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According to Bronfrenbrenner, a child's environment and the interrelationships among the systems shape the child's development.

The systems:
Microsystem- the child
Mesosystem- the child's doctor office, daycare center, family, school, and neighborhood
Exosystem- the child's extended family, neighbors, friends or family, mass media, the school board, legal services, etc.
Macrosystem- broad ideology, laws, and customs of one's culture, subculture, or social class
Chronosystem- changes in the child's life or environment over time

Both the environment and biology influence the child's development.

The environment affects the child and the child influences the environment.

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Definition: Construction of thought processes, including remembering, problem solving, and decision making.

Learning the alphabet.

Tell long stories, ask questions, and can argue and explain their own points.

How to write their name.

Learn different words and their meanings

Recognize and reproduce many shapes, letters, and numbers.

Begin to understand the difference between real events and make-believe ones.

Can ask meaning of words.

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5 year old girl telling a very funny story

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We all need to laugh - check this out and I guarantee that you will roll!

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Jean Piaget's Theory of Cognitive Development

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Jean Piaget's Theory of Cognitive Development

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How a child constructs a mental model of the world.

Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

4 Stages of Cognitive Development:

1. Sensorimotor stage (birth to age 2)

2. Pre-operational stage (2 to 7)

3. Concrete operational stage (7 to 11)

4. Formal operational stage (11 to adulthood)

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Gain about 4 to 5 pounds.

Grow about 2 to 3 inches.

Grow out of their chubby-cheeked toddler and preschool years and begin developing into the lanky kindergarteners.

Lose fat and gain muscle.

Achieve 20/20 vision.

Start losing baby teeth.

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Definition: Learning what feelings and emotions are, recognizing ones own feelings and those of others, and developing effective ways of managing them.

Learning others emotions and needs.

Feeling empathy for others.

Articulate feelings in a meaningful way (ex. "I don't like it when you say that!").

Have a desire to be independent (ex. Picking out their own clothes).

Understanding the difference between "right" and "wrong."

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Definition: Learning the values, knowledge and skills that enable children to relate to others and to contribute in positive ways to family, school and the community.

Communication with peers and adults.

Understanding how to work in a structured setting.

Listen to directions in a school setting (when it is not their own parent).

Form close bonds with at least two to three children.

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Definition: Skills that are small movements that use the small muscles of the fingers, toes, wrists, lips, and tongue.

Can write their names, letters, and numbers. Still use large pencils to help hand control.

Can use scissors but still have trouble cutting a straight line.

Use forks, spoons, and knives to pick up food or cut food with less help.

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Should we trust a 5 year old with scissors??

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Erik Erikson's Stages of Social-Emotional Development

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Erik Erikson's Stages of Social-Emotional Development

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Trust vs. Mistrust (Hope): Child develops trust and security. Badly handled, the child will become insecure and mistrustful. (Infancy - 1 year)

Autonomy vs. Shame (Will): Learn to exercise their will and do things for themselves, or they doubt their abilities. (1 - 3 years)

Initiative vs. Guilt (Purpose): Learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent. (3 - 6 years)

Industry vs. Inferiority (Competency): Children learn the pleasure of applying themselves to tasks, or they feel inferior. (6 years - puberty)

Ego Identity vs. Role Confusion (Fidelity): Work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are. (Teen years into 20s)

Intimacy vs. Isolation (Love): Struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated. (20s - early 40s)

Generativity vs. Stagnation (Care): Discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose. (40s - 60s)

Ego Integrity vs. Despair (Wisdom): Reflecting on his or her life. May feel a sense of satisfaction or failure. (Late 60s and up)

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Albert Bandura and B.F. Skinner's Social Learning and Behaviorism Theories

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Albert Bandura and B.F. Skinner's Social Learning and Behaviorism Theories

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Behavior is shaped by environmental factors and corresponding responses.

Bandura's theory states that children learn by the observation and imitation of the people in their environment.

Skinner's theory states that behavior is determined by consequences regardless if they are reinforcement or punishment, and the behavior will likely occur again.

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Definition: Bigger movements that use the large muscles in the arms, legs, torso, and feet.

Walk and climb, with ease, up and down stairs and ladders.

Still have trouble balancing on one foot, hopping, and sometimes skipping.

Be able to dress themselves, zip up sweaters, learn to tie shoes, etc.

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Early Childhood Gross Motor Development ch8