edu child dev
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3 domains development
Physical- size of nucleus
Cognitive- think,process information, store andretrieve ,memory, solving problem, language andspeech
Socio-emotional- emotion (depend on family),inuence by food,love,safety and entertainment!("aslo# theory)
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Periods of development
Prenatal period
$rom conception to birth
%ccurs before birth
&nfancy and toddlerhood
$rom birth to ' years
Changes of motor, perceptual and intellectualcapacities
&nfants become more independent
Start making their rst steps
ould use senses to e*plre
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Periods of development
+arly childhood
$rom ' years to years
ecomes more self-controlled
+ngage retend plays, en.oys social interactions,
develop in thought and language /ble to make choices 0 comments
/ttend preschool
"iddle childhood
$rom years to 11 years
ell developed motor skills
"ore logical thought processes, have basic reading and#riting skills
/re able to reason and make .udgements
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/dolescence
$rom 11 years o 12 years
/ start to adulthood
Puberty starts
Can engage in abstract thoughts end to be more autonomous
4epend moe on their peers and easily inuenced
+merging adulthood
$rom 12 to '5 years 6ot yet assumed adult roles
&ntensify their e*ploration in love, career andpersonal values
"any are in higher education
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Psychose*ual theorySTAGES AGES FOCUS OF
PSYCHIC
ENERGY -LIBIDO
KEYEVELOPM
ENTS
FIXATIONS
%7/8 9-1 "%:;,%6
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"otor development ininfancy "ovement skills gross motor skills
Cra#ling
alking
7unning
"anipulative skills ne motor skills
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"otor development ininfancy SeDuence of motor development
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Cognitive development
$rontal lobe
ord production
Problem solving
Planning
ehavioural control +motion
temporal lobe
od undersanding
"emory +motion
%ccipital lobe
>isual disturbances
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PiagetEs cognitive
/d.ust their mental schemas through accommodationand assimilation to understand the #orld
Sensorimotor Period
he initial stage of development starts from birth toabout the age of '! during this stage, the childrenlearns through motor and ree* actions!
Preoperational Periods!
egins at about age ' to F!
Children have better kno#ledge of language
6eed concrete physical situation to help them!
Cannot perceive abstract things
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Concrete operational period
/ge F till about 11
$ormal operational period!
/ge of 11 until age of adolescence
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Socio-emotionaldevelopment +riksonEs theory
Children are born #ith capabilities!
;as divided human life to 2 stages and stated thatpeople have certain things that they have to
master at each stage!
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Age Man confc! T"#ca$ %&e'!on
&nfant asic trust versusmistrust
&s my social #orldpredictable
oddler (ages 1-3) /utonomy versus
shame and doubt
Can & do things by
myself or must &al#ays rely onothersG
Preschool child (age3-)
&nitiative versusguilt
/m & good or badG
Preadolescent (ages-1') &ndustry versusinferiority /m & successful or#orthlessG
/dolescent (earlyteens)
&dentity versus roleconfusion
ho am &G
Aoung adult (lateteens and early '9s)
&ntimacy versusisolation
Shall & share my life#ith another person
or liv aloneG
"iddle adult (ate'9s to retirement)
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>ygotskyE socio-culturaltheory Cognitive skills begin as asocial interactions
bet#een the child and a more able other
/ childEs learning is guided by an adult or otherskilled individuals, #ho models and structures the
childEs learning e*perience Hone of pro*imal development (HP4)
4iIerence in performance level bet#een thechildrenEs independent and collaborative #ork
childrenJEs private speech
>ygotskyEs vie# on make-believe play
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>ygotsky and educaion
7eciprocal teaching
Cooperative learning