(2023/2024) DCF FL Child Care (CGDR) Child Growth and Development (Exam) Verified 100%

Growth - Answer 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. These size changes can usually be easily measured. Development - Answer 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. Growth definition - Answer Growth is defined as specific body changes and increases in the child's size, proceeding from the head downward and from the center of the body outward. During the first year of an infant's life, - Answer babies can grow ten inches in length and triple their birth weight. After the first year, - Answer a baby's growth in length slows to five inches a year for the next two years and then continues from age two or three to puberty at a rate of two to three inches each year. Similarities in growth: - Answer 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: - Answer 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. Because each child is different and special, it is important to help them understand this concept in order to develop a sense of self-acceptance. - Answer It is important to help the children in your care understand that differences in growth patterns are typical. Development definition - Answer Development refers to an increase in complexity; a change from relatively simple to more complicated. Progress - Answer Development usually involves a progression along a continuous sequential pathway on which the child acquires more refined knowledge, behaviors, and skills. Rate varies - Answer The developmental sequence is basically the same for all children; however, the rate of development varies from child to child Principles of Child Development - Answer There are five principles related to the progression of general development that children will typically experience. 1 - Developmental Sequence is Similar for All - Answer 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. 2 - Development Proceeds from General to Specific - Answer 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. 3 - Development is Continuous - Answer 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. 4 - Development Proceeds at Different Rates - Answer 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. 5 - All Areas of Development are Interrelated - Answer 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. Each area of development influences development in other areas. Each of these developmental domains can be defined by one or more characteristics. The five domains of development are.. - Answer -Physical Development (PD), -Cognitive Development and General Knowledge (CDGK), -Language and Communication (LC), -Social and Emotional Development. (SED), and -Approaches to Learning. (ATL) The characteristics of the Physical Development Domain (PD) - Answer 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 - Answer thinking, planning, creating, exploring, and questioning. The Language and Communication (LC) Domain includes - Answer a child's abilities to see, hear, speak, read, and write. The Social and Emotional Development (SED) Domain is defined by - Answer forming relationships and attachments. Developmental Sequence is Similar for All - Answer In the Infant Care Center this fall, you noticed four-month-old Sara roll over; a few weeks later, she began scooting. By December, six-month-old Raul had rolled over and scooted. Last week, you noted that Renae—at the age of five months—had rolled over, and you predict she will be scooting very soon. Development Proceeds from General to Specific - Answer Three-month-old Sean loves to wave his arms in the air. As you watch him, you think about the skills he will probably achieve next: first, he will grasp objects; then he will be able to hold a crayon; and someday, he will be able to write with a pencil. Development is Continuous - Answer When LaShanda was two, you noted that she enjoyed solitary play and did not interact with other children. By the age of two and a half, LaShanda liked to play next to another child, but there was no interaction (parallel play). By the age of three, LaShanda engaged routinely in associative play and could share common materials with another child without interaction. By three and a half, she had made her first real friend and was capable of true cooperative play. Development Proceeds at Different Rates - Answer Tom and Tim are twins and want to do everything together. However, Tom rode his tricycle with ease by his third birthday, but Tim was almost four before he could ride his tricycle with confidence. 5 - All Areas of Development are Interrelated - Answer Pete and Al, both nearly five years old, are playing with the same puzzle. You watch as Pete tells Al, "The first piece goes here." Al says, "We both have five pieces now." Even though the activity lasts only a few minutes, you believe it is a good indicator of each boy's current development. Implications for Child Care Professionals - Answer Child care professionals may spot developmental issues before the parents do, which is why it is important to understand the basic child growth and development principles. Implications for Learning - Answer All of your interactions with a child have an effect on the child's development and learning, which means it is important to be aware of what the child is learning while in your care. Why should child care professionals learn about principles of child development? - Answer 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. What is a theory? - Answer 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 (pyramid 5 levels) (father of humanistic psychology) - Answer Hierarchy of Needs The father of humanistic psychology. His theory assumes that humans are more than the sum of their parts. Maslow's hierarchy of needs: - Answer Maslow developed a hierarchy of needs. In a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on. Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom (human need number 1) to top (human need number 5). Like a pyramid, the upper levels are supported by the lower levels. Satisfying the needs on the second level depends upon the first level needs being satisfied. (Base of Pyramid) (1st Basic Needs) PHYSICAL: - Answer Shelter to protect Water to drink Food to eat Clothes to eat (2nd Basic Need) COMFORT and SAFETY - Answer Safety Security Stability (3rd Psychological Needs) SOCIAL - Answer Belonging Love Attention Acceptance (4th Psychological Needs) (Self) ESTEEM - Answer Adequacy Confidence Importance (Top of Pyramid) (5th Psychological Needs) SELF-ACTUALIZATION - Answer Fulfill one's life with purpose and meaning Being all that one is able to be Physical Examples - Answer Food Sleep Water Rest, sleep Food, water, formula Shelter, heat, beds Health care Employment or income Clothes Comfort and Safety Examples - Answer Transportation Safe neighborhood Safe relationships Child Care Social - Answer A sense of belonging and acceptance, being connected Stable relationships with others Positive interactions with others Adult-adult affiliation Parent-child relationship Positive relationships with extended family Positive informal social support network Positive formal social support network Self-Esteem - Answer Feeling of competency Feeling of success and pride in accomplishments The ability to cope and problem solve Sense of efficacy, capability Sense of resiliency, hopefulness Sense of well-being (individual to family levels) Opportunities for enjoyment Self-Actualization - Answer Having a feeling that there is a purpose to one's life Spirituality Empathy Personal emotional response Refinement of interpersonal skills (empathy, communication, relating) Enhancement of understanding of relationships with child(ren), family, community, self Individuals have the ability to foster their own development in positive ways through - Answer choice, creativity, and self-realization Needs - Answer Needs at the lowest levels must be met before higher-level needs can be nourished. When the lowest levels of needs are not met in children, neither are the higher ones. Erik Erikson (8 stages, 8 Conflicts) - Answer developed eight psychosocial stages through which humans develop during their lifetimes. Erikson describes emotional development as - Answer a series of eight stages, called conflicts, which must be "resolved" before proceeding to the next conflict. Moving successfully through these conflicts ensures that an individual becomes - Answer socially and emotionally stable. Infant Conflict: Trust vs. Mistrust - Answer Trust is developed over time by providing an infant with a consistent, comforting environment. When needs are met, trust is established. Trust builds an emotional foundation. A lack of trust can result in poor emotional stability. Toddler Conflict: Autonomy vs. Shame and Doubt - Answer Toddlers need to explore their own bodies and environment in order to become confident about themselves. When autonomy is allowed, a person can become comfortable with his/her choices. A lack of autonomy can result in a feeling of shame or insecurity. Preschool Conflict: Initiative vs. Guilt - Answer Four- or five-year olds begin to develop an interest in exploring beyond themselves. Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions. When initiative is encouraged, a person experiments within one's environment. A lack of encouragement for initiative can result in a feeling of guilt for acting on one's natural curiosity. Grade School Conflict: Industry vs. Inferiority - Answer Between the ages of 6 to 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority. When children experience success, they attain a sense of adequacy and pride. A lack of industry can result in a feeling of low self-worth. High School Conflict: Identity vs. Role Confusion - Answer Between the ages of 12 to 18, children are attempting to define who they are and where they are going. When children are given the opportunity to develop their own ideas and opinions, they can form their own identity. A lack of identity will lead to confusion about who they are. Early Adult Conflict: Intimacy vs. Isolation - Answer Between the ages of 18 to 35, young adults are exploring the development of relationships. Young adults need the opportunity to develop close relationships with family, friends, and partners. A lack of intimate relationships can lead to individuals feeling isolated and alone. Middle Adult Conflict: Generativity vs. Stagnation - Answer Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career. Adults need to see progress in their careers or success in their contributions to society. A lack of accomplishment often leads to feelings of resentment and regret. Late Adult Conflict: Integrity vs. Despair - Answer After the age of 65, adults seek meaning in their lives. Adults are reflecting on their accomplishments and fulfillment in life. A lack of achievement may lead to despair in the final years. Initiative vs. Guilt - Answer Four- and five-year-olds begin to develop an interest in exploring beyond themselves. Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions. Generativity vs. Stagnation - Answer Between the ages of 35 and 64, adults are seeking a sense of accomplishment in life through family and career. Intimacy vs. Isolation - Answer Between the ages of 18 and 35, young adults are exploring the development of relationships. Integrity vs. Despair - Answer After the age of 65, adults seek meaning in their lives by reflecting on their accomplishments and fulfillment in life. Autonomy vs. Shame and Doubt - Answer Toddlers need to explore their own bodies and environment in order to become confident about themselves. Industry vs. Inferiority - Answer Between the ages of 6 and 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority. Trust vs. Mistrust - Answer Trust is developed over time by providing a consistent, comforting environment. Identity vs. Role Confusion - Answer Between the ages of 12 and 18, children are attempting to define who they are and where they are going. Jean Piaget (4 Stages of Cognitive Development and Structures) - Answer 1. Sensorimotor: 0-2 years old 2. Preoperational: 2-7 years old 3. Concrete-Operational: 7-11 years old 4. Formal Operations: 11 years old and older Cognitive structures are patterns of - Answer of physical or mental action that inspire acts of intelligence and correspond to stages of child development. Jean Piaget - Answer assumes that humans take the information they receive and process it, then react to it. Sensorimotor: 0-2 years old - Answer Children learn through sensory perception and motor activity Preoperational: 2-7 years old - Answer -Children are bound by what they experience directly and not by what they think. -Children begin to use symbols (one thing that represents another). ex-sand to make a cake -Children are egocentric; their thinking centers on themselves. They can't see things from another point of view or from another perspective. ex- standing in front of the tv when others are trying to watch it Concrete-Operational: 7-11 years old - Answer Children become more rational in their thinking. For example, realizing that Santa Claus probably doesn't exist. Formal Operations: 11 years old and older - Answer The final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations. Key Point: Piaget's four stages of cognitive development explain how children interact with their environment to construct knowledge. - Answer Key Point: Each of Piaget's stages represents a change from one type of thought or behavior to another and builds on the stage before. How can child care professionals use the information from Piaget's theory? - Answer • Knowledge of the four stages helps you understand how babies and children may perceive their environment. • It also helps you understand why children make thinking "mistakes." • Discovery learning and supporting the developing interests of children are two primary instructional techniques that are based on Piaget's theory. • Adults should challenge children's abilities, but not present material that is too far beyond the children's level. • Children should be exposed to a wide variety of concrete experiences—such as use of manipulatives, field trips, and working in groups—to help them learn. • It is wise to keep in mind a child's stage of cognitive development when planning developmentally appropriate learning activities. Lev Vygotsky (culture impact) - Answer developed the social development theory of learning. Vygotsky theorized that social and cultural interactions are the primary sources of learning and behavior. Some of the major ideas in Vygotsky's theory include: - Answer • Children acquire knowledge through culture. • Culture teaches children what to think and how to think. • Scaffolding • Reciprocal teaching • Zone of Proximal Development Scaffolding: - Answer Children learn through problem-solving experiences shared with a knowledgeable adult or peer. Initially, the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him/her.