The book is comprehensive but not exhaustive and does not attempt to cover all aspects of child development. I hope that the book will help build a strong foundation, and arouse and stimulate interest in further research in the field of child developmental psychology.
CHAPTER ONE
Therefore, psychology was defined as "the scientific study of organisms (humans and animals) and the application of this scientific study to the solution of the problems of human beings." This means applying or putting into practice what is studied in psychology to solve human problems. These institutions and departments were devoted to the study of the process of human development.
CHAPTER TWO
For example, bones get bigger, but they develop because of the changes mentioned earlier. Development starts from the central part of the body - the shoulder (upper hand) the middle and up to the use of fingers.
CHAPTER THREE
Each gene will have its identical gene on the other half of the chromosome pair. When there is an interaction of the environment on the inherited traits (genotype), the result is the phenotype, that is, what an individual shows or exhibits. The chemical environment of the mother has to do with the condition of the ovary - how acidic or otherwise it is.
It is caused by an extra chromosome in pair number twenty-one of the fertilized egg. This leads to the accumulation of the compound in the body tissue and this leads to chemical changes that cause injury to the brain cells. Sills (1972) sees the environment as "the aggregate of all the external conditions and influences that influence the life and development of an organism.
Watson, one of the environmental theorists states that one is what it is as a result of environmental influences. It has been observed that the quality and nature of the phenotype produced depends on the nature and quality of the genotype and the environment in the course of their interaction.
CHAPTER FOUR
Some subtle differences can also manifest into extreme differences in the areas of interests, dispositions, attitudes, emotions, attention span. They believe that by using the same method, instructional materials, skills and strategies in teaching and learning and creating a conducive classroom environment, they have accommodated every child in the classroom. It is a phenotypic phenomenon and changes arise as a result of factors in the environment in which people operate.
Children of the same mother may experience different environmental conditions in the womb or after birth. The treatment, love and care given by parents and other significant individuals to siblings living in the same environment varies. Therefore, children are assigned in school according to the type of exceptionality, disability or handicap for the greatest possible academic success.
However, inclusion helps people with disabilities to integrate with normal students in school. It increases their social and emotional well-being in school and therefore outside of school.
CHAPTER FIVE
Here the intention and motive of the person/actor is considered, in which case actions performed or not performed due to consequences are not moral. In this sense, we think of the paradigm between moral and immoral, between laws and legality. A good example of this last aspect of morality is what happened to Okonkwo in Things Fall Apart, because of his violation of the law of his country when he beat his wife during the "week of peace".
The first is that the person who is supposed to judge must know the norms and standards of behavior of a certain society. It is important to note that for these moral events, a person's age, understanding and acceptance of moral rules, their internalization and ability to implement them are seriously considered. There are five basic moral qualities that are necessary for moral maturity; moral judgment, which must be present before any moral decision; deferred gratification, which requires that personal gratification can sometimes be delayed in order to translate a moral decision into action; moral personalism, which depends on the moral quality of the person (must take into account other people involved in the moral situation) moral flexibility, which takes care of moral personalism and moral judgment (both altruistic and rational elements), which participate in the achievement of morality, decisions must be based on moral principles.
This can be particularly possible in rural settings, but in urban centers it can prove quite difficult due to the cosmopolitan nature of these urban centers. Preconvention suggests that young children do not really understand the conventions or rules of society.
Punishment and Obedience
- Instrumental Exchange
- Interpersonal Conformity
- Law and Order
- Prior Right and Social Contract
- Universal Ethical Principles
- Stage Development is Invariant
- In Stage Development, Subjects cannot comprehend moral reasoning at a stage
- In Stage Development, Individuals are cognitively attracted to reasoning one level
- In Stage development, movement through stages is effected when cognitive
- It is quite possible for a human being to be physically mature but not morally mature
- Kohlberg believed that only about 25% of persons ever grow to level six, the majority
Here justice is "do unto others as they do unto you." The individual does what is necessary, making concessions as necessary to satisfy his own needs. For social order to be maintained, laws, rules and order must be concretely established and established. He is the Pope (or the President, or the Judge, or Governor). ” There must be consistency and precedence and it must be maintained.
The punishment to be imposed on individuals must be rational, just and proportionate to the circumstances and needs. One of these is that rules set by adults must be obeyed and should not be disobeyed under any circumstances. This morality has two factors: (a) the nature of the rule and (b) the intention, (a) the nature of the rule is necessary.
The decision to maintain order stems from the fact that it is for the welfare of society. So to find out why someone is not conforming, it is better to refer to the environment the person comes from.
CHAPTER SIX
Sensorimotor stage
Initially there is no coordination of actions but later in this phase the coordination of actions becomes perfect. By repeating the actions triggered by these reflexes, the child is able to incorporate them. Activities here are goal-oriented because the child is now aware of the consequences of his reactions.
At this stage the child has started to move to show curiosity and is in everything that attracts him. As a result of curiosity he sees something and tries to achieve it and when he can't, he tries to get others to do it for him and with those he can, he tries to repeat them over and over again. Internalization: This is the acquisition of sensory motor schemas or the invention of new ways through mental combinations or increased reflection on sensory motor experiences.
He tries to get a mental picture, ie. to be able to remember when he will do them. The focus of this phase is the internalization or formation of mental images of the activities he has performed.
Pre-operational stage (2 – 7 years)
By static, Piaget means that a preoperative child reproduces past objects or events, that is, he does not change them nor anticipate change. Egocentricism - What the child does or thinks centers on himself - what he saw, what he did, or what people will do for him.
Concrete Operation (7 – 11 years)
He will be able to answer correctly because he is no longer deceived by appearances. The child has now moved himself out of the center of his experiences because he can now use the actual measuring stick instead of self-reference. The interaction of the structures and the functional invariants together influence the intelligence of an individual.
In active learning, the teacher must have confidence in the child's ability to learn on his own. But if he is not well cared for, he becomes unhappy and loses weight, as a result of losing the comfort he had when he was in the womb. Some of the elements can be dangerous and the child should be guided in exploring his environment.
If he receives too much criticism, he develops an inferiority complex (feels inferior) and is much more timid. Finding the best ways to accomplish this task is responsible for much of the research in child development.
CHAPTER SEVEN
This is because until now a large part of the care has been taken by the mother. This is a major event and the first major step in divorcing the child from the intimacy he receives from his home. the second big event of this period is that entering school helps to remove the child from the family, because peers become more and more important. Through the informal approach, in most cases she teaches her daughter what her sexual role should be at home.
Household Factors: Household consists of family members which include father, mother, children (biological and non-biological) and other significant individuals. These elements positively or negatively affect the child's behavior depending on their actions and reactions in the body. To play this role, the training styles used by the teacher must take the role into account.
However, he can apply any of the styles when he has any need to do so. A teacher can observe class members in order to determine their patterns of associations, alliances, and social preferences.
CHAPTER EIGHT
Such children will then start to produce sounds that belong to the language of the area in which they are located. were raised. If her language is wrong or simple but correct, all this will affect the quality of the child's language. The more frequent and the better the quality of their language, the better the child's language.
The child must interact with other family members and those outside the family, i.e. Foreigners. Suppose a child from the lower class is sent to live with a middle class family with their own way of speaking, the child will develop the way of speaking of the middle class. At this stage the child keeps the image of the object in mind and remembers and searches for it.
If a second language is started after the child has mastered the first language well, any problem with pronunciation, grammar and word associations will be confusing. Teachers cannot change the child's background and must identify children who are below average in language development, either as a result of family or social class.
