Understanding Child Development: Piaget, Erikson, Milestones, and Disabilities, Slides of Human Development

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What You Need to Know, and Why

Development

in Infancy and

Early Childhood

Icebreaker

Developmental

Milestones

Cognitive, Emotional, Social Milestones, and More…

Piaget’s Theory of Cognitive

Development (1 of 2)

Erikson’s Theory

Developmental

Milestones

Why do you think it is important

for social workers to understand

cognitive and socioemotional

development? Are there any

instances where it would be

helpful to explain these stages of

development to caregivers?

Why?

Language Acquisition Milestones

• (^) Newborns immediately communicate needs via sounds, which become

more complex as the child ages

• (^) First words generally occur between 10 and 15 months
• (^) Are able to speak full sentences by 3 years
• (^) Children from lower socioeconomic status struggle with language

development more than children from higher socioeconomic status

• (^) Language development is universal
• (^) Language Acquisition Devise (LAD) – Mechanism an infant is born with that

enables the understanding and mastery of language

Cognitive Development: How Do Babies Think?

Attachmen t

Temperament and Attachment

• (^) Temperament:
  • (^) The typical behavioral and emotional response an individual displays to stimuli in the environment and interactions with others
  • (^) Chess & Thomas’ 3 Main Temperament Styles:

1) The easy child

2) The difficult child

3) The slow-to-warm-up child

• Different children display a wide range of temperaments that may not fit nicely into categories
• (^) Attachment:
• (^) A secure attachment to the caregiver is very important in infancy  (^) Secure attachments are the foundation for healthy development later in life
• (^) Stress, poverty and substance abuse may cause insecure attachments
• (^) Reactive Attachment Disorder (RAD) – Inappropriate social interactions present before the age of 5. Cause: emotional and/or physical needs unmet

Serve and Return

Interactions

Serve and Receive Interactions

• (^) Activity 1: Class Demonstration and Discussion on Developing Self-Esteem
• (^) Bring an inflated beach ball to class. Tell the class that the ball represents self-esteem. Explain that in early childhood, interpersonal experiences provide information that becomes incorporated into self-esteem. Demonstrate how resilient the ball is by pushing it in on the different sides and how it will pop back to its original shape. When you drop it to the floor, it will bounce back up. Ask the students to respond to the following question: What are some of the messages of rejection or scorn that lead to a negative view of the self in young children? Each time they have an answer, let some of the air out of the beach ball. Now when you push on the ball or drop it to the floor, it will not return to its original shape or bounce. Now discuss the kinds of messages of love, admiration, and approval that lead to a positive view in young children. Each time they have an answer, blow the beach ball back up.
• Activity 2: 40 Developmental Assets for Early Childhood
• Provide students with a copy of the Search Institute’s handout on 40 Developmental Assets for Early Childhood. This page can be reproduced for educational uses. Break students into small groups and have them review the handout and discuss some of their experiences growing up that helped them develop some of these assets. Share the results with the larger class group.
• (^) Activity 3: Play Activity
• (^) Discuss the fact that it is through play that children develop the motor skills essential for physical development, learn the problem-solving skills and communication skills fundamental to cognitive development, and express the feelings and gain the self-confidence needed for emotional growth. Play is what young children are all about. In fact, play is their work. Visit the website (www.preschoolrainbow.org/toddler-theme.htm), which has a list of early childhood activities. Choose an activity and have students experience it in class. After completion of the activity, have students discuss what they learned from doing the activity and how it applies to what we are learning in class.
• Activity 4: Toy Research
• Using the Internet, search for toys for young children. What do you notice? Select one nonelectronic toy and one electronic toy. What are the advantages and disadvantages of each toy? With the rise in technology, how do you see play changing for young children? As a social worker, how might you explain the importance of play to parents?

• (^) Activity 1: Class Demonstration and Discussion on Developing Self-Esteem
• (^) Bring an inflated beach ball to class. Tell the class that the ball represents self-esteem. Explain that in early childhood, interpersonal experiences provide information that becomes incorporated into self-esteem. Demonstrate how resilient the ball is by pushing it in on the different sides and how it will pop back to its original shape. When you drop it to the floor, it will bounce back up. Ask the students to respond to the following question: What are some of the messages of rejection or scorn that lead to a negative view of the self in young children? Each time they have an answer, let some of the air out of the beach ball. Now when you push on the ball or drop it to the floor, it will not return to its original shape or bounce. Now discuss the kinds of messages of love, admiration, and approval that lead to a positive view in young children. Each time they have an answer, blow the beach ball back up.
• Activity 2: 40 Developmental Assets for Early Childhood
• Provide students with a copy of the Search Institute’s handout on 40 Developmental Assets for Early Childhood. This page can be reproduced for educational uses. Break students into small groups and have them review the handout and discuss some of their experiences growing up that helped them develop some of these assets. Share the results with the larger class group.
• (^) Activity 3: Play Activity
• (^) Discuss the fact that it is through play that children develop the motor skills essential for physical development, learn the problem-solving skills and communication skills fundamental to cognitive development, and express the feelings and gain the self-confidence needed for emotional growth. Play is what young children are all about. In fact, play is their work. Visit the website (www.preschoolrainbow.org/toddler-theme.htm), which has a list of early childhood activities. Choose an activity and have students experience it in class. After completion of the activity, have students discuss what they learned from doing the activity and how it applies to what we are learning in class.
• Activity 4: Toy Research
• Using the Internet, search for toys for young children. What do you notice? Select one nonelectronic toy and one electronic toy. What are the advantages and disadvantages of each toy? With the rise in technology, how do you see play changing for young children? As a social worker, how might you explain the importance of play to parents?