EDUC105 Lecture Notes - Lecture 2: Chemical Substance, Cerebral Cortex, Speech-Language Pathology
1 Jun 2018
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Child Development Over Time
(Lecture 3 Week 2)
What is development?
• Orderly longer term, progressive changes that are adaptive
Four major areas of development -
o Physical development: puberty, physical growth and mobility
– if hampered, will affect the other areas of development. I.e.
self and body image connects to emotional development.
o Emotional development: change of our understanding and
regulation of feelings
o Social development: Mobility – a baby crawling around the
room and a child lying in a cot = interactions are different.
o Cognitive development: changes in our thinking processes.
E.g. mother goes to another room, baby starts crying
(probably thinking mother has gone forever). A 7 year old has
a different reaction, will not cry when mother leaves =
cognitive development (infants progressive realisations)
• All these areas are intertwined for complete development
Physical Development over time:
▪ PD in infancy (0-2)
o Changes in growth
o Changes in motor skills
o Structure of body and brain
o In the first two years of infancy, children develop physically at a faster
rate than at any other time in their lives
o Childre ho lear to ral earl ted to deelop earlier ojet
peraee (the uderstadig that ojets continue to exist when
out of sight) → the deelopet of these skills is related to hildres
increased physical ability to explore environments (may also be linked
to changes in brain organisation)
o Crawling appears to strengthen the neural pathways associated with
vision, planning of movement and understanding of space (this shows
cognitive development)
▪ Also affets hildres relatioship ith their aregiers ad
helps children to develop emotional understanding
▪ PD in early childhood (2-school)
o Deelopet of hildres usle stregth
o Improved balance and coordination
o Lower centre of gravity
o Brain maturation
▪ These all support the deelopet of hildres otor skills
(including general physical activity)
o Gross motor skills = involve large muscle groups, often whole-body
movements e.g. running, jumping
find more resources at oneclass.com
find more resources at oneclass.com
o Fine motor skills = involving smaller muscle movement e.g.
manipulating scissors or pencils
o Acquisition of motor skills is one of the main developmental tasks in
early childhood
o Motor-skill development is also controlled by neurological growth but
parents contribute to this through undertaking everyday activities
with children such as drawing/doing puzzles
▪ PD in middle childhood (5-adolescence)
o Increase in size, flexibility and coordination – enables children to
master the skills involved in sports
o The task focuses on refining and recombine existing skills to suit new
challenges
o Motor skill development – playground games such as skipping,
hopscotch etc.
▪ Links have been made between PA and social outcomes
(learning of social skills and reduced isolation), emotional
outcomes (reduced depression) and cognitive outcomes
(concentration, memory)
▪ PD in adolescence (12-adulthood)
o Hands, feet and legs – first to increase in size
o Significant muscle growth
o Different body shapes due to sex differences (men leaner and women
more muscular)
Many changes are due to GROWTH AND MATURATION:
o Growth = changes in size or quantity. Physically = increase in size of body,
weight or height – connected to brain neurons
o Maturation = changes that occur spontaneously, genetically programmed,
these occur over time and are usually unaffected by the environment unless
there are issues such as malnutrition or exposure to radiation
o Most physical development falls into these two categories
o Also can fall into the category of LEARNING
o Nature vs. Nurture – how much does the environment affect the maturation
and how much of interaction affects the other? How much is affected by
nature (how tall you are going to grow etc.)?
o Puberty → biological changes associated with sexual maturity
o Girls = puberty is signalled by rapid increases in height and weight,
triggers the onset of first menstruation
o Boys = sexual maturity stats with changes to the testes and scrotum –
followed by pubic hair and penis growth
General principles of development
o Occurs at different rates that are continuous but uneven
o Height for basketball, muscular for gymnastics etc. – kids more
physically developed
o Social development: boring groups, immature, fun, interesting etc.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Child development over time (lecture 3 week 2) What is development: orderly longer term, progressive changes that are adaptive. Four major areas of development : physical development: puberty, physical growth and mobility. If hampered, will affect the other areas of development. E. g. mother goes to another room, baby starts crying (probably thinking mother has gone forever). A 7 year old has a different reaction, will not cry when mother leaves = cognitive development (infants progressive realisations: all these areas are intertwined for complete development. Physical development over time: pd in infancy (0-2, changes in growth, changes in motor skills, structure of body and brain. Many changes are due to growth and maturation: growth = changes in size or quantity. General principles of development: occurs at different rates that are continuous but uneven, height for basketball, muscular for gymnastics etc. The sound comes automatically; it is genetically programmed for humans to make sounds. If there are problems later on speech therapy.
