Physical development in children follows a directional pattern, large muscles develop before small muscles, legs and arms develop before those in the fingers and hands, and children learn how to perform gross ,or large motor skills such as walking before they learn to perform fine ,or small, motor skills such as drawing. The center of the body develops before the outer regions, as muscles located at the core of the body become stronger and develop sooner than those in the feet and hands. Development seems to go from the top down, from the head to the toes. This is seemingly why babies learn to hold their heads up before they learn how to crawl. Early childhood is a time of remarkable cognitive development.
CYPCore31-2.3 Explain how theories of development and frameworks to support development influence current practice. The theorist whose theory is physical development is Arnold Gesell. His theory is that most physical skills cannot be taught but is programmed in our genetics, which means we will learn different physical skills when our body is ready to. In our setting, we support this by encouraging children but not forcing them to develop a physical skill. We provide a soft, cushioned area so that children can develop themselves physically without risk of hurting themselves.
Piaget Stages of Cognitive Development Walliann Vaughn PSY/390 August 19, 2012 Kathy Rupe Stage | Image | Ages | Details | SensorimotorStage | | 0-2 years | This is the first stage in Jean Piaget’s Stages of Development. It is in this stage learning is done through movements made and the sensations that are a result of the movement. During this stage there are three major things that are learned and they are: * The idea that things exist separately from the objects and people that are around them. * They themselves can cause things to happen. * Things still exist even when the child cannot see them.
Oral fixation theory is known to stimulate the need for a child to suck, eat, drink, chew, bite or ramble excessively. A baby’s hands are prone to a grasping position months after birth. A baby also forces that hand motion towards their mouths. They use this as aid of familiarity. They receive sensation when their sensory system detects stimuli.
The view of learning as restructuring and replacing old beliefs implies that transition involves unlearning as much as it does learning. A further hypothesis suggests that instruction may need to recapitulate transitions in the history of science to help learners transit from their own naive theories. Conceptual recapitulation refers to a means of remediating learning problems by retracing instructionally what should have been naturally occurring developmental stages for an individual (Case, Sandieson, & Dennis, 1986). But it might fit the historical recapitulation hypothesis as well. There also seem to be qualitative shifts in the mental models needed by learners to understand more complex systems, for example, in such domains as electricity (Frederiksen & White, in press).
T., Leung, D., Ordqvist, A., & Parsons. R., 2013). Although results suggested that participants could, there are problems with the research which could suggest otherwise. The main criticism being that the fixation points the children showed towards the characters eyes does not represent any higher levels of processing in understanding facial emotion like the study suggests. The participants may have been fixated on the eyes for reasons such as simply showing an attraction towards the characters eyes.
Another main controversy is with Piaget’s broad grouping of the stages affecting cognitive tasks. A more accurate depiction of children’s development would be to state that “children’s skills develop in different ways on different tasks and that their experience can have a strong influence on the pace of development” (Slavin, 2009,
Egocentrism is a characteristic of young child thought in which children can’t consider other person’s point of view (Rathus, 2006). Egocentric may lead to false beliefs; in which children will have high possibilities have a thinking of everyone know what they do, what they think and their mind set are the same (Papalia et al., 2009). This happen because children have their theory of mind which have insufficient understanding about the reality such as emotion, desires, cognitive and feelings (Flavell, 2004; Coon & Mitterer,
Piaget view is, humans are born with their own intellectual capabilities and the development that happens afterwards is just the continuation (Simatwa, 2010). There are three basic components to Piaget’s cognitive development view which are, schemas which is a term used to describe the process of gaining knowledge, it also known as a process whereby human reacts to stimuli using the schemas that they have already obtained (McLeod, 2015). Whereas, adaptation is a form which enables the process of transition from one stage to another, it consists of two other processes which are assimilation and accommodation (Simatwa, 2010). Lastly the four different development stages (White, et al.,
However, teachers do need to indentify the specific disabilities and these are categorised in terms of general areas of development as follows; physical, cognitive, motor, social, language, behavioural and emotional development. Special needs also apply to gifted children who in many cases are not categorised as (SEN) however; they need adapted teaching to challenge their abilities and to foster their potential development. Therefore, this paper will also look at gifted children throughout the concepts and theories. Piaget's theory of cognitive development in essence deals with the view that all species inherit two basic tendencies; the first is organisation – organising behaviours and thoughts into logical systems. The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008).