Growth
refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass index.
... [Show More] These size changes can usually be easily measured.
Development
typically refers to an increase in complexity, a change from relatively simple to more complicated. Development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills. The sequence is basically the same for all children, however, the rate varies.
Similarities in growth:
>Growth proceeds from the head downward and from the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe muscles.
Differences in growth:
>Some children are taller, some shorter. Some children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth spurts.
>Differences in the amount of growth can be a source of self-consciousness for some children.
*are typical
If you detect that a child is self-conscious about his/her size, how would you help him/her work on increasing his/her self-acceptance?
Either individually or with a group of children, talk about how things are different but equally important and valuable. You could use the example of a litter of puppies or kittens that are different colors and sizes, both larger and smaller. While they are different, they are all special and will grow into wonderful dogs or cats. You could also use different fruits, kinds of ice cream—and finally differences in people—to help the child or children understand that differences are not bad, but rather make each person special.
If you have some concern about a growth-related issue involving a child, how would you approach this issue with the parent(s)?
Share information about typical growth patterns with the parent(s). You may wish to share it with all your parents. After going over this information with the parent(s), you could ask them if they have any questions or concerns and if they have had any discussions with the child's doctor. If you detect the parent(s) have not had much interaction with a doctor and do not connect the growth information with their child, gently explain your concerns and have available local resources for medical care if the family needs that assistance. Make sure all discussions occur in a calm and confidential manner.
Principle 1 - Developmental Sequence is Similar for All
>Children develop in relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific
>Development progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result in the ability to wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in the ability of the fingers to grasp objects and the toes to help with balance when standing and walking.
Principle 3 - Development is Continuous
>In children who develop typically, behaviors and skills they have already acquired become the basis for new behaviors and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering, then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral and written.
>In order for children to write or draw, they must have developed the control of their hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing and drawing.
>The continuation of development can easily be seen in children as they mature from age two to age twelve.
Principle 4 - Development Proceeds at Different Rates
>Each child is different and the rates at which individual children develop are different.
>Although the sequences for development are usually the same for all children, the rates at which individual children reach each stage will be different.
>Some children will walk at ten months of age, while others walk at eighteen months of age.
>Development is never uniform, but it is constant.
Principal 5 - All Areas of Development are Interrelated
>Development in children is interrelated.
>There are several examples in Principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur.
>These examples also demonstrate the first two of five areas of development, called domains.
>These five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional Development, and Approaches to Learning. Each area of development influences development in other areas.
>Each of these developmental domains can be defined by one or more characteristics. The characteristics of the Physical Development Domain involve increased physical growth and abilities.
>There are many characteristics of the Cognitive Development and General Knowledge Domain, and the Approaches to Learning Domain, which include thinking, planning, creating, exploring, and questioning.
>The Language and Communication Domain includes a child's abilities to see, hear, speak, read, and write.
>The Social and Emotional Development Domain is defined by forming relationships and attachments.
Why should child care professionals learn about principles of child development?
>Care and the environment can support or hinder development.
>The knowledgeable caregiver can support a child in learning new skills.
>When a child is struggling with a new skill, timely intervention can help him/her overcome a problem and "catch back up."
>The knowledgeable caregiver can "detect" indicators of possible delays and can help get the child the assistance he/she needs.
Knowledge of child development is essential to working effectively with children. Development in young children occurs rapidly. You must recognize the existence of general stages and sequence of development, as well as the enormous variation that there are among children.
Module 2: What is a theory?
is a set of facts or principles analyzed in relation to one another and used to explain phenomena. A phenomena is a fact or behavior that can be observed.
Abraham Maslow: Hierarchy of Needs
1. the physical
2. comfort and safety
3. social
4. self-esteem [Show Less]