EARLY CHILDHOOD

DEVELOPMENT

EARLY CHILDHOOD2-6 years of lifeCritical period in the development of the human potential.

Foundations for all aspects of development are laid during this stage.

This stage is referred to as PRESCHOOL AGE.

CHARACTERISTICS OF EARLY CHILDHOOD

1. Activity Age2. Discovery Age3. Exploration Age4. Socialization Age5. Imitation Age6. Play Age7. Vocabulary Age8. Curiosity Age9. Inquisitive or Questioning Age10. Troublesome Age

DEVELOPMENTAL TASK OF EARLY CHILDHOOD

1. Control elimination.2. Self feeding, dressing and doing some

things without much help.3. Development of motors skills that

allow him to explore and do things to satisfy his curiosity.

4. Acquisition of adequate vocabulary to communicate his thoughts and feelings with those around him.

PHYSICAL DEVELOPMENT

A. Growth trends in Height & WeightB. Body ProportionsC. Children Illnesses D. Physical DefectsE. Factors that affects growth and

development

PSYCHOSEXUAL DEVELOPMENT

Development of sensitivity in a particular erogenous or pleasure giving spot in the body.

PSYCHOXESUAL STAGES

A. ORAL STAGE First year of life. It is a gratification from the mother.

B. ANAL STAGE Second to Third year of life. It is a gratification along rectal area.

C. PHALLIC STAGE Fourth to Fifth year of life. Gratification involving genitals. TWO TYPES

• Oedipus Complex.• Electra Complex.

D. LATENCY Six year of life to puberty. Sexual desires are repressed.

COGNITIVE/ INTELLECTUAL DEVELOPMENT

THE PREOPERATIONAL PHASE

Child is two to seven (2-7) years old.

The child is action oriented.Child’s behavior is pre-representational.

His thinking and understanding are based on physical and perceptual experiences.

2 SUB PERIODS

1. Pre-conceptual Period2. Intuitive Period

PRE-CONCEPTUAL PERIOD Two to Four (2-4) years old. Children begin to use language to direct their behavior.

Adults awareness on child's unique though patterned: Egocentrism Animism Transductive reasoning or reasoning from particular to particular.

INTUITIVE PERIODFour to seven (4-7) years old.

Obstacle to the development of truly logical thought.

In attention to transformation.

Centration.Irreversibility

PHYSICAL AND PERCEPTUAL EXPERIENCES

He can think some actions even though they are not being performed, events when they are not happening, and objects although they are not present.

Five behavior patterns that are completely .

“centered” in the child's own behavior. Deferred imitation. Symbolic play Drawing Mental image Verbal evocation

MOTOR DEVELOPMENT

A. Development of Motor Skills Depends to a great extent on the child’s physical condition.

They begin to concentrate on learning skills with one hand as the dominant hand and other as auxiliary hand.

B. Handedness

MORAL DEVELOPMENT Is a process through which a child develops proper attitudes or behaviors toward s the other people in the society, based on various things such social and cultural norms, law and rules.

It is every parents concern because parents have the responsibility to teach a child to distinguish between what is right and wrong and then behave accordingly.

AGES TWO TO FIVE (2-5)Many children start to show morally-based behaviors and beliefs.

Children also start to show empathy based guilt when they break a rules.

ACCORDING TO JEAN PIAGETChildren see the world through a “Heteronomous Morality”.

They think that authority figures have rules that young people must follow.

ACCORDING TO LAWRENCE KOHLBERG

Young children at this age base their morality on a punishment and obedience orientation.

They follow rules because they fear the authority and try to avoid punishments.

EMOTIONAL DEVELOPMENTCHILDREN'S EMOTIONS ARE CHARACTERIZED: Heightened emotionality. Emotions are usually felt more strongly and expressed more openly than those of adults.

Emotions last only for few minutes unlike to adults.

Easily stimulated to experience. Parents should take particular care.

CHILDREN'S FEARTwo years Old

Common fears are noises.Four years Old

Fear of darknessImaginary creaturesBeing aloneExperience dreams

DEALING WITH CHILDREN'S FEAR

1. Setting up counter resources and skills that are helpful in meeting the fearful situation when it occurs.

2. Promoting familiarity with the feared object by providing situations in which there is opportunity, but not coercion, to become acquainted with it.

3. Arranging for the child to observe others who show no fear in the feared situation.

4. Direct reconditioning.

SOCIAL DEVELOPMENT

A. Development of the Childs concept.

B. Sex-Role Identification.C. Father-Son Relationship and Masculine Identity.

D. The Role of Early Childhood Education

THE ROLE OF THE FAMILY

1.Support2.Model3.Identity4.Love5.Encouragement

THANK YOU FOR LISTENING

Group 11. Espinosa, Hazel Grace

2. Gamboa, Debbie3. Manlongat, Oflunra Abby

4. Rabino, May Ann5. Radam, Araxta

6. Tolentino, Jonica7. Yturriaga, Mary Abigail