Early Childhood Development

Development refers to an increase in complexity, from simple to more complicated and detailed (Allen and

Marotz 2010)

Growth is physical changes leading to an increase is size (Allen and Marotz 2010)

Typical refers to achievement of certain skills according to a fairly predictable sequence, although with many individual variations (Allen and Marotz 2010)

Holistic stresses the importance of thinking about and behaving towards children as entire individuals: all their different skills are important and support their whole development (Lindon 2010 p.4)

Defining Development

Children’s development is holistic : all development is interrelated, inseparable, interdependent

and occurs simultaneously

each area of development is affected by the other areas (or domains)

• Children’s development has multi-determinants children learn and develop through the interplay

of biological and social factors – which vary for every child depending on their experiences

development occurs within the context of family, community and culture and influenced by the child him/herself

Principles of Development Neaum 2010

Children’s development usually occurs in a predictable sequence and direction

development usually remains predictable e.g. walking occurs before running

however, this may vary according to the child’s context and biological determinants e.g. Blindness

• Children’s development is cumulative

development begins before birth and continues after they are born

each stage builds on the previous stage

development will occur naturally across the different areas – and occurs as children engage with the world around them

Principles of Development cont. Neaum 2010

Children’s development is characterised by individual variation

all children are different so their pace of developmental progress will vary

some children may have areas of development that develop faster than others

children’s development must be considered within a range of determinants and typical rates (rather than expecting development to follow a fixed rate)

concerns should only be raised when children fall significantly outside the range and parameters

Principles of Development cont. Neaum 2010

Development generally follows directional sequences:

From simple to complex

From general to specific

From head to toe

From inner to outer

Sequence of development

Development is often described in terms of domains

Physical

Cognitive

Social

Emotional

Language

Creative

Moral & Spiritual

• Every domain includes skills and behaviours

Some of the theorists who are noted under this field of developmental psychology include:

Arnold Gessell (1920s -50s) – established ‘norms’ or ‘milestones’ for areas of growth and the behaviours that accompany development. He believed all humans follow the same process of maturation and the environment had a supportive role. He developed a very specific age – stage range of descriptors after observing babies and young children. He wanted to reassure parents that they were not personally responsible for their child’s development.

Biological - Maturation Theory

Sigmund Freud - looked at the neurological biology and its impact on a child’s behaviour – defined ages and stages that children pass through on their way to adult neurological development – stages are driven by chemistry and the sex drive

Jean Piaget – developed a theory that cognitive development results from biological changes that are genetically programmed. He believed our thinking processes change radically but slowly from birth to adulthood as we try to make sense of our world.

Lorenz, Bowlby, Ainsworth - their theories on attachment fall under biological developmental theory

Biological - Maturation Theory

Biological – maturation theories went out of favour during the mid to late twentieth century but there is now a renewed interest in the biological basis for development and behaviour patterns

This is most noticeable in recent years as we examine brain development and the influence of early childhood experiences in brain growth and functioning

Children’s social and cultural experiences and their interactions with the environment are widely acknowledged

as influencing children’s development and learning (socio –cultural theory, social learning theory, bio-ecological theory, critical theory)

Biological - Maturation Theory

This domain describes children’s growth progress and control over their own body

Progress is characterised by an increase in skills and the complexity of performance

This domain also describes children’s muscle and motor development and refinement of motor skills

Motor movements are divided into two groups of skills:

Fine motor – small muscle and manipulative movements and using body parts in coordination (grasping objects)

Gross motor - whole body large muscle movements (running, hopping, rolling); strength, stamina, agility, balance and coordination are required to undertake and refine gross motor movements

Physical Development

Physical development occurs within the following directional sequences:

Reflexive – movement resulting from impulses of the nervous system that cannot be controlled by the individual

From head to toe (Cephalo –caudal) – bone and muscle development occurs from the head first then moves towards to toes

From inner to outer (proximodistal) - bone and muscle development occurs closest to the trunk and moves outwards to extremities

Physical development

From general to specific (differentiation)- the child goes through a process of gaining control over specific parts of their body. Children need to identify or differentiate body parts and what they can do so they move towards integrated movements.

The sequence of development has led to the notion of critical periods – the idea that growth in certain areas may be more important at particular times (such as the brain growth periods from birth to three years)

Physical Development

Babies are born with reflexive movements – involuntary movements

These are needed for basic survival in the first few weeks and include:

Eye blinking

Sucking

Swallowing

Grasping

Crawling reflex

Stepping reflex

Moro reflex

Rooting reflex

Babinski reflex

Reflexive Behaviours

Crawling Reflex: when placed on their stomachs and pressure placed on the soles of their feet babies will make crawling movements

Stepping Reflex: held upright on a flat surface babies will move their

legs as if walking Rooting Reflex: when touched on the cheek babies will turn their

heads and open their mouths

Babinski Reflex: babies toes will fan out and curl when the bottom of their feet are touched

Moro Reflex: this is the startle reflex – both arms are thrown open and away from the body then brought back over the chest

http://www.youtube.com/watch?v=gyVLD0hl0XY&feature=related

Reflexive Behaviours

The focus in the first two years of life is on developing voluntary motor control

This is influenced by neurological factors connecting the body and the brain and environmental factors such as nutrition, opportunities for sensorimotor exploration and interactions with adults

From four months children start to have my body control and reflexive behaviours start to disappear

Moving from reflexive to controlled movements

Generally when we observe children’s physical development we also consider their self help skills – i.e. Feeding, dressing, toileting

This is because muscle - both gross and fine motor - control is required to complete these tasks (remember that toileting requires bodily control)

As children move from simple to complex movements they develop greater motor competencies that lead to increasing independence

Self help skills

Allen, K.E. & Marotz, L.R. Developmental Profiles Pre-birth through Twelve 6th edition Belmont Wadsworth Cengage Learning Charlesworth, R. (2011) Understanding Child Development 8th Edition Belmont

Wadsworth Cengage Learning Krause, K., Bochner, S., Duchesne, S. & Mc Maugh, A. (2010) Educational Psychology for

learning and teaching 3rd Edition South Melbourne Cengage Learning Australia Pty Ltd

Lindon, J. (2010) Understanding Child Development: Linking Theory and Practice 2nd

Edition London Hodder Education Neaum, S. (2010). Child Development for Early Childhood Studies Exeter: Learning Matters Woolfolk, A. & Margetts, K. (2010) Educational Psychology 2nd Edition Frenchs Forest

Pearson Australia (pp.467-471)

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