Developmental Profile Project by Natalie Dye https://padlet.com/nataliedye10/qkokb59324y Group 5A - Sophia F, Jordann W, Natalie D en-us 2017-09-20 01:14:08 UTC 2023-02-18 10:29:15 UTC hello@padlet.com Gross Motor Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/189140446 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.
]]> 2017-09-20 01:22:36 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/189140446 Fine Motor Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/189140490 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.
]]> 2017-09-20 01:22:51 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/189140490 Cognitive and Language Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/189140510 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.

]]> 2017-09-20 01:23:00 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/189140510 Social Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/189140527 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.

]]> 2017-09-20 01:23:09 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/189140527 Emotional Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/193685266 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."

]]> 2017-10-04 01:33:14 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/193685266 Erik Erikson's Stages of Social-Emotional Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/199388371
  • 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)

    • ]]>     2017-10-22 19:53:48 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/199388371     Jean Piaget's Theory of Cognitive Development nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/199392260
  • 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)
    ]]>     2017-10-22 20:30:49 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/199392260     Physical Growth in 5 year olds nataliedye10 https://padlet.com/nataliedye10/qkokb59324y/wish/199393673
  • 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.
    • ]]>     2017-10-22 20:45:25 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/199393673     Albert Bandura and B.F. Skinner's Social Learning and Behaviorism Theories jordannw26 https://padlet.com/nataliedye10/qkokb59324y/wish/199407919 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.

    ]]>     2017-10-22 23:31:34 UTC https://padlet.com/nataliedye10/qkokb59324y/wish/199407919     Urie Bronfenbrenner's Ecological Theory jordannw26 https://padlet.com/nataliedye10/qkokb59324y/wish/199833451 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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