Question

1. Give examples of the basic pattern of motor-skill development, and discuss variations in biosocial development during the first two years. 2. Summarize key aspects of cognitive development during the first two years, especially language development during this time. 3. Discuss psychosocial development during the first two years, focusing on the concepts of temperament and attachment and their influence on the developing child. 4. Discuss Erik Erikson’s first two stages of psychosocial developments, and offer examples of how caregivers can encourage trust and autonomy in their children. 5. Offer examples of how a child’s development in any one domain (biosocial, cognitive, or psychosocial) can affect development in a different domain.

Answer 1

• 2.Language development follows a predictable pattern which may be reached within a range of months. Adequate language development depends upon physical, motor, sensory, cognitive and social growth during the first 6 years of age. Cognitive development relates to the development of mental processes such as thinking, remembering and reasoning. These skills lay the foundation for language, social, self-help and motor skills.
• Children do not arrive in the world understanding language. It is a skill they must develop over time. However, they do arrive primed to tune in to human voices and the units that make up any of the world’s languages, including sign languages.
• Pre-linguistic language development is when a child is learning to control the sounds he can produce and to string these sounds together in vocal play. In this stage, the child is not yet able to manipulate these sounds into proper words.
• There are four categories of pre-linguistic development that can be distinguished. Vegetative sounds occur at 0-2 months of age and include the natural sounds that babies make, such as burping or crying.
• Cooing and laughter occur at 2-5 months of age. These are vocalizations that the baby makes when it's happy or content and can be made up of vowel or consonant sounds.
• Vocal play begins around the ages of 4-8 months. During vocal play, the baby begins to string together longer vowel or consonant sounds.
• Finally, babbling occurs around the ages of 6-13 months. At this time, the child begins to produce a series of consonant-vowel syllables and may develop utterances, such as ma-ma and da-da.
• Linguistic language development is the stage of language development signaled by the emergence of words and symbolic communication. Prior to this stage, most of the sounds a child produces are no more than the practice of sound manipulation and sound sequencing in order to gain the motor skills necessary to create words.
• Before a child masters the ability to form words, they will first begin to use specific sound combinations consistently with specific meaning. This is the early one word period that begins around 12-19 months of age. An example of this would be a child saying 'baba' every time he wants a bottle of milk. Even though this is not the exact same as the word bottle, the child is using 'baba' in the same manner as you would use the word 'bottle.'
• The later one word period begins around 14-24 months of age. In this stage, the words used by the child are readily identifiable, and he begins to name and label people and objects in his environment. A child's typical vocabulary during this period will consist of words like 'dog,' 'go,' 'daddy' and 'bye-bye.'
• Next comes the two word period of language development. As the name implies, this is when he will begin to combine two words together to make simple phrases, such as 'mommy go' or 'shoe on.' The two word period typically begins from 20-30 months of age.
• Cognitive development-From birth until they turn 2, children are in what famous developmental researcher Jean Piaget calls the sensorimotor period. During this time, children use their senses and actions to learn and grow. This period begins with basic reflexes and advances through a series of “stages” to complex sensory and motor skills, and early symbolic thought. For games to play throughout the first year that will support cognition, try some of these ideas.
• According to Piaget, during the sensorimotor period, children’s thoughts and understandings are limited to things they can directly perceive or do.
• By the end of the sensorimotor period (between 18-24 months), the child learns that she is separate from her environment and that objects continue to exist even when they are not perceivable (object permanence).
• At this age, the toddler is developing mental representation (creating and storing mental images), as evidenced by his ability to engage in deferred imitation (throwing a tantrum after seeing one at daycare earlier in the day, for instance).
• The child will demonstrate intentional thinking and insight, is able to use mental combinations to problem solve (e.g., know to move a chair to their crib to reach in for their blankie), and is beginning to pretend (e.g., use a block as a cracker to feed a doll) — all hallmarks of the transition from sensorimotor to preoperational thinking.
• 4.Erikson believed that personality developed in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory described the impact of social experience across the whole lifespan. Erikson was interested in how social interaction and relationships played a role in the development and growth of human beings.
• Psychosocial Stage 1 - Trust vs. Mistrust
• The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.
• Because an infant is utterly dependent, developing trust is based on the dependability and quality of the child's caregivers. At this point in development, the child is utterly dependent upon adult caregivers for everything that he or she needs to survive including food, love, warmth, safety, and nurturing.
• Parents need to provide the necessary attnetion,love and care to the child at this stage to develop trust.They need to be attentive to their child's needs,respond whenever they cry and creating a trusting safe environment for them.
• When a baby cries, there is some need that should be met with a response from caregivers, whether it involves providing food, safety, a fresh diaper, or a comforting cuddle. By responding quickly and appropriately to an infant's cries, a foundation of trust is established
• If a caregiver fails to provide adequate care and love, the child will come to feel that he or she cannot trust or depend upon the adults in his or her life.If a child successfully develops trust, he or she will feel safe and secure in the world.
• Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children under their care. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.
• Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will be there as a source of support. Failing to acquire the virtue of hope will lead to the development of fear.
• Psychosocial Stage 2 - Autonomy vs. Shame and Doubt
• The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control.
• At this point in development, children are just starting to gain a little independence. They are starting to perform basic actions on their own and making simple decisions about what they prefer. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy.
• Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different than that of Freud's. Erikson believed that learning to control one's bodily functions leads to a feeling of control and a sense of independence.
• Other important events include gaining more control over food choices, toy preferences, and clothing selection.
• Kids in this stage of development often feel the need to do things independently, such as picking out what they will wear each day, putting on their own clothes, and deciding what they will eat. While this can often be frustrating for parents and caregivers,but they need to make children gain control, it is an important part of developing a sense of self-control and personal autonomy.
• Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between autonomy and shame and doubt would lead to will, which is the belief that children can act with intention, within reason and limits.
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