Child Development Stages: From Prenatal to Late Adulthood
Child Development: From Prenatal to Late Adulthood
Development involves a change of behavior in the individual, an adaptation to the environment. Mechanistic theory makes a comparison between man and machine (but not reactive power initiative). Cognitive theory states that the individual develops. Psychoanalytic theory (Freud) says that development occurs between natural impulses and societal restrictions. Humanistic theory (Maslow) states there are a number of needs expressed by man, who attends in a hierarchy according to their basic needs, moving from level to level (physiological, security, belonging and love, esteem, and self-actualization).
The psychobiology of motor skills (Wallon) says it is the basis for developing mental processes; without motor skills, higher mental processes would not develop correctly. The maturist view of Gesell is similar to the previous one.
Current Trends in Motor Development
It used to be said that the more a skill is repeated, the better the learning, but today, interference is said to work best; this causes contextual interference.
Child Development Process
It is always from simple to complex, from general to specific, based on the cephalocaudal and proximodistal laws.
Phases:
- Egg Formation: Zygote.
- Prenatal Stage: From egg to birth.
- Early Childhood (0-3 years): Adjustment of basic functions of our organs and motor skills.
- Second Childhood (3-6 years): Improvement of basic functions; primary reflexes are lost, and voluntary motor skills develop.
- Childhood (6-12 years): The final stage; the nervous system is completely developed.
- Adolescence (12-18 years): Ups and downs; individuals become more awkward, and psychologically, they are in their own world. There are significant differences between boys and girls.
- Early Adulthood (18-35 years): Decisions are made about the future.
- Middle Adulthood (35-65 years): The end of the productive stage.
- Late Adulthood (Old Age): Physical and intellectual decline.
Stereotypes and Tics in Children
These are spontaneous behaviors and are often repetitive. Stamback divided them into groups:
- Repetitive, Stereotyped Mouth Movements: Associated with suction.
- Examination Related to Body: Rubbing the nose, ear, etc.
- Rhythmic Movements: Rocking from side to side, back and forth.
- Auto-aggressive Movements.
Voluntary Movements
Gross Motor Skills:
- Balance: Dynamic balance is more complicated than static balance.
- Running: Begins around 18 months as walking more quickly, but without lifting off the ground.
- Climbing: Climbing a ladder by crawling begins around 12 months; climbing stairs starts one year later, and descending them at 3 years.
- Jumping: Starts around 2 and a half years, but the jump is a big step; at 3 years, jumping is promoted, and at 5 years, jumping on one leg.
- Kicking: Begins at 2 years, but without precision and balance; at 5-6 years, the movement is perfected.
- Throwing: Happens by chance after dropping some object; practice throwing from different positions is needed.
- Reception: Very complicated; effectiveness depends on reaction and execution time.
- Catching: Complicated; requires oculo-mental coordination.
- Hitting: Very complicated; highly developed senses are needed, as well as spatial perception, space-time relation, and limb coordination.