Working with Children Unit Two
Areas of Development
Physical
Having to do with the body & motor skills:
LARGE motor skills develop large muscles
SMALL motor skills develop eye/hand coordination
Focuses on growth such as height & weight
Development of the senses
Physical development depends on opportunities to develop small/large motor
skills & to maintain health through proper nutrition, exercise, rest and medical care
Intellectual
This area has to do with:
the mind & brain
learning & problem-solving
school concepts
creative thinking skills
language & literacy
moral development
Emotional
Identifying and expressing feelings:
Understanding others feelings
Developing a positive self-concept
Social
Getting along with & interacting with others that includes:
Sharing & taking turns
Cooperating & playing together
Appreciating diversity
Following rules & appropriate behaviors (manners)
Gardner
According to Simply Psychology, “The theory of multiple intelligences was first proposed by Howard Gardner. He broadens the definition of intelligence and outlines several distinct types of intellectual competencies.”
To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic,
Musical, Interpersonal, Intrapersonal, and Naturalist.
The Theory of Multiple Intelligence
Gardner writes that we may all have these intelligences, but our individual profile may vary based on genetics or experience. Gardner also suggests that there may be others—such as spiritual intelligence, existential intelligence, and moral intelligence—but does not believe these meet his original criteria.
Linguistic intelligence
Definition: Linguistic Intelligence is sensitivity to the spoken and written word, ability to learn languages, and using language to accomplish goals. a.k.a. “word smart”
Famous People: William Shakespeare and Oprah Winfrey use oral and written language to create products such as speeches and books.
Careers: Lawyer, Speaker, Author and Journalist
Logical-Mathematical Intelligence
Definition: Logical-Mathematical Intelligence is analyzing problems logically, carrying out mathematical operations and investigating issues scientifically. a.k.a. “number/reasoning smart”
Famous People: Albert Einstein and Bill Gates develop equations, make calculations and solve abstract problems.
Careers: Mathematician, Accountant, Statistician, Scientist and Computer Analyst
Spacial
Definition: Spatial Intelligence is recognizing and manipulating patterns in space (wide spaces used by navigators and pilots and/or confined areas used by surgeons, artists or architects). a.k.a. “picture smart”
Famous People: Frank Lloyd Wright and Amelia Earhart were able to recognize and manipulate spatial images in small- and large-scale spaces.
Careers: Pilot, Surgeon, Architect, Graphic Artist and Interior Decorator
Bodily- Kinesthetic
Definition: Bodily-Kinesthetic Intelligence is using one’s body (whole body or individual parts) to solve problems. a.k.a. “body smart”
Famous People: Michael Jordan and Simone Biles use their body to create products, perform skills and solve problems using the mind-body.
Careers: Athlete, Surgeon, Mechanic, Carpenter and Physical Therapist
Musical
Definition: Musical Intelligence is skill in the performance, competition, and appreciation of musical patterns. a.k.a. “music smart”
Famous People: Beethoven and Ed Sheeran are able to recognize and create musical patterns.
Careers: Singer, Composer, DJ and Musician
Interpersonal
Definition: Interpersonal Intelligence is the capacity to understand the intentions, motivations, and desires of other people and work effectively with others. a.k.a. “people smart”
Famous People: Mahatma Gandhi and Mother Teresa had the ability to recognize and understand other people’s desires, motivations, and intentions.
Careers: Teacher, Psychologist, Manager, Sales People, and Public Relations
Intrapersonal
Definition: Intrapersonal Intelligence is the capacity to understand oneself and to use such information effectively in regulating one’s own life. a.k.a. “self smart”
Famous People: Aristotle and Maya Angelou had the ability to recognize and understand their own desires, motivations, and intentions.
Careers: Therapist, Psychologist, Counselor, Entrepreneur, and Clergy
Naturalistic
Definition: Naturalist Intelligence is the skill to recognize and classify numerous species (flora and fauna) of their environment. a.k.a. “nature smart”
Famous People: Charles Darwin and Jane Goddall were able to identify and distinguish different types of plants and animals found in the natural world.
Careers: Botanist, Biologist, Astronomer, Meteorologist and Geologist
Piaget
A swiss psychologist who contributed greatly to the understanding of children’s cognitive development. He contributed mainly through his observations of children’s cognitive development. He scored the IQ tests that Alfred Binet administered to children. Piaget noticed that children of certain ages tend to give the same types of incorrect answers. From these observations and follow-up interviews with children about these mistakes, he developed his theory
Piaget's Cognitive Development Theory
Piaget argued that children’s development occurs in stages, they follow a specific order and each subsequent stage only occurs after the one before it. As children’s thinking develops from one stage to the next, their behaviour also changes, reflecting these cognitive developments
Sensorimotor stage (ages 0-2)
Learn about their environment through their senses and motor activities. There are six substages moving from being reflex driven to more abstract.
Object permanence: peek-a-boo, container play, stalking play, sensor motor activities
Preoperational Stage (ages 2-7)
Their ability to use mental representation, rather than the physical appearance of objects or people, improves greatly. Ex. pretend play, talking about events from the past/ people who are not in the room.
Children understand identities, where items and people remain the same, even if they look different. Ex At this stage a caregiver dressing up as santa might not be as convincing
Learn more about categorization, start to understand numbers and quantity (more or bigger), classify items based on similarities or differences
Concrete Operational Stage (ages 7-11)
More capable of solving problems because they can consider numerous outcomes and perspectives. Better developed
Categorization, numerical, spatial abilities improve
Understand conservation better; better at solving conservation problems
Conservation: things that can be the same, even if they look different
Formal Operational Stage (ages 11 through adulthood)
Abstract thought.
Can think about hypotheticals and various possibilities
Capable of hypothetical- deductive reasoning, test hypothesis and draw conclusions from results
Can apply their reasoning skills to more complicated problems in a systematic logical manner.
Maslow
Abraham Maslow was one of the most influential psychologists of the twentieth century.
Among his many contributions to psychology were his advancements to the field of humanistic psychology and his development of the hierarchy of needs in 1943.
Maslow’s career in psychology greatly predated the modern positive psychology movement, yet the field as we know it would likely look very different were it not for him.
Maslow’s hierarchy of needs
Maslow's hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs.
From the bottom of the hierarchy upwards, the needs are physiological, safety, love and belonging, esteem, and self-actualization.
Deficiency Needs vs. Growth Needs
This hierarchy can be divided into deficiency needs and growth needs.
The first four levels are often referred to as deficiency needs, and the top level is known as growth or being needs.
Psychological needs
Physiological Needs are biological requirements for human survival, such as air, food, drink, shelter, clothing, warmth, and sleep.
If these needs are not satisfied the human body cannot function optimally.
Maslow considered physiological needs the most important as all the other needs become secondary until these needs are met.
Safety Needs
Once an individual’s physiological needs are satisfied, the needs for safety and security become important.
People want to experience order, predictability and control in their lives. These needs can be fulfilled by family and society (for example, police, schools, business and medical care).
Other examples include emotional security, financial security (employment, social welfare), law and order, freedom from fear, social stability, property, health and wellbeing (safety against accidents and injury).
Love and Belonging Needs
The third level of human needs is social and involves feelings of belongingness.
Belongingness, refers to a human emotional need for interpersonal relationships, connectedness, and being part of a group.
Examples of belongingness needs include friendship, intimacy, trust, and acceptance, receiving and giving affection, and love.
Esteem Needs
Esteem Needs are the fourth level in Maslow’s hierarchy and include self-worth, accomplishment and respect.
Maslow classified esteem needs into two categories:
esteem for oneself (dignity, achievement, mastery, independence) and the desire for reputation or respect from others (status, prestige).
Maslow indicated that the need for respect or reputation is most important for children and adolescents and leads up to real self-esteem or dignity.
Self Actualization Needs
Self-Actualization Needs are the highest level in Maslow's hierarchy, and refer to the realization of a person's potential and self-fulfillment
A desire “to become everything one is capable of becoming”
Less than two percent of the population achieve self-actualization.
Individuals may perceive or focus on this need very specifically.
For example, one individual may have a strong desire to become an ideal parent.
In another, the desire may be expressed economically, academically or athletically.
Erikson
Erikson’s 8 stages include two conflicting ideas that must be resolved successfully in order for a person to be a confident, contributing member of society.
A person does not need to complete one stage to develop onto the next… Ex a child who never establishes trust in infancy may grow into an adult who struggles with trust in romantic relationships.
Stage 1: Infancy Trust vs Mistrust
Infants depend on caregivers for basic needs like food. They learn to trust others based on how well caregivers meet needs.
Trust: When caregivers respond promptly to an infant’s cry, the baby can learn to rely on others
Mistrust: If caregivers neglect an infant's needs, or if it is sporadic, an infant may grow insecure.
Stage 2: Toddlerhood Autonomy vs Shame
Young children begin exploring the world around them. They learn about their environment and their place within it.
Autonomy: Caregivers serve as a safe base from which to explore the world. When caregivers encourage independence, children will feel secure to take risks.
Shame: Children whose caregivers discourage them may develop shame and doubt.
Stage 3: Preschool Initiative vs Guilt
Preschoolers are increasingly focused on doing things themselves and establishing their own goals.
Initiative: When caregivers nurture these tendences, children learn how to make decisions and plan for the future.
Guilt: If children are criticized for being too assertive, they may feel guilt for pursuing their desires. Controlling caregivers may teach children to follow another’s lead.
Stage 4: Early School Industry vs Inferiority
Takes place in the early school years… As children grow independence, they become self aware and begin to compare themselves with others.
Industry: Children who are accomplished compared to their peers can develop self confidence and pride. It can boost their self esteem.
Inferiority: Children who do not achieve certain milestones may doubt themselves or their self worth.
Stage 5: Adolescence Identity vs Role Confusion
During adolescence, “identity crisis” may occur. During this stage, the main goal is to answer: “who am I?” They may try different personas.
Identity: Establish a coherent sense of self. Determine their priorities in life and set goals for their adult selves.
Role Confusion: Weak sense of self and may struggle to break away from the person their peers of family expect them to be.
Stage 6: Early Adulthood Intimacy vs Isolation
During young adulthood, people get married or develop significant relationships.
Intimacy: Relationships can be a key source of affection and intimacy in adulthood. Many find benefits from having a committed, lifelong bond.
Isolation: People who do not develop relationships may become socially isolated. They may develop loneliness.
Stage 7: Middle adulthood Generativity vs Stagnation
During this stage, adults are at the height of their careers. The focus is to contribute to society and the next generation.
Generativity: People may offer guidance to the next generation through parenting or mentorship. Gives people a sense of purpose and community.
Stagnation: Some people may feel as if they have no impact on society. If people do not find their work meaningful, they may feel restless or isolated. People have “peaked”
Stage 8: Late Adulthood Ego Integrity vs Despair
During this scene, adults reflect on the life they have lived.
Ego Integrity: Those who feel fulfilled by their lives can face death and aging proudly.
Despair: People who have disappointments or regrets may fall into despair.
Montessori
Italian physician and educator (1870-1952)
First female doctor in Italy
Developed her educational method through scientific observation of children
Child-centered educational approach
Focuses on fostering independence, self-directed learning, and natural development
Development
Is similar for everyone
Proceeds at an individual rate
Builds on earlier learning
Is interrelated
Continous throughout life