Related Research Articles
Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.
In sociology, socialization is the process of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus "the means by which social and cultural continuity are attained".
Parenting or child rearing promotes and supports the physical, cognitive, social, emotional, and educational development from infancy to adulthood. Parenting refers to the intricacies of raising a child and not exclusively for a biological relationship.
A preschool, also known as nursery school, pre-primary school, play school or creche, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. It may be publicly or privately operated, and may be subsidized from public funds. The typical age range for preschool in most countries is from 2 to 6 years.
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology. Qualitative differences between how a child processes their waking experience and how an adult processes their waking experience are acknowledged. Cognitive development is defined as the emergence of the ability to consciously cognize, understand, and articulate their understanding in adult terms. Cognitive development is how a person perceives, thinks, and gains understanding of their world through the relations of genetic and learning factors. There are four stages to cognitive information development. They are, reasoning, intelligence, language, and memory. These stages start when the baby is about 18 months old, they play with toys, listen to their parents speak, they watch TV, anything that catches their attention helps build their cognitive development.
Make believe, also known as pretend play or imaginative play, is a loosely structured form of play that generally includes role-play, object substitution and nonliteral behavior. What separates play from other daily activities is its fun and creative aspect rather than being an action performed for the sake of survival or necessity. Children engage in make believe for a number of reasons. It provides the child with a safe setting to express fears and desires. When children participate in pretend play, they are integrating and strengthening previously acquired knowledge. Children who have better pretense and fantasy abilities also show better social competence, cognitive capabilities, and an ability to take the perspective of others. In order for the activity to be referred to as pretend play, the individual must be intentionally diverting from reality. The individual must be aware of the contrast between the real situation and the make believe situation. If the child believes that the make believe situation is reality, then they are misinterpreting the situation rather than pretending. Pretend may or may not include action, depending on whether the child chooses to project their imagination onto reality or not.
Parallel play is a form of play in which children play adjacent to each other, but do not try to influence one another's behavior; it typically begins around 24–30 months. It is one of Parten's stages of play, following onlooker play and preceding associative play.
Language development in humans is a process which starts early in life. Infants start without knowing a language, yet by 10 months, babies can distinguish speech sounds and engage in babbling. Some research has shown that the earliest learning begins in utero when the fetus starts to recognize the sounds and speech patterns of its mother's voice and differentiate them from other sounds after birth.
Early childhood is a stage in human development following infancy and preceding middle childhood. It generally includes toddlerhood and some time afterward. Play age is an unspecific designation approximately within the scope of early childhood.
Social inhibition is the conscious or subconscious avoidance of a situation or social interaction. With a high level of social inhibition, situations are avoided because of the possibility of others disapproving of their feelings or actions. Related processes that deal with social inhibition are social evaluation concerns, anxiety in social interaction, social avoidance, and withdrawal. Also related are components such as cognitive patterns, anxious apprehension during social interactions, and internalizing problems. It also describes those who suppress anger, restrict social behavior, withdraw in the face of novelty, and have a long latency to interact with strangers.
Attachment in children is "a biological instinct in which proximity to an attachment figure is sought when the child senses or perceives threat or discomfort. Attachment behaviour anticipates a response by the attachment figure which will remove threat or discomfort". Attachment also describes the function of availability, which is the degree to which the authoritative figure is responsive to the child's needs and shares communication with them. Childhood attachment can define characteristics that will shape the child's sense of self, their forms of emotion-regulation, and how they carry out relationships with others. Attachment is found in all mammals to some degree, especially primates.
Private speech is speech spoken to oneself. It can be done for communication, self-guidance, and behavioral self-regulation. Children have been observed engaging in private speech between the ages of two and seven. Although it is audible, it is neither intended for nor directed at others. Private speech was first studied by Lev Vygotsky (1934/1986) and Jean Piaget (1959). In the past 30 years private speech has received renewed attention from researchers. Researchers have noted a positive correlation between children's use of private speech and their task performance and achievement, a fact also noted previously by Vygotsky. It is when children begin school that their use of private speech decreases and "goes underground".
The behavioral analysis of child development originates from John B. Watson's behaviorism.
Mildred Bernice Parten Newhall was an American sociologist, a researcher at University of Minnesota's Institute of Child Development.
In the framework of the Cultural-Historical Activity Theory (CHAT) the leading activity is the activity, or cooperative human action, which plays the most essential role in child development during a given developmental period. Although many activities may play a role in a child's development at any given time, the leading activity is theorized to be the type of social interaction that is most beneficial in terms of producing major developmental accomplishments, and preparing the child for the next period of development. Through engaging in leading activities, a child develops a wide range of capabilities, including emotional connection with others, motivation to engage in more complex social activities, the creation of new cognitive abilities, and the restructuring of old ones.
Social determinism is the theory that social interactions alone determine individual behavior.
Facial expressions are used to communicate emotions. They can also occur solitarily, without other people being present. People often imagine themselves in social situations when alone, resulting in solitary facial expressions. Toddlers and children in early childhood use social cues and contexts to discriminate and recognize facial expressions. They develop at this early stage facial expressions in order to provoke reactions from their caregivers and receive nurturance and support. Children reflect their peers' emotions in their own expressions for social interaction.
Gender roles are culturally influenced stereotypes which create expectations for appropriate behavior for males and females. An understanding of these roles is evident in children as young as age four. Children between 3 and 6 months can form distinctions between male and female faces. By ten months, infants can associate certain objects with females and males, like a hammer with males or scarf with females. Gender roles are influenced by the media, family, the environment, and society. In addition to biological maturation, children develop within a set of gender-specific social and behavioral norms embedded in family structure, natural play patterns, close friendships, and the teeming social jungle of school life. The gender roles encountered in childhood play a large part in shaping an individual's self-concept and influence the way an individual forms relationships later on in life.
Social behaviors present themselves in a variety of ways. Especially in those in the education system. Social behavior is behavior that occurs among two or more organisms, typically from the same species. Those in the K-12 system are in the process of developing behaviors that will generate future personality traits and behavioral patterns. Peers often have tremendous impacts on an individual's behavior and way of thinking.
Social emotional development represents a specific domain of child development. It is a gradual, integrative process through which children acquire the capacity to understand, experience, express, and manage emotions and to develop meaningful relationships with others. As such, social emotional development encompasses a large range of skills and constructs, including, but not limited to: self-awareness, joint attention, play, theory of mind, self-esteem, emotion regulation, friendships, and identity development.
References
- 1 2 3 4 5 6 7 8 9 Hughes, Fergus P. (2009). Children, Play, and Development. SAGE. pp. 100–103. ISBN 978-1-4129-6769-3.
- 1 2 3 4 5 6 Santrock, J. W. (2007) [2002]. "Parten's classic study of play". A topical approach to life-span development (3rd ed.). New York: McGraw-Hill. p. 573. ISBN 978-0-07-313376-8.
- 1 2 3 4 5 Renee Roberson, Side-by-Side in the Sandbox. The Importance of Parallel Play in Toddlers Archived 2011-07-17 at the Wayback Machine
- ↑ "Understanding Mildred Parten's Social Behavior Theory of Play". Paper Pinecone. 2019-09-15. Retrieved 2022-04-15.
- ↑ Tomlin, Carolyn Ross. "Play: A Historical Review". Early Childhood News. Archived from the original on January 7, 2020. Retrieved June 29, 2012.