學(xué)前兒童發(fā)展概論第一章發(fā)展學(xué)科：一門關(guān)于年齡的科學(xué)孔子關(guān)于年齡的思想吾十有五，而志與學(xué)，三十而立，四十而不惑，五十而知天命，六十而耳順，七十而從心所欲，不愈矩。零歲出場亮相十歲天天向上二十遠大理想三十到處吃香四十奮發(fā)圖強五十開始走樣六十衣錦還鄉(xiāng)七十打打麻將八十曬曬太陽,九十躺在床上,一百歲肯定掛在墻上。我的世界：人若有100歲的境界，80歲的胸懷，60歲的智慧，40歲的意志，20歲的激情，加上兩三歲的童心，該有多好?。。?！全書內(nèi)容概要第一章緒論第二章兒童發(fā)展的基礎(chǔ)第三章兒童感知覺和注意的發(fā)展第四章兒童記憶的發(fā)展第五章兒童想象、思維的發(fā)展第六章兒童言語的發(fā)展第七章兒童情緒的發(fā)展第八章兒童社會性的發(fā)展第九章兒童個性的發(fā)展第十章兒童道德的發(fā)展第十一章兒童發(fā)展的認知神經(jīng)科學(xué)研究第一章緒論第一節(jié)兒童發(fā)展概述第二節(jié)兒童發(fā)展研究的歷史和現(xiàn)狀第三節(jié)兒童發(fā)展研究方法第一節(jié)兒童發(fā)展概述兒童期涵蓋的年齡范圍兒童發(fā)展的年齡范圍是個體從不成熟成熟這一成長階段，是個體生命發(fā)展的重要組成部分。混沌，未分化分化，專門化被動，不隨意主動，隨意認識外部認識內(nèi)部態(tài)度不穩(wěn)定穩(wěn)定生物人社會人

一兒童發(fā)展概念兒童的哪些方面在發(fā)展和變化？兒童發(fā)展的領(lǐng)域生理發(fā)展認知發(fā)展個性和社會性發(fā)展文化性發(fā)展發(fā)展是指個體身體、生理、心理、行為等方面的發(fā)育、成長、分化、成熟和變化的過程。身體結(jié)構(gòu)的變化思維方式的變化13學(xué)步兒和5歲孩子的身體樣子很不一樣。這個女孩和她的小弟弟相比，身體線條看上去更像大人。兒童發(fā)展的特點發(fā)展的基礎(chǔ)性發(fā)展的遞進性發(fā)展的易感性兒童發(fā)展的特點發(fā)展的基礎(chǔ)性發(fā)展的遞進性發(fā)展的易感性兒童發(fā)展的特點發(fā)展的基礎(chǔ)性發(fā)展的遞進性發(fā)展的易感性兒童發(fā)展的特點發(fā)展的基礎(chǔ)性發(fā)展的遞進性發(fā)展的易感性兒童發(fā)展的概念發(fā)展的基礎(chǔ)性發(fā)展的遞進性發(fā)展的易感性年齡領(lǐng)域第二節(jié)兒童發(fā)展研究的歷史和現(xiàn)狀.兒童發(fā)展和人類發(fā)展心理的種系發(fā)展廣義發(fā)展心理學(xué)狹義發(fā)展心理學(xué)心理的種族發(fā)展個體心理發(fā)展（生→死）2.發(fā)展心理學(xué)的概念研究個體從受精卵開始到出生、到成熟、直至衰老的生命全程中心理發(fā)生、發(fā)展的特點和規(guī)律的科學(xué)。即研究畢生心理發(fā)展特點和規(guī)律的科學(xué)。比較心理學(xué)（動物心理學(xué)）民族心理學(xué)廣義發(fā)展心理學(xué)是研究種系和個體心理發(fā)生與發(fā)展的科學(xué)包含心理的種系發(fā)展（比較心理學(xué)/動物心理學(xué)）、心理的種族發(fā)展（民族心理學(xué)）和個體心理發(fā)展（個體發(fā)展心理學(xué)）。狹義發(fā)展心理學(xué)即個體發(fā)展心理學(xué)，是關(guān)于人的個體從受精卵開始到出生、成熟、直至衰老的生命全程中心理發(fā)生、發(fā)展特點和規(guī)律的科學(xué)。發(fā)展心理學(xué)發(fā)展心理學(xué)畢生（生命全程）年齡特征研究對象研究內(nèi)容二部分四方面感覺知覺記憶想象思維興趣動機情感價值觀自我意識氣質(zhì)性格社會生活教育條件生理因素動作活動發(fā)展言語發(fā)展認知社會性質(zhì)的特征智力活動人格先天后天外因內(nèi)因階段連續(xù)青春期胎兒受精卵—出生——成熟——衰老嬰兒期童年期青年期中年期老年期幼兒期個體發(fā)展心理學(xué)（狹義）基本原理三、種系發(fā)展與個體發(fā)展種系發(fā)展（廣義）種族發(fā)展個體心理發(fā)展（狹義）動物人類動物/比較心理學(xué)民族心理學(xué)個體發(fā)展心理學(xué)什么東西早上是四條腿，到了中午是兩條腿，當(dāng)太陽落山時又變?yōu)槿龡l腿？斯芬克斯之謎人個體心理發(fā)展與種系心理發(fā)展的關(guān)系個體發(fā)展與種系心理發(fā)展的理論，最有代表性的還是20世紀(jì)初霍爾（）的復(fù)演說。帶了81位博士生，三分之一是大學(xué)校長或是國際上有名的心理學(xué)家，如杜威、卡特爾主要觀點：“兒童乃成人之父”。個體的發(fā)育和發(fā)展是種系發(fā)生的各主要階段的再現(xiàn)。1、胎兒在胎內(nèi)的發(fā)展復(fù)演了動物的進化過程。2、兒童和青少年時期的心理發(fā)展復(fù)演了人類進化過程①階段：乳兒期復(fù)演了從動物到人的進化；②8歲前的兒童復(fù)演著原始人的漁獵時代；

③8-12歲兒童期復(fù)演由蒙昧?xí)r代向文明時代的過渡時期④少年期復(fù)演了中世紀(jì)人類的特征；⑤青年期復(fù)演了近代風(fēng)云變幻的人類特征。⑥青年期復(fù)演著人類浪漫主義時代。

復(fù)演說結(jié)構(gòu)圖動物原始人現(xiàn)代人胎兒出生成熟評論錯誤：引向生物決定論（3）評價

霍爾的復(fù)演說引起了心理學(xué)界很大爭議，我們應(yīng)用辯證的眼光來評價它。復(fù)演說有其正確的一面，因為我們在個體心理發(fā)展的過程中確實看到了一些返祖現(xiàn)象。但是復(fù)演說的錯誤在于把個體發(fā)展與種系發(fā)展完全等同起來，從而引向了生物決定論。第三節(jié)兒童發(fā)展研究方法

一、觀察法：觀察者通過自己的感官或儀器，對兒童的心理和行為變化進行有目的、有計劃的觀察。（一）長期觀察和定期觀察長期觀察定期觀察（二）全面觀察和重點觀察全面觀察重點觀察優(yōu)點：現(xiàn)場觀察，資料更客觀、全面、準(zhǔn)確缺點：觀察質(zhì)量的高低決定于觀察者本人的專業(yè)水平第三節(jié)發(fā)展心理學(xué)的主要研究方法認人為父的小鵝二、訪談法訪談法：研究者通過與兒童進行口頭交談，了解和搜集有關(guān)心理特征資料的方法。訪談法在兒童心理學(xué)研究中具有重要意義和作用。根據(jù)訪談內(nèi)容和過程是否有統(tǒng)一要求和結(jié)構(gòu)：結(jié)構(gòu)訪談、非結(jié)構(gòu)訪談根據(jù)是否借助一定的中介物：直接訪談和間接訪談優(yōu)點：較針對性地收集證據(jù)，情境自然缺點：訪談結(jié)果的準(zhǔn)確性和有效性受到訪談?wù)咦陨項l件的限制，費時多，對訪談結(jié)果進行量化的難度也較大三、問卷法是研究者用同一設(shè)計的問卷來搜集兒童心理和行為資料的方法問題是問卷的核心。優(yōu)點：更具目的性，內(nèi)容更加完整，設(shè)計更加嚴密，標(biāo)準(zhǔn)化程度較高，可以在短時間內(nèi)搜集到大量的資料，所得數(shù)據(jù)也便于定量分析。缺點：問卷設(shè)計最關(guān)鍵。如果不當(dāng)，會達不到預(yù)期效果，對被試有書面語能力的要求。四、測驗法測驗法：通過測驗量表來測查兒童心理發(fā)展特點和規(guī)律的方法。編制測驗量表需要經(jīng)過編制測驗題目、預(yù)測、項目分析、合成測驗、取得信度和效度資料，建立常模等標(biāo)準(zhǔn)化過程。應(yīng)用經(jīng)過標(biāo)準(zhǔn)化測驗量表進行測量，將其得分與常模分數(shù)進行比較，就可以清楚地了解兒童在某方面的發(fā)展水平。如中國比內(nèi)測驗、韋克斯勒智力量表、瑞文測驗，卡特爾16項人格因素量表。優(yōu)點：測驗量表的編制嚴謹，結(jié)果處理方便，由于一些常模的存在，可以直接進行對比研究。缺點：受被試口頭語言和書面語言能力的限制，不能用于測差低幼兒童。瑞文測驗瑞文智力測驗畫樹測驗畫人測驗五、實驗法實驗法：通過創(chuàng)設(shè)一定的情境，操縱和控制某些實驗變量，來探討兒童心理發(fā)展的原因和規(guī)律的方法。（一）實驗室實驗：是在專門的實驗室內(nèi)，利用專門的儀器和設(shè)備，對兒童的心理發(fā)展所進行的研究，關(guān)于兒童的各種認知能力，如感覺、知覺、已憶、思維等心理過程多用實驗室方法進行。如對嬰兒顏色知覺的研究被試：3、4個月的嬰兒過程：對480毫微米藍波形成習(xí)慣化；呈現(xiàn)450毫微米藍色510毫微米綠色結(jié)果：嬰兒對綠色表現(xiàn)出去習(xí)慣化，但對藍波沒有。結(jié)論：嬰兒和成人一樣，是按顏色的不同類別做出反應(yīng)的。優(yōu)點：能夠嚴格地控制和操縱變量，揭示變量間的因果關(guān)系；對實驗過程和結(jié)果的記錄客觀、準(zhǔn)確，利于定量分析，這就在很大程度上提高了研究的科學(xué)性。局限：與兒童的實際生活相脫節(jié)，使兒童的表現(xiàn)易帶上非自然性色彩。（二）現(xiàn)場實驗：是在現(xiàn)實的真實環(huán)境中，對兒童心理發(fā)展?fàn)顩r所進行的研究?，F(xiàn)場實驗的整體實驗情景是自然的，但又對某些因素進行了有目的、有計劃的控制。優(yōu)點：保證了研究具有較高的內(nèi)部和外部效度。局限：由于這種研究在環(huán)境上的開放性，因而很難對有些無關(guān)變量進行很理想的控制，樣本的代表性也不易控制在具體的研究中，究竟采用實驗室實驗還是采用現(xiàn)場實驗，要根據(jù)研究的具體目的來決定：對那些不易受場景影響，又需要對其過程進行嚴密控制的心理過程，用實驗室實驗的方式比較好；對于兒童的某些社會行為的研究應(yīng)用現(xiàn)場實驗法更合適。羅森塔爾效應(yīng)48InfluencesAttitudesandbeliefsoftheculture,andsub-cultureandfamilyunitswecomefromAlltheseshapeourimageofthechild,justastheyshapetheworkofthemajortheoristsOurbeliefswillinfluencewhatwemightfindusefulfromdifferenttheorists49ImagesofthechildDoviewchildrenas:SeekersofknowledgeOREmptyvesselsforustopourknowledgeinto?Doyouviewbabiesas:PeopleseekingrelationshipsORPeoplewhoneedtobetaughttorelate50Whathasinfluencedthewayyouviewchildren/babies?51OurimageofthechildinourculturehelpsustoformtheseanswersItisimportanttobeawareoftheimagesweworkwithRe-examinationofyourviewofthechildkeepstheseimagesrelevantandopentochangethroughoutourprofessionalcareers52Doyouvalueknowledgegainedthroughgroupworkmore(orless)thanknowledgegainedalone?Why????53MaingroupsoftheoriesMaturationist–AGessell,NChomskyBehaviourist–BSkinner,JWatson,IPavlovDevelopmentalInteractionists–UBronfenbrenner,JPiaget,LVygostky54WhichTheory?Inassessingtheoriesaskyourself:Howdoesthistheoryexplainbehaviour?Howdoesthistheoryhelpmetopredictbehaviour?Howwillthistheoryassistmeinapracticalsituation?55Throughoutthisunityouwillstudyfourmaintheorists:MaslowPiagetVygotskyErikson56MaslowAbrahamMaslowdevelopedatheorybasedonbasicneeds.Hebelieved:thatpeoplegenerallyhavethesamebasicneeds.thatinordertothriveanddevelopweneedtomeettheseneedsthattheneedtogrowanddevelop,tostriveforimprovementiswithinallofus

SelfActualisation(SelfrespectApproval)Esteem(Respect,approval)Love&Belonging(Family,Community,Friendship),Safety(security,protection)PhysicalNeeds(FoodSleepWater)57JeanPiaget

TheoryonCognitiveDevelopment ConstructingKnowledgeSchemataAssimilationAccomodationConceptdevelopmentConservation58Piaget’sstagesofcognitivedevelopmentSensori-Motor–(0-2yrs)explorationusingsenses.Sensoryplayimportant(mouthing,sucking,banging,smellingandlooking).EgocentricPre-operational–(2–7yrs)languageandimaginationtoextendthinkingandunderstanding–lessegocentric59Concreteoperational–(7-11yrs)developskillsofthinkinglogicallyinavarietyofpracticalor‘concrete’situations.Moreorganisedthought(Categories)LogicalratherthanabstractthinkersFormaloperational(11+years)moreabstractargumentsanddiscussions.Broaderissuesoftheworldtakeamoreimportantrole.60LevVygostky

LanguageandCognition

“Whatachildcandoinco-operationtoday,hecandoalonetomorrow.”Vygotsky(1967)SocialConstructivistTheoryHeavieremphasisthanPiagetontheimportanceofsocialinteractionandlanguageingrowthofthinking61LearningisaresultofsocialcontactandinteractionwithsignificantandfamiliarpeopleEmphasisedtheimportanceofgesturesofthepre-linguisticchild–bodymovementsshowbeginningsofsymbolicthoughtAndimportanceofinnerspeech–‘talkingthrough’aproblem(selftalk)62ZoneofProximalDevelopment(ZPD)TheZPDisabout"candowithhelp",notasapermanentstatebutasastagetowardsbeingabletodosomethingonyourown.Thekeyto"stretching"thelearneristoknowwhatisinthatperson'sZPD—whatcomesnext,forthem.‘Scaffolding’–addingknowledgeandunderstanding.63ErikErikson

PsychosocialTheoryFocusonsocialandemotionaldevelopmentInfluencedbyFreudiantheoryHebelievedthatPeoplegenerallyhavethesamebasicneedsOurpersonalitydevelopsandchangesinresponsetotheseneedsDevelopmentproceedsinstagesthatmatchbiologicallifespanstagesEachstageischaracterisedbyacrisis–socialexpectationsMotivationtomeetthesechallengeswillvaryfromstagetostage64Erikson’sstages

(8stagesinall–only4outlinedhere)1:TrustvsMistrust(infancy)–“willItrusttheworld?”Infantdevelopsprimarythensecondaryattachments.Infantbeginstotrustthatbasicneedswillbemet.Developmentoftrustimportanttofuturerelationshipsandemotionaldevelopment.652:Autonomyv’sshameanddoubt(toddlerhood)“canIdothisbymyself”Toddlerseeksapprovalfromadults.Improvedselfhelpskills–requiressupportandguidanceofcarersinorderforautonomytodevelop.663.InitiativevsGuilt(preschoolyears)“IswhatIdoandthinkOK?”Childsometimesoverstepslimits–experienceguilt.Childislearningsocialrulesandconsequencesforbreachofrules674.IndustryvsInferiority(schoolage)“CanImasterthisskill?”Learningandusingpro-socialskillsandbehaviour.Moresureofownabilitiesandbecomemoreindependent.PeeracceptanceisimportantFeelingsofinferiorityarecommonaschildseeksacceptanceandapproval–selfesteemlowersduringmiddlechildhoodTheoriesofChildDevelopment

JeanPiaget?LevVygotsky

AbrahamMaslow?B.F.Skinner?ErikErickson?HowardGardnerWhyStudyChild&ParentingDevelopmentTheories?Theorieshelppeople:Organizetheirideasaboutraisingchildren.Understandinfluencesonparenting.Discovermorethanonewaytointeractwithchildren.Analyzethebenefitsandconsequencesofusingmorethanonetheory.WhyStudytheSelectedTheories?Theselectedtheories:Havebeenpopularandinfluential.Representdifferentapproachestoparent-childinteraction.Offerhelpinthe“realworld”ofdailychild-rearing.Makegoodcommonsense.LevVygotsky-1896-1934MainpointsDevelopmentisprimarilydrivenbylanguage,socialcontextandadultguidance.KeyWordsZoneofproximaldevelopmentScaffoldingTheculturesinwhichchildrenareraisedandthewaysinwhichtheyinteractwithpeopleinfluencetheirintellectualdevelopment.Fromtheirculturalenvironments,childrenlearnvalues,beliefs,skills,andtraditionsthattheywilleventuallypassontotheirownchildren.Throughcooperativeplay,childrenlearntobehaveaccordingtotherulesoftheircultures.Learningisanactiveprocess.Learningisconstructed.Whatis:ZoneofProximalDevelopment Itisarangeoftasksthatachildcannotyetdoalonebutcanaccomplishwhenassistedbyamoreskilledpartner. Thereisazoneofproximaldevelopmentforeachtask.Whenlearnersareinthezone,theycanbenefitfromtheteacher’sassistance. Learnersdevelopatdifferentratessotheymaydifferintheirabilitytobenefitfrominstructions.Whatis:ScaffoldingAssistancethatallowsstudentstocompletetasksthattheyarenotabletocompleteindependently.Effectivescaffoldingisresponsivetostudents’needs.Inclassroom,teachers’providescaffoldingby:

Breakingcontentintomanageable pieces Modelingskills Providepracticeandexampleswithprompts LettinggowhenstudentsarereadyLifeisaseriesofstages.Eachindividualmustpassthrougheachstage.Thewayinwhichapersonhandleseachofthesestagesaffectstheperson’sidentityandself-concept.Thesepsychosocialstagesare:Trustvs.mistrust(birthto1year)Autonomyvs.shame&doubt(2to3years)Initiativevs.guilt(4to5years)Industryvs.inferiority(6to11years)Identityvs.roleconfusion(12to18years)Intimacyvs.isolation(youngadulthood)Generativityvs.stagnation(middleadulthood)Integrityvs.despair(olderadulthood)PsychosocialTheoryofHumanDevelopment–ErikEriksonStageAgeBasic

ConflictImportant

EventSummaryOral-sensoryBirthto12to18monthsTrustvs.MistrustFeedingTheinfantmustformafirstloving,trustingrelationshipwiththecaregiver,ordevelopasenseofmistrust.Muscular-Anal18months

to3yearsAutonomyvs.

Shame/DoubtToilet

trainingThechild'senergiesaredirectedtowardthedevelopmentofphysicalskill,includingwalking,grasping,andrectalsphinctercontrol.Thechildlearnscontrolbutmaydevelopshameanddoubtifnothandledwell.Locomotor3to6yearsInitiativevs.

GuiltIndependenceThechildcontinuestobecomemoreassertiveandtotakemoreinitiative,butmaybetooforceful,leadingtoguiltfeelings.Latency6to12yearsIndustryvs.InferioritySchoolThechildmustdealwithdemandstolearnnewskillsorriskasenseofinferiority,failureandincompetence.Adolescence12to18yearsIdentityvs.

RoleConfusionPeerrelationshipsTheteenagermustachieveasenseofidentityinoccupation,sexroles,politics,andreligion.YoungAdulthood19to40yearsIntimacyvs.

IsolationLoverelationshipsTheyoungadultmustdevelopintimaterelationshipsorsufferfeelingsofisolation.MiddleAdulthood40to65yearsGenerativityvs.StagnationParentingEachadultmustfindsomewaytosatisfyandsupportthenextgeneration.Maturity65todeathEgoIntegrityvs.DespairReflectiononandacceptanceofone'slifeTheculminationisasenseofoneselfasoneisandoffeelingfulfilled.Erikson’sPsychosocialTheoryofHumanDevelopmentAutonomyvs.Shame/DoubtTrustvs.MistrustInitiativevs.GuiltIndustryvs.InferiorityIdentityvs.RoleConfusionIntimacyvs.IsolationEgoIntegrityvs.DespairGenerativityvs.StagnationCritiqueofErikEriksonSupportersofthisEriksoniantheory,suggestthatthosebestequippedtoresolvethecrisisofearlyadulthoodarethosewhohavemostsuccessfullyresolvedthecrisisofadolescence.Ontheotherhand,Erikson'stheorymaybequestionedastowhetherhisstagesmustberegardedassequential,andonlyoccurringwithintheagerangeshesuggests.Thereisdebateastowhetherpeopleonlysearchforidentityduringtheadolescentyearsorifonestageneedstohappenbeforeotherstagescanbecompleted.TheoryofBehaviorism-

B.FSkinner&othersBasedonLocke’stabularasa(“cleanslate”)idea,Skinnertheorizedthatachildisan“emptyorganism”thatis,anemptyvesselwaitingtobefilledthroughlearningexperiences.Anybehaviorcanbechangedthroughtheuseofpositiveandnegativereinforcement.Behaviorismisbasedoncause-and-effectrelationships.Pavlo'sdoggameClassicalConditioningPavlov'sDogsMajorelementsofbehaviorisminclude:

PositiveandnegativereinforcementUseofstimulusandresponseModelingConditioning.IvanPavlovB.F.SkinnerAlbertBanduraSkinnerBoxOperantConditioningTheoryofMultipleIntelligence

HowardGardner

HowardGardner’stheoryHowardGardnerdefinesintelligenceas"thecapacitytosolveproblemsortofashionproductsthatarevaluedinoneormoreculturalsetting"(Gardner&Hatch,1989).Usingbiologicalaswellasculturalresearch,heformulatedalistofsevenintelligences.Thisnewoutlookonintelligencediffersgreatlyfromthetraditionalviewthatusuallyrecognizesonlytwointelligences,verbalandmathematical.WhoisHowardGardner?

HowardGardnerisapsychologistandProfessoratHarvardUniversity'sGraduateSchoolofEducation.Basedonhisstudyofmanypeople,Gardnerdevelopedthetheoryofmultipleintelligences.Gardnerdefinesintelligenceas“abilitytosolveproblemsortocreateproductswhicharevaluedinoneormoreculturalsettings.”AccordingtoGardner,8differenttypesofintelligencearedisplayedbyhumans.

Gardner’sIntelligences:Logical-MathematicalIntelligence

consistsoftheabilityto:detectpatternsreasondeductivelythinklogicallyThisintelligenceismostoftenassociatedwithscientificandmathematicalthinking.Famousexamples:AlbertEinstein,JohnDewey.

LinguisticIntelligence

involveshavingamasteryoflanguage

Thisintelligenceincludestheabilitytoeffectivelymanipulatelanguagetoexpressoneselfrhetoricallyorpoetically.Italsoallowsonetouselanguageasameanstorememberinformation.Famousexamples:CharlesDickens,AbrahamLincoln,T.S.Eliot,SirWinstonChurchill.SpatialIntelligence

givesonetheabilitytomanipulateandcreatementalimagesinordertosolveproblems.

Thisintelligenceisnotlimitedtovisualdomains--Gardnernotesthatspatialintelligenceisalsoformedinblindchildren.

Famousexamples:Picasso,FrankLloydWright

MusicalIntelligence

encompassesthecapabilitytorecognizeandcomposemusicalpitches,tones,andrhythms.

(Auditoryfunctionsarerequiredforapersontodevelopthisintelligenceinrelationtopitchandtone,butthesefunctionswouldnotbeneededfortheknowledgeofrhythm.)

Famousexamples:Mozart,LeonardBernstein,RayCharles.

Bodily-KinestheticIntelligence

istheabilitytouseone'smentalabilitiestocoordinateone'sownbodilymovements.Thisintelligencechallengesthepopularbeliefthatmentalandphysicalactivityareunrelated.Theabilitytouseyourbodyskillfullytosolveproblems,createproductsorpresentideasandemotions.Anabilityobviouslydisplayedforathleticpursuits,dancing,acting,artistically,orinbuildingandconstruction.Youcanincludesurgeonsinthiscategorybutmanypeoplewhoarephysicallytalented–"goodwiththeirhands"–don'trecognizethatthisformofintelligenceisofequalvaluetotheotherintelligences.Famousexamples:CharlieChaplin,MichaelJordan.

Interpersonal

IntelligenceTheabilitytoworkeffectivelywithotherstorelatetootherpeopledisplayempathyandunderstandingnoticetheirmotivationsandgoals.

Thisisavitalhumanintelligencedisplayedbygoodteachers,facilitators,therapists,politicians,religiousleadersandsalespeople.

Famousexamples:Gandhi,RonaldReagan,MotherTeresa,OprahWinfrey.IntrapersonalIntelligenceTheabilityforself-analysisandreflection–tobeableto:

quietlycontemplateandassessone'saccomplishmentsreviewone'sbehaviorandinnermostfeelingsmakeplansandsetgoalsknowoneselfPhilosophers,counselors,andmanypeakperformersinallfieldsofendeavorhavethisformofintelligence.Famousexamples:Freud,EleanorRoosevelt,Plato.

Naturalistintelligence

designatesthehumanabilitytodiscriminateamonglivingthings(plants,animals)aswellassensitivitytootherfeaturesofthenaturalworld(clouds,rockconfigurations).tomakedistinctionsinthenaturalworldandtousethisabilityproductively–forexampleinhunting,farming,orbiologicalscience.

Farmers,botanists,conservationists,biologists,environmentalistswouldalldisplayaspectsoftheintelligence.Famousexamples:CharlesDarwin,RachelCarson.Canwebemorethanone?

Yes!

Althoughtheintelligencesareanatomicallyseparatedfromeachother,Gardnerclaimsthattheeightintelligencesveryrarelyoperateindependently.

Rather,theintelligencesareusedconcurrentlyandtypicallycomplementeachotherasindividualsdevelopskillsorsolveproblems.Forexample,adancercanexcelinhisartonlyifhe/shehas

strongmusicalintelligencetounderstandtherhythmandvariationsofthemusic

bodily-kinestheticintelligencetoprovidehimwiththeagilityandcoordinationtocompletethemovementssuccessfullyinterpersonalintelligencetounderstandhowhecaninspireoremotionallymovehisaudiencethroughhismovementsThebehaviorofchildrenandthedevelopmentoftheirthinkingcanonlybeexplainedbytheinteractionofnature(intrinsicdevelopment)andnurture(extrinsicenvironmentalfactors).JeanPiaget-1896-1980Goalofcognitivedevelopment–BiologicalsurvivalCognitivedevelopmentasbiologicaladaptation–Adaptationofmentalconstructsfromexperiences–Learneras‘thelittlescientist’Knowledgeoriginatesfromtheenvironment–Assimilation+accommodationleadtoequilibrium–Cognitivedevelopmentinvolvesactiveselection,interpretation,andconstructionofknowledgeKeywordsCognitivelearningtheory;assimilate;symbolism;accommodate;egocentric;decentre;conservatism;activelearners;schemata;sensory-motor;stages;pre-operational;animism;moralrealism;concreteoperations;formaloperationsJeanPiaget(1896-1980)CognitiveDevelopmentTheoryTwoprocessesareessentialfordevelopment:AssimilationLearningtounderstandeventsorobjects,

basedonexistingstructure.AccommodationExpandingunderstanding,basedonnewinformation.PiagetChildrenpassthroughspecificstagesastheydeveloptheirCognitiveDevelopmentskills:Sensorimotor–birth-2years–infantsdeveloptheirintellectPreoperational–2-7years–childrenbegintothinksymbolicallyandimaginativelyConcreteoperational–7-12years–childrenlearntothinklogicallyFormaloperational–12years–adulthood–adultsdevelopcriticalthinkingskillsMaslow’sTheoryMaslow’stheorymaintainsthatapersondoesnotfeelahigherneeduntiltheneedsofthecurrentlevelhavebeensatisfied.Maslow'sbasicneedsareasfollows:PhysiologicalNeedsFoodAirWaterClothingSexBasicHumanNeedsSafetyNeedsProtectionStabilityPainAvoidanceRoutine/Order

SafetyandSecurity

SocialNeedsAffectionAcceptanceInclusionLoveandBelongingEsteemNeedsSelf-RespectSelf-EsteemRespectedbyOthersEsteemSelf-ActualizationAchievefullpotentialFulfillment階段StagesofGrowthandDevelopmentInfancyNeonateBirthto1monthInfancy1monthto1yearEarlyChildhoodToddler1-3yearsPreschool3-6yearsMiddleChildhoodSchoolage6to12yearsLateChildhoodAdolescent13yearstoapproximately18yearsPrinciplesofGrowthandDevelopmentGrowthisanorderlyprocess,occurringinsystematicfashion.Ratesandpatternsofgrowtharespecifictocertainpartsofthebody.Wideindividualdifferencesexistingrowthrates.Growthanddevelopmentareinfluencesbyareinfluencesbyamultiplefactors.PrinciplesContinuedDevelopmentproceedsfromthesimpletothecomplexandfromthegeneraltothespecific.Developmentoccursinacephalocaudalandaproximodistalprogression.Therearecriticalperiodsforgrowthanddevelopment.Ratesindevelopmentvary.Developmentcontinuesthroughouttheindividual'slifespan.GrowthPatternGrowthPatternsThechild’spatternofgrowthisinahead-to-toedirection,orcephalocaudal,andinaninwardtooutwardpatterncalledproximodistal.Whydevelopmentalassessment?Earlydetectionofdeviationinchild’spatternofdevelopmentSimpleandtimeefficientmechanismtoensureadequatesurveillanceofdevelopmentalprogressDomainsassessed:cognitive,motor,language,social/behavioralandadaptiveGrossMotorSkillsTheacquisitionofgrossmotorskillprecedesthedevelopmentoffinemotorskills.BothprocessesoccurinacephalocaudalfashionHeadcontrolprecedingarmandhandcontrolFollowedbylegandfootcontrol.GrossMotorDevelopmentNewborn:barelyabletolifthead6months:easilyliftshead,chestandupperabdomenandcanbearweightonarmsHeadControlNewbornAge6monthsSittingup2monthsold:needsassistance6monthsold:cansitaloneinthetripodposition8monthsold:cansitwithoutsupportandengageinplaySittingUpAge2monthsAge8monthsAmbulation9monthold:crawl1year:standindependentlyfromacrawlposition13monthold:walkandtoddlequickly15monthold:canrunAmbulation13montholdNineto12-monthsFineMotor-InfantNewbornhasverylittlecontrol.Objectswillbeinvoluntarilygraspedanddroppedwithoutnotice.6monthold:palmargrasp–usesentirehandtopickupanobject9monthold:pincergrasp–cangraspsmallobjectsusingthumbandforefingerSpeechMilestones1-2months:coos2-6months:laughsandsqueals8-9monthsbabbles:mama/dadaassounds10-12months:“mama/dadaspecific18-20months:20to30words–50%understoodbystrangers22-24months:twowordsentences,>50words,75%understoodbystrangers30-36months:almostallspeechunderstoodbystrangersHearingBAERhearingtestdoneatbirthAbilitytohearcorrelateswithabilityenunciatewordsproperlyAlwaysaskabouthistoryofotitismedia–earinfection,placementofPET–tubesinearEarlyreferraltoMDtoassessforpossiblefluidinears(effusion)RepeathearingscreeningtestSpeechtherapistasneededFineMotorDevelopment6-month-old12-month-oldRedFlagsininfantdevelopmentUnabletositalonebyage9monthsUnabletotransferobjectsfromhandtohandbyage1yearAbnormalpincergriporgraspbyage15monthsUnabletowalkaloneby