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birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development. Related terms include developmental psychology, referring to development throughout the lifespan, and pediatrics, the branch of medicine relating to the care of children. Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two. It may also occur as a result of human nature and our ability to learn from our environment. Human beings have a keen sense to adapt to their surroundings and this is what child development encompasses. Every child would struggle to find their culture and identity in child development. [1] There are various definitions of periods in a child's development, since each period is a continuum with individual differences regarding start and ending. Some age-related development periods and examples of defined intervals are: newborn (ages 04 weeks); infant (ages 4 weeks 1 year); toddler (ages 13 years); preschooler (ages 4 6years); school-aged child (ages 613 years); adolescent (ages 1320).[2] However, organizations like Zero to Three and the World Association for Infant Mental Health use the term infant as a broad category, including children from birth to age 3. The optimal development of children is considered vital to society and so it is important to understand the social, cognitive, emotional, and educational development of children. Increased research and interest in this field has resulted in new theories and strategies, with specific regard to practice that promotes development within the school system. In addition there are also some theories that seek to describe a sequence of states that compose child development.
Contents
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1 Theories o 1.1 Ecological systems theory o 1.2 Piaget 1.2.1 Piaget stages o 1.3 Vygotsky o 1.4 Attachment theory o 1.5 Erik Erikson o 1.6 Behavioral theories o 1.7 Other theories
2 Continuity and discontinuity in development o 2.1 Mechanisms of development 3 Research issues and methods 4 Developmental milestones 5 Aspects of child development o 5.1 Physical growth 5.1.1 Speed and pattern of development 5.1.2 Mechanisms of developmental change 5.1.3 Individual variation versus disease o 5.2 Motor development 5.2.1 Speed and pattern of development 5.2.2 Mechanisms of motor development 5.2.3 Individual differences 5.2.4 Population differences o 5.3 Cognitive/intellectual development 5.3.1 What develops? 5.3.2 Mechanisms of cognitive development 5.3.3 Individual differences 5.3.4 Population differences o 5.4 Social-emotional development 5.4.1 What develops? 5.4.2 Speed and pattern of development 5.4.3 Mechanisms of social and emotional development 5.4.4 Individual differences 5.4.5 Population differences o 5.5 Language 5.5.1 What develops? 5.5.2 Speed and pattern of development 5.5.3 Mechanisms of language development 5.5.4 Individual differences 6 Risk factors for poor child development o 6.1 Socioeconomic disadvantage and child development 7 See also 8 References 9 Further reading 10 External links
[edit] Theories
[edit] Ecological systems theory
Main article: Ecological systems theory Also called "development in context" or "human ecology" theory, ecological systems theory, originally formulated by Urie Bronfenbrenner specifies four types of nested environmental systems, with bi-directional influences within and between the systems. The four systems are microsystem, mesosystem, exosystem, and macrosystem. Each system contains roles, norms and rules that can powerfully shape development. Since its publication in 1979,
Bronfenbrenner's major statement of this theory, The Ecology of Human Development[3] has had widespread influence on the way psychologists and others approach the study of human beings and their environments. As a result of this influential conceptualization of development, these environments from the family to economic and political structures have come to be viewed as part of the life course from childhood through adulthood.[4]
[edit] Piaget
This section does not cite any references or sources. (May 2010) Main articles: Jean Piaget and Theory of cognitive development Piaget was a Swiss theorist who posited that children learn actively through the play process. He suggested that the adult's role in helping the child learn was to provide appropriate materials for the child to interact and construct. He would use Socratic questioning to get the children to reflect on what they were doing.[citation needed] He would try to get them to see contradictions in their explanations. He also developed stages of development. His approach can be seen in how the curriculum is sequenced in schools, and in the pedagogy of preschool centers across the United States.[citation needed] [edit] Piaget stages Sensorimotor: (birth to about age 2) During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environmenthis parents or favorite toycontinue to exist even though they may be outside the reach of his senses; this is called object permanence.[citation needed] Teaching for a child in this stage should be geared to the sensorimotor system. You can modify behavior by using the senses: a frown, a stern or soothing voiceall serve as appropriate techniques.[citation needed] Preoperational: (begins about the time the child starts to talk to about age 7) Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he or she also personifies objects.[citation needed] They are now better able to think about things and events that aren't immediately present. Oriented to the present, children have difficulty conceptualizing time.[citation needed] Their thinking is influenced by fantasythe way they'd like things to be. Children's at this age show egocentrism-they assume that others see situations from his or her viewpoint.[citation needed] They take in information and change it in their mind to fit their ideas. Teaching must take into account the child's vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning.[citation needed] However a child still can not grasp the concept of conservation - an ability to understand that specific properties of objects such as volume,weight or number remains the same despite the changes in shape or arrangement of those objects.[5] Concrete: (about first grade to early adolescence)
During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgments about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information.[citation needed] Formal operations: This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At this point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives.[citation needed]
[edit] Vygotsky
Main articles: Lev Vygotsky and Cultural-historical psychology Vygotsky was a theorist who worked during the first decades of the former Soviet Union.[citation needed] He posited that children learn through hands-on experience, as Piaget suggested. However, unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the zone of proximal development) could help children learn new tasks. This technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that adults can help the child learn.[6] An example of this might be when a parent "helps" an infant clap or roll her hands to the pat-a-cake rhyme, until she can clap and roll her hands herself.[7][8] Vygotsky was strongly focused on the role of culture in determining the child's pattern of development.[6] He argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."[6] Vygotsky felt that development was a process and saw periods of crisis in child development during which there was a qualitative transformation in the child's mental functioning.[9]
Erikson, a follower of Freud's, synthesized both Freud's and his own theories to create what is known as the "psychosocial" stages of human development, which span from birth to death, and focuses on "tasks" at each stage that must be accomplished to successfully navigate life's challenges.[10] Erikson's eight stages consist of the following:
Trust vs. mistrust Autonomy vs. shame Initiative vs. guilt Industry vs. inferiority Identity vs. role confusion Intimacy vs. isolation Generativity vs. stagnation Ego integrity vs. despair [11]
The "core knowledge perspective" is an evolutionary theory in child development that proposes "infants begin life with innate, special-purpose knowledge systems referred to as core domains of thought"[16] There are five core domains of thought, each of which is crucial for survival, which simultaneously prepare us to develop key aspects of early cognition; they are: physical, numerical, linguistic, psychological, and biological.[citation needed]
Girl playing in a play ground See also: Nature versus nurture Although developmental change runs parallel with chronological age,[citation needed] age itself cannot cause development.[citation needed] The basic mechanisms or causes of developmental change are genetic factors and environmental factors.[citation needed] Genetic factors are responsible for cellular changes like overall growth, changes in proportion of body and brain parts, and the maturation of aspects of function such as vision and dietary needs.[citation needed]
Because genes can be "turned off" and "turned on",[citation needed] the individual's initial genotype may change in function over time, giving rise to further developmental change. Environmental factors affecting development may include both diet and disease exposure, as well as social, emotional, and cognitive experiences.[citation needed] However, examination of environmental factors also shows that young human beings can survive within a fairly broad range of environmental experiences.[19] Rather than acting as independent mechanisms, genetic and environmental factors often interact to cause developmental change.[citation needed] Some aspects of child development are notable for their plasticity, or the extent to which the direction of development is guided by environmental factors as well as initiated by genetic factors.[citation needed] For example, the development of allergic reactions appears to be caused by exposure to certain environmental factors relatively early in life, and protection from early exposure makes the child less likely to show later allergic reactions.[citation needed] When an aspect of development is strongly affected by early experience, it is said to show a high degree of plasticity; when the genetic make-up is the primary cause of development, plasticity is said to be low.[20] Plasticity may involve guidance by endogenous factors like hormones as well as by exogenous factors like infection.[citation needed]
Child playing with bubbles One kind of environmental guidance of development has been described as experiencedependent plasticity, in which behavior is altered as a result of learning from the environment. Plasticity of this type can occur throughout the lifespan and may involve many kinds of behavior, including some emotional reactions.[citation needed] A second type of plasticity, experience-expectant plasticity, involves the strong effect of specific experiences during limited sensitive periods of development.[citation needed] For example, the coordinated use of the two eyes, and the experience of a single three-dimensional image rather than the twodimensional images created by light in each eye, depend on experiences with vision during the second half of the first year of life.[citation needed] Experience-expectant plasticity works to fine-tune aspects of development that cannot proceed to optimum outcomes as a result of genetic factors working alone.[21][22] In addition to the existence of plasticity in some aspects of development, geneticenvironmental correlations may function in several ways to determine the mature characteristics of the individual. Genetic-environmental correlations are circumstances in which genetic factors make certain experiences more likely to occur.[citation needed] For example, in passive genetic-environmental correlation, a child is likely to experience a particular environment because his or her parents' genetic make-up makes them likely to choose or
create such an environment.[citation needed] In evocative genetic-environmental correlation, the child's genetically-caused characteristics cause other people to respond in certain ways, providing a different environment than might occur for a genetically-different child;[citation needed] for instance, a child with Down syndrome may be treated more protectively and less challengingly than a non-Down child.[citation needed] Finally, an active genetic-environmental correlation is one in which the child chooses experiences that in turn have their effect;[citation needed] for instance, a muscular, active child may choose after-school sports experiences that create increased athletic skills, but perhaps preclude music lessons. In all of these cases, it becomes difficult to know whether child characteristics were shaped by genetic factors, by experiences, or by a combination of the two.[23]
indicators do not show much variation among children with normal hearing, but expressive speech milestones can be quite variable.[citation needed] A common concern in child development is developmental delay involving a delay in an agespecific ability for important developmental milestones. Prevention of and early intervention in developmental delay are significant topics in the study of child development.[citation needed] Developmental delays should be diagnosed by comparison with characteristic variability of a milestone, not with respect to average age at achievement. An example of a milestone would be eye-hand coordination, which includes a child's increasing ability to manipulate objects in a coordinated manner. Increased knowledge of age-specific milestones allows parents and others to keep track of appropriate development.[citation needed]
points in development they may be strongly influenced by individual differences in reproductive maturation.[24] The American Association of Clinical Endocrinologists defines short stature as height more than 2 standard deviations below the mean for age and gender, which corresponds to the shortest 2.3% of individuals.[25] In contrast, failure to thrive is usually defined in terms of weight, and can be evaluated either by a low weight for the child's age, or by a low rate of increase in the weight.[26] A similar term, stunted growth, generally refers to reduced growth rate as a manifestation of malnutrition in early childhood.
A child while learning to walk Abilities for physical movement change through childhood from the largely reflexive (unlearned, involuntary) movement patterns of the young infant to the highly skilled voluntary movements characteristic of later childhood and adolescence. [edit] Speed and pattern of development The speed of motor development is rapid in early life, as many of the reflexes of the newborn alter or disappear within the first year, and slows later. Like physical growth, motor development shows predictable patterns of cephalocaudal (head to foot) and proximodistal (torso to extremities) development, with movements at the head and in the more central areas coming under control before those of the lower part of the body or the hands and feet. Types of movement develop in stage-like sequences;[citation needed] for example, locomotion at 68 months involves creeping on all fours, then proceeds to pulling to stand, "cruising" while holding on to an object, walking while holding an adult's hand, and finally walking independently.[citation needed] Older children continue the sequence by walking sideways or backward, galloping, hopping, skipping with one foot and walking with the other, and finally skipping.[citation needed] By middle childhood and adolescence, new motor skills are acquired by instruction or observation rather than in a predictable sequence.[17] [edit] Mechanisms of motor development The mechanisms involved in motor development involve some genetic components that determine the physical size of body parts at a given age, as well as aspects of muscle and bone strength.[citation needed] Nutrition and exercise also determine strength and therefore the ease and accuracy with which a body part can be moved.[17] Flexibility is also impacted by nutrition and exercise as well. <1)[27] It has also been shown that the frontal lobe develops
posterio-anteriorally (from back to front). This is significant in motor development because the hind portion of the frontal lobe is known to control motor functions. This form of development is known as "Portional Development" and explains why motor functions develop relatively quickly during normal childhood development, while logic, which is controlled by the middle and front portions of the frontal lobe, usually will not develop until late childhood and early adolescence.[28] Opportunities to carry out movements help establish the abilities to flex (move toward the trunk) and extend body parts, both capacities are necessary for good motor ability. Skilled voluntary movements such as passing objects from hand to hand <2) [29] develop as a result of practice and learning.[17] [edit] Individual differences Normal individual differences in motor ability are common and depend in part on the child's weight and build. However, after the infant period, normal individual differences are strongly affected by opportunities to practice, observe, and be instructed on specific movements. Atypical motor development such as persistent primitive reflexes beyond 4-6 months [30] or delayed walking may be an indication of developmental delays or problems such as autism, cerebral palsy, or down syndrome .[17] [31] [edit] Population differences There are some population differences in motor development, with girls showing some advantages in small muscle usage, including articulation of sounds with lips and tongue.[citation needed] Ethnic differences in reflex movements of newborn infants have been reported, suggesting that some biological factor is at work.[citation needed] Cultural differences may encourage learning of motor skills like using the left hand only for sanitary purposes and the right hand for all other uses, producing a population difference.[citation needed] Cultural factors are also seen at work in practiced voluntary movements such as the use of the foot to dribble a soccer ball or the hand to dribble a basketball.[17]
functions cause cognitive events, it has not been possible to measure specific brain changes and show that they cause cognitive change.[citation needed] Developmental advances in cognition are also related to experience and learning, and this is particularly the case for higher-level abilities like abstraction, which depend to a considerable extent on formal education.[17] [edit] Individual differences There are normal individual differences in the ages at which specific cognitive abilities are achieved,[citation needed] but schooling for children in industrialized countries is based on the assumption that these differences are not large.[citation needed] Atypical delays in cognitive development are problematic for children in cultures that demand advanced cognitive skills for work and for independent living.[17] [edit] Population differences There are few population differences in cognitive development.[citation needed] Boys and girls show some differences in their skills and preferences, but there is a great deal of overlap between the groups.[citation needed] Differences in cognitive achievement of different ethnic groups appears to result from cultural or other environmental factors.[17]
reorganization of the child's experience of emotion.[citation needed] Sexual and romantic emotions develop in connection with physical maturation.[17] The ability to learn temporal patterns in sequenced actions was investigated in elementaryschool age children. Temporal learning depends upon a process of integrating timing patterns with action sequences. Children ages 613 and young adults performed a serial response time task in which a response and a timing sequence were presented repeatedly in a phase-matched manner, allowing for integrative learning. The degree of integrative learning was measured as the slowing in performance that resulted when phase-shifting the sequences. Learning was similar for the children and adults on average but increased with age for the children. Executive function measured by Wisconsin Card Sorting Test (WCST) performance as well as a measure of response speed also improved with age. Finally, WCST performance and response speed predicted temporal learning. Taken together, the results indicate that temporal learning continues to develop in pre-adolescents and that maturing executive function or processing speed may play an important role in acquiring temporal patterns in sequenced actions and the development of this ability.[34] [edit] Mechanisms of social and emotional development Genetic factors appear to regulate some social-emotional developments that occur at predictable ages, such as fearfulness, and attachment to familiar people. Experience plays a role in determining which people are familiar, which social rules are obeyed,and how anger is expressed.[17] Parenting practices have been shown to predict children's emotional intelligence. The objective is to study the time mothers and children spent together in joint activity, the types of activities that they develop when they are together, and the relation that those activities have with the children's trait emotional intelligence. Data was collected for both mothers and children ( N = 159) using self-report questionnaires. Correlations between time variables and trait emotional intelligence dimensions were computed using Pearson's Product-Moment Correlation Coefficient. Partial correlations between the same variables controlling for responsive parenting were also computed. The amount of time mothers spent with their children and the quality of their interactions are important in terms of children's trait emotional intelligence, not only because those times of joint activity reflect a more positive parenting, but because they are likely to promote modeling, reinforcement, shared attention, and social cooperation.[35] [edit] Individual differences Normal individual differences in motor ability are common and depend in part on the child's weight and build. However, after the infant period, normal individual differences are strongly affected by opportunities to practice, observe, and be instructed on specific movements. Atypical motor development may be an indication of developmental delays or problems such as autism or cerebral palsy.[17] [edit] Population differences Population differences may occur in older children, if, for example they have learned that it is appropriate for boys to express emotion or behave differently than girls,[citation needed] or if customs learned by children of one ethnic group are different from those learned in
another.[citation needed] Social and emotional differences between boys and girls of a given age may also be associated with differences in the timing of puberty characteristic of the two sexes.[17]
[edit] Language
[edit] What develops? In addition to acquiring a large spoken vocabulary,[citation needed] there are four main areas in which the child must attain competence, regardless of the language or dialect spoken.[citation needed] These are referred to as phonology or sounds,[citation needed] semantics or the encoded meanings,[citation needed] syntax or the way in which words are combined[citation needed] and pragmatics or knowledge of how language is used in different contexts.[4] [edit] Speed and pattern of development Receptive language, the understanding of others' speech, has a gradual development beginning at about 6 months.[citation needed] However, expressive language, the production of words, moves rapidly after its beginning at about a year of age[citation needed], with a "vocabulary explosion"[citation needed] of rapid word acquisition occurring in the middle of the second year.[citation needed] This vocabulary expansion is closely linked to the ability to repeat spoken words and enables the rapid acquisition of skill in their pronunciation.[36][37] Grammatical rules and word combinations appear at about age two.[citation needed] Mastery of vocabulary and grammar continue gradually through the preschool and school years. Adolescents still have smaller vocabularies than adults and experience more difficulty with constructions like the passive voice.[citation needed] Babies from one month old can produce "ooh" sounds which appear to grow out of pleasurable interactions with caregivers in a mutual "dialogue". According to Stern, this process is communication of affect between adult and infant in a mutual, rhythmic interaction. The attunement and "gaze-coupling" in which infant and adult take different roles is thought to anticipate the give-and-take of later dialogue.[38] From about 6 to 9 months babies produce more vowels, some consonants and echolalia, or the frequent repetition of sounds like "dadadada" which appear to have some phonetic characteristics of later speech. It is thought that a crucial part of the development of speech is the time caregivers spend "guessing" what their infants are trying to communicate thus integrating the child into their social world.[citation needed] When infants are trying to learn words from others they tend to create protowords, which is a "unique string of phonemes that serve word-like functions."[39] The attribution of intentionality to the infant's utterances has been called "shared memory" and forms a complex series of actions, intentions and actions in response in an improvised way.[4] It has been argued that children's phonological systems develop in ways that are parallel to adult languages, even if they are using unrecognizable "words".[40] First words have the function of naming or labelling but also condense meaning as in "milk" meaning "I want milk".[citation needed] Vocabulary typically grows from about 20 words at 18 months to around 200 words at 21 months.[citation needed]From around 18 months the child starts to combine words into two word sentences.[citation needed] Typically the adult expands it to clarify meaning. By 2427 months the child is producing three or four word sentences using a logical, if not
strictly correct, syntax.[citation needed] The theory is that children apply a basic set of rules such as adding 's' for plurals or inventing simpler words out of words too complicated to repeat like "choskit" for chocolate biscuit.[citation needed] Following this there is a rapid appearance of grammatical rules and ordering of sentences.[citation needed] There is often an interest in rhyme, and imaginative play frequently includes conversations.[4] Children's recorded monologues give insight into the development of the process of organising information into meaningful units.[41] By three years the child is beginning to use complex sentences, including relative clauses, although still perfecting various linguistic systems.[citation needed] By five years of age the child's use of language is very similar to that of an adult.[4] From the age of about three children can indicate fantasy or make-believe linguistically, produce coherent personal stories and fictional narrative with beginnings and endings.[4] It is argued that children devise narrative as a way of understanding their own experience and as a medium for communicating their meaning to others.[42] The ability to engage in extended discourse emerges over time from regular conversation with adults and peers. For this the child needs to learn to combine his perspective with that of others and with outside events and learn to use linguistic indicators to show he is doing this.[citation needed] They also learn to adjust their language depending on to whom they are speaking.[citation needed] Typically by the age of about 9 a child can recount other narratives in addition to their own experiences, from the perspectives of the author, the characters in the story and their own views.[43] [edit] Mechanisms of language development Although the role of adult discourse is important in facilitating the child's learning, there is considerable disagreement amongst theorists about the extent to which children's early meanings and expressive words arises directly from adult input as opposed to intrinsic factors relating to the child's cognitive functions. Findings about the initial mapping of new words, the ability to decontextualise words and refine meaning are diverse.[4] One hypothesis is known as the syntactic bootstrapping hypothesis, referring to the child's ability to infer meaning from cues, using grammatical information from the structure of sentences.[44] Another is the multi-route model in which it is argued that context-bound words and referential words follow different routes; the first being mapped onto event representations and the latter onto mental representations. In this model, although parental input has a critical role, children rely on cognitive processing to establish subsequent use of words.[45] However, naturalistic research on language development has indicated that preschoolers' vocabularies are strongly associated with the number of words addressed to them by adults.[46] There is as yet no single accepted theory of language acquisition. Current explanations vary in emphasis from learning theory, with its emphasis on reinforcement and imitation (Skinner), to biological, nativist theories, with innate underlying mechanisms (Chomsky and Pinker), to a more interactive approach within a social context (Piaget and Tomasello).[4] Behaviorists argue that given the universal presence of a physical environment and, usually, a social environment, any theory of language must account for the effects of the contingent relations of these on an individuals development of language behaviour.[47][48][49] Pinker argues that complex language is universal and has an innate basis. Pinker's argument is partly based on the development of creole languages from pidgins. The children of parents who communicate, without grammatical structures, in pidgin, develop a creole language of their own accord, complete with standardised word orders, markers for present, future and past tenses and subordinate clauses.[50] There is some support for this from the development of
sign language amongst deaf children thrown together at a young age in special schools in Nicaragua who spontaneously developed a pidgin which was then developed into a creole by a younger generation of children coming into the schools, (ISN).[51][52] [edit] Individual differences Slow expressive language development (SELD), a delay in the use of words coupled with normal understanding, is characteristic of a small proportion of children who later display normal language use.[citation needed] Dyslexia is a significant topic in child development as it affects approximately 5% of the population (in the western world).[citation needed] Essentially it is a disorder whereby children fail to attain the language skills of reading, writing and spelling commensurate with their intellectual abilities.[citation needed] Dyslexic children show a range of differences in their language development,[citation needed] from subtle speech impairments[citation needed] to mispronunciations[citation needed]to word-finding difficulties.[citation needed] The most common phonological difficulties are limitations of verbal short-term memory[citation needed] and phonological awareness.[citation needed] Such children often have difficulties with long-term verbal learning such as months of the year or learning tables.[citation needed] In the late 1980s the phonological deficit hypothesis has become the dominant explanation.[citation needed] The difficulties in early articulation,[citation needed] basic phonological skills and acquiring basic building blocks means that dyslexics have to invest too many resources in just coping with the basics rather than acquiring new information or skills.[citation needed] Early identification enables children to receive help before they fail.[4] Atypically delayed language development may be diagnostic of autism,[citation needed] and regression of language[citation needed] may indicate serious disabilities like Rett syndrome.[citation needed] Poor language development also accompanies general developmental delays such as those found in Down syndrome.[citation needed]
Overpopulation Autism Behavioral cusp Attachment theory Birth order Child development stages, for development specifications by each month and year Child life specialist Child prodigy Critical period Clinical social work Developmental psychology Developmental psychobiology Peter Pan syndrome
Developmental psychopathology Thematic coherence Early childhood education Evolutionary developmental psychology Healthy narcissism Jointness (psychodynamics) Neurodevelopmental disorder Pedagogy Play (activity)
[edit] References
1. 2. 3. 4. 5. ^ http://journals2.scholarsportal.info.myaccess.library.utoronto.ca/tmp/13482721438326488881.pdf ^ Kail, Robert V (2011). Children and Their Development (6th Edition) (Mydevelopmentlab Series). Englewood Cliffs, N.J: Prentice Hall. ISBN 0-205-03494-2. OCLC 727047867. ^ Bronfenbrenner, Urie (1979). The ecology of human development: experiments by nature and design. Cambridge: Harvard University Press. ISBN 0-674-22456-6. OCLC 4515541. ^ a b c d e f g h i Blades, Mark; Smith, Peter K.; Cowie, Helen (2011). Understanding Children's Development. Wiley-Blackwell. ISBN 1-4051-7601-6. OCLC 620124946. ^ Neil Martin; Carlson, Neil R.; Donald S. Heth; Miller, Harold D.; Donahoe, John W.; Buskist, William (2007). Psychology: the science of behavior. Boston: Pearson Allyn and Bacon. pp. 97. ISBN 0-205-47289-3. OCLC 68373525.
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