Childhood Development And Child Development

His studies showed that at any stage of life, thinking skills of individuals are similar.” (pg.142) The first stage of Piaget’s theory is based on infancy years. This stage is the sensorimotor stage. This age range is from birth to two years of age. In this stage, infants begin to learn about their surroundings and the world by using their senses. At the beginning, they rely on their reflexes to learn, but then use more purposeful movement to enhance their learning. The second stage is the preoperational stage. This age range is from two years to seven years of age. In this stage, toddlers and younger children begin to communicate by using language. They need to be given hands-on experiences and imaginative play. These are key for a child’s development. The third stage is the concrete operational stage. This age range for this stage is from seven years to eleven years of age. When children are at this stage they are beginning to think logically about things. They are beginning to make generalizations, classify different objects, and are suggesting solutions to their own problems or their peers’ problems. The final stage is the formal stage. This age range is from 11 years of age and older. During this stage children and young teenagers are beginning to ask “what if” questions. They are starting to make predictions about certain things. Children that

Moral development is when the child will learn the difference between right and wrong. Piaget came up with three theories of moral development: id, ego and superego. Lawrence Kohlberg expanded Piaget?s theories and came up with six stages of moral development. A four year old child is known to be very active and energetic. They love to talk, enjoy silly humor, love learning new information about their world, and enjoy finding solutions to problems in imaginative ways (Miller, 1999).

* They begin in some instances to feed themselves, though lacking the needed coordination, resulting in a lot of mess.

Jean Piaget, grew up in Switzerland in the late 1890’s and early 1900’s with his father, who was a dedicated historian. Around Paget’s early twenties he had the privilege of working with many influential people allowing him to cross paths with Theodore Simon. Simon developed a standardized reasoning test that would test children on their mental abilities, such as their attention and memory abilities. Piaget felt these tests were too strict and wanted to gain a better understanding on the quality of how children think at different stages of development. There are two main aspects to the understanding of moral development, according to Piaget. First, the earliest stage, heteronomous morality, is where children see the rules as invariant and unchanging. Generally this stage comes around the ages of 4-7 years. During this stage children tend to play together, with each child playing at a slightly different set of rules. Through Paget’s research, it shows that when the children are having a good time then everyone is a “winner.” The cooperation stage is divided into two categories, the incipient and autonomous. Around the ages 7-10 years children’s games become more clearly social,

Jean Piaget is best known for his stage theory on moral development of children which occurs in two distinct stages from heteronomous to autonomous and three sub stages premoral (0 to 5 years), moral realism ( 5 to 10 years), and moral relativism (after age 10). In premoral development, children do not think about right or wrong. In the moral realism phase, children understand right and wrong. Lastly, in moral relativism children move from a concrete understanding of morality to an abstract one; meaning they make decisions according to their own rules. They understand that rules are not absolute but necessary for society to get along (Slavin & Schunk,

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

Lawrence Kohlberg (1927-1987) further developed the works of Piaget (1896-1980) in regards to moral development. This essay will discuss the strengths and weaknesses of Kohlberg’s theory in a critical manner, looking at the positive aspects of his research and the disadvantages of the types of situations he gave in his experiments, the universal accuracy of his results and the controversial findings of sex differences in regards to morality. Kohlberg advanced Piaget’s theory of moral development and interviewed 10-13 year-old boys to find out how they would attempt to resolve moral issues. These issues varied between situations that involved obeying the law, authority figure or rule and ones that would conflict these rules in order to serve a human need. From the answers that were given Kohlberg devised three levels, each split up into two stages, that he believed were universally found and that every person went through to advance their levels of morality (Shaffer & Kipp, 2007).

Piaget believes that the young child’s morality of constraint is the product of two interacting factors: cognitive immaturity and unilateral emotional respect for adults. The first is the more fundamental source; Piaget sees moral realism as one expression of a generally immature cognitive organization which is both egocentric and realistic. The child’s progress to cooperative morality is a process of developing the capacity to function at the higher level. A morally mature child can, but does not necessarily, apply the principles of autonomous cooperation in his moral judgement.

Kohlberg (1963, 1981, 1984; Colby & Kohlberg, 1987) expanded Piaget’s work, developing a most influential cognitive developmental theory of moral development. Kohlberg proposed the progression through the invariant, universal sequence of three moral levels each composed of two distinct stages. According to Kohlberg, no stage can be skipped, neither will there be a regression to an earlier stage.

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

Kohlberg was not interested in the actual ethical decision the children were making, he was interested in the thought process being followed and reasoning developed. Kohlberg studied and built on Piaget’s theory of stages of cognition starting with egocentric preoperational thought. As intellectual maturation advances children shift from primarily pre-conventional to conventional, from worrying only considering their own view to including the views of their peers.

Lawrence Kohlberg (1927-1987) further developed the works of Piaget (1896-1980) on moral development. This essay will discuss the strengths and weaknesses of Kohlberg’s theory in a critical manner, looking at the positive aspects of his research and the disadvantages of the types of situations he gave in his experiments, the universal accuracy of his results and the controversial findings of sex differences in regards to morality. Kohlberg advanced Piaget’s theory of moral development by interviewing 10-13 year-old boys to find out how they would attempt to resolve moral issues. These issues varied between situations that involved obeying the law, authority

As stages in psychological development have been defined by Freud, stages in moral development have been outlined by early educators Jean Piaget and Kohlberg, who put forth differing views on the moral development of children. Piaget theorized that children process morals in stages, first one then the next, with a transition in between. The first stage (from ages 4 to about 7) is referred to as “heteronymous morality”, where children think of rules as constants, that is to say, rules are part of the world’s makeup with no input or possibility of change by people. As children progress from seven to ten years of age, they move from one stage to the next, maintaining some of the traits of the

Jean Piaget is a famous psychologist who is professionally known for his pioneering work that he did in children’s development. His cognitive development theory has three key components, the first one is scheme, the second one is adaption which is an important process that helps a child to go from one stage another such equilibrium, accommodation and accommodation. The third one is cognitive development with four different sub theory such as, sensorimotor, preoperational, concrete operational and formal operational (McLeod, 2015). The focus of this assignment will be on sensorium stage and theory of moral judgment. Sensorimotor stage from birth to 2 years. Piaget’s was against applying age norms to the stages, different

Piaget’s theory was more interested in was the way in which fundamental concepts like the very idea of number, time, quality, interconnection, justice and son on emerged. Children are less competent thinkers than adults, resulting in the common assumption in psychology.