Understanding the Understanding the Cognitive and Cognitive and

Social Social Development of Development of

ChildrenChildrenDr Kanwal KaisserDr Kanwal Kaisser

Important Factors Important Factors That Impact the That Impact the Developing ChildDeveloping Child

•Biological DevelopmentBiological Development

•Environmental InfluencesEnvironmental Influences

Biological Biological DevelopmentDevelopment

A childA child’’s abilities coincide s abilities coincide with the development of with the development of his/her central nervous his/her central nervous system (CNS), particularly system (CNS), particularly the brain.the brain.

Environmental Environmental InfluencesInfluences

Understand the balance between Understand the balance between developmental limits and adult developmental limits and adult expectations (i.e. 2 year-old expectations (i.e. 2 year-old children cannot be taught how to children cannot be taught how to read, but their language read, but their language development can be enhanced by development can be enhanced by reading to them).reading to them).

Cognitive Cognitive DevelopmentDevelopment

Four Major Stages of Four Major Stages of Cognitive Cognitive

DevelopmentDevelopment1.1. Sensorimotor (0-2 years)Sensorimotor (0-2 years)

2.2. Preoperational (2-7 years)Preoperational (2-7 years)

3.3. Concrete Operations (7-11 Concrete Operations (7-11 years)years)

4.4. Formal Operations (12+ Formal Operations (12+ years)years)

Sensorimotor Stage Sensorimotor Stage (0-2 years)(0-2 years)

InfantInfant’’s world consists of the immediate s world consists of the immediate environmentenvironment

Interact and learn by sensory input (hearing, Interact and learn by sensory input (hearing, feeling, seeing) with motor capabilities. feeling, seeing) with motor capabilities.

Gradually learn to control their own bodies Gradually learn to control their own bodies and objects in the external world.and objects in the external world.

The ultimate task at this stage is to achieve The ultimate task at this stage is to achieve the sense that objects go on existing even the sense that objects go on existing even when we cannot see them (Object when we cannot see them (Object Constancy/Permanence).Constancy/Permanence).

Preoperational Stage Preoperational Stage (2-6/7 years) (2-6/7 years)

Developing ability to manipulate images and Developing ability to manipulate images and symbols, especially language. symbols, especially language.

Play becomes key in learning. Begin to see Play becomes key in learning. Begin to see use of symbolism in pretend play (e.g. Use a use of symbolism in pretend play (e.g. Use a broomstick as a broomstick as a ““horseyhorsey””))

ChildChild’’s view of the world is egocentric.s view of the world is egocentric.

Logical organization of thoughts remains Logical organization of thoughts remains undeveloped (e.g. unable to apply principles undeveloped (e.g. unable to apply principles of conservation)of conservation)

Concrete Operations Concrete Operations (6/7-12 Years)(6/7-12 Years)

Perform logical operations, but only in Perform logical operations, but only in relation to concrete objects, not abstract relation to concrete objects, not abstract ideas.ideas.

Basic math skills developed (counting, Basic math skills developed (counting, addition, subtraction) as well as an addition, subtraction) as well as an understanding of conservation. understanding of conservation.

Can sort items into categories, reverse the Can sort items into categories, reverse the direction of their thinking, and think about direction of their thinking, and think about two concepts simultaneously. two concepts simultaneously.

Able to understand a situation from another Able to understand a situation from another personperson’’s perspective.s perspective.

Formal Operations Formal Operations (12+ years)(12+ years)

Begin to think logically and abstractly, Begin to think logically and abstractly, including speculations about what might including speculations about what might happen in the future. happen in the future.

Theoretical, philosophical, and scientific Theoretical, philosophical, and scientific reasoning becomes possiblereasoning becomes possible

Abstract concepts and moral values become Abstract concepts and moral values become as important as concrete objects.as important as concrete objects.

With these newly developed thinking With these newly developed thinking abilities, adolescents begin to reinterpret and abilities, adolescents begin to reinterpret and revise their knowledge base. revise their knowledge base.

Psychosocial DevelopmentPsychosocial Development

Trust Vs. Mistrust (0-Trust Vs. Mistrust (0-1 Year)1 Year)

Description:Description: Infants depend on others Infants depend on others to meet their basic needs, and therefore to meet their basic needs, and therefore must be able to blindly trust the must be able to blindly trust the caregivers to provide them. caregivers to provide them.

Positive outcome:Positive outcome: If their needs are If their needs are met consistently and responsively, met consistently and responsively, infants will learn to trust their infants will learn to trust their environment and people in it.environment and people in it.

Negative outcome:Negative outcome: If needs are not If needs are not responsibly met, infant may view world responsibly met, infant may view world as a dangerous and unreliable place. as a dangerous and unreliable place.

Autonomy Vs. Autonomy Vs. Shame/DoubtShame/Doubt(1-2 Years)(1-2 Years) Description:Description: Toddlers learn to explore Toddlers learn to explore

and do things for themselves. Their self-and do things for themselves. Their self-control and self-confidence begin to control and self-confidence begin to develop at this stage. develop at this stage.

Positive outcome:Positive outcome: If child is encouraged If child is encouraged to explore and reassured when mistakes to explore and reassured when mistakes are made, he/she will develop confidence are made, he/she will develop confidence needed to cope with future situations that needed to cope with future situations that require choice, control, and independence. require choice, control, and independence.

Negative outcome:Negative outcome: If parents are If parents are overprotective or extremely critical, child overprotective or extremely critical, child may feel ashamed of behaviors and doubt may feel ashamed of behaviors and doubt his/her abilities and. his/her abilities and.

Initiative Vs. Guilt (2-Initiative Vs. Guilt (2-6 Years)6 Years)

Description:Description: Children begin to interact with Children begin to interact with environment in more environment in more ““adult likeadult like”” manner as manner as motor and language skills develop. They learn to motor and language skills develop. They learn to maintain an eagerness for adventure and play, maintain an eagerness for adventure and play, while learning to control impulsive behavior. while learning to control impulsive behavior.

Positive outcome: Positive outcome: If parents are encouraging, If parents are encouraging, but consistent in discipline, children will learn to but consistent in discipline, children will learn to accept concept of right/wrong without guilt, and accept concept of right/wrong without guilt, and not feel shame when using their imagination and not feel shame when using their imagination and engaging in fantasy play. engaging in fantasy play.

Negative outcome:Negative outcome: If not, children may If not, children may develop a sense of guilt and may come to believe develop a sense of guilt and may come to believe that it is wrong to be independent.that it is wrong to be independent.

Competence/Industry Competence/Industry Vs. Inferiority (6-12 Vs. Inferiority (6-12

Years)Years) Description:Description: School is the important School is the important

event at this stage. Children learn to event at this stage. Children learn to master basic social and academic skills. master basic social and academic skills. Peers become the key social agent and Peers become the key social agent and children begin to compare themselves children begin to compare themselves with others outside of the family. with others outside of the family.

Positive outcome:Positive outcome: If children can find If children can find pleasure in learning, being productive, pleasure in learning, being productive, and seeking success, they will develop a and seeking success, they will develop a sense of competence. sense of competence.

Negative outcome:Negative outcome: If not, they will If not, they will develop feelings of inferiority. develop feelings of inferiority.

Identity Vs. Role Identity Vs. Role ConfusionConfusion

(12-20 Years)(12-20 Years) Description:Description: This is the crossroad This is the crossroad

between childhood and maturity when between childhood and maturity when adolescents ask "Who am I?" The key adolescents ask "Who am I?" The key social agent is the personsocial agent is the person ’’s society of s society of peers. peers.

Positive outcome: Positive outcome: Adolescents who Adolescents who solve this conflict successfully will solve this conflict successfully will develop a strong identity, and will be develop a strong identity, and will be ready to plan for the future. ready to plan for the future. Negative outcome:Negative outcome: If not, the If not, the adolescent will sink into confusion, adolescent will sink into confusion, unable to make decisions and choices unable to make decisions and choices about his/her role in life. about his/her role in life.

Putting It All Putting It All TogetherTogether

Age Cognitive Psychosocial

0-1 Sensorimotor Trust vs Mistrust

1-2 SensorimotorAutonomy vs Shame/Doubt

2-6 Preoperational Initiative vs Guilt

6-7Preoperational

/ConcreteInitiative vs Guilt

7-12Concrete

OperationsCompetence/Industry vs

Inferiority

12-20+

Formal Operations

Identity vs Role Confusion

Ages 2-6/7Ages 2-6/7

PreoperationalPreoperational

Language development Language development is prominent. is prominent.

Fantasy/imaginary play Fantasy/imaginary play becomes key in becomes key in learning about and learning about and expressing their expressing their understanding of the understanding of the world. world.

ChildChild’’s view of the world s view of the world is egocentric.is egocentric.

Formal logic is not a Formal logic is not a part of their thinking.part of their thinking.

Initiative Vs GuiltInitiative Vs Guilt

Children begin to Children begin to interact with interact with environment using environment using motor and language motor and language skills. skills.

Impulse control is Impulse control is initiated by external initiated by external structure.structure.

Guilt can often stem Guilt can often stem from an egocentric from an egocentric understanding of the understanding of the world around them.world around them.

Ages 6/7-12Ages 6/7-12

Concrete OperationsConcrete Operations

Perform logical Perform logical operations (i.e. basic operations (i.e. basic math skills, math skills, categorical, thinking), categorical, thinking), but only in relation to but only in relation to concrete objects, not concrete objects, not abstract ideas.abstract ideas.

Able to understand a Able to understand a situation from situation from another personanother person’’s s perspective.perspective.

Competence Vs Competence Vs InferiorityInferiority

School is a central School is a central part of life at this part of life at this stage. Children learn stage. Children learn to master basic social to master basic social and academic skills. and academic skills.

Peers are the key Peers are the key social agent and they social agent and they begin to compare begin to compare themselves to other themselves to other children. children.

Ages 12-20Ages 12-20

Formal OperationsFormal Operations

Abstract, theoretical, Abstract, theoretical, philosophical, and philosophical, and scientific reasoning scientific reasoning becomes possible.becomes possible.

Long term cause and Long term cause and effect speculations effect speculations begin to occur.begin to occur.

Adolescents begin to Adolescents begin to question, reinterpret question, reinterpret and revise their and revise their previous knowledge previous knowledge base.base.

Identity Vs Role Identity Vs Role ConfusionConfusion

Adolescents begin to Adolescents begin to ask the question, ask the question, "Who am I?" "Who am I?"

The adolescent The adolescent typically relies on typically relies on his/her his/her societysociety of of peers to help resolve peers to help resolve the inner conflicts.the inner conflicts.

At 4 yrs……At 4 yrs……

Enjoys jokes and silly games and loves Enjoys jokes and silly games and loves showing offshowing off

Play still very important Play still very important

Can still demonstrate stubbornness, Can still demonstrate stubbornness, aggression, and blaming others aggression, and blaming others

A sense of past/future developingA sense of past/future developing

You can help by You can help by encouraging……..encouraging……..

Teach them organized activities.Teach them organized activities. Needs support and reassuranceNeeds support and reassurance

At 5 yrs……At 5 yrs……

Becoming more independent and can be Becoming more independent and can be serious and realistic at timesserious and realistic at times

Friendly & talkative to strangersFriendly & talkative to strangers

Becoming less frustrated and less angryBecoming less frustrated and less angry

You can help by You can help by encouraging……..encouraging……..

Needs parent/teacher/carer to tell him what is right Needs parent/teacher/carer to tell him what is right and wrong. and wrong.

How to handle their tantrums.How to handle their tantrums.

Show patience.Show patience.

Teach in organized manner.Teach in organized manner.

Teach them organized activities.Teach them organized activities. Needs support and reassuranceTeach them a balance Needs support and reassuranceTeach them a balance

of happiness and contentmentof happiness and contentment

Help learn in groups to learn to share. Help learn in groups to learn to share. Distraction techniques still workTeach them organized Distraction techniques still workTeach them organized

activities.activities. Needs support and reassuranceNeeds support and reassurance

•Speech becomes more social, less egocentric. Wants to be the "best" and "first." •Grasp of logical concepts in some areas. •Concepts formed are crude and irreversible. •Perceptions dominate judgment. •In moral-ethical realm, only uses simple do's and don'ts imposed by authority.•Has boundless energy. •May be oppositional, silly, brash, and critical. •Cries easily; shows a variety of tension-releasing behavior. •Is attached to the teacher. •Has difficulty being flexible.   

At 6yrs……

You can help by You can help by encouraging……..encouraging……..

Develops a positive, realistic self-concept. Develops a positive, realistic self-concept.

Learns to respect himself. Learns to respect himself.

Begins to understand his own uniqueness. Begins to understand his own uniqueness.

Gains awareness of his feelings. Gains awareness of his feelings.

Learns to express feelings. Learns to express feelings.

Learns how to participate in groups. Learns how to participate in groups.

Begins to learn from his mistakes.Begins to learn from his mistakes.

•Begin to calm down a bit.    •Begin to reason and concentrate. •Worry, are self-critical, and may express a lack of confidence. •Demand more of their teacher's time. •Dislike being singled out, even for praise.  

At 7yrs……

You can help by You can help by encouraging……..encouraging……..

Develops a concept of herself. Develops a concept of herself.

Begins to understand others. Begins to understand others.

Gains respect for others. Gains respect for others.

Builds relationships with others. Builds relationships with others.

Develops a sense of responsibility.Develops a sense of responsibility.

•Explosive, excitable, dramatic, and inquisitive.    •Possesses a "know-it-all" attitude. •Is able to assume some responsibility for his actions. •Actively seeks praise. •May undertake more than he can handle successfully. •Is self-critical. •Recognizes the needs of others.

At 8 yrs……

You can help by You can help by encouraging……..encouraging……..

Explores the relationship of feelings, goals, Explores the relationship of feelings, goals, and behavior. and behavior.

Learns about choices and consequences. Learns about choices and consequences.

Begins setting goals. Begins setting goals.

Becomes more responsible. Becomes more responsible.

Learns how to work with others.Learns how to work with others.

•Time of general confusion.    •Want to put some distance between themselves and adults, and may rebel against authority. •Need to be part of a group. •Seek independence. •Possess a high activity level. •Can express a wide range of emotions and verbalize easily. •Can empathize. •Can think independently and critically, but are tied to peer standards. •Begin to increase their sense of truthfulness. •Are typically not self-confident.

At 9 yrs……

You can help by You can help by encouraging……..encouraging……..

Begins making decisions. Begins making decisions.

Gains a greater sense of responsibility. Gains a greater sense of responsibility.

Sets personal standards. Sets personal standards.

Develops personal interests and abilities. Develops personal interests and abilities.

Develops social skills. Develops social skills.

Learns to engage in group decision-Learns to engage in group decision-making.making.

•Have a positive approach to life.    •Tends to be obedient, good natured, and fun. •Possesses a surprising scope of interests. •Finds TV very important and identifies with TV characters. •Is capable of increasing independence. •Tends to be improving her self-concept and acceptance of others. •Forms good personal relationships with teachers.

At 10 yrs……

You can help by You can help by encouraging……..encouraging……..

At ten-years-old, your child is developing At ten-years-old, your child is developing communication skills and becoming more communication skills and becoming more mature. mature.

Improves his listen and responding skills. Improves his listen and responding skills.

Increases his problem-solving abilities. Increases his problem-solving abilities.

Begins to undergo maturational changes. Begins to undergo maturational changes.

Gains awareness of peer and adult Gains awareness of peer and adult expectations.expectations.

  

•Heading towards adolescence.    •Shows more self-assertion and curiosity. •Is socially expansive and aware. •Is physically exuberant, restless, wiggly, and talks a lot. •Has a range and intensity of emotions. •Is moody and easily frustrated. •Can relate feelings. •Is competitive, wants to excel, and may put down "out group". •Exhibits "off-color" humor and silliness. •Teases and tussles.

At 11 yrs……

You can help by You can help by encouraging……..encouraging……..

Making the transition to adolescence.    Making the transition to adolescence.   

Copes with changes. Copes with changes.

Transitions to adolescence. Transitions to adolescence.

Works on her interpersonal skills. Works on her interpersonal skills.

Handles peer groups/pressure. Handles peer groups/pressure.

Develops personal interests and abilities. Develops personal interests and abilities.

Takes on greater responsibility for her Takes on greater responsibility for her behavior and decisions.behavior and decisions.

3 Steps to Improve 3 Steps to Improve Child's BehaviorChild's Behavior

1)1) Relationship: Relationship: A loving, stable relationship. This is A loving, stable relationship. This is built on the words you say and the tone of your voice. built on the words you say and the tone of your voice. Bonded by the values and skills you pass child every Bonded by the values and skills you pass child every day. day.

2) Planning: 2) Planning: Watch your expectations so that you plan for Watch your expectations so that you plan for good behavior rather than dread the bad. Planning good behavior rather than dread the bad. Planning involves knowing child, her temperament and skills, involves knowing child, her temperament and skills, and knowing the challenges of her environment. Use and knowing the challenges of her environment. Use direct instruction, guidance, and practice opportunities direct instruction, guidance, and practice opportunities to teach the skills she will need to cope with new to teach the skills she will need to cope with new challenges in the journey of childhood. challenges in the journey of childhood.

3) Response: 3) Response: Attentiveness and response are the tools for Attentiveness and response are the tools for improving your child's behavior. It all comes down to improving your child's behavior. It all comes down to actions and consequences. When a child's action elicits actions and consequences. When a child's action elicits positive reinforcement, it will be repeated over time. positive reinforcement, it will be repeated over time. When an action elicits punishment, it will eventually be When an action elicits punishment, it will eventually be extinguished. extinguished.