A Child's Developmental Growth
Erik
Erikson. Childhood and Society.
8
Stages of Man
Trust
vs. Mistrust (birth - one year)
Growing sense of
"normal"/predictable experience, trust outsiders for food and
comfort, trust oneself to control one's body
Autonomy
vs. Shame and Doubt (birth - three years)
Achieving
muscular control, walking, climbing, and manipulating. Developing powers of
choosing and deciding.
Initiative
vs. Guilt (three - six years)
Developing
sense of ambition and social responsibility. Imaginative play helps children gain sense of
the roles and institutions of society.
Industry
vs. Inferiority (six
years - puberty)
School
age in which children develop a capacity for productive work, cooperative
effort, and pride in achievements. Feelings of competence and
mastery.
Identity vs. Role
Diffusion (adolescence)
Boundary
between childhood and adulthood. Earlier tasks are combined to produce a
lasting sense of identity, who one is and one's place
in society.
Intimacy
vs. Isolation (young
adulthood)
Establishing
meaningful intimate relationships with others. Feelings of connectedness.
Generativity vs. Stagnation (middle adulthood)
The giving of oneself
to the next generation: child rearing, productive work, caring for others.
Ego
Integrity vs. Despair
(old age)
Review
of past life and consideration of its meaning and impact. Life's worth.
Maslow, Abraham H. Motivation and
Personality. rev. ed.
Physiological
Needs
Food,
cleaning, comfort
Safety
Security
in presence of others, physical and emotional stability
Love
and Affection
Touch,
caring, time spent with child
Esteem
Sense
of self-worth, validity
Self-actualization
Consideration
of who I am and who I want to become
Need
to Know
Why
things are as they are.
Aesthetic
Needs
Religion, spirituality, beauty, honor, art, etc.
Piaget's
Developmental Stages
Sensory
Motor (birth - two years)
Focus
on coordination, touching, holding, manipulating. Importance of rhythm.
Preoperational
(two - seven years)
Egocentrism
- cannot take another person's point of view.
Direct experience informs thinking.
Importance of repetition. Assimilation of ideas into
existing framework, then accommodation/change to new thinking patterns.
Concrete
Operational (seven - eleven years)
Developing
skills at classifying objects and events leads to orderly thinking. Concept of
"conservation". Love
mysteries and puzzles. Can cope with multiple perspectives. Perception that they are
"smarter than adults."
Formal
Operational (eleven - adult)
Ability to understand and construct
abstract theoretical thoughts and don't rely on concrete evidence.
Huck,
Birth
- Two
Rapid development of senses,
learns through activity and participation, limited attention span, plays with
sound, learning basic concepts and vocabulary, building basic trust, interests
centered in self and the familiar, learning basic self-help skills.
Ages
3 - 5
Rapid language development, very active, short
attention span, still egocentric, curious about immediate surroundings and
people, beginning interest in how things work, reliance on firsthand experiences,
rudimentary sense of time (before now, now, not yet), fantasy world is very
real, seeks warmth and security, beginning to assert independence, absolute
judgments of right and wrong.
Ages
6 and 7
Continued language development, increasing attention
span, trying adult skills, continued reliance on firsthand experience, curious
about a wider range of things, egocentric, beginning understanding of time,
more able to separate fantasy and reality, beginning empathy, growing sense of
justice, wants to follow "the rules", developing humor, curious about
gender differences and reproduction, developing fine motor skills such as
whistling, growing independence, importance of family relationships.
Ages
8 and 9
Wide variation in reading ability, some completely
absorbed, peer group acceptance, begins to see others' viewpoints, questioning
death, empathy for others, flexible and reversible thought, appreciates
imaginary adventure, enjoys slapstick
humor, increasing ability for problem-solving and word play, proficient in
sports and crafts and hobbies, interest in collecting, classifying and
categorizing with new clarity, seeks specific information to answer questions.
Ages
10 and 11
Onset of puberty and increasing interest in sex,
growing understanding of social roles, peer acceptance very important,
exclusion of others and prejudice, challenging adult authority, interest in
future vocation, sustained interest in specific activities, testing own skills,
likes complex puzzles, seeing many dimensions to problems, understanding of
chronology, developed sense of justice, searching for values, understands
abstract relationships.
Ages
12 and 13
Developing sex drive, interest in older
concerns, identity is important, peer pressure, egocentrism means one's problems
are unique, ability to manipulate symbolic language and make hypothetical
judgments, relative values, sensitive to complexity in
human relationships and feelings.
Arbuthnot, May Hill. Children and Books. 3rd ed.
Basic
Needs of Children
Competence
- the need to achieve
Material
Security - the need for physical well-being
Intellectual
Security - the need to know
Emotional
Security - the need to love and to be loved
Acceptance
- the need to belong
Play
- the need for change
Aesthetic
Satisfaction - the need for beauty and order
Compilation of:
Desalvo,
Nancy N. Beginning
with Books. Library
Professional Pubs., 1993.
Greene, Ellin. Books, Babies, and
Libraries.
Thomas, James L.
Play, Learn, and Grow. Bowker, 1992.
Birth
- Six months
Color sight develops about 4 months, needs oral
and tactile stimulation, learning listening skills, concerned with trust and
dependency.
Seven
- Twelve months
Learning language - especially naming, beginning
memory, recognizes caregivers, curiosity, repetition and familiarity are
important, storyline not important.
One
- Two 1/2 years
Beginning speech, imitating adults' actions,
mobile, like to pretend and play with others, beginning independence.
Two
1/2 - 5 years
Advanced speech and movement, increased motor
control, increasing independence.
http://childdevelopmentinfo.com/development/
Child Development Basics from the Child
Development Institute
http://cyfernet.ces.ncsu.edu/cyfdb/browse_2pageAnncc.php?subcat=Child+Development&search=NNCC&search_type=browse
Child Development from the National Network for Child Care