Analysis of Child Development Theories - Essay Example

? CHILD DEVELOPMENT BOOKLET: AN OVERVIEW OF DEVELOPMENT THEORIES AND CARE PRACTICES BY PRESENTED Table of Contents Table of Contents 2 1.0 Introduction 3 2.0 Major Child Development Theories 4 2.1 Piaget Cognitive Development Theory 4 2.2 Uri Brofenbrenner. 5 2.3 Erickson Psychosocial Theory 5 2.4 Freud’s theory of Psychoanalysis 6 2.5 Vygotsky Cognitive Development Theory 6 3.0 Child development 6 3.1Early Years Development Stages 6 3.2 Holistic Development 8 4.0. Factors that may limit Effective Child Development. 9 5.0 Child Care Practices. 10 6.0 Conclusion 12 7.0 List of References 14 Child Development Booklet 1.0 Introduction Child development studies had been ignored for a long time, and it was not until at the onset of the 20th century that social scientists embarked on detailed studies to systematically outline the stages necessary in the growth and development of a child. The essence behind child development studies is enabling those in healthcare settings to understand and appreciate the emotional, cognitive, social, educational, and social growth of a child. This is necessary in ensuring every child follows a prescribed path of development, with deviations from such a path indicating possibilities of problems in the child development process. It is the deviation from the prescribed path that physicians and scientists to intervene in identifying the problem. Child development theories are divided in number of classes depending on how the theories are articulated. Some theories are called grand theories; they try to explain every aspect of a child’s development using systematic stages. Others are mini theories that focus on a limited number of aspects on the child development process, which includes the social growth or cognitive growth theories. The current theories are more developed in that besides outlining the various developmental stages of a child, they go ahead to indicate the various stages in relation to the age of a child. This correlation makes it easy to compare child development against such theories. Therefore, if you are a student about to start a placement in children related department settings and has little or no experience in child development, this book will be a valuable possession. The book covers the general theories that explain include development process outlined in relation to the age of a child, the aspects that one has to look closely in child’s development process, the main problems that may be hinder a child’s development, and the required environment to ensure healthy child development process. The booklet will be a worthy companion for all beginners in childcare or child development studies. 2.0 Major Child Development Theories 2.1 Piaget Cognitive Development Theory Jean Piaget was a Swiss theorist who died in 1984. Piaget believed that children’s thinking pass through four systematic separate stages with qualitative changes in each stage (Shaffer & Kipp 2010, 294). According to Piaget a stimulating environment and maturation are the most important aspect in this stage. As the child begins to explore and make connections with the physical world many changes occur in the baby and start to acquire skills and knowledge about their environment. Below are the various stages of a child’s development according to Piaget theory as explained by Shaffer & Kipp (2010, 294). Sensory period (0- 2 years). The child attains significant gains in its thinking as they progress. Children at this stage mostly use motor and physical skills and senses in exploring their worlds, to enhance cognitive development. Pre operation stage 2 to 7 years. Children become less reliant on senses and physical exploration. They become illogical thinkers and have inability to conserve their memory. Concrete Operations 7 to 12 years. Children in this stage develop more elaborate logical thinking, but still need concrete materials to reach a logical conclusion. This explains that children will require blocks while solving math problems. Formal operation (12 years +) children at this stage like adults have achieved considerable abstract thinking level and can solve problems using their heads . 2.2 Uri Brofenbrenner. Brofenbrenner is credited for developing the ecological system theory. The theory requires a balance between nature (hereditary factors) and nurture (surroundings) (South Wales Department of Education SWDE, 2006, 9). Microsystems reflect the immediate family and surroundings to a child; mesosystem refers to the effects of those on a larger cycle, but still have direct effects to those directly related to a child through the family such doctors, preschool environment; exosystem refers to a much broader circle made of those impacting the child indirectly. These include the parents’ work place; macrosystem refers to the custom, attitudes, and values of the cultural group that the child has to grow in (SWDE 2006, 9). 2.3 Erickson Psychosocial Theory Erickson’s therapy illustrates that a child development results from biological maturation and social environment, which leads to a crises in life (Huitt, 2008). A crisis has to occur for a healthy development of a child; the theory emphasizes on healthy emotional and social growth aspects of a child. Development in this theory occurs in eight distinct stages where at each stage of development, a social conflict has to occur; the solution of the conflict has to be satisfied before the child moves to the next stage (Anonymous 2012, 77). Eriksson’s stages of child development can be grouped as follows Birth to 18 months the psychosocial crises in trust versus mistrust 18 months to 3 years the crisis is autonomy vs. shame and doubt 3 to 5 years intuitive versus guilt and 6 years to 12 years the crisis is industry versus inferiority (Anonymous 2012, 77). The success of these stages in resulting to a positive development depends on ability of the family, parents and the community at large to help the child attain confidence and autonomy after each stage. This is better achieved by supporting the child and encouraging them. 2.4 Freud’s theory of Psychoanalysis Freud noted that irrational behaviors in an individual may be blamed on causes that emanate from unconscious sexual and progressive drives called libido (Click & Parker 2008, 94). Therefore, Freud noted that psyche is composed of three parts; the id which the source of pleasures seeking drives, the ego is the rational part of the personality and the superego that controls all the behaviors of an individual and is related to the conscience (Click & Parker 2008, 94). According to Freud only the id is present at birth while the other two are developed as the individual grows and develops. 2.5 Vygotsky Cognitive Development Theory Vygotsky rooted for more detailed relationships between the child and adults, or more knowledgeable people. The cognitive understanding of a child is more effective and rapid when helped to grow along their parents, teachers, or peers (SWDE 2006, 9). According to this theory, the environment of a child is more critical in ensuring effective development and not heredity factors. 3.0 Child development 3.1Early Years Development Stages Bornfenbrenner’s ecological theory of child development indicates how the interaction between every child, their families, and the entire communities, and surroundings is important in leading to a child’s’ healthy development (Neaum 2011, 10). Below is a systematic child development process illustrating the age of a child and the achievements expected at that particular age as illustrated by (Neaum, Beaver, Brewster, & Tallack 2004, 31). The early stages are systematic in that a child has to learn new skill in each stge. The impact of the above aspects on a child will determine their future or adulthood life. Giving a child s good start ensures they have a better adult life in future. 1 month. The child can hear, feel, taste, and see in addition to using reflexes. It cries to communicate with limited interest in learning. The child will be startled by loud noise, but likes soft high pitched noise. 2 months. Is able to focus eyes, will eat 3 to 4 times a day, will follow lights or objects with eyes, reacts by crutching, they can smile. 3 months. The child can hold head up, can recognize the mother, can coo or gurgle 4 months. The child tries to use hands to grasp and tries to roll, can use eyes and hands together, can laugh out loud 6 months. The child can sit upright with supports, can grasp a close object, has manifest signs of fear, anger, and tries to talk to an image in the mirror 8 months. The child can sit alone, transfer objects from hand to mouth, can respond to name, and can part their image on the mirror. 10 months. The child creeps and crawls, can pick up small objects, can seek attention by yelling and show shyness to strangers 12 months. The child has tripled their weight and grown to more than 10 inches, can drink from a cup, can stand and take steps, says a few words and points to an object, can show controlled anger directed to a certain individual, can wave goodbye, is able to cooperate and will respond more to adults compared to toddlers (UNICEF 2002, 4). 18 months. The child can throw objects, can walk upstairs when held by hand, drinks alone, can understand s a few words. The child shows more affection, and is selfish, will cry when a toy is taken, is more rebellious, and points towards objects. 2-3years. The child can control their bowels when taught toileting, can run or jump with two feet together, can use a bicycle can coordinate the use of hands in building a tower with bricks. The child can show pity, sympathy, or affection, likes to be praised, needs other children to play, they still have difficulties with strangers, and mother is important (UNICEF 2002, 4). 4 years. The child climbs the play equipment, can stand walk, run, or tiptoe, can build a tower of bricks, can fasten zip or hold a pencil maturely. 5 years. The child can hope and play games with a ball, is able to walk along a balancing beam, can draw a good image of a person with nose, legs mouth, eyes and trunk has good control of paint brushes and pencils (UNICEF 2002, 4) 7years. A child can climb and have a good balance on bicycle and other equipment, can effectively hop on one foot and keep balance. The child writes well and clearly, and they can sew neat stiches with a large needle. 3.2 Holistic Development A tiny baby though weak is cindered a person. There holistic development in children perceives a child as an all-round whole person, referring to the emotional, intellectual, physical, moral, social, spiritual, and cultural aspects of child development (Meggit 2006, 1). Holistic development is critical and important in understanding child’s development in that a child is expected to follow a certain development path. There is a close relation between all the above holistic factors that define an individual as “whole.” Physical development involves the physical growth of a child. This growth cannot be separated from the sensory development as the child has to receive information through senses. Moreover cognitive development is the development the mind that is used to make meanings of what the other sensory organs perceive in attaining knowledge, understanding, and in reasoning. Piaget explained that intellect develops through a process of assimilation and accommodation, two process that require the input of the cognitive, mental, intellect, and other developments in a child (Coon & Mitterer 2010, 97).The child has also to express what they have understood in achieving language development, and have to develop feelings over different aspects in emotional development, in addition to developing their self-esteem, which is necessary in growth. Finally the child has to attain social development in knowing how to relate with others, morally, ethically, and humanly (Meggit 2006, 2). Therefore, the holistic child development is development of complete processes and systems that make a child whole like any other normal being in the society. 4.0. Factors that may limit Effective Child Development. Some of the factors that inhibit proper child development include Personal, social and, mental factors. One factor that affects the child’s effective growth is the quality of child care both at home by family and the social aspects surrounding the child. Children brought up outside their home compared to children brought up their mothers have poor upbringing and this impacts the social and mental development of a child slowing down their development process (Landry 2006, 11). A healthy family environment that is supportive of the child impacts a healthy beginning in a child. Families with violence, unsupportive parents, child abuse cases, and long illness of either partner affect the development of child in predisposing them to negative behaviors and lack of required attention from parents (Landry 2006, 21). The health of a child is another important aspect to note. Children with poor health and low body immune system resulting from poor dietary, sanitation or general body weaknesses will have a slowed development process. The education level and financial instability of a parent closely related (Krieger 2001, 674). These factors determine the type of upbringing of a child; the low education and low income families may have sanitation problems and poor dietary choices, may be predisposing factors to diseases and in some cases child labor problems where children supplement family low incomes to survive, affecting the child’s general development. Moreover children do not meet emotional support, practical help, detection and prevention of health disorders (Krieger 2001, 674). In addition to good nutrition and healthy eating habits in families, recognizing the need for cognitive development in a child is essential. This include encouraging the child to play alone or with others, introducing a child to healthy habits such brick games, talking to a child and teaching them how to talk or do some essential things depending on their ages are all ways that the cognitive development in a child may be enhanced (Kim, Glynn, & Kriska 2002, 703). However, some children are born with some complications or deficiencies, which have great impact on their lives. Some of these may involve Down syndrome in children, or physical disabilities, or any other deformity. Physical activities are essential in cognitive development (Landry 2006, 33), such children can be trained how to carry out tasks effectively and develop just as normal children, though they may take time to learn such skills (Norfolk Country Council, 2010). 5.0 Child Care Practices. Effective childcare practices have to note that a child is an all-round individual and requires attention to ensure cognitive, social, emotional, physical, spiritual, learning, and other needs are articulated and fulfilled within the learning process. This led to the formulation of evidence based policy practice in UK, which involves Early Education Partnerships Intervention on children between 3 to 5 years, and other strategies in child up bringing (Evangelou & Sylva, 2007). There are several programs related to early home preschool partnerships established across UK to support parents and children. Brofenbrenner in his social development theory identifies microsystem as the first learning process the child receives from close family members to be most important in laying the foundation for the child. Therefore, parents as the first teachers to a child are sensitized on how best to take care of their children through effective parent-child interventions (Evangelou & Sylva, 2007). The program also involves ensuring that children enter the school at the same level by eliminating the social-economic disparities in preschool years to ensure poor children are at the same level with rich children by giving them an equal footing in readiness for development (Brooks-Gunn 2003, 6) Motor development is essential in effective development of a child and ensuring the child is physically fit to perform all their operations. Child games and playing equipment are encouraged in early childhood schools as well as at home. Most of the early childhood life has to be used when playing and learning to use their physical organs such as hands and legs. The dynamic systems theory illustrates that all the motor development results from dynamic and controlled nervous development, emotional support, individual capabilities and biometrics (Slater, Hocking, Loose, 39). Child assessment and support in learning process is of critical importance. The main needs of an assessment include to support the child’s learning and development, to identity the special needs of a child, depending on their behavior, evaluating programs necessary in the learning process and assessing the school accountability in the child’s learning processes (Evangelou & Sylva, 2007). Despite analyzing the above requirements in a child’s play, children must be taught how to interact with their peers and become alive regarding the differences between them. Such an approach may include assessing the cooperation of a child and their initiative taking with their peers, sharing, and conflict resolution, attending to the needs of their group and caring for others. These factors also contribute in emotional and cognitive development of the child as they learn to appreciate and recognize others as well as developing skills to deal with others in a group (Landry 2006, 88). In order to ensure a holistic child development, there should be a balance between the adult assisted and child controlled plays and activities. Studies have portrayed that to increase a child’s efficacy there is need for reducing control and directing a child’s play; there is need to facilitate the child’s own activities and plays with little or no guidance (Thelen, 1999, 103).To ensure a holistic child development, children learn more skills and involve their cognitive abilities much better when they design their plays with little help from guardians or teachers. As the child struggles to put in place their thoughts, they achieve better learning and development and develop increased confidence levels compared to those supported by their instructors. Piaget in his child development theory illustrates factors that have to be observed in ensuring a holistic child development (Miller, 1993, 81). 6.0 Conclusion Child development theories explain that a child’s development has to be holistic, which calls for attention in all aspects of a child’s growth and development. A child has to develop mentally, intellectually, emotionally, cognitively, spiritually, physically, and any other attributes that make them whole and healthy. The family setting and the society are the single most important schools for children. Children learn first from their parents and the pope around them before interacting with the outer worlds, implying their future life depends on their immediate family and the concepts learned. To ensure an effective learning process, there is need to put in place effective measurement approaches that would portray the progress of a child in their holistic development at home and at school. This would indicate the learning progress of each child and help in identifying children requiring special attention. Therefore, a child’s learning process is essential in impacting the required skills, morals, values and qualities that guarantee a better life in future. 7.0 List of References Anonymous, 2012 Child Development Principles and Theories, The Goodheart-WIllcox Co Inc. Beaver M., Brewster J., Neaum S., & Tallack J., 2004. Early Year Care & Education, London: Nelson Thomes Brooks-Gunn, J., 2003. Do you believe in magic? What we can expect from early childhood intervention programs. Social Policy Report, 17(1). Accessed http://www.srcd.org/Documents/Publications/SPR/spr17-1.pdf [Accessed 16th April, 2013] Click P., & Parekr, J., 2009. Caring for School Age Children, NY: Cengage Learning Coon D., & Mitterer O.J., 2010. Introduction to Psychology: Gateways to Mind and Behavior with Concept Maps, CA: Cengage Learning Evangelou M., Sylva K., 2007. Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP), Early Childhood Research and Practice, 14(2). Retrieved http://ecrp.uiuc.edu/v9n1/evangelou.html [Accessed 16th April, 2013] Huitt, W. 2008. Socioemotional Development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved http://www.edpsycinteractive.org/topics/affect/erikson.html [Accessed 16th April, 2013] Kim, S. Y. S.; Glynn, N. W; Kriska, A. M.; et al., 2002. Decline In Physical Activity In Black Girls and White Girls During Adolescence. New England Journal of Medicine 347, 709-715. Krieger, N. 2001. Theories For Social Epidemiology In the 21st Century: An Eco social Perspective. International Journal of Epidemiology 30, 668-677 Landray S.H., 2005. Effective Early Childhood Programs: Turning Knowledge Into Action, TX: Uiversity of Texas Houston Meggit C., 2006., Child Development: An Illustrated Guide, Oxford: Heinemann Educational Publishers. Miller, P. H. (1993). Theories of developmental psychology (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Neaum S., 2010., Child Development for Early Childhood Studies, London : Glasgow Norfolk Country Council, 2010. Children’s Services Educational Psychology and Specialist: Support Learning and Physical Disability Pupils with Hydrocephalus, Retrieved http://www.schools.norfolk.gov.uk/view/ncc097387 [Accessed 16th April, 2013] NSW Office of Child Care, 2006. A basic introduction to child development theories, State of New South Wales, Department of Education and Training, Retrieved http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf [Accessed 16th, April 2013] Shaafer D.R., & Kipp K., 2010. Developmental Psychology, CA : Cengage Learning Slater A., Hocking I., & Loose J., Chapter 2 Theories and Issues in Child Development Retrieved www.scotlandscolleges.ac.uk/.../1059-HNC-RC-Alan-Slater-Ia.[Accessed 16th April, 2013] UNICEF, 2002, Early Childhood Development Retrieved http://www.unicef.org/dprk/ecd.pdf [Accessed 16th April, 2013] Read More