205-4 Child Development: A Psychological analysis on the cognitive development of human persons.
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Transcript of 205-4 Child Development: A Psychological analysis on the cognitive development of human persons.
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GoalsGoals
Normal development providesNormal development provides
roadmap for the behavioralroadmap for the behavioral
assessment of childrenassessment of children
Develop an understanding ofDevelop an understanding of
different developmental dimensionsdifferent developmental dimensions
Identify concepts that will beIdentify concepts that will be
important in future clinical workimportant in future clinical work
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DevelopmentalDevelopmental
ConsiderationsConsiderations
Is the child at an age-appropriateIs the child at an age-appropriate
level?level?
Issues:Issues:
Chronological age (CA) versus mental ageChronological age (CA) versus mental age
(MA)(MA)
Developmental milestones, e.g. DENVERDevelopmental milestones, e.g. DENVER
Developmental theories of Piaget, Erikson,Developmental theories of Piaget, Erikson,Mahler etc.Mahler etc.
Age-appropriate problem-phases (e.g.Age-appropriate problem-phases (e.g.
terrible 2s)terrible 2s)
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DevelopmentalDevelopmental
ConsiderationsConsiderations Chronological age (CA) versus mentalChronological age (CA) versus mental
age (MA)age (MA) CA=age of child according to birthdayCA=age of child according to birthday
MA=age that the child is functioningMA=age that the child is functioningintellectually, regardless of CA.intellectually, regardless of CA. The 6-year-old who performed as well as theThe 6-year-old who performed as well as the
average 8-year-old was assigned a mental age of 8,average 8-year-old was assigned a mental age of 8,
while the 6-year-old who performed only as well aswhile the 6-year-old who performed only as well asa 4-year-old was assigned a mental age of 4.a 4-year-old was assigned a mental age of 4.
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Dimensions ofDimensions of
DevelopmentDevelopment
TemperamentTemperament
Physical growth and motor skillsPhysical growth and motor skills
Cognition and intelligenceCognition and intelligence LanguageLanguage
Social relations and attachmentSocial relations and attachment
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The Concept ofThe Concept of
TemperamentTemperament Most widely cited: Thomas and ChessMost widely cited: Thomas and Chess(New York(New York
Longitudinal Study: 85 middle-class families with 133Longitudinal Study: 85 middle-class families with 133children)children)
9 relatively stable dimensions:9 relatively stable dimensions: Activity level; rhythmicity; approach/withdrawal;Activity level; rhythmicity; approach/withdrawal;
adaptability; intensity; responsiveness threshold;adaptability; intensity; responsiveness threshold;mood quality; distractibility; attention span andmood quality; distractibility; attention span andpersistencepersistence
3 recognized clusters:3 recognized clusters:
Easy childEas
y child (Positive mood; regular; adaptable; low(Positive mood; regular; adaptable; lowintensity; positive to novelty)intensity; positive to novelty)
Difficult childDifficult child Slow-to-warm-upSlow-to-warm-u
p (Negative response to novelty; mild(Negative response to novelty; mildintensity; gradual adaptation after repeated contact)intensity; gradual adaptation after repeated contact)
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DevelopmentalDevelopmental
MilestonesMilestones Developed by Arnold Gesell and ColleaguesDeveloped by Arnold Gesell and Colleagues
Objective observation of large numbers ofObjective observation of large numbers of
children at various ageschildren at various ages
Assessment of gross and fine motor, personal-Assessment of gross and fine motor, personal-social, and language domainssocial, and language domains
DENVER II Developmental Screening TestDENVER II Developmental Screening Testprovides age ranges of normal appearance ofprovides age ranges of normal appearance of
various milestones up to age 6 yearsvarious milestones up to age 6 years
Recently revised and restandardized; very widelyRecently revised and restandardized; very widely
usedused
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Height and Weight Growth During the First Two Years
Height Weight
Age in Months Age in Months
0 3 6 9 12 15 18 21 24
105
100
95
90
85
80
75
75
65
60
55
50
45
40
41.3
39.4
37.4
35.4
33.5
31.5
29.5
27.6
25.6
23.6
21.7
19.7
17.7
15.7
Centimete
rsIn
ch
es
Kilogram
sP
ou
nds
0 3 6 9 12 15 18 21 24
15
14
13
12
11
10
9
8
7
6
5
4
3
2
33.1
30.9
28.7
26.5
24.3
22.0
19.8
17.6
15.4
13.2
11.0
8.8
6.6
4.4
Boys
Girls
Boys
Girls
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Girls
BoysBoys
Girls
80
90
100
2 4 6 8 10 12 14 16 18 2 4 6 8 10 12 14 16 18
110
120
130
140150
160
170
180
190
31.5
35.4
39.4
43.3
47.2
51.2
55.159.0
63.0
66.9
70.9
74.9
0
8
16
24
32
40
4856
64
72
80
90
0
17.6
35.3
52.9
70.5
88.2
105.8123.4
141.1
158.7
176.3
194.0
Centim
eters
Pou
nds
Age in Years Age in Years
Height Weight
Inc
hes
Kilograms
Growth in Height and Weight from 2-18 Years
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Milestones of Motor Development
Birth
Lift headPull self upto stand
Push chestup with arms
Pull up with
assistance
Roll from
stomach
2 4 6 8 10 12 14 16
months
Walk wellalone
Remainsitting withoutassistance
once up
Walk holding
on to furniture
Sit up withoutassistance
Stand wellalone
Stand holding
on to furniture
Walk
backward
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Motor DevelopmentMotor Development
Age 3-5 yearsAge 3-5 years
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Motor DevelopmentMotor Development
Age 6-12 yearsAge 6-12 years
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Motor Skills-SummaryMotor Skills-Summary
Age 2-up stairs w/o helpAge 2-up stairs w/o help
Age 3-tricycle, copies circleAge 3-tricycle, copies circle
Age 4-hops, copies squareAge 4-hops, copies square
Age 5-skips, copies triangleAge 5-skips, copies triangle
Th ti l A hTh ti l A h
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Theoretical ApproachesTheoretical Approaches
toto
Childhood DevelopmentChildhood DevelopmentStagesStagesAgeAge
PiagetPiagetCognitiveCognitive
EriksonEriksonPsychosocialPsychosocial
FreudFreudPsychosexualPsychosexual
0-12 months0-12 months SensorimotorSensorimotor Trust vs.Trust vs.MistrustMistrust
OralOral
1-2 years1-2 years SensorimotorSensorimotor AutonomyAutonomyvs. Shamevs. Shameand Doubtand Doubt
AnalAnal
2-6 years2-6 years PreoperationPreoperationalal
Initiative vsInitiative vsguiltguilt
PhallicPhallic
6-12 years6-12 years ConcreteConcreteoperationsoperations(logical, but not(logical, but notabstract)abstract)
IndustryIndustryversusversusinferiorityinferiority
LatencyLatency
12-18 years12-18 years FormalFormaloperationsoperations
Intimacy vsIntimacy vs..isolationisolationrolerole
confusionconfusion
GenitalGenital
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Cognition andCognition and
IntelligenceIntelligence Pioneered by Jean PiagetPioneered by Jean Piaget
Provides a framework for understandingProvides a framework for understanding
the cognitive capabilities of childrenthe cognitive capabilities of children
enabling effective communication andenabling effective communication andtreatmenttreatment
Assumes that cognitive development isAssumes that cognitive development is
influenced byinfluenced by maturation, experience,maturation, experience,
and social learningand social learning
Proposes 4 major stagesProposes 4 major stages
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Cognition andCognition and
IntelligenceIntelligence
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Cognitive DevelopmentCognitive DevelopmentSensorimotor Stage: ObjectSensorimotor Stage: Object
PermanencePermanence
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Cognitive DevelopmentCognitive DevelopmentPreoperational StagePreoperational Stage
Cut it up into A LOT of slices, Mom. Im really hungry!!
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Conservation of
liquid
Conservation of
mass
Conservation of
number
Conservation of
length
Conservation of
length
Which has more
liquid?
Do they both weigh
the same, or does
one weigh more
than the other?
Are there still as
many pennies as
nickels, or more of
one than the other?
Are they the same
length, or is onelonger?
Is one pencil as
long as the other, or
is one longer?
Has more
Weighs more
More
Is longer
Original Setup Alter as Shown Ask Child Usual Answer
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Cognitive DevelopmentCognitive Development
Thinking in a New KeyThinking in a New Key
Concrete to abstract
Ifthen
Alternatives
Future perspectiveGray areas
Empathy & Perspective
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Language DevelopmentLanguage Development
6 Months6 Months Vocalization withVocalization with
intonationintonation Responds to human voicesResponds to human voices
without visual cues bywithout visual cues by
turning his head and eyesturning his head and eyes12 Months12 Months Uses one or more wordsUses one or more words
with meaningwith meaning Understands simpleUnderstands simple
instructionsinstructions18 Months18 Months Has vocabulary ofHas vocabulary of
approximately 5-20 wordsapproximately 5-20 words
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Language DevelopmentLanguage Development24 Months24 Months Can name a number of objectsCan name a number of objects
common to his surroundingscommon to his surroundings Approximately 2/3 of what childApproximately 2/3 of what child
says should be intelligiblesays should be intelligible Vocabulary of approximately 150-Vocabulary of approximately 150-
300 words300 words My and mine are beginning toMy and mine are beginning to
emergeemerge
36 Months36 Months Knows chief parts of body andKnows chief parts of body and
should be able to indicate these ifshould be able to indicate these ifnot namenot name
Handles three word sentencesHandles three word sentenceseasilyeasily
Has in the neighborhood of 900-Has in the neighborhood of 900-1000 words1000 words
About 90% of what child saysAbout 90% of what child saysshould be intelligibleshould be intelligible
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Language DevelopmentLanguage Development4 Years4 Years
Knows names of familiar animalsKnows names of familiar animals
Names common objects in picture books or magazinesNames common objects in picture books or magazines
Knows one or more colorsKnows one or more colors
Often indulges in make-believeOften indulges in make-believe
5 Years5 Years
Can count to tenCan count to ten
Speech should be completely intelligible, in spite of articulationSpeech should be completely intelligible, in spite of articulation
problemsproblems
Speech on the whole should be grammatically correctSpeech on the whole should be grammatically correct
66YearsYears Speech should be completely intelligible and socially usefulSpeech should be completely intelligible and socially useful
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Language DevelopmentLanguage Development77YearsYears Should be able to tell time toShould be able to tell time to
quarter hourquarter hour Should be able to do simpleShould be able to do simple
reading and to write or printreading and to write or printmany wordsmany words
88YearsYears All speech sounds, includingAll speech sounds, including
consonant blends should beconsonant blends should beestablishedestablished
Should be reading withShould be reading with
considerable ease and nowconsiderable ease and nowwriting simple compositionswriting simple compositions
Can carry on conversation atCan carry on conversation atrather adult levelrather adult level
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Social DevelopmentSocial Development John Bowlby studied attachment from multipleJohn Bowlby studied attachment from multiple
perspectives and proposed that infant attachmentperspectives and proposed that infant attachmentbehavior serves to ensure protection from danger, bybehavior serves to ensure protection from danger, bykeeping parents close and interested.keeping parents close and interested.
Innate nature of social developmentInnate nature of social development attachment occurs in spite of maltreatmentattachment occurs in spite of maltreatment inanimate objects can serve for attachmentinanimate objects can serve for attachment not all forms of attachment are equalnot all forms of attachment are equal
Attachment theories as foundationAttachment theories as foundation bonding involves active, reciprocal interactionsbonding involves active, reciprocal interactions
between infant and caregiversbetween infant and caregivers bonding time depends upon maturational andbonding time depends upon maturational and
environmental factorsenvironmental factors attachment occurs as the result of some socialattachment occurs as the result of some social
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Social DevelopmentSocial Development
AttachmentAttachment an enduring emotionalan enduring emotional
bond uniting one personbond uniting one person
with anotherwith another
manifested in efforts tomanifested in efforts toseek proximity andseek proximity and
contact to thecontact to the
attachment figureattachment figure
important psychologicalimportant psychological
catalyst for the earlycatalyst for the earlyemergence of trust inemergence of trust in
others and understandingothers and understanding
of selfof self
BondingBonding the emotional processthe emotional process
occurring between aoccurring between a
parent and offspring thatparent and offspring that
usually begins at the timeusually begins at the timeof birthof birth
the basis for furtherthe basis for further
emotional affiliationemotional affiliation
influences the child'sinfluences the child's
physical andphysical andpsychologicalpsychological
development.development.
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Social InteractionSocial Interaction
Full-Term NewbornFull-Term Newborn has organized stateshas organized states
attends selectivelyattends selectively
behaves in interpretablebehaves in interpretable
waysways
systematic responses tosystematic responses to
parentsparents
acts in temporarilyacts in temporarily
predictable wayspredictable ways
learns from, adapts tolearns from, adapts to
parents behaviorparents behavior
ParentParent helps regulate stateshelps regulate states
provides necessaryprovides necessary
stimulistimuli
searches forsearches forcommunicative intentcommunicative intent
wants to influencewants to influence
newborn and feelnewborn and feel
effectiveeffective
adjusts to newbornsadjusts to newborns
temporal rhythmstemporal rhythms
acts repetitively andacts repetitively and
predictablypredictably
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Attachment in InfancyAttachment in Infancy
Though attachment featuresThough attachment features
prominently in interpersonalprominently in interpersonal
relationships, it is an unequalrelationships, it is an unequal
partnership. The caregiver ispartnership. The caregiver isresponsible for the care, nurturance,responsible for the care, nurturance,
and protection of the child, but notand protection of the child, but not
vice versa.vice versa. Attachments in early toddlerhoodAttachments in early toddlerhood
reflect the toddlers use of thereflect the toddlers use of the
caregiver as a secure base and acaregiver as a secure base and a
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Separation-IndividuationSeparation-Individuation
Margaret Mahler developed the concept basedMargaret Mahler developed the concept based
on infant observation; some concepts (normalon infant observation; some concepts (normal
autism) need revision.autism) need revision. Children learn to identify the boundariesChildren learn to identify the boundaries
between self-caretaker, and negotiate a balancebetween self-caretaker, and negotiate a balance
between attachment and independent.between attachment and independent.
Coined terms of differentiation, separation Coined terms of differentiation, separation individuation, practicing, refueling,individuation, practicing, refueling,
rapprochement, object constancy.rapprochement, object constancy. Object permanence = Piagetian term (out ofObject permanence = Piagetian term (out of
sight.)sight.)
Object constancy = frustrating mother andObject constancy = frustrating mother and
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Separation-IndividuationSeparation-Individuation
Birth to 5 months: symbiosisBirth to 5 months: symbiosis
5-10 months: Differentiation (movement away;5-10 months: Differentiation (movement away;
explore body; stranger anxiety)explore body; stranger anxiety) 10-15 months: Practicing (walking; exploration;10-15 months: Practicing (walking; exploration;
separation anxiety)separation anxiety)
18-24 months: Rapprochement (self-awareness18-24 months: Rapprochement (self-awareness
develops; conflict over closeness/exploration)develops; conflict over closeness/exploration) 24-36 months: Consolidation and object24-36 months: Consolidation and object
constancy (internal representation of mother;constancy (internal representation of mother;
tolerates separation, knowing reunion will occur)tolerates separation, knowing reunion will occur)
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Age-appropriateAge-appropriate
Problem-PhasesProblem-PhasesNormal Anxiety ExperiencesNormal Anxiety Experiences
PHASEPHASE Also knownAlso knownasas
AGEAGE
SeparationSeparationanxietyanxiety
Mom can notMom can notleave the roomleave the roomphasephase
10-16 months10-16 months
Fear of darknessFear of darkness nightlightnightlightphasephase
2-8 years2-8 years
Fear of bodilyFear of bodilyinjuryinjury
band-aid phaseband-aid phase 5-7 years5-7 years
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PsychosocialPsychosocial
DevelopmentDevelopment Pioneered byPioneered by
EricksonErickson DevelopmentalDevelopmental
phases continuephases continuethroughout life.throughout life.
Major themes haveMajor themes haveto be successfullyto be successfullynegotiated in eachnegotiated in each
phasephase Outcomes of priorOutcomes of prior
phases influencephases influencehow a personhow a personmasters the nextmasters the next
levellevel
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Shifting Focus ofShifting Focus of
Assessment:Assessment:
Infants and ToddlersInfants and Toddlers ObservationObservation Gross and fine motor functionsGross and fine motor functions
Language and communicationLanguage and communication
Social behaviorSocial behavior BondingBonding
Concerns:Concerns: Delayed development (e.g. MR)Delayed development (e.g. MR)
Abnormal development (e.g. PDD)Abnormal development (e.g. PDD)
Poor bonding (e.g. neglect, abuse)Poor bonding (e.g. neglect, abuse)
http://images.google.com/imgres?imgurl=www.the-association.org/images/BD09460_.gif&imgrefurl=http://www.the-association.org/Events%26Training/infantscreenings.htm&h=189&w=186&prev=/images%3Fq%3D%2Bdevelopmental%2Bscreening%26start%3D20%26svnum%3D10%26hl%3Den%26lr%3D%26ie%3DUTF-8%26oe%3DUTF-8%26sa%3DN -
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Assessment:Assessment:
PreschoolersPreschoolers Observation, personal interviewObservation, personal interview
Observe milestonesObserve milestones Assess what child talks and thinks about (e.g.Assess what child talks and thinks about (e.g.
through play)through play) Parent-child relationsParent-child relations
Concerns:Concerns: Delayed development (e.g. MR),Abnormal developmentDelayed development (e.g. MR),Abnormal development
(e.g. PDD), Poor bonding (e.g. neglect, abuse)(e.g. PDD), Poor bonding (e.g. neglect, abuse)
Speech-language delaysSpeech-language delays HyperactivityHyperactivity Aggressive/defiant behaviorsAggressive/defiant behaviors Excessive anxietyExcessive anxiety Toilet trainingToilet training
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Shifting Focus ofShifting Focus of
Assessment:Assessment:
School-age ChildSchool-age Child Observation, interviews, reports from schoolObservation, interviews, reports from school
How does child function in family?How does child function in family? How does child function in school?How does child function in school?
(behavior and academics)(behavior and academics) What kind of peer relations?What kind of peer relations? Formal psychological and academic testingFormal psychological and academic testing
Concerns:Concerns: Learning problemsLearning problems Externalizing conditions (ADHD, ODD)Externalizing conditions (ADHD, ODD) Separation anxietySeparation anxiety Tourettes syndromeTourettes syndrome
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SummarySummary Understanding of normalUnderstanding of normal
development is essential for childdevelopment is essential for childpsychiatric evaluation.psychiatric evaluation.
Child psychiatric assessment needsChild psychiatric assessment needsto be adjusted for age.to be adjusted for age.
Integrate developmental assessmentIntegrate developmental assessment
into observations and interviews,into observations and interviews,obtain collateral information fromobtain collateral information fromschools and testing as needed to aidschools and testing as needed to aidin diagnosis.in diagnosis.
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ThankYou!