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REVIEWER (DEVELOPMENTAL THEORIES & RELEVANT THEORIES)

FREUD’S PSYCHOANALYTIC THEORY
 “Sigmund Freud”
 Well known as “psychologist”
 Theory about unconscious & sexual development
STAGES
 ORAL STAGE (BIRTH TO 18 MONTHS)
 Sucking reflex is important
 Gratifying activities such as tasting & sucking
 EROGENOUS ZONE (PLESSURED AREA) : MOUTH
 DEVELOP ORAL FIXATION:
- ORAL RECEPTIVE (drinking,eating,smoking)
- ORAL AGGRESSIVE(thumb sucking or nail bitting)
 ANAL STAGE(18 MONTHS TO 3 YRS.OLD)
 Believe that the primary focus of libido was on control of
BOWEL AND BLADDER CONTROL
 EROGENOUS ZONE: BOWEL & BLADDER CONTROL
 FIXATION:
- ANAL RETENTIVE (subrang linis)
- ANAL EXPULSIVE (burara)
 PHALLIC STAGE(3 YRS.OLD TO 6 YRS. OLD)
 Focus on GENITALS
 Oidipus Complex – identify gender (son-father)
 Electra Complex – Focus on their own genitals (daughter-
mother)
 EROGENOUS ZONE : GENITALS(UNCONSIOUSLY)
 FIXATION :
- OVERINDULGING
- AVOIDANCE SEX
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 LATENCY STAGE(6 YRS.OLD TO PUBERTY)

 Libido interest are supressed
 Important to develop of social & communication skills and
self-confidence.
 EROGENOUS ZONE: SEXUAL FEELINGS ARE INACTIVE
 GENITAL STAGE (PUBERTY ONWARDS)
 Develop strong sexual interests in the opposite sex
 Last throughout the rest of your life
 EROGENOUS ZONE: MATURING SEXUAL INTERESTS
3 COMPONENTS OF PERSONALITY
1. ID
 Desired & pleasured w/o considering reality principles
 Focus on immediate gratification or satisfaction of its needs.
2. EGO
 REALITY PRINCIPLES(aware of other people needs)
 Deciding agent of the personality [ toddler- pre-school ]
3. SUPER EGO
 Idealist , perfectionist [end of pre-school year]
 Embodies moral aspects
 Persons moral arbiter
 Linked to conscience because exerts influence or what consider right or
wrong.
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 ICEBERG THEORIES

CONSCIOUS – right thing to do

SUB CONSCIOUS-
personality that can see
depends on situation NON CONSCOIUS – Personality
that doesn’t yet known

UNCONSCIOUS – doesn’t see by

other people and ours.

PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

 Jean Piagets
 Fuelled other researches
 Focused on how individuals construct knowledge
 theory about the nature and development of human intelligence.
BASIC CONCEPT:
 SCHEMA
 Which individuals intellectually adapt to and organize their
environment.
 is a term he used to represent the building blocks of knowledge
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 ASSIMILATION
 how humans perceive and adapt to new information
 Adding new concept
 ACCOMMODATION
 Creating new schema (providing future descriptive)
 Process of taking new information in one's environment and altering pre-
existing schemas in order to fit in the new information.
 EQUILIBRATION
 Balance between assimilation and accommodation
 COGNITIVE DISEQUILIBIRIUM
 If the assimilation & accommodation doesn’t process

STAGES OF COGNITIVE DEVELOPMENT

1. SENSORY MOTOR (birth to 2 yrs. Old)
 Can’t explain a thing if he/she doesn’t seeing it
 Based thru senses
 “extends from birth to the acquisition of language"
 Infants progressively construct knowledge and understanding of the
world by coordinating experiences (such as vision and hearing) with
physical interactions with objects.
2. PRE-OPERATIONAL (2 yrs. Old to 7 yrs. Old )
 Thru symbols
 Memory and imagination are developing.
 Children at this age are egocentric, which means they have
difficulty thinking outside of their own viewpoints.
 Main achievement of this stage is being able to attach meaning to
objects with language.
 Symbolic Function- ability to represent a thing/event
 EGOCENTRISM – see his point of view and to assume that everyone
also has his same point of view
 CENTRATION – focus on one aspect of a thing or event and exclude
other aspects
 IRREVERSIBILITY – Inability to reverse their thinking
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 ANIMISM- attribute human like traits or characteristic to inanimate

objects.
 TRANSDUCTIVE REASONING – Pre operational child’s type of reasoning
that is neither inductive nor inductive?
3. CONCRETE – OPERATIONAL ( 8YRS.OLD TO 11 YRS. OLD)
 Ability of child think logically but only in the terms of concrete objects.
 Main goal at this stage is for a child to start working things out
inside their head
 Allows kids to solve problems without physically encountering
things in the real world.
 DECENTERING – ability of the child to perceive the different features of
objects and situations. Allow the child to be more logically when dealing
with concrete objects and situation
 REVERSIBILITY – concrete operations, the child can follow that certain
operations can be done in reverse
 CONSERVATIONS – Ability to know that certain properties of objects like
number, mass, volume or area without changing the appearance
4. FORMAL OPERATIONAL ( 12 TO 15 YRS. OLD)
 Final stage of Piaget’s theory
 Increase in logic
 Ability to use deductive reasoning and an understanding of abstract
ideas.
 HYPOTHETICAL REASONING – ability to come up with different hypothesis
about a problem & to gather and weight data in order to make a final
decision on judgement
 ANALOGICAL REASONING- Ability to perceive the relationship is one
instance and use that relationship to narrow down possible answers in
another similar or situation on problem
 DEDUCTIVE REASONING - is the process of reasoning from one or more
statements to reach a logically certain conclusion.
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ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT

 Supplement Freud’s theory
 Focused on “crisis” > effect if the stage is not :
- MALADAPTATION MALIGNANCY
-Positive - negative

 STAGE 1 : TRUST vs. MISTRUST

 Birth to 18 months
 Goal to develop trust without completely eliminating the capacity for
mistrust
 Maladaptation/malignancy
 Sensory Maladjustment – withdrawal
 VIRTUE : HOPE
 STAGE 2: AUTONOMY vs. SHAME & DOUBT
 18 months to 3 yrs. Old
 Task is to achieve a degree of autonomy while mimicking the shame
and doubt
 Maladaptation / Malignancy
- Impulsiveness / Compulsiveness
 VIRTUE : DETERMINATION Or WILL POWER
 STAGE 3 : INITIATIVE vs. GUILT
 3 to 6 yrs. Old
 To learn initiative without too much guilt
 Maladaptation / Malignancy
- Ruthlessness / Inhibition
 VIRTUE: COURAGE
 STAGE 4 : INDUSTRY vs. INFERIORITY
 6 to 12 yrs. Old
 Develop a capacity for industry while avoiding an excessive sense of
inferiority
 Maladaptation / Malignancy
- Narrow virtuosity/ Inertia
 VIRTUE : COMPETENCY
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 STAGE 5 : IDENTITY vs. ROLE CONFUSION

 12 yrs. Old to 18 yrs. Old
 To achieve ego identity & avoid rule confusion
 Maladaptation / Malignancy
- Fanaticism / Repudiation
 VIRTUE: FIDELITY
 STAGE 6: INTIMACY vs. ISOLATION
 18 to 24 yrs. Old
 Achieve some degree of intimacy as opposed to remaining isolation
 Maladaptation / Malignancy
- Promiscuity / Exclusive
 VIRTUE: LOVE
 STAGE 7: GENERATIVITY vs. STAGNATION
 25 to 54 yrs. Old
 To cultivate the proper balance of generatively and stagnation
 Maladaptation / Malignancy
- Overextension/ Rejectivity
 VIRTUE: CARING
 STAGE 8: INTEGRITY vs. DESPAIR
 54 to death
 Develop ego integrity with a minimal amount of despair truth is the
most difficult to all
 Maladaptation / Malignancy
- Presumption/ Disdain
 VIRTUE: WISDOM
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CONTROVERSIES about HUMAN DEVELOPMENT

1. INHERENTLY BAD vs. INHERENTLY GOOD
 Genes
 TABULARASA
- Either bad/good
- The children is the one whole decide which side he/she is
2. NATURE vs. NURTURE
 Arthur Jensen (1969)
 Argued that heredity accounts for some of variability in human
intelligence (overestimated)
 B.F Skinner (1971)
 Biology playing minor rule/ believes many human attributes are
determined largely by environment
3. ACTIVITY vs. PASSIVITY
 Some children are curious
 Some are passion souls, society fixed it
4. CONTINUITY vs. DISCONTINUITY

Not change at all big changes (ex: butterfly)

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HUMAN DEVELOPMENT
 Conception to life’s span
 Takes place all time
DEVELOPMENT
 Pertains of series of change
 Comes together with grow
4 MAJOR PRINCIPLES OF HUMAN DEVELOPMENT
1. Development Relatively Orderly
2. Similar but the rate or the phase of vary
3. Human Development takes place gradually
4. A process is complex (biologically, cognitive & socio emotional)
2 APPROACHES OF HUMAN DEVELOPMENT
1. TRADITIONAL APPROACHES
 Conception to adulthood
2. LIFE SPAN APPROACHES
 Conception to death
LIFE SPAN DEVELOPMENT (CHARACTERISTIC)
1. Life-long (end when you die)
2. Multi-dimensional (late-bloomers)(flexible)
3. Contextual (change depends on situation)
4. Involves GMR (growth,maintenance,regulation)
2 TYPES OF DEVELOPMENT UNDER LIFE LONG
1. PROXIMODISTAL – from central axis to outer extremities

2. CEPHALO-CAUDAL – development from head to foot

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PRINCIPLES OF CHILD DEVELOPMENT & PRINCIPLES

1. CONSIDER THE 3 LIFE DIMENSION;

a. BIOLOGICAL
b. COGNITIVE
c. SOCIOEMOTIONAL
2. CENTRAL PRINCIPLES
Development is;
 A process
 Takes sequence or order
3. DEVELOPMENT & LEARNING VAREY IN FORCE OF RATE
 Phasing of learning is depend on situation
4. DEVELOPMENT INTERUPT BY THE 3 GOALS;
A. GROWTH
B. MAINTENANCE
C. REGULATIONS
5. CONTEXTUAL
 Learning consider personal experience
6. DEVELOPMENT IS PLASTIC
 Learning happen to simple to complex
7. HAVE SECURED & CONSISTED RELATIONSHIP
8. INFLUENCE BY MULTIPLE SOCIAL&CULTURAL CONTEXT
9. ALWAYS MENTALLY ACTIVE BY SEEKING & UNDERSTANDING THE
WORLD
10.PLAY IS THE MOST IMPORTANT OF DEVELOPMENT
11.DEVELOPMENT HAPPEN THRU WAITS
12.CHILDREN EXPERIENCES SHAPE THEIR OWN MOTIVATION OF
LEARNING
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SERIES OF DEVELOPMENT
1. PRENATAL PERIOD (conception to birth)
2. INFANCY(birth to 2 weeks)
3. BABYHOOD(2 weeks to 2 yrs. old)
4. EARLY CHILDHOOD (2 yrs. Old to 6 yrs. Old)
- Develop gender preference
5. LATE CHILDHOOD (6 to 10/12 yrs. Old)
- Attitude, moral & values
- Interests
6. ADOLESCENCE/PUBERTY (10/12 to 13/14 yrs. old)
- Gender decision
7. ADOLESCENCE (13/14 to 18 yrs. old)
- Fully develop
- Critical socio emotional
8. EARLY ADULTHOOD (18 to 35 yrs. old)
- Expected to have a lifetime partner at age 25
9. MIDDLE ADULTHOOD (35 to 65 yrs. Old)
10.LATE ADULTHOO (65 to death)
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KOHLBERG
1. PRE CONVENTIONAL (early childhood – grade 3)
 Moral reasoning is based on consequence/result of the act, not on the whether
the act itself is good or bad.
STAGE 1:

 PUNISHMENT/OBEDIENCE
 One is motivated fear of punishment
 Act to avoid punishment
STAGE 2:

 MUTUAL BENEFITS
 One is motivated to act by the benefit that one may obtain later.
 Both of you will benefit to each other’s act
 COVENTIONAL
 Moral reasoning is based on the conventions or “norms” of society.
STAGE 3:

 SOCIAL APPROVAL
 One is motivated by others expect in behaviour “good boy” “good girl”.
 The person act because he/she values how he/she will appear to others.
 He/she will give importance on what people will think or say
STAGE 4:

 LAW AND ORDER

 One is motivated to act in order to uphold law and order
 The person will follow the law because it is the law
STAGE 5:

 SOCIAL CONTRACT
 Act based on SOCIAL JUSTICE and the COMMON GOOD
 POST CONVENTIONAL
 Moral reasoning is based on enduring or consistent principles.
 It is not just recognizing the law, but the principles behind the law
STAGE 6:

 UNIVERSAL PRINCIPLES
 Associated with the development of one’s conscience
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 Giving other’s even there’s no left to your self

 Ex: Martin Luther King & Mother Teresa

VYGOTSKY’S SOCIO-CULTURAL THEORY

 Lev Vygotsky
 Supplemented Jean Piaget’s Theory
 Focused on “skills & competence”
 Most important so that the kid learn ;
 LANGUAGE ACQUISITION
 Hhh

CULTURAL FACTORS THAT CAN AFFECT LANGUANGE ACQUISITION

 ZONE OF ACTUAL DEVELOPMENT(ZAD)
 MORE KNOWLEDGABLE OTHERS (MKO)
 Parents, teachers & advanced peers
 SCAFFOLDING
 Assistance
 FABLE – AWAY TECHNIQUE
 Process of teaching( unti-unting pagtuturo)

PIAGETS VYGOTSKY

SOCIAL INTERACTION INDIVIDUAL SOCIAL

CULTURAL FACTORS Universal stage of Emphasized Cultural

Development factors in Cognitive
Development

LANGUAGE Not emphasis language Stressed the role of

language in Cognitive
Development
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ECOLOGICAL THEORY
 URIE BRONFENBRENNER
 Russian known for “ecological system”
 Theory of child development

“CHILDREN NEED PEOPLE IN ORDER TO BECOME A HUMAN”

BRONFENBRENNER’S MODEL
 Known as “BIOLOGICAL SYSTEM”

CHRONOSYSTEM MACROSYSTEM
EXOSYSYTEM
MESOSYSTEM
MICROSYSTEM

INDEX

 MICROSYTEM
 Directly involve in our life ( parents, siblings )
 Called immediate environment
 Nearest layer in the child
 MESOSYTEM
 Layer serve as the relationship between two or more microsystem
 Social institutions ( parents – teacher )
 “connections”
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 EXOSYSTEM
 Out of control
 Indirect environment ( workplace, mass media, government )
 MACROSYSTEM
 Culture / traditions
 Doesn’t really affect child
 Ex: ( manage ceremonies, outbreak of AIDS )
 CHRONOSYSTEM
 Change during the process of micro, meso, exo, macrosystem.

PRE – NATAL PERIOD

 CONCEPTION
 Union of sperm cell and egg cell

STAGES OF PRE – NATAL PERIOD

 GERMINAL PERIOD
 2 weeks after conception
 Creation of ZYGOTE
 Continued cell division
 Attachment of the zygote to the uterine wall
 Rapid cell division
 End of stage the fertilize egg becomes a BLASTOCYST and plants itself in the wall of
the uterus
 EMBRYONIC PERIOD (2nd week to 8 weeks (2 months)
 ZYGOTE becomes EMBRYO
 Cell differentiation intensifies
 Life-support systems for the embryo
 Develop organs appear

CHARACTERISTICS (end of four weeks)

- ¼ inch in length
- Heart, digestive system, backbone & spinal cord begin to form
- PLACENTA begins to develop
- Single fertilize egg is now 10,000 times larger than size at conception
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 ORGANOGENESIS
 Process of organ formation during the first two months of prenatal dev.

3 LAYERS FORM SUPPORT SYSTEM

 ENDODERM > PLACENTA
 ECTODERM > UMBILICAL CORD
 MESODERM > AMNION

 FETAL PERIOD (2 to 7 months)

 EMBRYO – FETUS
 Growth and development continue dramatically during this period
 Fetus about 3 inch long
 Become more active by moving its arms & legs, opens and closes its mouth, and
more its head
 Identify gender
THE FOLLOWING DISTINGUISHED;

 FACE CHIN
 FOREHEAD UPPER AND LOWER ARMS
 EYELIDS HANDS
 NOSE LOWER LIMBS
CHARACTERISTIC
(4 MONTHS)
 6 Inch long
 Stronger prenatal reflexes
 First arm and feet movement are felt
(5 MONTHS)
 12 inch long
 Skin have formed
 Fetus is more active
(6 MONTHS)
 14 inches
 Eyes & eyelids are completely formed
 Five layer of hair covers the head
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 Grasping reflexes present & irregular movements occur

(7 MONTHS)
 16 inches long
 Taste buds have develop
 Fat layers are forming
 Organs are maturing
 Skin is still wrinkled and red
 Premature baby if born in this stage
(9 MONTHS)
 19 to 20 inches long
 Lungs are mature
 Fully developed
 Skin is pink & smooth
 Settles down lower in the abdomen

TETRATOLOGY and HAZARDS to PRENATAL DEVELOPMENT

 TETRATOGENS – difficulties & hazards during development
 TETRATOLOGY – causes of cognitive defects
 TETRATOGEN – causes birth defects
- Greek word “tera” means “monster”

PRESCRIPTION AND NON-PRESCRIPTION DRUGS

 THALIDOMIDE – taken in by pregnant mothers has a negative effects on
the developing fetus.
 Prescription drugs that can be harmful include antibiotics
 Diet pills, aspirin, coffee are examples of non-prescription drugs that can be
harmful.
 PSYCHOACTIVE DRUGS- Drank more caffeinated coffee where more likely
to have preterm deliveries & new born with lower birth weight.
 HEAVY DRINKING results to FETAL ALCOHOL SYNDROME(FAS) which is
cluster of abnormalities like facial deformities, defective limbs, face &
heart. Most of their children are below average in intelligence and some
are mentally retarded.
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 Fetal & neonatal deaths are higher among smoking mothers. There are also
higher preterm incidences and lower birth weights.
 Maternal heroin addicts deliver smaller than average size babies with
incidences of toxaemia, premature separation of placenta, retained
placenta, haemorrhaging after birth and breech deliveries.
ENVIRONMENTAL HAZARDS
 Include radiation, X-Rays environmental pollutants, toxic wastes,
prolonged exposure to heat in saunas and bath tubs.
 Father exposed to high levels of radiation result to chromosal
abnormalities
 X-ray affect embryo and fetus with most dangerous time being the first
several weeks after conception
 Toxic wastes such as carbon monoxide mercury and head caused defects
in children’s metal development
 Prolonged exposure to sauna or hot tubs raises body temperature
creating fever that endangers fetus causing birth defect or fatal death.
OTHER MATERIAL FACTORS
 RUBELLA (German measles)
 Syrphilis, genitals herpes and AIDS
 Maternal malnutrition result to inadequate growth of the fetus
 Lack of folic acid leads to birth defect of the brain and spinal cord
 High anxiety and stress
PATTERNAL FACTORS
 Exposure to lead radiation, certain pesticides and petrochemicals
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INFANCY & TODDLERHOOD

3 ASPECTS
 PHYSICAL
 COGNITIVE
 SOCIO-EMOTIONAL

PHYSICAL
OBJECTIVES
1. Trace the physical development that you have gone through as
infants and toddlers
2. Draw implications of these principles and processes to parenting and
caregiving
CEPHALOCAUDAL & PROXIMODISTAL
 Trend is the POSTNATAL Trend in PRENATAL
 Conception to 5 months

Present even before birth and after birth (evident)

HEIGHT AND WEIGHT

New Born Infants – 5-10% of their body weight within a couple week of birth
Breastfeed-heavier than bottle fed babies in the first 6 months
Infants Lenght – increased by 30% in the first five months
Baby Weight – triples during the first year and slows down in the 2nd year

BRAIN DEVELOPMENT
 Spreading connection of dendrites in the first two years of life
 MYELINATION – process which the axons are covered and isolated by
layers of fat cells. It increases the speed at which information travels
through the nervous system.
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 New born Infants is about 25% of its adult weight

 Produce trillions more connections between neurons and eliminates
connections that are seldom or never used. Waiting for experiences to
determine how connections are made
 Depressed brain activity has been found in depressed environment

MOTOR DEVELOPMENT
 Infants and toddlers begin from reflexes to gross motor skills and fine
motor skills

REFLEXES
 These are automatic and serve as survival mechanism before they have
the opportunity to learn. (sucking, rooting, gripping, curling,
startle/Moro, gal act, neck tonic)

GROSS MOTOR SKILLS

 Pagpapasunod grom gilid-dapa-tay-upo-laro-takbo

FINE MOTOR SKILLS

 Involve refined use of small muscles controlling the hand, fingers and
thumbs. Also includes activities that involve precise eye-hand
coordination. (reaching, grasping, first 2 years, from shoulder and elbow
movement to wrist movements, hand rotation and coordination of
thumb and forefinger)

SENSORY & PERCEPTUAL DEVELOPMENT

 Sense of Seeing
 New born vision is 10-30 times lower than normal adult
 6 months-approximates that of an adult; preferred to look at patterns
such as faces and concentric circles
 Sense of Hearing
 Develops much before birth
 Infants sensory threshold are higher than adult
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 Sense of Smelling
 Requires several days of experience to recognize odor.
 Sense of Taste
 Sensitivity taste might be present before birth
 Sensory of Touch
 They do feel pain (higher level of cortisol)
 INTERMODAL EXPERIENCE
 Ability to connect information through various modes and sharpens
through experiences

COGNITIVE DEVELOPMENT OF INFANTS AND TODDLERS

1. Trace your own cognitive development as infants and toddler
2. Draw implications of cognitive development concepts of parenting

SENSORIMOTOR STAGE
 Infants construct an understanding of the world by coordinating sensory
experience with physical and motoric action.
6 Sub-stages of Sensorimotor Stage
SUB STAGE AGE DESCRIPTION
1. Simple reflexes birth to 6th weeks Coordination of
sensation and action
through reflexive
behaviours (sucking of
objects)
2. First habit and 6th weeks to 4 Coordination of
primary circular months sensation and 2 types
(self) reaction of schemes habits and
phase primary circular
functions. Primary
focus on the infant’s
body and circular
repetition of an action.
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Sometimes caused by
classical and operands
conditioning.
3. Secondary Circular 4 to 8 months Development of
Reactions Phase habits, more object-
(objects ex:kicking oriented. Associated
cribs) with development of
coordination between
vision and pretension
intentional grasping
for a desired object
4. Coordination of 8 to 12 months Coordination of vision
reaction stage and touch hand-eye
Secondary circular coordination; of
shames and
intellectually
associated
5. Tertiary circular 12 to 18 months Infants become
reactions, novelty intrigued and make
and curiosity experiment.
Associated with
discovery of new
means to meet
goals “ young
scientist”
6. Internalization of 18 to 24 months Develop the ability to
schemes(invention use symbols and forms
of new means enduring mental
through mental presentations.
combinations) Associated with
beginnings of insights
or creativity
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OBJECT PERMANENCE
 Understanding that objects continue to exist even when they
cannot be seen, heard or touched (reflexive-move refined to
coordination
 Reflexive to more refined to coordination
 Focus on themselves to object or world-oriented, action based
to mentally-based from coordination to intentionally, novelty
and curiosity, from thinking that is sensorimotor is symbolic.
LEARNING AND REMEMBERING
 Infants learn and remember! ( Pavlor’s classical conditioning and
skinner’s operant conditioning )
 INFANTILE AMNESIA – Inability to recall events that happened when
very young before the age of 5

OPERANT CLASSICAL
 Rewards > Unconditioned Stimulus
W/o doing anything
(Automatic)
 Specific consequence are >Neutral Stimulus(no
Response)
Associated with voluntary > Unconditioned
Responses
Behaviour. > Conditioned Stimulus
 Punishment introduce to
Decrease a behaviour
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LANGUAGE DEVELOPMENT
 Infants are programmed to tore in to their linguistic environment.
STAGES
1. Cooing (vowels sound)
2. Babbling (consonant as well as vowel sounds)
3. One-word utterances
4. Two-word utterances and telegraphic speech
5. Basic adult sentence structure

DIFFERENT CONCEPTS
HOLOPHRASES – One word utterances to convey intentions, desires and demands
18 months – 3 to 100 words
OVEREXTENSION ERROR – the child overextends the meaning of words in his
existing lexicon to cover things for which a new word is lacking.
1.5 to 2.5 Years – 2 or 3 word utterances with syntax but w/o articles and
prepositions (telegraphic speech)
3 years – 300 to 1000 words
4 years – acquire foundations of adult syntax and language structure.

LANGUAGE ACQUISITION DEVICE (LAD)

 This is a metaphorical organ that is responsible for language
learning. This device is preprogramed to learn language.
5 months-left side for language sounds and right side for expression
emotion
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SOCIO – EMOTIONAL DEVELOPMENT OF INFANTS AND TODDLERS

1. Describe the socio-emotional development process that you went through as an infant
and toddler
2. State the implications of research findings on infants and toddlers socio-emotional to
parenting and child care.

THE FORMATIVE YEARS

 first three years in human development
CHARACTERISTICS:
1. ATTACHMENT
2. TEMPERAMENT
3. SOCIALIZATION OF SKILLS
 ATTACHMENT
 Infant needs to establish an enduring emotional bond to seek and maintain
closeness to a specific figure.
 Dr John Bowly, father of attachment theory. It occurs in the first 6 months when the
infant use built-in signals (cries, gazes, smiles)
 The key to a good start un social development is a responsive interaction
 Not too much feeding but consistent involvement
 Good attachment, better adjustment
 Attach to more than one caregiver
 Parent’s matter (innate, model)
 TEMPERAMENT
 Word that captures the ways that people differ, even at birth un emotional reations,
activity level, attention span, persistent and ability to regulate emotions
TO MEASURE CHILD TEMPER:
1. Activity level
2. Mood
3. Threshold for distress
4. Rhythmicity
5. Intensity of responsive
6. Approach-withdrawal
7. Distractibility
8. Adaptability
9. Persistence
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DIFFERENT KIND OF CHILD (temperament)

1. THE EASY child easily readily establishes regular routines, cheerful, adapts, readily to
new experiences
2. THE DIFFICULT child irregular in daily routines, slow to accept new experiences,
reacts negatively and intensely
3. THE SLOW – TO – WARM UP child shows mild and low – key reactions to
environmental changes, negative in mood, adjust slowly to new experiences.

THE EMERGENCE OF THE MORAL SELF

 Once children can recognize themselves as entities, they become capable of self-
evaluation and self-description against a set of standards
 Children who aren’t capable of self-evaluation don’t have the capacity to experiences a
sense of shame and remorse

DEVELOPMENT OF EMOTIONS
 INFANCY (birth to 6months)
 Not clear whether they experience emotions
 6-10 months smile, cooing, and mouthing
 LATER INFANCY (7-12 months)
 Express fear, disgust and anger
 SOCIAL REFERENCING
 Recognizing emotion if its right or wrong to others
 TODDLERHOOD YEARS(1-2 yrs.old)
 Shame, embarrassment and pride

EMOTIONAL UNDERSTANDING
 TODDLERHOOD YEARS (1-2 YRS. OLD)
 Acquire language is the first step in the development of emotional self – regulation
skills
 INFANCY
 Rely on adults to help them regulate their emotional states
 TODDLERS
 Develop skills to regulate emotions with emergence of language empathy start at 2.
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EARLY CHILDHOOD (The Pre-schooler)

SIGNIFICANT CHANGES IN PHYSICAL GROWTH

 Slower in pace than in infancy

 3 years, more from baby – like features to a more slender appearance of a child
 Centre of gravity a lower level, near the belly bottom
 Year 5 and 6, best time to begin learning skills that require balance
 Year 3 “baby or milk” teeth are in place
 Permanent teeth at age 6 is also developing
GROSS AND FINE MOTOR DEVELOPMENT

 GROSS MOTOR
 Refers to acquiring skills that involve the large muscles(locomotor, non-locomotor,
manipulative)
 Level of activity is highest at 3
 FINE MOTOR
 Development refers to acquiring the ability to use smaller muscles in the arms,
fingers and hands (picking, squeezing, pounding & opening things, holding & writing
paraphernalia)

- Different environmental provide different experiences with fine motor skills.

- Manage to hold a pencil with their thumb and fingers, draw pictures, write
letters, use scissors, do stringing and threading activities
- Self-help skills like eating and dressing independently
- Handedness at age 4

PRESCHOOLER’S ARTISTIC DEVELOPMENT

Victor Lowenfeld – studied that at the heart of pre-schoolers years in their interest to draw and
make forms of artistic expressions.

STAGE 1: SCRIBBLING
 Large zigzag lines to circular markings to discrete shapes
STAGE 2: PRESCHEMATIC
 Include early representations, prominent head with basic elements, arms, legs,
hands, facial features
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STAGE 3: SCHEMATIC
 Draw from experiences and exposure, houses, trees, sun, sky and people (floating in
air)
 The same drawing a hundred times “repetition”
 Pre-schooler’s representations also depicts their cognitive development
PRESCHOOLER’S NUTRITION AND SLEEP
 Nutrition status is the result of what nutrients he takes in 10-12 hours of sleep each
day
1. Rapid eye movement stage causes growth hormones are released
2. Blood supply to the muscles are increased
3. Increased brain activity is also attained

COGNITIVE DEVELOPMENT OF PRESCHOOLERS’S

Pre-schooler’s Symbolic & Intuitive Thinking
2 sub stages of Piaget’s pre-operational thought

 SYMBOLIC – preschool children show progress in their cognitive abilities by being able to
draw objects that are not present, by their dramatic increase in their language and
make-believe pay
 INSTUITIVE – preschool children begin to use primitive reasoning and ask a lot of
questions
 ANIMISM – belief that inanimate objects have life-like qualities and capable of action
 EGOCENTRISM – inability to distinguish between one’s own perspective and someone

THE YOUNG CHILDREN’S THEORY OF MIND

 Theory of minds refer to individuals thoughts about how mental processes work.
 Age 2 and 3 awareness that mind exists(needs, emotions & mental state)
 Age 3, know – remember – think
 Start reflect on their own thought processes
THE YOUNG CHILDREN’S THEORY OF MIND
 Age 3 and 5 set of ideas about mental activities
SOCIAL EXPERIENCES: early forms of
- Communication
- Imitation
- Make-believe play
- Language
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THE ROLE OF CAREGIVERS:

3 yrs. old
1. Speak with children as often as possible
2. Add new information to children’s sentence
3. Teach to memorize first and last name
4. Provide books to read poetry and rhymes
5. Encourage interest in reading and writing
6. Count objects as interest
7. Explain why and how things happen
8. Provide sets – toys and objects that go together
9. Sing simple songs
4yrs. Old
1. Read aloud and encourage to look at books on their own
2. Say nursery rhymes and finger plays together
3. Encourage interests in writing and words
4. Teach correct use of telephone
5. Teach important numbers and space concepts
6. Encourage to help you plan and plant a garden
5 yrs. old
1. Add drama to your reading sessions
2. Ask him to tell you a story
3. Ask “what if” questions
4. Involve them in writing “thank you” notes
5. Give opportunities to sort, group, ,match, count and sequence with life situations
6. Take questions seriously
7. Encourage them to count objects of interest
8. Encourage interest in jokes, nonsense and riddles
9. Give opportunities to express dramatic and creative interest.

SOCIO-EMOTIONAL DEVELOPMENT OF THE PRESCHOOLER

Preschool Initiative

 Initiative – tendency to want to take action and assert themselves

 Guilt – overprotection, extreme restriction and criticism
 Makulit, establish “control”
 Good Amount of guilt – take responsibility of behaviour
 Excessive Amount of Guilt – hampers emotional growth
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 If always punished and criticized (salbahe, bobo, walang kwenta)

 Apply judicious permissiveness, setting realistic boundaries, safe and respectful of self
and others, while allowing them to explore take calculated risk and engage.
SELF – CONCEPT and the PRESCHOOLER
 SELF –CONCEPT
 The way one sees himself, a general view about one’s abilities strengths and
weaknesses (focused in observable characteristics)
 SELF – ESTEEM
 One’s judgement about one’s worth

They are naturally positive skills as high and underestimate the task

ENVIRONMENTAL FACTORS and GENDER IN THE PRESCHOOLER’S

SOCIO – EMOTIONAL DEVELOPMENT
GENDER TYPING – the process of forming gender roles, gender based preferences and
behaviours accepted by society
GENDER IDENTITY – the view of oneself as being masculine or feminine
Influenced by environmental like family, teachers, peers and the mass media
- Parental expectations
- Expectations of the other people
- Mass media, ICT

PARTEN’S STAGES OF PLAY

 Play is the main agenda of the pre-schooler years
 UNOCCUPIED – not to be playing but directs his attention on things that interest him
 Takaw – tingin (papabili but hindi lalaruin)
 ONLOOKER – spends time watching others play
 Nanood lang siya sa naglalaro
 SOLITARY PLAY – plays alone(solo)
 PARALLEL PLAY – plays with toys similar to those near him, but only play beside and not
with them. NO INTERACTION
 Ex: nasa park si nene at naglalaro siya mag-isa ng kaniyang Barbie doll
 ASSOCIATIVE PLAY – Plays with the others. There is a INTERACTION but no task assign,
rules and organization are agreed.
 SALING KITKIT
 COOPERATIVE – the child plays with the other bound by some agreed upon rules and
roles.
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