B
CY04.00
CY04.01
CY04.02
CY04.03
OBJECTIVE:
CHILD DEVELOPMENT BIRTH TO AGE TWELVE
Understand principles and domains of child development, developmental
characteristics of children, and theories of child development.
Exemplify principles and domains of child development.
Understand developmental characteristics of children.
Interpret theories of child development.
4.01
B2
7%
B2
48%
21%
B2
B2
B2
7%
7%
7%
Exemplify principles and domains of child development.
Essential Questions:
What are some examples of the guiding principles of development?
What are some examples of the domains of development?
UNPACKED CONTENT
What are the guiding principles of child development?
1. Each child is unique.
2. Development occurs in predictable patterns.
3. Preschool-age children are active learners.
4. Many factors influence a child’s development.
5. Children with disabilities learn best in inclusive settings.
OBJECTIVE:
4.01
B2
7%
Exemplify principles and domains of child development.
UNPACKED CONTENT
What are the domains of development?
P – Physical Development and Health– This domain encompasses opportunities for children to
begin developing and refining
 Motor skills
 Self-care
 Physical health and growth
 Safety awareness
L - Language Development and Communication– This domain provides opportunities for
children to develop many language competencies
 Receptive language
 Expressive language
 Foundations for reading
 Foundations for writing
A - Approaches to Learning – This domain includes children’s attitudes toward, and interest in,
learning.






Pondering, processing, and applying experiences
Curiosity, information-seeking, and eagerness
Risk-taking, problem-solving, and flexibility
Persistence, attentiveness, and responsibility
Imagination, creativity, and invention
Aesthetic sensibility
C – Cognitive Development – This domain focuses on children’s natural curiosity and ability to
acquire, organize, and use information in increasingly complex ways. Opportunities include:
 Mathematical thinking and expression
 Scientific thinking and invention
 Social Development connections
 Creative expression
E – Emotional Development – This domain involves children’s feelings about themselves.
The
primary opportunity is:
 Developing a sense of self
S - Social Development – This domain involves children’s relationships with others.
The
primary opportunity is:
 Developing a sense of self with others.
(Domains adapted from Foundations: Early Learning Standards for North Carolina Preschoolers
and Strategies for Guiding Their Success, NC Department of Public Instruction, 2005.
REFERENCES
Child and Adult Care Professionals, Lab Manual.
Peoria, IL: Glencoe/McGraw-Hill, page 171.
2004
Child & Adult Care Professionals, Lab Manual
Instructor Annotated Edition, Peoria, IL:
Glencoe/McGraw-Hill, 2004, page 171.
Supplemental References:
Foundations – Early Learning Standards for
North Carolina Preschoolers and Strategies for
Guiding Their Success. North Carolina
Department of Public Instruction
Dr. Seuss, Oh the Places You’ll Go, Random
House, 1993.
WEBSITES
www.ncpublicschools.org
http://www.dpi.state.nc.us/success/downloads/f
oundations.pdf
Appendix 4.01A
KWL Chart
Directions: Use the appropriate column to write
what you know and want to know prior to this
unit’s activities. Use the final column to write
what you have learned at the end of the unit.
What I
Know
What I
Want to Know
What I
Learned
Appendix 4.01C
PLACES Organizer
Follow the instructions on the left and the diagram on
the right to make your PLACES organizer.
Directions:
1. Fold a single sheet of 8.5 x 11-inch
paper “hot dog” style 3 ¾ inches
from the edge, leaving an extension
of about 7/8 inch down one long side.
2. Place the folded paper on a table
surface so that the more narrow
folded width of paper is on top and
the wider folded width is on bottom
with the 7/8-inch extension on the left
side.
3. Use a ruler to divide the length of
page into six approximately equal
sections, each about 1 3/8 to 1 ½
inches wide. Broken lines in the
diagram indicate these markings.
4. Cut the top layer along the five
marked lines from the edge to the
fold.
5. Write one letter in PLACES in each
of the six sections on the left
extensions.
6. On the front of the fold-back portion,
complete the name of each domain of
child development.
7. Lift each tab and use the inner layer
to record
P
hysical & Health
L
anguage & Communication
A
pproaches to Learning
C
ognitive Development
E
motional Development
S
ocial Development
Appendix 4.01F
These are Andy’s
Ho w ab out you? Are you yet yearnin g?
Appendix 4.01G Write in your learning logs about YOUR approaches to learning.
Directions: Use this chart to compare the Approaches to Learning and Cognitive Domains.
Write in your learning logs about your approaches to learning.
Appendix 4.01H
Key Terms Worksheet:
Principles and Domains of Child Development
Directions: Use the space on the right to write in your own words what you think each word means.
Term
Principles
disability
factor
inclusive
pattern
predictable
unique
Domains
physical
motor
language
receptive language
expressive language
approach to learning
ponder
process
apply
persistence
invention
aesthetic sensibility
cognitive
emotional
social
Definition
Appendix 4.01I
Key Terms:
Principles and Domains of Child Development
Term
Definition
Principles
disability
A condition that makes it more difficult to do certain things
factor
A condition that influences choices or outcomes
inclusive
A setting that includes diversities
pattern
A predictable path or movement; a regular routine
predictable
Expected; able to be anticipated
unique
Distinctive, one of a kind
Domains
physical
Related to the human body
motor
Related to movement
language
Words used to communicate and understand
receptive language
Listening and interpreting nonverbal messages
expressive language
Speaking and other nonverbal ways of communicating messages
approach to learning
Attitudes toward and interest in learning
ponder
To think about, to reflect
process
To form ideas
apply
To use knowledge to take action
persistence
Determination, the ability to “stick with” something
invention
Combining materials in new ways to create original works
aesthetic sensibility
Appreciation of things that have beauty
cognitive
Related to thinking, use of information
emotional
Related to one’s feelings
social
Related to one’s relationships with others
COURSE:
Early Childhood Education I
UNIT B
Child Development Birth to Age
Twelve
COMPETENCY:
4.00
B2
21%
Understand principles and domains of child development,
developmental characteristics of children, and theories of
child development.
OBJECTIVE:
4.02
B2
7%
Understand developmental characteristics of children.
Essential Question: What are some developmental characteristics of children at various ages?
UNPACKED CONTENT
Developmental characteristics are behaviors and attributes that are typical for an age group of
children. Knowledge of these characteristics enables early childhood professionals to plan
appropriate programs, curricula, and activities. Here are some types of behaviors/attributes often
addressed in developmental characteristics for the six domains of child development.
Physical Development and Health




Average height and weight
Reflexes, types of body movements,
degree of body coordination
Ability to lift, support, move head
Abilities with hands
Language Development and Communication


Vocalizations, sounds, cries, laughter
Use of facial expressions, gestures, and
other body language to communicate





Hand-to-mouth coordination
Vision, eye-hand coordination
Mobility
Fine and gross motor skills
Self-help skills



Questioning
Connecting words with people, things
Reading, writing, speaking, and
listening skills



Desire for independence
Attempts to solve problems
Length of attention span



Imitation
Following and finding things
Interest in books, TV, computer, etc.


Demonstrations of feelings
Emerging fears



Evidence of desire for social contact
Evidence of trust; search for approval
Testing limits
Approaches to Learning



Responses; appreciation of beauty
Signs of curiosity, interest, creative thinking
Recognition of familiar things
Cognitive Development



Preferences
Recognition of people, things
Development of memory; anticipation
Emotional Development


Reactions to positive and negative factors
Ability to calm oneself, manage feelings
Social Development



Understanding of self in relation to others
Styles of play, interactions with others
Signs of concern, affection
REFERENCES
Herr, Judy (2004). Working with Young
Children, Tinley Park, IL: Goodheart-Willcox
Company, Inc.
Stephens, Karen and Hammonds-Smith, Maxine
(2004). Child and Adult Care Professionals, Lab
Manual. Peoria, IL: Glencoe/McGraw-Hill.
Stephens, Karen and Hammonds-Smith, Maxine
(2004). Child & Adult Care Professionals, Lab
Manual Instructor Annotated Edition, Peoria, IL:
Glencoe/McGraw-Hill.
Supplemental References:
Bleiker, Charles (2006). Early Childhood
Education Settings and Approaches DVD,
Section 1, Infant and Toddler. Upper Saddle
River, NJ: Pearson-Merrill Prentice Hall
Brisbane (2006) The Developing Child 10th Ed.
Peoria, IL: Peoria, IL: Glencoe/McGraw-Hill.
Dr. Seuss, Oh the Places You’ll Go, Random
House, 1993.
Foundations – Early Learning Standards for
North Carolina Preschoolers and Strategies for
Guiding Their Success. North Carolina
Department of Public Instruction
Morrison, George S. (2004) Early Childhood
Education Today 9th Ed. Upper Saddle River, NJ:
Pearson Merrill Prentice Hall.
The First Four Years - Age-Appropriate Play,
Vols. 1-3, Boulder, Colorado: InJoy Video
“The First Three Years of Life,” Current Issues
in Early Childhood Education, ABC
News/Prentice Hall Video Library
WEBSITES
http://www.cdc.gov/ncbdd/child/infants.htm
http://www.dpi.state.nc.us/success/downloads/fo
undations.pdf
Appendix 4.02A
Memories of Childhood
Directions: What are some of your favorite childhood memories? Use this page to share a favorite memory and
to list words that could have been used to describe you when you were younger. There is also a place to
brainstorm a list of mementoes that could be brought to school to illustrate what you were like at a younger age.
Use this space to share a favorite memory from your
childhood.
List words to describe you as a
child.
Brainstorm mementoes of your childhood that
could possibly be brought to school to
illustrate what you were like at a younger age.
Appendix 4.02C
Characteristics of Children by Age Groups and Domains
Infants
Birth through
3 Months
Physical Development
and Health






Average height: 20 inches
Average weight: 71/2 pounds
Shows active, but uncontrolled, reflexive body movements; can move arms and legs together
Keeps hands fisted or slightly open; grasps objects in reflex movements; holds object if placed
in hand, but drops quickly
Needs support for head; lifts head at one month, can hold up and turn vigorously at three
By three months, uses improved vision to look at objects more closely and for a longer time
Language Development and Communication



Cries deliberately for assistance, grunts and makes some sounds
Shows facial expressions; vocalizes by crying; laughs out loud
Begins cooing one syllable, vowel-like sounds – ooh, ah, aw
Approaches to Learning


Searches with eyes for sources of sounds; shows obvious preference for faces over objects
Stops sucking, listens attentively to sounds/voices
Cognitive Development


Prefers to look at human faces and patterned objects; listens attentively to sounds and voices
Cries deliberately for assistance: uses new forms of interacting
Emotional Development



Reacts to discomfort and pain; shows distress, excitement, contentment, anger and delight
Can quiet self by sucking; shows feelings of security when held or talked to
Whimpers when angry, chortles when content
Social Development




Does not understand self as a separate person
Is comforted by the human face; quiets in response to being held
Makes eye contact, looks at a person alertly and directly
Shows affection by looking at a person while kicking, waving arms, and smiling
Appendix 4.02D
Characteristics of Children by Age Groups and Domains
Infants
4 through 6 Months
Physical Development and Health






On tummy, can lift head and chest using arms for support; may roll from side to side; by 6
months, can roll from tummy to back
Can maintain a sitting position for several minutes if given proper support
On back, can lift head and shoulders off surface; by 6 months, rolls from back to tummy
On tummy, moves by pushing with legs and arms
Gets up on hand and knees, but may fall forward
Is able to stand while supported
Language Development and Communication



Babbles responsively; makes first consonant sounds — p, b, m, l
Varies volume, pitch, and rate while babbling
Acquires sounds of native language in babbles
Approaches to Learning


Grabs objects within reach, studies them intently
Explores toys by grasping, sucking, shaking, and banging
Cognitive Development



Likes to repeat enjoyable acts, like shaking a rattle
Can recognize people by their voices
Smiles and coos when talked to; smiles at self in mirror
Emotional Development


Expresses delight, laughs
May begin to show fear
Social Development
 Enjoys playing with children
 Likes attention, cries for attention
 Smiles at familiar faces, stares at strangers
 Laughs when socializing
 Responds to and imitates signs of affection
 Builds trust when cries are answered, becomes anxious or demanding when cries are unanswered
Appendix 4.02E
Characteristics of Children by Age Groups and Domains
Infants
7 through 9 Months
Physical Development and Health





Crawls awkwardly
Likes to bounce when in standing position
May be able to pull self to a standing position
Sits alone steadily for longer period of time
Improves hand-to-mouth coordination
Language Development and Communication



May say mama or dada, but does not connect words with parents
Produces gestures to communicate
Points to desired objects
Approaches to Learning



Enjoys looking at familiar books/pictures
Is curious about/looks for contents in a container
Has an increased desire for independence
Cognitive Development





Anticipates events
Imitates and acts
Empties, fells, and finds objects in a container
Finds objects that are totally hidden
May label objects in imitation of sounds, such as choo-choo for train
Emotional Development



Exhibits fear of strangers
May show fear of heights
Shows fear of new sounds
Social Development




Shows desire for social contact
Prefers caregiver to strangers
Recognizes the social nature of mealtimes
Performs for others, repeats act if applauded
Appendix 4.02F
Characteristics of Children by Age Groups and Domains
Infants
10 through 12 Months
Physical Development and Health








Stands alone; likes to walk holding caregiver’s hands
Climbs on furniture, up and down stairs
Likes to grasp feeding utensils and cup
Can release grasped object instead of dropping it
Is able to stand and pick up objects
May show preference for one hand
May be able to take off clothes
Finds partially hidden objects
Language Development and Communication


Speaks first recognizable word
Adds actions to words
Approaches to Learning


Begins to solve problems
Shows curiosity about objects, pictures in books
Cognitive Development






Can point to body parts
Can link specific acts or events to other events
Likes to look at pictures in a book
Puts nesting toys together correctly
Looks for things in a permanent location
Waves good-bye
Emotional Development





Cries less often; expresses happiness, sadness, discomfort, anger
Recognizes the difference between good/naughty
Tries to avoid disappointment
Begins to develop self-identity and independence
Fears strange places
Social Development






Tests caregiver’s limits
Enjoys playing with siblings
Seeks approval, self-identity and independence
Demonstrates symbolic thought by showing love to a stuffed toy
Objects to having play stopped
Enjoys music, may mimic movements others make
Appendix 4.02G
Characteristics of Children by Age Groups and Domains
Toddlers
1 to 3 Years
Physical Development and Health









Average height: 32-36 inches
Average weight: 28 pounds
Walks independently
Climbs up stairs, walks down stairs
Pushes self on wheeled toys; pedals a tricycle
Stacks five to eight blocks
Scribbles with a crayon
Assembles a six-piece puzzle
Takes off, then later puts on, clothes
Language Development and Communication
 Understands simple questions
 Expressive language develops from knowing four to ten words to being able to use simple
two- or three-word sentences
 Begins to use pronouns
Approaches to Learning


Helps adults with tasks, such as setting table for mealtime; wants to learn self-help skills
Attention span is growing longer
Cognitive Development





Can attend or focus for longer spans; can search for favorite toy from day before
Can do pretend play alone
Can do simple puzzles of two or three shapes; can line up objects in a design
Can point to parts of a doll’s body
Can put round and square blocks in correct places on pegboard
Emotional Development
 Tolerates various types of touch
 Shows frustration at lack of abilities; shows signs of fear
 Responds appropriately to reasonable choices
Social Development




Participates in parallel play
Resists cooperating or does the opposite of what is asked
Is eager to be a helper to the care provider
May have imaginary friends
short
Appendix 4.02H
Characteristics of Children by Age Groups and Domains
Three-year-olds
Physical Development and Health
– age three
 Average height: 37.7 inches
 Average weight: 32.4 pounds
 Body coordination improving
 Can catch large balls
 Has better drawing skills
 Balances on one foot
Language Development and Communication – age three



Follows two-step directions
Answers how, who, why questions
Comprehends pronouns – she, he, him, and her
Approaches to Learning




– age three
Describes or acts out a memory
Takes on pretend roles in play
Takes delight in beauty
Generates ideas and suggestions
Cognitive Development – age three






Recognizes and describes common shapes
Recognizes and identifies the role of community helpers
Counts while pointing to three objects
Expands knowledge of their environment through play
Uses one or more of the senses to learn
Can imitate and recall
Emotional Development – age three





Is usually happy, cooperative, and agreeable
Feels less frustrated because motor skills have improved
Uses pretend play to express thoughts and feelings
Will play alone
May still be afraid of the dark
Social Development – age three




Makes friends easily; is learning to share and take turns
Takes pride in doing things for others; responds to others’ feelings, shows empathy
Seeks status among peers
Recognizes the classroom as a caring place
Appendix 4.02I
Characteristics of Children by Age Groups and Domains
Four- and Five-year-olds
Physical Development and Health






Age four --- average height: 40.7 inches
Age four --- average weight: 36 pounds
Age five --- average height: 43.5 inches
Age five --- average weight: 40.5 pounds
Walks down stairs with alternating feet, climbs fences
Rides a bicycle, marches to music
Language Development and Communication – ages four and five




Develops knowledge about their world
Shows preferences for favorite books
Independently engages in reading behaviors
Has a vocabulary of 1500 to 2000 words
Approaches to Learning





– ages four and five
Demonstrates persistence with challenging activities, showing a “can do” attitude
Demonstrates resilience in the face of challenge
Works toward completion of a task; seeks and accepts help or information
Appreciates and uses humor
Thinks more openly and creatively
Cognitive Development – ages four and five







Demonstrates awareness of ideas and language related to time
Understands the uses of forms of technology
Recognizes and duplicates simple patterns using manipulatives
Follows three commands in order
Understands the passage of time within their daily lives
Uses a variety of strategies to solve problems
Shares experiences, ideas, and thoughts
Emotional Development – ages four and five



Strives for independence, resents being treated like a baby
Moody; tries to express emotions verbally; expresses and manages anger appropriately
Develops skills for coping with adversity and change
Social Development – ages four and five





Is less cooperative than at age three; is proud of parents
Becomes more interested in friends than adults; may pick a best friend
Develops a sense of fairness and an awareness of personal behavior and its effects on others
Can balance their own needs with those of others in the group
Follows social rules, transitions, and routines once they are explained
Appendix 4.02J
Characteristics of Children by Age Groups and Domains
Six- to Eight-year-olds
Physical Development and Health



Age six --- average height 47 inches; average weight 47 pounds; lose baby teeth; replaced by first
permanent teeth; is constantly active; prefers running over walking; may have frequent minor tumbles
and scrapes
Age seven --- average height 48 inches; may look lanky due to thin body and long arms and legs;
becomes better coordinated; movements become more fluid and graceful; develops improved sense of
balance and timing
Age eight --- average height 50 inches; enjoys sports, especially boisterous games; enjoys skating,
skipping, and jumping rope; can handle simple tool; girls developing faster than boys
Language Development and Communication



Age six --- asks more complex questions and wants detailed answers; can understand and follow rules;
begins reading, writing, and math at school
Age seven --- Has a longer attention span; favors reality; is less interested in fairy tales; enjoys reading
animal stories and science fiction; begins to understand cause and effect
Age eight --- enjoys chapter books; enjoys telling and hearing riddles and jokes; grammar skills are
improving; sentence structure includes using pronouns, plurals, and verb tenses
Approaches to Learning









– ages six through eight
Uses multiple strategies and all available senses to explore the environment
Eager and interested in learning while playing, listening, questioning, and interacting
Chooses to participate in an increasing variety of experiences
Demonstrates a willingness to choose a variety of both familiar and new experiences
Is able to tell the difference between appropriate and inappropriate (or dangerous) risk-taking
Demonstrates resilience in the face of challenge; appreciates reading; uses humor
Works toward completion of a task despite distractions or interruptions
Develops a sense of purpose and the ability to follow through
Approaches tasks and experiences with increasing flexibility, imagination, and inventiveness
Cognitive Development



Age six --- concentrates on doing one activity for long periods of time; draws on everyday experiences
and applies knowledge to other situations; has improved memory; has a better understanding of the
concept of time; is inquisitive and eager to learn in school; may begin to understand concepts of
seriation, conservation, reversibility, and multiple classification; usually can distinguish between fantasy
and reality; can understand and follow rules
Age seven --- accepts idea of rules; knows harm may result if rules not followed; understands concept of
time; begins to show interest in collecting objects; likes to help teacher
Age eight --- understands the value of money and may be ready for an allowance; refines concepts of
seriation, conservation, reversibility, and multiple classification; attempts various strategies to solve
problem; forms hypotheses about cause and effect; thinks more openly and creatively by comparing and
contrasting solutions
Appendix 4.02J
Characteristics of Children by Age Groups and Domains
Six- to Eight-year-olds, continued
Emotional Development

Age six --- may feel less jealous of siblings as outside interests become more important; is still
egocentric, but is becoming interested in criticism upon failure, but recovers quickly; wants all of
everything; making choices is difficult; may have nightmares
 Age seven --- may seem withdrawn and moody; may feel that everyone is against him or her; is sensitive
and feels hurt by criticism
 Age eight --- shows more spirit, is willing to try just about anything; is very sensitive to what others think
Social Development – ages six to eight








Becomes more socially independent
Chooses own friends
May still have a hard time waiting and taking turns
Wants desperately to be right and to win
Often expresses sense of humor in practical jokes and riddles
Begins to see others’ points of view
Learns to share and take turns
May feel jealous of siblings as outside interests become more important
Appendix 4.02K
Characteristics of Children by Age Groups and Domains
Nine- to Ten-year-olds
Physical Development and Health







Continues to improve coordination
Improves sense of balance and timing
May develop particular physical skills
Enjoys organized game
Can run, kick, throw, catch and hit
Further refines fine motor skills
Is able to use hands skillfully
Language Development and
Communication




Has a vocabulary of about 5400 words
Has better use of language
Is able to converse well with adults
Uses more abstract words
Approaches to Learning



Is enthusiastic about learning
Enjoys mysteries and secrets
May show less interest in TV programs
Cognitive Development






Is able to consider more than one conclusion to problems or choices
Understands more about truth and honesty
Likes to act in an adult manner
Likes games that involve mental competition
Enjoys quizzing parents, impressing them with new facts
May show interest in collecting certain objects
Emotional Development


Age nine --- is relatively quiet; worries about everything; is sensitive to criticism; has definite
likes and dislikes
Age ten --- is happy with life in general; likes praise and encouragement; likes teacher
attention and approval
Social Development


Age nine --- begins a new drive for independence; resents being “bossed” by parents; shows
increased interest in friends and decreased interest in family; is interested in group activities
and concerns; often competes with others
Age ten --- likes people and is liked by others; is dependable and cooperative; obeys adults
easily and naturally; has a strong group spirit, but may be diminishing
Appendix 4.02L
Characteristics of Children by Age Groups and Domains
Eleven- to Twelve-year-olds
Physical Development and Health





Likes to test strength and daring
Becomes very conscious of overall appearance
Boys may grow little in height
Girls may experience a growth spurt
Girls may begin menstruation
Language Development and Communication



Uses language to discuss feelings
Has vocabulary of about 7200 words
Enjoys lengthy conversations with adults
Approaches to Learning


Likes active learning, reading aloud, reciting and science projects
May like group projects and classes based on cooperative learning
Cognitive Development



Is able to detect problems in daily situation and work out solutions
Grasps math concepts and applies them to daily activities
Understands concepts of seriation, conservation, reversibility, and multiple classification
Emotional Development



Is less self-centered
May express great enthusiasm
If puberty has begun, may become moody and show signs of Emotional Development turmoil
Social Development







Likes to plan and carry out activities with a group
Is willing to reach out to others for friendship
Has improved social skills
Is patient and friendly with younger children
Has a strong desire to conform to peers in dress and behavior
Likes team games
Is becoming interested in opposite gender, girls more interested than boys
Appendix 04.02N
Characteristics of Children Age ________________________
Record by domain of development the widely held expectations of children at the specified age.
Physical &
Health
Language &
Approaches to
Communication Learning
Cognitive
Development
Emotional
Development
Social
Development
Appendix 4.02O
The Right PLACES
Directions: Use this handout to record characteristics of children in the right PLACES.
Appendix 4.02P
Key Terms:
Developmental Characteristics of Children
Term
Definition
Characteristics of Children
reflexive
Instinctive, involuntary, automatic, as in responses
grasp
To pick up or hold
deliberately
On purpose
vocalize
To use sounds/words to express something
distress
A state of being upset, troubled
volume
The loudness or softness of a sounc
pitch
The highness or lowness of a sound
babble
To make unintelligible sounds --- sounds that are not easily
understood
imitate
To copy
gesture
To use the hands or fingers to communicate a message
recognizable
Able to be understood
sibling
A brother or sister
symbolic
Representing something
mimic
To copy
imaginary
Make-believe, or pretend; as an imaginary friend
empathy
The ability to feel what another person is experiencing
resilience
The ability to “bounce back”
seriation
The ability to organize objects according to increasing or decreasing
size
conservation
Being able to understand that an object remains the same even when
it disappears or changes appearance
reversibility
The ability to be reversed, changed back
multiple classification
The ability to be classified in more than one way
egocentric
Self-centered; seeing oneself as the center of everything
COURSE:
Early Childhood Education I
UNIT: B
Child Development Birth Age to
Twelve
COMPETENCY:
4.00
B2
21%
Understand principles and domains of child
development, developmental characteristics of
children, and theories of child development.
OBJECTIVE:
4.03
B2
7%
Interpret theories of child development.
Essential Questions: What are some of the major theories related to child development?
What are the main ideas of these theories, and what do they mean?
UNPACKED CONTENT
What are some of the major theories of child development?

Psychosocial Theory of Human Development – Erik Erikson

Theory of Cognitive Development– Jean Piaget

Theory of Behaviorism – B. F. Skinner and others

Sociocultural Theory – Lev Vygotsky

Theory of Multiple Intelligences – Howard Gardner

Motivation Theory – Abraham Maslow
What are the main ideas of these theories?

Psychosocial Theory of Human Development – Erik Erikson
Life is a series of stages. Each individual must pass through each stage. The way in which a
person handles each of these stages affects the person’s identity and self-concept. These
psychosocial stages are:
 Newborn --- trust vs. mistrust
 Toddler --- autonomy vs. shame and doubt
 Preschool child - initiative vs. guilt
 School-age child - industry vs. inferiority
 Adolescent - identity vs. identity confusion
 Young adult - intimacy vs. isolation
 Adult - generativity vs. stagnation
 Elder – integrity vs. despair

Theory of Cognitive Development – Jean Piaget
The behavior of children and the development of their thinking can only be explained by the
interaction of nature (intrinsic development) and nurture (extrinsic environmental factors).
Children pass through specific stages as they develop their Cognitive Development skills:
 Sensorimotor – birth - 2 years – infants develop their intellect
 Preoperational – 2-6 years – children begin to think symbolically and imaginatively
 Concrete operational – 6-12 years – children learn to think logically
 Formal operational – 12 years – adulthood – adults develop critical thinking skills
OBJECTIVE:
4.03
B2
7%
Interpret theories of child development.
UNPACKED CONTENT

Theory of Behaviorism – B. F. Skinner and others
Based on Locke’s tabula rasa (“clean slate”) idea, Skinner theorized that a child is an “empty
organism” --- that is, an empty vessel --- waiting to be filled through learning experiences. Any
behavior can be changed through the use of positive and negative reinforcement. Behaviorism
is based on cause-and-effect relationships. Major elements of behaviorism include:
 Positive and negative reinforcement
 Use of stimulus and response
 Modeling
 Conditioning.

Sociocultural Theory – Lev Vygotsky
The cultures in which children are raised and the ways in which they interact with people
influence their intellectual development. From their cultural environments, children learn
values, beliefs, skills, and traditions that they will eventually pass on to their own children.
Through cooperative play, children learn to behave according to the rules of their cultures.
Learning is an active process. Learning is constructed. Elements of sociocultural theory are:
 Zone of proximal development
 Scaffolding

Theory of Multiple Intelligences – Howard Gardner
Intelligence is viewed as the ability to solve problems and create products in a specific situation.
Many kinds of intelligences exist. IQ tests tend to focus on only one or two of these
intelligences. Intelligences may be exceptionally well-developed in individuals due either to
well-developed parts of the brain or to cultural conditions. The eight intelligences that are
widely recognized are:
 Linguistic
 Logical-mathematical
 Spatial
 Bodily – kinesthetic
 Intrapersonal
 Interpersonal
 Musical
 Naturalistic

Motivation Theory – Abraham Maslow
People are motivated by a set of basic human needs that may be organized in the form of a
hierarchy, or pyramid, with the most critical needs at the bottom of the hierarchy. Once their
most critical needs are met, individuals can focus on achieving higher and loftier needs such as
love, respect, and self-actualization. The basic needs, beginning with the most critical, are:
 Physiological needs --- air, water, food, shelter, clothes, sex
 Safety and security
 Love and sense of belonging
 Self-esteem; respect by others
 Self – actualization.
Learning Log Entry:
Since you have been observing and working in child care settings, have you observed a child who
1. Has appeared shameful?
2. Has a really good imagination?
3. Responds immediately to a word of praise?
4. Appears to really depend on his/her teacher?
5. Appears to have an ear for music?
6. Seems motivated to do his best with every activity?
OBJECTIVE:
4.03
B2
7%
Interpret theories of child development.
REFERENCES
Stephens, Karen and Maxine Hammonds-Smith (2004). Child and Adult Care Professionals. Peoria,
Illinois: McGraw-Hill Companies, Chapters 1, 18, 19; pages 32, 426, 430, 445, 460, 462, 466, and 477.
Supplemental References:
Gordon, Ann Miles and Browne, Kathryn Williams (2008). Beginnings and Beyond, Foundations in Early
Childhood Education, 7th Edition. Clifton Park, New York. Thomson Delmar Learning, Chapters 3, 4, 10,
12, 14; pages 121-122, 134-139, 143-155, 174, 391-6, 459-460, 551.
Appendix 4.03A
Erikson’s Psychosocial Theory of Human Development
Directions: Use the steps to label Erikson’s 8 stages in the Psychosocial Theory of human development. Use
the open space on either side to write in your own words what each stage includes.
Appendix 4.03B
Piaget’s Theory of Cognitive Development
Directions: Use the stages to label Piaget’s 4 stages of cognitive development. Use the open space on the side
to write in your own words what each stage includes.
Appendix 4.03C
Theory of Behaviorism
Directions: The Theory of Behaviorism is about cause and effect. Use the blocks and arrows to represent main
ideas of this theory. Use the open space to write in your own words what the theory means to you.
Appendix 4.03D
Vygotsky’s Sociocultural Theory
Directions: Use the visual to label elements of Vygotsky’s Sociocultural Theory. Use the open space to write
in your own words what each stage includes.
Appendix 4.03E
Gardner’s Theory of Multiple Intelligences
Directions: Use the doors to label and write a brief explanation of Gardner’s eight intelligences. Use the open
space to write in your own words what the Theory of Multiple Intelligences is all about.
Appendix 4.03F
Maslow’s Motivation Theory
Directions: Use the pyramid to label elements of Maslow’s Hierarchy of Human Needs. Use the open space on
either side to write in your own words how the items in the pyramid are related to human motivation.
Appendix 4.03G
Key Terms: Theories of Child Development
Term
Definition
Key Words - Names of Theories
psychosocial
Related to psychological and social factors
cognitive
Intellectual; thinking
behaviorism
A psychological view that all behavior can be modified
sociocultural
Related to social and cultural factors
intelligences
Ways of being smart
motivation
That which causes a person to take action
Psychosocial Theory
identity
Who a person is
self-concept
One’s view of himself or herself
mistrust
The absence of trust
autonomy
Independence; self-control; self-regulation
initiative
A desire to take action to accomplish a purpose
industry
A desire to be productive
inferior
Not as good as something or someone else
intimacy
Closeness with another person
isolation
Being alone; the lack of intimacy
generativity
The ability to produce something of value, to care for the next
generation
stagnation
Being unable or unwilling to produce anything
integrity
Wisdom; good judgment
despair
Extreme disappointment
Piaget’s Theory
sensorimotor
Stage when infants begin to develop their intellect
preoperational
Stage when children begin to think symbolically and imaginatively
concrete operational
Stage when children learn to think logically
formal operational
Stage when adults develop critical thinking skills
Appendix 4.03H
Key Terms: Theories of Child Development, continued
Term
Definition
Behaviorism
“empty organism”
The child as an “empty vessel” waiting to be filled with experiences
reinforcement
Something that is used to modify behavior
stimulus
Something that makes something else happen
response
What happens as the result of a stimulus
classical conditioning
Teaching a behavior by pairing two stimuli, then removing one
Sociocultural Theory
zone of proximal development
The area of learning that a person can accomplish with assistance
scaffolding
Structures that support a child’s learning
Theory of Multiple Intelligences
linguistic
Related to language/words
logical-mathematical
Related to reasoning, numbers, and mathematical operations
spatial
Related to the use of form and space
bodily-kinesthetic
Related to physical characteristics or movement
intrapersonal
Related to self
interpersonal
Related to ways of interacting with other people
musical
Related to rhythm and other aspects of music
naturalistic
Related to the way things exist in nature
Motivation Theory
physiological
Related to the functions of living organisms
security
A feeling of safety; the absence of threat
self-esteem
Respect for oneself
self-actualization
The reaching of one’s full potential