Term
| Developmental Tasks of the child |
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Definition
-To learn to be part of the family,
-To develop conceptual understanding and “ethical” values and behavior,
-To master instinctual psychological impulses (oedipal, sexual, guilt, shame),
-To assimilate and handle socialization and acculturation (aggression, relationships, activities, and feelings),
-To delineate male and female roles. |
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Term
| physical development of boy (height/weight) |
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Definition
| Average boy grows five inches and gains about 10 pounds, |
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Term
| physical development of girl (height/weight) |
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Definition
| Average girl is slightly shorter and lighter than boys |
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Term
| physical development (skeletal growth at age 4) |
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Definition
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Term
| physical development (teeth, age 5-7 years) |
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Definition
| Eruption of permanent first molars |
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Term
| physical development (teeth, age 6-8 years) |
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Definition
| Eruption of permanent central incisors |
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Term
| CNS Development (by age 5) |
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Definition
| C.N.S. develops rapidly by this age |
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Term
| CNS Development (by age 4 ) |
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Definition
| Beginning single finger localization |
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Term
| CNS development (complete by age 5) |
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Definition
| Beginning right-left orientation and cerebrum myelination |
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Term
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Definition
| 90% of the nervous system has attained an adult level of maturation |
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Term
| CNS Development (by age 6.5 ) |
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Definition
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Term
| Motor Development (36 months) |
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Definition
-Rides tricycle
-Stands momentarily on one foot
-Builds tower of ten cubes
-Copies a circle
-Helps in dressing
-Washes hand |
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Term
| Motor Development (48 months) |
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Definition
-Hops on one foot
-Throws ball overhand
-Uses scissors to cut out pictures
-Copies cross and square
-Draws person with 2-4 parts besides the head |
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Term
| Motor Development (60 months) |
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Definition
-Skips
-Can copy a triangle
-Dresses and undresses
-Ties shoe laces |
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Term
| Language Development (by age 5) |
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Definition
| can organize sentences with a good choice of vocabulary; “Collective Monologue”, |
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Term
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Definition
| About 80% of utterances are intelligible, even to strangers |
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Term
| Language Development (by age 3) |
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Definition
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Term
| Language Development (by age 4) |
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Definition
| Recognizes three out of four colors |
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Term
| Cognitive development (Piaget) - Preoperational thought stage (time frame) |
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Definition
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Term
| Cognitive development (Piaget) - Preoperational thought stage (tenets) |
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Definition
-The conquest of the symbol,
-Reason dominated by perception, conclusions are based on feelings or what he would like to believe (Magical Causality),
-Egocentric thinking,
-Expression in Animism (believes the world of nature is alone, conscious and endowed with purpose like himself),
-Artificialism (human beings created natural phenomenon),
-Realism (things equally real- pictures, dreams, feelings).
-Juxtaposition |
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Term
| Cognitive development (Piaget) - Preconceptual Stage (2 - 4 years, tenets) |
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Definition
Development of preconceptual constancy and representation through drawings, language, dreams and symbolic play.
Representative of class are not distinguished from the class itself, i.e., all dogs are called by the name of the child’s dog. |
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Term
| Cognitive development (Piaget) - Perceptual Stage/Intuitive Stage (4 - 7 years, tenets) |
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Definition
-Prelogical reasoning based on perceptual appearance, i.e., grandmother’s new hat is no longer recognized as grandma.
-Child unable to take more than one attribute into account at one time, i.e., brown beads cannot at the same time be wooden beads |
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Term
| Cognitive development (Piaget, by 2.5-3 years) |
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Definition
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Term
| Cognitive Development (Piaget, 3 years on) |
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Definition
Co-operative play or associative play
-Transitional object (“Winnicott”)
-Imaginary friends |
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Term
| Psychosexual Stage (Freud, phase at 3-5 years) |
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Definition
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Term
| Psychosexual Stage (Freud, general Phallic Phase tenets) |
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Definition
-Primary focus: sexual interests, stimulation and excitement in the genital areas.
-Associated with increase in genital masturbation accompanied by predominantly unconscious fantasies of sexual involvement with opposite sex parent.
-Establishment of the oedipal complex is essential for the furtherance of the of subsequent identification and will serve as the basis for important and enduring dimensions of character organization. |
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Term
| Psychosexual Stage (Freud, boys/3-5 years, Phallic Phase tenets (Oedipal Period,) |
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Definition
Boys:
-Love relationship with parent of opposite sex.
-Anticipates retaliation for his aggressive wishes towards his father
-Castration anxiety
-Identification with parent of the same sex. |
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Term
| Psychosexual Stage (Freud, girls/3-5 years, Phallic Phase tenets (Oedipal Period,) |
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Definition
Girls:
-Discovery of lack of penis
-Intense sense of loss and injury
-Envy of the male - penis envy
-Anger towards the mother
-Little girl turns to father in the hope he will make her complete
-Penis/baby “Electra Complex”
-Resolution of conflict by identification with mother. |
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Term
| Psychosocial Development (Erik Erikson, stage at 3-6 years) |
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Definition
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Term
| Psychosocial Development (Erik Erikson, tenets of inititive vs. guilt stage) |
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Definition
-Psychosocial Crisis = Initiative vs. Guilt,
-Initiative arises in relation to tasks for the sake of activity, both motor and intellectual
-Guilt may arise over goals contemplated
-Social role identification
-Sibling rivalry is present
-If the crisis of initiative is successfully resolved, a sense of responsibility, dependability and self discipline develops. |
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Term
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Definition
-Core morphologic or gender identity is unshakeable conviction of being male or female by 24 - 30 months,
-Biological gender determines psychological identity male or female,
-Cultural factors influence gender role behavior,
-Cross gender behavior is normal in boys until age 5. |
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Term
| Piaget’s Moral Reasoning (Stage 1) |
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Definition
-Concrete consequence of an action determine whether it is good or bad,
-Child feels bad about his actions by sheer damage he has caused,
-Ignores motivation for or context of the act,
-Value resides in avoiding punishment and bowing to superior power. |
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Term
| Piaget’s Moral Reasoning (Stage 2) |
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Definition
-Right action consists of behavior that satisfies one’s own needs and occasionally the needs of others,
-Human relations are viewed in marketplace terms
-Pragmatic reciprocity (e.g., you can play with my shovel if I can play with your pail.) |
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Term
| Developmental Tasks for Caregivers |
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Definition
-Support more complex, phase- and age-appropriate experiential and interpersonal development (i.e., into triangular and post-triangular patterns.)
-Continue to set firm limits and standards for behavior and follow through on model (for child to identify with) for adaptive coping,
-Ethical values and behavior,
-Regulation of intense emotions and self-control or instinctual wishes,
-Delineate male and female roles. |
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Term
| Developmental Mastery of Preschool |
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Definition
-To learn to be part of the family,
-To develop conceptual understanding and “ethical” values and behavior,
-To master instinctual psychological impulses (oedipal, sexual, guilt, shame),
-To assimilate and handle socialization and acculturation (aggression, relationships, activities, and feelings),
-To delineate male and female roles. |
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