2) Basic Concept and Principle of Child Dev

7/28/2019 2) Basic Concept and Principle of Child Dev

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Presented by,

Nadzirah binti Abdul Rashid

Nursyazwani Binti Tolos

Lecturer,

Pn Norasikin Bt. Ismail


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Early childhoodis a time ofremarkable

physical

cognitive

emotional

social


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Physical growth

What develops?

Help the development of the large musclein the body.

Physical growth in stature and weightoccurs over the 1520 years following

birth, as the individual changes from theaverage weight of 3.5 kg and length of

50 cm at full-term birth to full adult size.


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Cognitive/Intellectua

l development

What

develops?

The development of

thinking skill.

The capacity

to learn, remember,and symbolize information, andto solve problems, exists at asimple level in young infants,who can perform cognitivetasks such as discriminating

animate and inanimate beingsor recognizing small numbers ofobjects.

During childhood, learningand information-processing

increase inspeed, memory becomesincreasingly longer, and

symbol use and the capacityfor abstraction develop untila near-adult level is reached

by adolescence.


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Social-emotional

development

Whatdevelops?

The change in childrenrelationship with peopleand the change in their

emotional and

personality.

Newborn infants do not seem to experiencefear or have preferences for contact with anyspecific people. By about 812 months, theygo through a fairly rapid change and become

fearful of perceived threats; they also beginto prefer familiar people and show anxietyand distress when separated from them or

approached by strangers.

The capacity for empathy and the understanding of social rulesbegin in the preschool period and continue to develop intoadulthood. Middle childhood is characterized by friendships

with age-mates, and adolescence by emotions connected withsexuality and the beginnings of romantic love. Anger seems

most intense during the toddler and early preschool period andduring adolescence.


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Language What develops?

In addition to acquiring a large spoken vocabulary, there are four main

areas in which the child must attain competence, regardless ofthe language or dialect spoken. These are referred to asphonologyorsounds, semantics or the encoded meanings, syntaxor the way in which

words are combined andpragmatics or knowledge of how language is usedin different contexts.


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Development is holistic; it consists ofinter-dependent dimensions.

This means that the childs development

cannot be compartmentalized into health,nutrition, education, social, emotional andspiritual variables


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All are interlink in a

childs life and aredevelopingsimultaneously.Progress in one area

affects progress inothers. Similarly,when something goeswrong in any one ofthose areas, it has animpact on all theother areas.


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From the moment of conception important developments occurthat affect

the brain, the physical body, and the chemistry of the child.

The first 8 years of a childs life form the foundation for all laterdevelopment; early attention to the childs needs is critical.

Developmental psychologists have demonstrated that in the early

years a child develops all the basic brain and physiological

structures upon which later growth and learning are dependent.


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The following periods can be distinguished:

Prenatal and birth. During this period, attention isfocused on the mother through maternal and child health

programs, and parental support and education.

Infancy (up to about 18 months). Particular emphasisneeds to be placed on health and nutrition during thisperiod. Breastfeeding is critical. Sensory learning,especially auditory and visual, control of physical actions,

and attachment to a significant caregiver seem to be thecentral tasks.

Toddler and post-toddler (about 18 to 36 months).During this period nutrition continues to be criticallyimportant. A childs coordination, language, ability to think

and social skills advance rapidly.


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Pre-school ( ages 3, 4, 5 and sometimes 6). In the pre-school years, socialization and preparation for schooling

take on greater importance, and the circle of peers andcaregivers widens.

From age four onward, early childhood programs are more

likely to be associated with education and preschools, buthealth and nutrition remain key components of what

young children need.

Early primary school, a period of transition into schooland the world at large (roughly ages 6 to 8). This

transition can be relatively easy or extremely difficult. In

either case children continue to need holistic attention.


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General pattern or sequence for development of most

children, the rate, character, and quality of developmentvary from child to child as a result ofwhat the child brings

into the world and the experiences the child has in the

world.

Culture is important for adults to use methods that fit

with the childs growth pattern, not only in the cognitive(intellectual) area, but also in the emotional, perceptual

and motor areas.


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Ifchildrens early nutrition and health are endanger,

development is delayed or harmed, and, over time

the childs development follows a downward

trajectory.

If interventions are going to be provided only afterthe age of three, there may be limits on what can be

achieved in terms of overcoming already existing

deficits resulting from poor nutrition, illness and

neglect.

Ifadequate careis provided in the first three years,

then there can be some very positive long-term

outcomes from programs which focus on the pre-

school years.


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It is important for children to have opportunities

to construct their own knowledge through

exploration, interaction with materials and

imitation of role models.

Children need opportunities to learn by doing, to

be engaged in problem-solving, and to develop

language and communication skills.

Emphasis should be on how to learn rather than

on what to learn.


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Children need opportunities to interact with peers, adults

and objects in a safe environment that provides the child

with security and acceptance. Learning and developmentcan be fostered by creating a healthy environment, and

providing space, materials, and opportunities to help

children to learn through play, whether at home or

elsewhere.


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The childs well-being is closely linked to the well-being of

the family, specifically to the well-being of the primarycaregiver(s).

Therefore, support to the family and community can help

children; similarly support to children can help the familyand community. Since the environment has an impact on

childrens development, it is also possible to develop

interventions that make changes in the childs

environment.


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http://www.youtube.com/watch?v=PLj60WPjtUs

http://www.youtube.com/watch?v=aR-Qa_LD2m4&feature=related

http://www.ecdgroup.com/principles_child_dev

elopment.asp an introduction to child development by Thomas

Keenan

early childhood education today by George S.

Marrison http://psychology.about.com/od/developmental

psychology/ss/early-childhood-development.htm

http://www.faqs.org/childhood/Bo-Ch/Child-Development-History-of-the-Concept-of.html

2) Basic Concept and Principle of Child Dev

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