EARLY

CHILDHOOD
 GUIDE QUESTIONS
What is early childhood?

What are the physical developments of

early childhood? Cognitive? Socio
emotional?

How does these developments connected

to each other? In what way?
What is Early
Childhood
Development?
 Early childhood development refers to the
many skills and milestones that children are
expected to reach by the time they reach the
age of five. These milestones include learning
how to run, how to talk using simple
sentences and how to play with others.
 In most cases, this type of development
occurs naturally when parents and children
spend time playing, preparing dinner or
looking at books together.
Preschools and Head Start programs provide
activities based on early childhood
development guidelines. You can also find toys
and books for both children and parents that
promote developmental goals.
 Early childhood is a time of remarkable
physical, cognitive, social and emotional
development. Infants enter the world with a
limited range of skills and abilities. Watching a
child develop new motor, cognitive, language
and social skills is a source of wonder for
parents and caregivers.
PHYSICAL DEVELOPMENT
IN EARLY CHILDHOOD
I. BODY GROWRTH
A. Changes in Body Size and Proportions
1. On the average, 2 to 3 inches in height and
about 5 pounds in weight are added each year.
2. The child gradually becomes thinner; girls
retain somewhat more body fat, whereas boys
are slightly more muscular.
3. Posture and balance improve, resulting in
gains in motor coordination.
4. Individual differences in body size are even
more apparent during early childhood than in
infancy.
5. To determine if a child's atypical stature is a
sign of a growth or health problem, the
child's ethnic heritage must be considered.
B. Skeletal Growths in which cartilage
1. Between ages 2 and 6, approximately 45 epiphyses,
or new growth center hardens into
bone, emerge in various parts of the skeleton.

2. X-rays permit doctors to estimate children's skeletal

age, the best available measure of
progress toward physical maturity.

3. By the end of the preschool years, children start to

lose their primary teeth.

4. Childhood tooth decay remains high, especially

among low-SES youngsters in the United States.
C. Asynchronies in Physical Growth
1. Physical growth is an asynchronous process: different
body systems have their own
unique, carefully timed patterns of maturation.

2. The general growth curve is a curve that represents

overall changes in body size-rapid growth during
infancy, slower gains in early and middle childhood,
and rapid growth once more
during adolescence.

3. Exceptions to this trend are found in the development

of the reproductive and lymph systems.
 Developmental milestones are abilities that
most children are able to perform by a certain
age. During the first year of a childs life,
physical milestones are centered on the infant
learning to master self-movement, hold
objects and hand-to-mouth coordination.
 From Birth to 3 Months
At this age, most babies begin to:
Use rooting, sucking and grasping reflexes
Slightly raise the head when lying on the
stomach
Hold head up for a few seconds with support
Clench hands into fists
Tug and pull on their own hands
Repeat body movements
 From 3 to 6 Months
At this age, babies begin to
develop greater agility and
strength. They also begin to:

Roll over
Pull their bodies forward
Pull themselves up by
grasping the edge of the crib
Reach for and grasp object
Bring object they are holding
to their mouths
Shake and play with objects
 From 6 to 9 Months
During this time, children become increasingly
mobile. They usually begin to:
Crawl
Grasp and pull object toward their own body
Transfer toys and objects from one hand to
the other
 From 6 to 9 Months
During this time, children become increasingly
mobile. They usually begin to:
Crawl
Grasp and pull object toward their own body
Transfer toys and objects from one hand to
the other
 From 9 to 12 Months

In addition to the major milestones such as

standing up and walking, children also begin
to develop more advanced fine-motor skills. In
this window of development, most babies are
able to:
 Sit up unaided
Stand without
assistance
Walk without help
Pick up and throw
objects
Roll a ball
Pick up objects
between their thumb
and one finger
 From 1 to 2 Years
Children become increasingly independent
and this age and tasks requiring balance and
hand-eye coordination begin to emerge.
During this stage of development, most
children are able to:
 Pick things up while standing up
Walk backwards
Walk up and down stair without assistance
Move and sway to music
Color or paint by moving the entire arm
Scribble with markers or crayons
Turn knobs and handles
 From 2 to 3 Years

Building on earlier skills, children become

increasingly adept at activities that require
coordination and speed. From one to three
years of age, most kids begin to:
 From 3 to 4 Years

Physical abilities become more advanced

as children develop better movement
and balance skills. From age three to
four, most kids begin to:
 Ride a tricycle
Go down a slide without help
Throw and catch a ball
Pull and steer toys
Walk in a straight line
Build a tall towers with toy blocks
Manipulate clay into shapes
 From 4 to 5 Years

Jump on one foot

Walk backwards
Do somersaults
Cut paper with safety scissors
Print some letters
Copy shapes including squares and crosses
COGNITIVE DEVELOPMENT IN
EARLY CHILDHOOD
 PIAGET'S THEORY
THE PREOPERATIONAL
STAGE
A. THE PREOPERARIONAL,PIAGETS SECOND
STAGE, IS MARKED BY RAPID GROWTH IN
REPRESENTATIONAL, OR SYMBOLIC,
MENTAL ACTIVITY.

B. ADVANCES IN MENTRAL REPRESENTATIO0N

1. Language is our most flexible means of
mental representation.
2. Piaget believed that sensorimotor activity
provides the foundation for language, just as
it under lies deferred imitation and make-
believe play.
C.MAKE-BELIEVE PLAY
1. Make-believe play increases dramatically
during early childhood.
2. Piaget believed that through pretending,
young children practice and strengthen newly
acquired representational schemes.
3. Development of Make-Believe Play
a. Over time, play becomes increasingly
detached from the real-life conditions
associated with it.

b. Make-believe play gradually becomes less

self-centred as children realize that agents
and recipients of pretend actions can be
independent of themselves.

c. Play also includes increasingly more complex

scheme combinations.
d. Sociodramatic play is the make-believe play
with peers that first appears around age 2 1/2
and increases rapidly until 4 to 5 years.

e. The emergence of sociodramatic play signals

an awareness that make-believe play is a
representational activity.
D. SPATIAL REPRESENTATION

1. Spatial understanding improves rapidly over the

third year of life. With this representational
capacity, children realize that a spatial symbol
stands for a specific state of affairs in the real world.

2. Insight into one type of symbol-real world relation,

such as that represented by a
photograph, helps preschoolers understand others,
such as simple maps.
3. Providing children with many opportunities
to learn about the functions of diverse
symbols, such as picture books, models, maps,
and drawings, enhances spatial
representation.
E.LIMITATIONS OF PREOPERATIONBAL
THOUGHT

1 . Piaget described preschool children in terms

of what they cannot, rather than can,
understand.

2. Operations are mental representations of

actions that obey logical rules.
3. In the preoperational stage, children's
thinking is rigid, limited to one aspect of a
situation at a time, and strongly influenced by
the way things appear at the moment

4. egocentric and animistic system

Egocentrism is the inability to distinguish
the symbolic viewpoints of others from
one's own.
 Animistic thinking is the belief that inanimate
objects have lifelike qualities, such as
thoughts, wishes, feelings, and intentions.

5. Inability to Conserve.
Conservation refers to the idea that certain
physical characteristics of objects remain the
same, even when outward appearance
changes.
6. Transductive Reasoning.
Transductive reasoning is reasoning from
one particular event to another particular
event, instead of from general to particular or
particular to general.
7. Lack of Hierarchical Classification.
Hierarchical classification is the
organization of objects into classes and
subclasses on the basis of similarities and
differences between the groups.
 Socio-Emotional
Development
in Early Childhood

EMOTIONAL
FAMILIES Peer
AND
PERSONALITY Relations
DEVELOPMENT
Emotional and Personality
Development

EMOTIONAL
THE SELF
DEVELOPMENT

MORAL
GENDER
DEVELOPMENT
 The Self

Initiative Versus Guilt

Self-Understanding
 INITIATIVE VS. GUILT
Children use their perceptual, motor,
cognitive, and language skills to make things
happen.
The governor of initiative is conscience, as
children begin to hear the inner voice of self -
observation.
Initiative may bring rewards or punishment.
 Widespread disappointment leads to an
unleashing of guilt that lowers self-esteem.

Leaving this stage with a sense of initiative

rather than guilt depends on parental
responses to childrens self-initiated activities.
 SELF-UNDERSTANDING
The childs cognitive representation of self, the
substance and content of the childs self
conceptions.
Based on the various roles and membership
categories that define who they are.
In early childhood, children usually conceive of
the self in physical terms.
The active dimension is a central component
of the self, as children describe themselves in
terms of such activities as play
EMOTIONAL DEVELOPMENT

Young Childrens Emotion Language

and Understanding

Self-Conscious Emotions
 YOUNG CHILDRENS
EMOTION LANGUAGE AND
UNDERSTANDING

Important changes in emotional development

are the increased use of emotion language
and the understanding of emotion.
Between 2 and 3 years, children considerably
increase the number of terms they use to
describe emotion.
 Children also begin to learn about the causes
and consequences of feelings.
At 4 -5 years, children show an increased
ability to reflect on emotions and a growing
awareness about controlling and managing
emotions to meet social standards.
 FAMILIES

Sibling The Changing

Relationships Family in a
Parenting Changing
and Birth
Society
Order
 Parenting Styles
Authoritarian Parenting
Authoritative Parenting
Neglectful Parenting
Indulgent Parenting
 PEER RELATIONS
Peers - children of about the same
age or maturity.
The peer group provides a source of
information and comparison about
the world outside the family.

Children receive feedback on their

abilities from peers.
Good peer relations appear to be necessary
for normal social development.

Children who are rejected by peers are at risk

for depression.

Aggressive children are at risk for many

problems.
 Group 4
Briones, Baby Mariel
Macariola, Jocelle
Macalalad, Mary Jane
Malinao, Vivian
THANK YOU!!!