Developmental Psychology

Diploma in Pre-School
Education.
Child Development. CINEC- Campus
Development starts with infancy and continues to adulthood. By studying
child development, you will form a profile of what children can do at various ages. For
instance, you will learn that two-year-old children like to run. This means you should
provide space for them to move freely. Likewise, you will learn that infants explore with
their senses, often mouthing objects. Knowing this, you will need to make sure that all
toys for infants are clean and safe.
The basic patterns of child development are a rather recent area of study.
Researchers are constantly discovering new information on how children grow, develop,
and learn about their world. Studying the basics of child development is just the
beginning for you. Throughout your career, you will need to update your knowledge of
the latest research and trends in this career field. Seminars, courses, professional
articles, and conferences will help you in this goal. Keep in mind that growing as a
professional is a lifelong process.
Areas of Development
The study of child development is often divided into three main areas.
These include physical, cognitive, and social-emotional development. Dividing
development into these areas makes it easier to study.
Physical development refers to physical body changes. It occurs in a relatively stable,
predictable sequence. It is orderly, not random. Changes in bone thickness, vision,
hearing, and muscle are all included. Changes in size and weight are also part of
physical development.
Physical skills, such as crawling, walking, and writing, are the result of
physical development. These skills fall into two main categories:
Gross-motor development involves improvement of skills using the large muscles in
the legs and arms. Such activities as running, skipping, and bike riding fall into this
category.
Fine-motor development involves the small muscles of the hands and fingers.
Grasping, holding, cutting, and drawing are some activities that require fine- motor
development.
Environmental factors also affect what children can do physically. These factors include
proper nutrition and appropriate toys and activities.
Cognitive development, sometimes called intellectual development, refers to
processes people use to gain knowledge. Language, thought, reasoning, and
imagination are all included. Identifying colors and knowing the difference between one
and many are examples of cognitive tasks. Language and thought are a result of
cognitive development. These two skills are closely related. Both are needed for
planning, remembering, and problem solving. As children mature and gain experience
with their world, these skills develop.
Social-emotional development. These two areas are grouped together because they
are so interrelated. Learning to relate to others is social development. Emotional
development, on the other hand, involves feelings and expression of feelings. Trust,
fear, confidence, pride, friendship, and humor are all part of social-emotional
development. Other emotional traits include timidity, interest, and pleasure. Learning to
express emotions in appropriate ways begins early. Caregivers promote this learning
when they positively model these skills. A person’s self concept and self-esteem are
also part of this area. As children have success with all skills, confidence flourishes. This
leads to a healthy self-concept and sense of worth.
The physical, cognitive, and social-emotional areas of development are
linked to one another. Development in one area can strongly influence another area. For

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instance, writing words requires fine-motor skills. It also requires cognitive
development. Language, a part of cognitive development, is needed to communicate
with others. It is also necessary for growing socially and emotionally. Just as research
has made known the areas of development, it also shows that development follows key
patterns, or principles. Think about how these principles might influence how you care
for children.

Principles of Development.
Although each child is unique, the basic patterns, or principles, of growth
and development are universal, predictable, and orderly. Through careful observation
and interaction with children, researchers and those who work with children understand
the characteristics of the principles that follow.
Development tends to proceed from the head downward. This is called the
cephalocaudal principle. According to this principle, the child first gains control of the
head, then the arms, then the legs. Infants gain control of head and face movements
within the first two months after birth. In the next few months, they are able to lift
themselves up using their arms. By 6 to 12 months of age, infants start to gain leg
control and may be able to crawl, stand, or walk.
Development also proceeds from the center of the body outward
according to the proximodistal principle. Accordingly, the spinal cord develops
before other parts of the body. The child's arms develop before the hands, and the
hands and feet develop before the fingers and toes. Fingers and toes are the last
to develop.
Development also depends on maturation. Maturation refers to the
sequence of biological changes in children. These orderly changes give children new
abilities. Much of the maturation depends on changes in the brain and the nervous
system. These changes assist children to improve their thinking abilities and motor
skills. A rich learning environment helps children develop to their potential. Children
must mature to a certain point before they can gain some skills.
For instance, the brain of a four-month-old has not matured enough to
allow the child to use words. A four-month-old will babble and coo. However, by two
years of age, with the help of others, the child will be able to say and understand many
words. This is an example of how cognitive development occurs from simple tasks to
more complex tasks. Likewise, physical skills develop from general to specific
movements. For example, think about the way an infant waves its arms and legs. In a
young infant, these movements are random. In several months, the infant will likely be
able to grab a block with his or her whole hand. In a little more time, the same infant
will grasp a block with the thumb and forefinger.
The principles of development help you understand that the order or
sequence of development in children is generally the same. However, each child
develops at his or her own rate. In any classroom, you may find children the same age
who have progressed to different levels in each developmental area. Knowing the
principles of development will help you observe what abilities each child has gained. It
will also help you plan appropriate activities that aid children in successfully developing
new skills.
Understanding the areas and principles of development is important.
Recognizing how the brain functions in development is equally so. What should
caregivers and teachers know about the brain and how it influences development?
Brain Development

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 Which is more important for the
developing brain—nature or nurture? This is
one of the oldest debates in the study of
human development. Human development
depends on the interaction between nature
and nurture, often called heredity and
environment. Years ago, it was thought that
only genes contributed to brain development.
Today scientists say both factors are critical to
healthy brain development.
However, there are still some
questions about which have the greater
influence. Modern technology allows scientists to take pictures of the brain. By
comparing pictures, scientists are able to study rates of development. The studies show
that young children’s brains are highly active. The most rapid development occurs
during the first three years of life.
Therefore, hours in infancy may have more impact on development than
months in middle age. Figure illustrates how different parts of the brain control body
functions.
At birth, a child’s brain weighs about one pound and is underdeveloped. It
contains billions of specialized nerve cells called neurons. Although these cells are
present at birth, they are not linked. After birth, the links between the neurons develop
rapidly.
These links, or connections, are called synapses. “Brain wiring” occurs as
new links form. The larger the number of synapses, the greater the number of
messages that can pass through the brain. These links are a result of the child’s
interaction with the world. They influence the ability of a child to learn, solve problems,
get along with others, and control emotions. For example, the child’s growing brain
responds each time a caregiver provides sensory stimulation. This stimulation could be
in the form of holding, talking, reading, or singing. When stimulation occurs, the child’s
growing brain responds by forming new connections. The ability of an infant’s brain to
change according to stimulation is known as plasticity.
Early care has a long-lasting impact on how children develop. The number
of brain connections children form and keep depends on the care they receive. Warm,
nurturing, consistent, and responsive care causes positive changes in the brain.
Likewise, children need environmental stimulation. A wide variety of visual, auditory,
and sensory experiences will help promote brain connections.
On the other hand, a lack of nurturing and interaction can limit a child’s
potential. Some children are deprived of stimulation either intentionally or
unintentionally. These children receive fewer touches. They are spoken to less often.
They may also not receive much visual stimulation. This neglect can impair brain
development and the child’s potential. The amount of stress created by negative
experiences also affects brain development.
Overstimulation, a flood of sounds and sights, is one factor that can cause
harmful stress to infants. When under stress, the body produces a steroid called
cortisol. High levels of this hormone wash over the brain like an acid. Over a long length
of time, cortisol can lead to problems with memory and regulating emotion. A child
constantly exposed to stress can develop connections that trigger anxiety, fear, and
mistrust. These children may grow up to be unhappy, sad, or even angry. They may also
have problems with self-control. Chart contains a list of factors that can interfere with

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healthy brain development.

Windows of Opportunity.
The brain has a remarkable capacity to change. However, timing is
important. The parts of the brain develop at different times and different rates. Studies
show that there are windows of opportunity, or a specific span of time, for the normal
development of certain types of skills. During these key times, appropriate stimulation
is needed for the brain synapses to link easily and efficiently. After these key periods,
chances for creating stable, long-lasting pathways in the brain tend to diminish.
Learning will continue to occur for the remainder of the person’s life. However, the skill
mastery level may not be as high. Chart below contains a list of brain functions and the
approximate windows of opportunity for each. Read the following to further your
understanding about windows of opportunity.
Vision: Birth to Six Months.
At birth, an infant’s brain is not Risk Factors for Healthy Brain
wired for sight. The first six months of life is Development
trauma
a key period for developing vision. Covering
emotional or physical abuse
newborns’ eyes or keeping infants in a dark poverty
room during this time will affect their vision. exposure to environmental toxins such as
Their sight may not develop normally. Once lead
parents who suffer from substance abuse,
passed, this window of opportunity is
both during the prenatal period and after
impossible to recover. For this reason, birth
newborns’ eyes are examined after birth. If a
cataract covering the lens of the eye is present, it needs to be removed. Vision is one
area that develops with little stimulation. Infants need interesting objects to look at,
including toys and people. As you carry infants, point out interesting objects, pictures,
people, and places.
Vocabulary/Speech: Birth to Three Years
Infants must hear language to learn it. The speech a child hears during the
first three years of life will determine his or her adult vocabulary. Children at this age
have an incredible capacity for learning language. On the other hand, infants and
toddlers who hear fewer words develop smaller vocabularies. It is important for
caregivers to speak in full sentences. Talk to children often. Tell them what you are
doing, what they are doing, and what you will do next. Read them stories and play
music. Engage them in social interactions that require language.
Emotional Control: Birth to Three Years
The critical period for emotional control occurs between birth and three
years of age. Emotional development includes the abilities to identify feelings, manage
strong emotions, and develop empathy. Severe stress or early abuse can damage a
child’s emotional development.
Infants and toddlers thrive in stable relationships. In early childhood
programs, they should be assigned a primary caregiver. Children need caregivers who
can read their cues, respond promptly, and meet their needs in a nurturing manner. By
using caring words, caregivers reassure children that they are valued. Caregivers and /
or Teachers can also support emotional understanding by labeling children’s feelings.
Storybooks are effective in helping to promote this type of development.
Math/Logic Development: One to Four Years
The critical timing for promoting brain connections related to math is from
one to four years of age. Young children need chances for working with materials that
offer an appropriate level of challenge. Blocks and rhythm instruments are examples of

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toys that encourage sensory exploration related to math. Caregivers and / or Teachers
can introduce experiences requiring matching and sorting by size, shape, and color,
Learning how objects are alike and different is an important skill. When appropriate,
caregivers and or Teachers need to introduce words to describe color, size, shape, and
texture. They also need to introduce math words, such as bigger, smaller, more, less,
and one more.

Motor Development: Prenatal to Eight years

Motor development requires complex brain networking. The window of
opportunity begins before children are even born. The window lasts for the first eight
years. During this time, stable, long-lasting structures can be created. Young children
need a variety of gross- and fine-motor activities to support motor development.
Brain Function Approximate Window of Opportunity
Vision Birth to 6 months
Motor development Prenatal to 8 years
Emotional control Birth to 3 years
Vocabulary/speech Birth to 3 years
Math/logic 1 to 4 years

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