A Child's Developmental Growth
Erik
Erikson. Childhood and Society.
New York: W. W. Norton, 1950.
8
Stages of Man
Trust
vs. Mistrust (birth - one year)
Growing sense of
"normal"/predictable experience, trust outsiders for food and
comfort, trust oneself to control one's body
Autonomy
vs. Shame and Doubt (birth - three years)
Achieving muscular
control, walking, climbing, and manipulating.
Developing powers of choosing and deciding.
Initiative
vs. Guilt (three - six years)
Developing sense of
ambition and social responsibility.
Imaginative play helps children gain sense of the roles and institutions
of society.
Industry
vs. Inferiority (six years - puberty)
School age in which
children develop a capacity for productive work, cooperative effort, and pride
in achievements. Feelings of competence
and mastery.
Identity vs. Role Diffusion (adolescence)
Boundary between
childhood and adulthood. Earlier tasks
are combined to produce a lasting sense of identity, who one is and one's place
in society.
Intimacy
vs. Isolation (young adulthood)
Establishing
meaningful intimate relationships with others.
Feelings of connectedness.
Generativity
vs. Stagnation (middle adulthood)
The giving of oneself
to the next generation: child rearing, productive work, caring for others.
Ego
Integrity vs. Despair (old age)
Review
of past life and consideration of its meaning and impact. Life's worth.
Maslow, Abraham H. Motivation and Personality. rev. ed.
New York: Harper & Row, 1970.
Physiological
Needs
Food,
cleaning, comfort
Safety
Security
in presence of others, physical and emotional stability
Love
and Affection
Touch,
caring, time spent with child
Esteem
Sense
of self-worth, validity
Self-actualization
Consideration
of who I am and who I want to become
Need
to Know
Why
things are as they are.
Aesthetic
Needs
Religion,
spirituality, beauty, honor, art, etc.
Piaget's
Developmental Stages
Sensory
Motor (birth - two years)
Focus
on coordination, touching, holding, manipulating. Importance of rhythm.
Preoperational
(two - seven years)
Egocentrism
- cannot take another person's point of view.
Direct experience informs thinking.
Importance of repetition.
Assimilation of ideas into existing framework, then accommodation/change
to new thinking patterns.
Concrete
Operational (seven - eleven years)
Developing
skills at classifying objects and events leads to orderly thinking. Concept of "conservation". Love mysteries and puzzles. Can cope with multiple perspectives. Perception that they are "smarter than
adults."
Formal
Operational (eleven - adult)
Ability to understand and construct
abstract theoretical thoughts and don't rely on concrete evidence.
Huck, Charlotte. Children's Literature in the Elementary
School. 5th ed. New York:
Harcourt Brace Jovanovich, 1993.
Birth
- Two
Rapid development of senses, learns through
activity and participation, limited attention span, plays with sound, learning
basic concepts and vocabulary, building basic trust, interests centered in self
and the familiar, learning basic self-help skills.
Ages
3 - 5
Rapid language development, very active, short
attention span, still egocentric, curious about immediate surroundings and
people, beginning interest in how things work, reliance on firsthand
experiences, rudimentary sense of time (before now, now, not yet), fantasy
world is very real, seeks warmth and security, beginning to assert
independence, absolute judgments of right and wrong.
Ages
6 and 7
Continued language development, increasing
attention span, trying adult skills, continued reliance on firsthand
experience, curious about a wider range of things, egocentric, beginning
understanding of time, more able to separate fantasy and reality, beginning
empathy, growing sense of justice, wants to follow "the rules",
developing humor, curious about gender differences and reproduction, developing
fine motor skills such as whistling, growing independence, importance of family
relationships.
Ages
8 and 9
Wide variation in reading ability, some
completely absorbed, peer group acceptance, begins to see others' viewpoints,
questioning death, empathy for others, flexible and reversible thought,
appreciates imaginary adventure, enjoys
slapstick humor, increasing ability for problem-solving and word play,
proficient in sports and crafts and hobbies, interest in collecting,
classifying and categorizing with new clarity, seeks specific information to
answer questions.
Ages
10 and 11
Onset of puberty and increasing interest in sex,
growing understanding of social roles, peer acceptance very important,
exclusion of others and prejudice, challenging adult authority, interest in
future vocation, sustained interest in specific activities, testing own skills,
likes complex puzzles, seeing many dimensions to problems, understanding of
chronology, developed sense of justice, searching for values, understands
abstract relationships.
Ages
12 and 13
Developing sex drive, interest in older
concerns, identity is important, peer pressure, egocentrism means one's
problems are unique, ability to manipulate symbolic language and make
hypothetical judgments, relative values, sensitive to complexity in human
relationships and feelings.
Arbuthnot, May Hill. Children and Books. 3rd ed. Chicago: Scott, Foresman and Co.,
1964.
Basic
Needs of Children
Competence
- the need to achieve
Material
Security - the need for physical well-being
Intellectual
Security - the need to know
Emotional
Security - the need to love and to be loved
Acceptance
- the need to belong
Play
- the need for change
Aesthetic
Satisfaction - the need for beauty and order
Compilation of:
Desalvo, Nancy N. Beginning with Books.
Library Professional Pubs., 1993.
Greene, Ellin.
Books, Babies, and Libraries.
Chicago: ALA, 1991.
Thomas, James L. Play, Learn, and Grow.
Bowker, 1992.
Birth
- Six months
Color sight develops about 4 months, needs oral
and tactile stimulation, learning listening skills, concerned with trust and
dependency.
Seven
- Twelve months
Learning language - especially naming, beginning
memory, recognizes caregivers, curiosity, repetition and familiarity are
important, storyline not important.
One
- Two 1/2 years
Beginning speech, imitating adults' actions,
mobile, like to pretend and play with others, beginning independence.
Two
1/2 - 5 years
Advanced speech and movement, increased motor
control, increasing independence.
http://www.cdipage.com/development.htm Child Development Basics from the Child
Development Institute
http://www.parentsplace.com/stages/ Developmental Stages from ParentsPlace.com
http://www.nncc.org/Child.Dev/child.dev.page.html Child Development from the National Network
for Child Care
http://inst.augie.edu/~clements/kami/research.htm Overview of Piaget, Erikson, Kohlberg, and
Krathwohl (a personal website, but some useful information).