. She has started to admonish the younger children, reminding them of "the rules." She does not yet reliably count to ten, getting scrambled with random "teens."

Even temperament

S3: Teddy, a toddler, can stand and can walk while holding onto an adult's fingers. He recognizes and responds to his own name about half of the time, but cannot hear well. He can babble, but has not yet said his first really intelligible word. He gets very focused when he plays with blocks and cups. He is still drinking from a bottle, and does not yet have the hang of a sippy-cup.

Special needs (hearing loss)
Delayed (still on bottle)

S4: Tina, a toddler, will look at you when you talk to her and she can ask for something by pointing and saying "please." She has a vocabulary of about twelve words that are clearly understandable. She gets anxious for a little while when one of her parents drops her off in the morning. She gets frequent stomachaches. She can pull herself up on furniture and can take a step or two before sitting down. She can pull off her hat, but not her socks.

Above age range in vocabulary
Some health issues
Anxious temperament

S5: Three-year-old Vaughn has a large vocabulary and talks almost non-stop. He really enjoys being your "helper." He asks many questions. He likes to play tag, but changes the rules on the spot to his own advantage. He can write his name, but uses a lot of space. He can remove his own clothes and put on his pajamas. He can brush his teeth without help. If offered a piece of candy, he will request that his younger brother receive a piece too.

On target or above for his age group
May have lots of language interactions at home

S6: Jose´, a preschool child, usually prefers to play with the other boys, rather than the girls. He knows his left from his right, and can tie his own shoelaces. He tattles on other kids. He can balance on one foot, and can ride a bicycle without training wheels. He likes knock-knock jokes, and knows days of the week and months of the year.

Advanced for his age group
Has had adult support
Talented athletically

Security

and self-esteem ("My needs will be met." "I am worthy of this person's attention.")

Time

and space ("Toys go here." "This is when we have a snack.")

Independence

and competence ("I can do this by myself.")

Development

is uneven, as children do not progress in all skills at the same time; a child grows and learns as a whole, not in pieces. Skills such as sitting up, grasping, or walking are examples of increasing maturation.

Physical Development

The___ _____Domain refers to typical growth patterns, changes in weight and height, general health and safety, visual perception, and hearing. It refers to a child's ability to move around and control various body parts. Examples include abilities such as grasping, rolling over, sitting up, hopping on one foot, writing, and using tools for tasks.

Social and Emotional Development

The ____ Domain is a broad area that focuses on self-esteem, how children feel about themselves, and their relationships with others. It refers to children's individual behaviors and responses regarding play and work activities, attachments to parents and caregivers, relationships with siblings and friends, and prosocial behaviors.

Approaches to Learning

The ____ Domain refers to a child's eagerness to learn. It includes curiosity, persistence, creative problem solving, and the ability to create and complete long-term projects.

Language and Communication

The ____ Domain refers to the child's ability to communicate with others. It involves a child's ability to see, hear, speak, read, write, and construct an understanding of things around them.

Cognitive Development and General Knowledge

The ____ Domain refers to a child's intellectual or mental abilities. It involves exploration, discovery, concept and memory formation, problem solving, and creative expression. It includes knowledge of mathematics, scientific thinking, awareness of social studies, and the arts.

Why might you see the same expectancy in more than one age group? For example, "staying awake except during rest periods" is found under ages three to school age.

The ability is important at any age; loss of the ability can indicate a problem; it is an ability that can get more defined, or be performed independently, as the child ages.

Reflexes

control most of a newborn child's movements, while an eight-month-old may already be pulling up on furniture and taking his/her first deliberate steps.

Gross

motor skills involve the development of large muscles, such as those found in the arms and legs. Gross motor skills include running, throwing, jumping, and climbing.

Fine

motor skills involve the development of small muscles, such as those found in the fingers, lips, and toes. Fine motor skills include grasping, writing, and eating.