Growth & Development Project

1. Growth & Development Project Heidi McCardell Ann Doty Kristy Werner Jess Shawler Jenna Reitz Liz Houtsma

2. Jean Piaget (1896-1980) • Piaget was captivated by the development of children and began studying their intellectual development in the 1920s

4. Sensorimotor Stage Birth - 2 years

5. Sensorimotor Stage • Piaget believed that during the sensorimotor stage infants and toddlers “think” with their eyes, ears, hands, and other senses and then further develop to solving everyday practical problems which they represent in their experiences through action (Berk, 2007)

6. Sensorimotor Stage • Foundation of cognitive development • Infants learn goal directed behavior • Infants learn of their own existence in reality • Object permanence is developed

7. Sensorimotor Stage • Since there is so much of a difference between an infant and a 2 year-old, Piaget divided the Sensorimotor Stage into 6 phases/substages to better represent the orderly progression of the child’s development. • Reflexive: Birth to 1 month • Primary Circular Reactions: 1 to 4 months • Secondary Circular Reactions: 4 to 8 months • Coordination of Secondary Circular Reactions: 8 to 12 months • Tertiary Circular Reactions: 12-18 months • Mental Combinations/Representations: 18 to 24 months

8. Reflexive: Birth -1 month • Newborn reflexes- predictable, innate survival reflexes are apparent (example: suck, grasp, swallow) • Examples 1. suck 2. grasp 3. swallow

9. Primary Circular Reactions: 1-4 months • Simple motor behaviors revolving around the infants own body evolve • They begin to repeat satisfying behavior • Make reaches for objects in their field of view: beginning to understand the surrounding environment • Actions are circular/repetitive

10. Secondary Circular Reactions: 4-8 months • Begins to respond to intentional behavior • Example: Shaking a rattle • Actions are aimed at repeating interesting effects in the environment • Familiar behaviors become repeated • Motor skills and vision become coordinated • Infants begin to recognize familiar objects • Searches for objects when they are removed from the visual field

11. Coordination of Secondary Circular Reactions: 8-12 months • Begins to direct actions/behaviors towards intentional goals • accidently bringing the thumb to the mouth or hitting a toy • Object permanence: understanding that an object can be located where it is hidden, not that it is gone when removed from the visual field

12. Coordination of Secondary Circular Reactions: 8-12 months • Anticipation of others and their reactions • crying will cause others to give them attention

13. Coordination of Secondary Circular Reactions: 8-12 months • Object differentiation: the infants toy versus another toy • Individual habits begin to develop • individuality

14. Tertiary Circular Reactions: 12-18 months • A developed interest in new behaviors and new actions which can be reproduced • Causality develops • example: if the ball is thrown, it is no longer in reach • Object permanence continues to develop • an object that is moved from A to B to C can be found through searching • Begins to seek help from others

15. Mental Combinations/Representations: 18 to 24 months • Invisible displacement: New ability to find objects that have been hidden while out of sight (rather than being moved from A-C positioning while in sight) • Make-believe play develops/imitation of symbols and reality • Simple memory develops for simple problem solving/internal depictions of objects and events

16. Mental Combinations/Representations: 18 to 24 months • Trial and error problem solving is developed • example: a toddler pushes a toy & hits it against a wall, after “thinking” for a minute, they will try to push it in another direction • Concepts begin to develop: categories in which similar objects/events can be organized together

17. Preoperational stage2– 7years

18. Preoperational stage • Symbolic thinking grows, mental reasoning emerges, use of concepts increases • Not capable of operations – organized formal logical mental processes that characterize school age children

19. Preoperational stage • Key – symbolic function The ability to use a mental symbol, word, or object to stand for or represent something that is not physically present • Ex: toy cars represent real cars

20. Preoperational stage Language and thought • Language grows out of advances, growth in cognitive ability provides foundation for language ability

21. Preoperational stage Centration • Process of concentrating on one limited aspect of a stimulus and ignoring other aspects • Focus on superficial, obvious elements within sight Ex: • 2 rows of 10 buttons, one is spaced out, kids think this one has more buttons because it appears to be larger

22. Preoperational stage Conservation • Knowledge that quantity is unrelated to the arrangement and physical appearance of objects, at this age kids are unable to understand changes in one dimension • Ex: two equal short glasses of water, one glass poured into a tall thin glass • Volumes are equal but children cannot see past the shape of the glass and pick the tall thin one to have more liquid

23. Preoperational stage Transformation • One state is changed into another • Ex: a pencil falling to a child is a pencil in a vertical position followed by the pencil in a horizontal position, adults see the pencil in each phase in between

24. Preoperational stage Egocentrism • Thinking that does not take into account the viewpoints of others, preschoolers do not understand that others have different perspectives from their own • Ex: when a little kid hides, if they cannot see you, you cannot see them

25. Preoperational stage Emergence of intuitive thought • Between 4 and 7 kids are experts on issues, but do not know why they know what they know, this is the age with constant questions • Functionality begins – idea that actions, events, and outcomes are related to one another in fixed patterns (push harder on bike pedals to go faster) • Identity emerges too – understanding that certain things stay the same regardless of changes in shape, size and appearance (clay in a ball equals the clay rolled into a snake)

26. Concrete Operations7-11 years

27. Concrete Operations • Child begins to think in a more organized and logical manner. • This stage focuses on conservation of length, volume, or weight. • Although objects are moved or reordered, no change takes place. 5+3=8 3+5=8

28. Concrete Operations • Children can understand concrete situation, such as Jack is taller than Josh and Josh is taller than Joe. Is Jack taller than Joe? • They don’t understand abstract such as; what is love?

29. Concrete Operations Elimination of egocentrism • child can see that other people may think differently than they do

30. Formal Operational Stage11+ years

31. Formal Operations • occurs when an adolescent is able to reason logically about abstract concepts

32. Formal Operations The two key elements of formal operational thinking include 1. systematic problem-solving 2. hypothetico-deductive reasoning (logic)

33. FormalOperations systematic problem-solving hypothetico-deductive reasoning the ability to come to a conclusion based on a hypothetical situation This type of thinking enables an adolescent to understand figurative language and metaphors like those found in proverbs. High school science classes may be the first places where adolescents are required to use deductive logic • is the process of finding a solution to a problem in a methodical manner

34. Formal Operations • Piaget also thought hypothetico-deductive reasoning is responsible for naïve idealism of adolescents. • This idea is similar to “the grass is always greener on the other side of the fence.” • Example: An adolescent of divorced parents lives with one parent and envisions life with the other parent as being better so he decides to live with the other parent

35. References • Berk, L.A. (2007). Development Through the Lifespan (4th ed.). New York, N.Y.: Pearson Education, Incorporated. • Potts, N.L., & Mandleco, B.L. (2007). Pediatric nursing: Caring for children and their families (2nd ed.). Clifton Park, N.Y.: Delmar, CengageLearning.