EDUC 5410 Unit 4 Written Assignment

Childhood is an important time for a child's overall development and building the basis for their
future. Children need health care and nutrition, as well as protection from harm and a sense of
security, in order to attain their full potential (UNICEF, Early childhood development n.d.). Child
development is a long-term process of acquiring and mastering skills. Milestones are tasks that a child
can undertake at a certain age. While most children develop in the same order, the times involved are
not exact. Physical, intellectual, social, and moral advancement all occur simultaneously. Many
researchers in these domains gain different leveled methods of dealing with growth at various stages
based on their age level.

Different areas of development in Infancy and their implication

Physical Development: All senses and physiological systems work to varying degrees from birth. The
brain grows in complexity and sensitivity to external factors; physical growth and motor skill
development take place (Human growth and development n.d.) Infants grow quickly in length and
weight, and by the age of two, the average child's weight will have tripled. In the sensorimotor stage
of Piaget's cognitive development hypothesis, newborns learn about their surroundings through
touching, manipulating, and hearing them (Piaget, 1952). Even if their language skills are not fully
developed, newborns have a sense of object permanence, or the awareness that an item exists even
while hidden (Seifert & Sutton, 2009). Babies have stranger anxiety and fear of strangers
(OERCommons, n.d.). Physical interactions and experiences limit the understanding at this point.
Babies must constantly explore and make errors in order to learn. For instance, when placing objects
in one's mouth or rattling a rattle. As infants become more mobile, their cognitive development
increases. This period marks the beginning of early language development. This demonstrates that
memory formation begins between the ages of 7-9 months. Infants can identify an object after it has
disappeared. Sensory and motor experiences help children develop (McLeod, 1970). Beginning with
their body and senses, they attempt to touch and control everything after walking in order to create
techniques that begin to explain their universe (Orey, 2010). The first stage in Erik Erikson's theory of
psychological development is social: trust vs. distrust. The newborn seeks to their main caregiver for
security and consistency throughout this time (Seifert & Sutton, 2009). If the infant's care has been
uneven, unexpected, and untrustworthy, he or she may develop distrust, suspicion, and fear. The key
psychological milestone of childhood is attachment (Psychology, lifespan development n.d.). Infants
acquire a feeling of personal agency through engaging with people and their environment, which is
consistent with Bandura's social cognitive theory (Zurek et al., 2014). Moral: Throughout the
pre-conventional period, a child's sense of morality is externally governed. Children accept and
believe the rules set by authority figures such as parents and teachers. A infant with pre-conventional
morality has not yet assimilated society's standards about what is good and bad, but instead focuses on
the consequences of individual activities. While infants cannot grasp morality, they can understand
what feels good or bad, which may be turned into right and wrong. Adults feel more confident and
"proper" when they provide physical and emotional care to newborns. Responding to a baby's needs,
from diaper changes to holding and playing with them, sets an early example of caring for and
respecting others. While it takes time to develop a sense of morality, most newborns learn about good
and wrong as well as how to imitate and transmit thoughts and preferences before the end of the first
year (First 5 La, 2020).

Different areas of development in Pre-schoolers and their implication

Physical Development: The typical 3- to 6-year-old gains 4 to 5 pounds (1.8 to 2.25 kg) each year and
achieves 20/20 vision by the age of four. Running, jumping, early throwing, and kicking are gross
motor development milestones for this age group, as is competent tricycle navigation and one-foot
balance for up to 5 seconds. Fine motor milestones for children at the age of four should involve
drawing a square, using scissors, and lastly cutting a straight line (MedlinePlus, n.d.). At the
preoperational stage of Piaget's Cognitive theory development, consider it on two levels. Preoperative
stages often occur during toddlerhood (18-24 months) and early childhood (7 years) (Piaget, 1952). At
the same time, creative and practical—evidence of metacognition's roots (Seifert & Sutton, 2009).
Furthermore, toddlers learn to think about things symbolically (MedlinePlus, n.d.). This is connected
to language development since children learn to rhyme, construct words, and express themselves via
sentence completion (OER Commons, n.d.). They have distinct thoughts, feelings, and
beliefs—cognitive immaturity leads to illogical worldviews: memory and language abilities both
improve. Intelligence begins to become more predictable (Psychology, lifespan development n.d.).
The brain stores information in sensory representations (icons), especially visual ones. Some are
aware of this, while others are not. Having diagrams or drawings to accompany what we're hearing
may help us remember it faster. Other mental representations (icons) employed in thinking include
hearing, smelling, and feeling. Unlike actions or pictures, which have a set relationship to what they
represent, symbols may be manipulated, ordered, classed, and so on (Mcleod, 1970). Social: Vocal
expressions are utilized to maintain healthy interpersonal ties throughout the prelinguistic era.
Repetition of the child's vocalizations increases the child's rate of spontaneous vocalizations (Bandura,
1989). Connections with the physical world, according to Bandura, may be more important than social
relationships since the physical environment is more predictable. Brown and Zhou (2015) The
conversation progresses, attention skills improve, and involvement in the interactive play starts. Easily
connect with others (Development Psychology 2020). Preschoolers are going through a psychological
crisis. They learn to exert their influence in the world via play and other forms of social involvement.
Successful pre-schoolers may develop their skills. Those that fail at this stage feel guilty, insecure, and
unmotivated. This is referred to by Erickson as "Initiative vs. Guilt." Moral Toddlers cannot yet
distinguish between what is good and wrong. Preschoolers begin to understand the concept of
okay/not okay. Caregivers serve as moral role models for others. By discussing ethical issues with
their children, parents may assist them in developing a moral code. Instead, parents and other
caregivers define moral behavior and begin to teach children a code of ethics, such as "We don't strike
others, so they don't hit us." (2020, First 5 La)

Different areas of development in Elementary students and their implication

Physical Development: In the early primary years, boys and girls grow at the same pace (Human
growth and development, n.d.).

It is hypothesized that the increased resistance to common illnesses is due to a combination of earlier
exposure-induced immunity and better sanitation and eating habits. Strength and athletic ability both
improve. Children's engagement in physical exercise, sports, and creative play lays the groundwork
for technical athletic abilities in adolescence and adulthood, such as coordination, speed, and power
(Gostkowski, 2020). The concrete operational stage is the third stage in Piaget's theory of cognitive
development. This stage represents a transition from earlier stages of activity to the next, in which
youngsters learn to think more abstractly (Piaget, 1952). At this age, children become more
reasonable about physical and specific items but struggle with abstract notions. The concrete
operational stage of cognitive development is a significant point of transition between the
preoperational and formal operational stages. At this stage, children may focus on many aspects of a
situation at the same time, which is critical for conservation understanding. For example, feeling itchy
eyes, a runny nose, and a sore throat anytime you are near a cat is an example of inductive logic
(Cherry & Susham, 2021). Between the ages of five and twelve, Erikson's fourth psychological crisis,
which includes industry (competence) vs. inferiority, occurs. The child now feels the need to obtain
approval by displaying special abilities valued by society, and they begin to develop a sense of pride
in their accomplishments (Gross, 2016). The achievement of this stage will result in the virtue of
competence. Develop skill mastery and competence mastery, according to Erikson (Seifert & Sutton,
2009). They learn to value their achievements or talents. They are also regarded to be capable of
coping with social or educational stress. Some may maintain proficiency, but failing to produce results
leads to a feeling of inadequacy (Cherry, 2020). Know the rules and regulations, and exercise power
over your family (Malik, 2020). They will learn about trust, honesty, and how to develop rewarding
social connections as they engage with their classmates (Development Psychology 2020) Morality:
Preconventional morality lasts until around the age of nine. Individual perspectives are valued by
children, and behaviors that suit individual needs are evaluated. Reciprocity is now possible, but only
if it promotes one's own interests. Children realize that the authorities do not always have the right
response at this point. Distinct individuals have different points of view. The child/individual must be
good in order for others to regard them as good. As a consequence, the responses are tied to other
people's approval. They learn to perceive the world through the moral realism lens. They learn to see
their parents and instructors as authoritative figures with unique rules to which they must adhere
(Kohlberg's Theory of Moral Development, n.d.). Assume your peers believe it is ethically acceptable
to be pleasant to as many people as possible. In such instance, the child is more likely to agree with
the group and see politeness as a morally 'right' social behavior rather than an arbitrary social practice.
Because the child evaluates several people's reactions rather than just one, this route to moral
conviction is more firm than the way in Stage 2. However, if the group agrees on beliefs that adults
consider morally unacceptable, it may still go astray.

Implications for education for Infancy, preschool, and elementary:

The learning process, according to Piaget and Bandura, seems to begin with matching body actions
with incoming sensory data. Much of what youngsters learn comes through cooperating with others
rather than working alone. We are enmeshed in a setting that determines how we think and who we
become, according to Vygotsky's sociocultural theory. Toddlers learn through watching their
environment, being imitated, and reproducing that model, according to Albert Bandura's Social
Cognitive Theory. Children, according to Piaget, develop their use of language and other symbols and
mimic adult gestures and play (Development Psychology, 2020). Bandura argues that three variables
impact a child's behavior: influence, reward, and self-efficacy. Carol Gilligan has offered three moral
viewpoints that imply varied degrees of ethical concern (Zhou and Brown, 2017). According to
Bandura, children begin to develop an understanding of the rightness and wrongness of behaviors, as
well as the good and negative moral consequences (Seifert & Sutton, 2009). Finally, by examining the
fundamental phases of child development, educators may identify a kid's strengths and places for
improvement. It is important to remember that each child, regardless of age, is unique and has various
skills. Young children discover their environment via their senses and interactions. Their environment
has a huge influence on their development and learning, setting the groundwork for subsequent
abilities and talents. Parents must provide a rich, exciting environment for newborns and toddlers to
explore their surroundings using toys and activities such as squeaky toys or peekaboo that do not need
language or internal representation. Preschoolers are at Piaget's preoperational stage, which means
they are egocentric and cannot understand all class characteristics. Playing a certain role allows
children to face another's point of view. Educators might also provide activities that encourage
children to communicate and engage. They should also be encouraged to act out their comprehension.
Children should be encouraged to explore new things such as music, art, and athletics to discover
areas of interest and gain skills that will give them a feeling of accomplishment and confidence. To
enhance self-esteem and avoid inferiority complexes, children need praise and attention when they
write, draw, or solve problems. To provide an atmosphere and education that satisfies children's
physical, mental, social, and emotional needs, teachers must understand their physical, cognitive,
social, and moral development. A teacher must understand the area and degree of skill of each stage in
order to provide suitable opportunities.

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