Theories of Development

1B2

• Research has shown that early childhood may be the most important life stage for brain development.

• A baby’s brain is about one quarter the size of an adults’.

• Scientists have found that babies’ brains develop in response to stimulation.

• Arouses senses such as sight, sound, touch, taste, and smell.

• Babies who are stimulated develop more quickly and have a more secure self-image.

What is a theory?

– A theory should allow us to predict and explain human behavior

– It should be stated in such a way that it can be shown to be false

– It must be open to scientific investigation

• Although researches don’t always agree, scientific researchers have agreed upon the five following general rules.

• Development is similar for each individual

• Development builds upon earlier learning.

• Development proceeds at an individual rate.

• The different areas of development are interrelated.

• Development is a lifelong process.

Psychoanalytic Theory

• Freud’s Psychosexual Theory

• Personality has 3 parts

– There are 5 stages of psychosexual development – Oedipus complex allows child to identify with same-

sex parent Ò Fixation is an unresolved conflict during a stage of development

Freudian Stages

Birth to1 1/2 yrs 1 1/2 to 3 yrs 3 to 6 years 6 yrs to puberty Puberty onward

Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage

Infant's pleasure Child's pleasure Child's pleasure Child represses sexual A time of sexual
centers on mouth focuses on anus focuses on genitals reawakening; source
interest and develops
of sexual pleasure
social and intellectual becomes someone
outside of the family
skills

Psychoanalytic Theory
• Erikson’s Psychosocial Theory

• There are 8 stages of psychosocial development

• Each has a unique developmental task

• Developmental change occurs throughout life span

• Key points of psychoanalytic theories:

– Early experiences and family relationships are very important to development – Unconscious aspects of the mind are
considered – Personality is best seen as a developmental process

Erikson's Eight Life-Span Stages

Erikson's Stages Developmental Period

Trust vs Mistrust Infancy (first year)

Autonomy vs shame & doubt Infancy (1 to 3 years)

Initiative vs guilt Early childhood (3 to 5 years)

Industry vs inferiority Middle and late childhood

Identity vs identity confusion Adolescence (10 to 20 years)

Intimacy vs isolation Early adulthood (20s, 30s)

Generativity vs stagnation Middle adulthood (40s, 50s)

Integrity vs despair Late adulthood (60s onward)

Cognitive Theory

• Piaget’s cognitive developmental theory

• Stresses conscious mental processes

• Cognitive processes are influenced by biological maturation

• Four stages of cognitive development in children

• Assimilation and accommodation underlie how children understand the world, adapt to it, and organize their experiences.

Piaget's Four Stages of Cognitive Development

Birth to 2 years of age

Sensorimotor Stage: The infant constructs an understanding of the world by coordinating sensory experiences with physical
actions: progressing from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of the stage.

2 to 7 years of age

Preoperational Stage: The child begins to represent the world with words and images. These words and images reflect increased
symbolic thinking and go beyond the connection of sensory information and physical action.

7 to 11 years of age

Concrete Operational Stage: The child can now reason logically about concrete events and classify objects into different sets.

11-15 years of age through adulthood

Formal Operational Stage: The adolescent reasons in more abstract idealistic and logical ways.
Vygotsky’s Sociocultural Cognitive Theory

• Children actively construct their knowledge

• Social interaction and culture guide cognitive development

• Learning is based upon inventions of society

• Knowledge is created through interactions with other people and objects in the culture

• Less skilled persons learn from the more skilled

• Information-processing theory

Urie Bronfenbrenner’s Ecological Theory

• Environmental factors influence development

• 5 environmental systems affect life- span development

• Eclectic theoretical orientation:

– Selects features from other theories

– No one theory has all the answers

– Each theory can make a contribution to understanding life-span development

Other Influences

• Heredity

• Blood type, eye color, and hair color

• Environment

• Children also learn attitudes and beliefs from their environments

Issues on Human Development

Chapter 1A

• Each of us has his/her own way of looking at our own and other people’s development. These paradigms of human
development while obviously lacking in scholastic vigor, provide us with a conceptual framework for understanding ourselves
and others. Scholars have come up with their own models of human development. Back up by solid research, they take stand on
issues on human development.

THREE ISSUES IN DEVELOPMENT

• Nature versus Nurture

• Continuity versus Discontinuity

• Stability versus Change

•Nature versus Nurture

– The degree to which human behavior is determined

by genetics/biology (nature) or learned through interacting with the environment (nurture).

Nature

• Behavior is caused by innate characteristics:

– The physiological/biological characteristics we are born with.

– Behavior is therefore determined by biology.

– Also a Determinist view- suggests all behavior is determined by hereditary factors: Inherited characteristics, or genetic
make-up we are born with.

• All possible behaviors are said to be present from conception. Genes provide the blueprint for all behaviors; some present
from birth, others pre-programmed to emerge with age.

• A developmental approach: E.g. Piaget: children’s thought processes change at predetermined age-related stages changes in
age are related to changes in behavior.

Nurture

• An individuals behavior is determined by the environment- the things people teach them, the things they observe, and
because of the different situations they are in.

• Also a determinist view- proposes all human behavior is the result of interactions with the environment.

• Behaviorist theories are nurture theories: - Behavior is shaped by interactions with the environment.

• Born an empty vessel- waiting to be filled up by experiences gained from environmental interaction.

• No limit to what they can achieve: -Depends on quality of external influences and NOT genes.

• The quality of the environment is KEY -You can become anything provided the environment is right.

Nature - Nurture Interaction

• Behavior is often a result of the interaction between nature AND nurture.

• An individuals characteristics may elicit particular responses in other people – e.g. Temperament: how active, responsive or
emotional an infant is influences in part determines their caregivers responses. – Gender: people tend to react differently to
boys and girls due to expectations of masculine and feminine characteristics. – Aggression: Displaying aggressive behavior create
particular responses from other people.

Nature

Genes and Hereditary Factors physical appearance personality characteristics

Nurture

Environmental Variables childhood experiences how we were raised social relationships surrounding culture

SUPPORTING APPROACHES & PERSPECTIVE

• Supporting Nature Supporting Nurture - Physiological - Social (e.g. Helping Behavior) - Individual Differences - Behavioral -
Developmental

Continuity versus Discontinuity

• Continuity and discontinuity are two competing theories in developmental psychology that attempt to explain how people
change through the course of their lives, where the continuity theory says that someone changes throughout their life along a
smooth course while the discontinuity theory instead contends that people change abruptly. These changes can be described as
a wide variety of someone's social and behavioral makeup, like their emotions, traditions, beliefs.

• Furthermore, continuity and discontinuity disagree with one another in how they assess the changes that someone undergoes
throughout the course of their life. The continuity theory examines the way someone changes in a quantitative and continuous
respect. Discontinuity theory, on the other hand, looks at these changes through the lens of a qualitative analysis with an
emphasis on the discontinuous nature of how someone changes.

• Developmental psychology encompasses a very wide array of observations related to how people think, behave and interact
with their environment as well as other people. This field, at first, was focused on how young children develop but, in recent
years, it has expanded past the pediatric setting to encompass studies of how people change throughout the course of their
entire lives, up until the point of their death.

• Is Child Development continuous or discontinuous? Not all psychologists, however, agree that development is a continuous
process. Some view development as a discontinuous process. They believe development involves distinct and separate stages
with different kinds of behavior occurring in each stage.

• What is the theory of development? Developmental stage theories are theories that divide child development into distinct
stages which are characterized by qualitative differences in behaviour. There are a number of different views about the way in
which psychological and physical development proceed throughout the life span.

Stability versus Change

• Deals with the issue of whether or not personality traits present during present during infancy endure throughout the
lifespan.

Stability vs. Change

Stability

• The belief that personality traits developed in the first 5 years predict adult personality.

• Some aspects of temperament, such as energy level and outgoingness , seem relatively stable

• Example: A young child that is shy will remain shy through adulthood.

Change

• Personalities are modified through interactions with family, experiences at school, and acculturation.

• Social attitudes usually change a great deal from childhood to adulthood.

Stability versus Change

• The stability-change debate describes the developmental psychology discussion about whether personality traits that are
present in an individual at birth remain constant or change throughout the life span. – For example, does a naturally extroverted
and talkative baby remain that way for their entire life? The stability vs. change debate is one of the fundamental questions in
developmental psychology along with nature vs. nurture. Typically cross-sectional and longitudinal studies are used in research
concerning stability vs. change.

• Change Theorists- argue that personalities are modified by interactions with family, experiences at school, and acculturation.

• Studies of children have often revealed impressive stability over time in aspects of development such as the attachment to
their parents or in personality. However, there is evidence which suggests a contrary view, that change is both possible and
indeed, is likely under appropriate conditions.

• Freud was one of the first psychologist to emphasize the critical nature of our early experiences for our later development. He
believed that how we resolve our sexual and aggressive urges is strongly tied to the nature of our personality as adults.
Psychoanalysts believe that personality traits developed in the first 5 years predict adult personality.

How the First Nine Months Shape the Rest of Your Life

• What makes us the way we are? Why are some people predisposed to be anxious, overweight or asthmatic? How is it that
some of us are prone to heart attacks, diabetes or high blood pressure?

How the First Nine Months Shape the Rest of Your Life

• There's a list of conventional answers to these questions. We are the way we are because it's in our genes. We turn out the
way we do because of our childhood experiences. Or our health and well-being stem from the lifestyle choices we make as
adults.

• But there's another powerful source of influence you may not have considered: your life as a fetus. The nutrition you received
in the womb; the pollutants, drugs and infections you were exposed to during gestation; your mother's health and state of mind
while she was pregnant with you — all these factors shaped you as a

• This is the provocative contention of a field known as fetal origins, whose pioneers assert that the nine months of gestation
constitute the most consequential period of our lives, permanently influencing the wiring of the brain and the functioning of
organs such as the heart, liver and pancreas. In the literature on the subject, which has exploded over the past 10 years, you can
find references to the fetal origins of cancer, cardiovascular disease, allergies, asthma, hypertension, diabetes, obesity, mental
illness.

• At the farthest edge of fetal-origins research, scientists are exploring the possibility that intrauterine conditions influence not
only our physical health but also our intelligence, temperament, even our sanity.

• As a journalist who covers science, I was intrigued when I first heard about fetal origins. But two years ago, when I began to
delve more deeply into the field, I had a more personal motivation: I was newly pregnant. If it was true that my actions over the
next nine months would affect my offspring for the rest of his life, I needed to know more.

• Of course, no woman who is pregnant today can escape hearing the message that what she does affects her fetus. She hears it
at doctor's appointments, sees it in the pregnancy guidebooks: Do eat this, don't drink that, be vigilant but never stressed.
Expectant mothers could be forgiven for feeling that pregnancy is just a nine-month slog, full of guilt and devoid of pleasure, and
this research threatened to add to the burden.

• Research on fetal origins is prompting a revolutionary shift in thinking about where human qualities come from and when they
begin to develop. It's turning pregnancy into a scientific frontier: the National Institutes of Health embarked last year on a
multidecade study that will examine its subjects before they're born. And it makes the womb a promising target for prevention,
raising hopes of conquering public-health scourges like obesity and heart disease through interventions before birth.
Four Broad Dimension of Child and Adolescent Development

Chapter II

Domains of Development

Development is described in four domains, but growth in one domain influences the other domains.

• Physical Domain:

body size, body proportions, appearance, brain development, motor

development, perception capacities, physical health.

• Cognitive Domain:

thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and
everyday knowledge, metacognition, and language.

• Language and Literacy Development :

Development of language , sound patterns, content of speech.

Social/Emotional Domain:

self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of
emotions, self-regulation, temperament, understanding others, interpersonal skills, and friendships.

PSYCHOLOGY & PHYSICAL DEVELOPMENT

WHAT IS PHYSICAL DEVELOPMENT?

•Physical development is the physical growth from birth to adulthood and the development of both gross(eg. Walking) and fine
motor(eg. Finger movement) control of the body.

•Physical development means the progress of a child's control over his body. This includes control over muscles,physical
coordination,ability to sit and stand.

STAGES OF CHILD'S DEVELOPMENT

• Every child is a changing, growing and developing organism. Rousseau attempted to divide the child's development into 4
stages.

•infancy upto 5 years,

• childhood upto 12 years,

• adolescence upto 18 years

• maturity from 18 years onwards

MODIFIED STAGES OF CHILD DEVELOPMENT

• Pre-natal or pre-birth: from conception to birth

• Infant stage: from birth to 3 years

•Childhood stage : from 4 to 12 years

a. Pre-child stage: from 4 to 6 years

b. b. early childhood: from 7 to 9 years

c. c. late childhood: from 10 to 12 years

• Adolescence:from the outset of puberty to the age of maturity (generally from 13th year to 19 years)

•Adulthood: from 20th year to 55 years of age

• Old age: end of productivity to death

DEVELOPMENT TREE

The Italian Committee for UNICEF organized a workshop at Rome in the year 1990 for promoting the movement of child growth
and development. It prepared the Development Tree that represents the rights of children that should be taken into account for
their growth and development. The idea of the Development Tree is that the respect of all rights is necessary to assure the
harmonious growth of the child.

REPRESENTATION BY DEV. TREE

• The roots of the tree represent the basic needs of

the children like food, health, love, nutrition, shelter,
protection etc. The trunk represents the right to social
and economic development like right to proper childhood,
balanced growth and legal protection. The branches
represent the complementary rights like right to
education, equality, play, information, cultural identity,
freedom of expression to live in peace etc.

HEALTHY PHYSICAL DEVELOPMENT

•The age from the birth to 2 1/2 years is that of immense

physical development in a child.

•The child has to cross his milestones at regular intervals to be healthy.

MILESTONES

• At 1 month – hold head up

• 2 months – smiles with recognition

• 3 months – reaches out for objects but misses, rolls over

• 4 months – sits up with support

• 5 months – sits on lap and grasps given objects 6 months – sits in chair with back rest and grasps dangling objects

• 7 months – sits unaided

• 8 months – tries to crawl

• 9 months – stands using furniture or some support

• 10 months - crawls

• 11 months – walks with support

• 12 months – stands unaided

•Between 13 months to 2 1/2 years the child learns to walk freely, talk small words and eat on his own.

Birth to 15 Months
1. Prone, lifts head

2. Prone, lifts chest with arm support

3. Rolls over

4. Sits without support

5. Stands with support

6. Pulls self to stand

7. Crawls

8. Walks holding onto furniture

9. Stands alone well

10. Walks alone well

CHILD FROM 21/2 TO 4 YRS

• walks around on his own, visits neighbours.

• can walk on tiptoe. tries

•to dress and undress alone. acquires proper toilet habits.

•recognizes colours, shapes etc.

•can state his name and age and related things.

•listens to stories and asks questions.

• plays with children of same age.

•learns to share and shows affection for younger brothers and sisters.

4 - 5 YRS

• Leaps, jumps and swings,

• speaks clearly,

• can tell the days of the week, months of a year,

•is curious to learn more

•can recognize basic colours, shapes and can differentiate sizes,

•protests vigourously when prevented form doing what he wants,

•learns to count on fingers,

• can walk down stairs taking one step at a time,

• listens to stories and can repeat them,

• is curios about activities of adults.

5 - 6 YRS

•can catch a ball thrown from a distance of 1 metre,

•speaks correctly but in childish language,

• begins to distinguish right from left, yesterday from tomorrow etc,

•distinguishes tastes, detests authority imposed on him and carries out orders slowly,
•performs simple tasks with interest,

• takes interest in activities of home,

•can understand rules and regulations,

•can dance, climb, hop etc.

ACTIVITES FOR 5 – 6 YRS

• play in open air for 2 %2 - 3 hours per day

•asked to run, jump, climb, swing, ride tricycle etc.

•advised to play indoor games.

•play with friends and share things

•cut pictures and paste them

•made to concentrate on studies but without force

•sleep at least for 8 – 9 hours

•advised to cut soft vegetables under adult supervision,

•lace their shoes, button their shirts

• weigh things upto 3 – 4 kgs

Factors influencing physical development

• Heredity: The genes of parents define the physical personality of the child.

•Environment: Fresh air, sunlight, hygienic surroundings help in the good development of the child.

•Balanced diet: Balanced diet gives the necessary nourishment to the body and helps to keep the child away from diseases.

•Daily routine: Daily schedule of sleep, play & eat Proper timings should be maintained for all activities.

•Sleep and rest: Sleep and rest -timings should be maintained, over-sleep restricted.

•Love: Love is a very vital factor influencing a child's all round development without which he develops into a person with
criminal tendencies. Hence parents and teachers should shower love on the children.
Cognitive Development

Chapter 2B

Jean Piaget Cognitive Development Theory

Kinds of Knowledge

• physical knowledge

• logico-mathematical knowledge

• social knowledge

Constructivism

• children are active learners, not passive observers

• organize their knowledge into schemes

• schemes change through assimilation accommodation

Stages of Cognitive Development

• children’s schemes change over time,

• cognition develops in stages, not gradually

• each stage builds on accomplishments of prior stage

Sensori-motor Stage

• ages birth – 2 years old

• infant uses senses and motor abilities to explore

• first explorations are innate reflexes

• goal-directed behaviors

• object permanence

Preoperational Stage

• ages 2-7

• child uses mental representations of objects

• play moves from using real objects to more complex play

• child’s thinking is perception-bound, egocentric, irreversible, intuitive, animistic

Concrete operations

• ages 7-11

• child uses logical operations ability to conserve

• think flexibly

• Seriate

• classify with more than 1 attribute and with hierarchical thinking

Formal operations

• ages 12 and up child uses logical operations in a systematic fashion

• can think abstractly

• hypothetico-deductive thinking
Contributions of Piaget's Theories to Current Practice

• focus on active, hands-on learning

• play is important

• sensitivity to a child's current level of understanding

• acceptance of individual differences

Criticisms of Piaget's Ideas

• underestimated the abilities of younger children

• didn't adequately consider the role of culture and experience in children’s undertaking of his tasks

Vygotsky’s Theory of Development

Vygotsky's theory of cognitive development (sociocultural)

• Development, social interaction, language, and culture

• Social interaction and development

• Language and development

• Culture and development

• Piaget thinks children depend on their own to explore, form ideas, and test these ideas with their experiences

• Vygotsky emphasizes social and cultural influences on the child's developing mind

• Cognitive development is influenced by social interaction, language, and culture

Social interaction and development

• Learning and cognitive development arise directly from social interaction

• A child acquires knowledge through interacting with more knowledgeable others (adult, or child)

• The child develops an understanding that he wouldn't have been able to acquire on his own.

• Piaget proposed that children explore the world individually

• Vygotsky suggested that children need not, and should not, reinvent the knowledge of a culture on their own.

• Adults explain, give directions, provide feedback, and guide communication

• The child is actively involved in the interaction with the adults by doing.

Language and development

• Language plays at least 3 different role in development according to Vygotsky's theory

– Through social interaction, language gives learners access to knowledge others already have.

– Language provides learners with cognitive tools that allow them to think about the world and solve problems

– Language serves an individual function; it gives us a means for regulating and reflecting on our own thinking

Language and development

• Private speech: is self-talk that guides thinking and action.

• Piaget termed it "egocentric speech“

• Vygotsky believed that private speech "seemingly targetless mumblings" indicates the beginnings of self-regulation.

• Private speech, first muttered aloud and then internalized, forms the foundation for complex cognitive skills such as sustaining
attention, problem solving, and memorizing new information

Culture and development

• Culture provides the context in which development occurs

• The language of a culture becomes a cognitive "tool kit" (belongings) that children use to conduct their interactions and make
sense of the world

• Culture provides a mechanism for both communication and thinking

Information Processing Theory

The Information Processing View of Learning

• Assumptions

– Information is processed in steps or stages

– There are limits on how much information can be processed at each stage

– The human information processing system is interactive

A Model of Information Processing

• The Sensory Register

– Capacity

• Very large

– Duration

• 1 to 3 seconds

– Contents

• Raw sensory data (encoded in same form as perceived)

• The Nature of Recognition

– Noting key features of a stimulus and relating them to already stored information

• The Impact of Attention

– Selective focusing on a portion of the information currently stored in the sensory register

– What we attend to is influenced by information in long-term memory

• Short-Term Memory

– Capacity

• chunks of information – Duration

• 20 to 30 seconds

– Contents

• What you are currently thinking about (information from the sensory register and information from long term
memory)

• Rehearsal

– Maintenance Rehearsal (rote rehearsal, repetition): Information is repeated over and over again with no effect on
long-term memory storage

– Elaborative Rehearsal (elaborative encoding): New information is related to knowledge already stored in long-term
memory

• Organization

– Putting interrelated pieces of information into chunks

• Meaningfulness
 – When new material can be related to information in long-term memory

• Visual Imagery Encoding

– Generating images in your mind of objects, ideas, and actions– Dual coding theory

Implications for Instruction: Short-Term Memory and Its Control Processes

Research Findings Implications

Rehearsal prevents the quick disappearance of information All children, especially younger ones, can benefit from being
from short- term memory. Most children do not begin to taught rehearsal techniques.
rehearse on their own until about age seven.

Organization of material into chunks makes it much easier to Teachers can aid students by presenting material in logical
remember. chunks and by showing students how to organize information
on their own.

Implications for Instruction: Short-Term Memory and Its Control Processes

Research Findings Implications

Meaningful learning occurs when the learner relates new Teachers should mediate learning by relating new information
information to prior ideas and experiences. to students' cultural knowledge and by helping students to
learn techniques of self mediation.

Visual imagery is easier to recall than abstractions. Teachers should help students develop learning skills that
incorporate visual imagery and other memory-aiding
techniques.

A Model of Information Processing

• Long-Term Memory

– Capacity

• Unlimited

– Duration

• Permanent, long-term

– Contents

• Schemata

• How Information is Organized in Long-Term Memory

– Schemata

• Interrelated networks of associated ideas into which new knowledge is assimilated

A Model of Information Processing

• How Well Do We Remember What We Learn in School?

– More than 7 out of 10 studies reported less than a 20% loss of what was learned.

– Subject matter that had a higher than average level of unfamiliar facts and for which students would have little relevant
prior knowledge was associated with increased levels of forgetting.

– Most of the forgetting of information occurred within 4 weeks after the end of a unit of instruction.
 – Less forgetting occurred among students who learned the material to a high level either by being required to achieve a
high score, teach it to less knowledgeable students, or take advanced courses.

– Less forgetting occurred in classes where students were more actively involved in learning.

Metacognition The Nature and Importance of Metacognition

• Metacognition is our knowledge about attention, recognition, encoding, storage, and retrieval and how those operations
might best be used to achieve a learning goal

• contains what we know about how person variables, task variables, and strategy variables affect learning thus determines the
extent to which students can be strategic learners

Metacognition

• Age Trends in Metacognition

– Primary grade children have limited knowledge of:

• their memory capability

• factors that affect reading comprehension and recall

• the need to tailor learning tactics to task demands

• when they have learned something well enough that they can pass a test

– Metacognitive knowledge develops with age, experience, and instruction

Technology as an Information-Processing Tool

• Technology Tools for Writing

• Technology Tools for Reading

• Technology Tools for Science and Math

• Technology Tools for Art and Music, Multimedia, Hypermedia, and Virtual Environments

Intelligence Theory

General Intelligence

• Charles Spearman (1904)

–Intelligence is one general mental capability represented as g. The g factor underlies performance on all intellectual tasks.

Primary Mental Abilities

•Louis L. Thurstone (1938)

–Intelligence consists of seven independent primary abilities:

• Verbal Comprehension

• Verbal Fluency

• Number or Arithmetic Ability

• Memory

• Perceptual Speed

• Inductive Reasoning

• Spatial Visualization

Fluid Intelligence and Crystallized Intelligence

• Raymond B. Cattell and John Horn (1966)

–Intelligence consists of two broad abilities

Fluid Intelligence

•biologically based capacity for reasoning and memory

• Global capacity to reason

• Ability to learn new things

• Think abstractly and solve problems

• Fluid intelligence is a person's ability to learn or invent strategies for dealing with problems.

• Raw processing speed, mental quickness, abstract reasoning used when we attempt to solve problems we have seen before.

Crystallized Intelligence

•knowledge and skills acquired through experience and learning

• Prior learning and past experiences

•Based on facts

• Increases with age

• Crystallized intelligence is a person's knowledge and verbal skills learned through experience.

• what we know from experience, culture, learning, and education used when we try to solve problems we have seen before.

Instead of having only one intelligence, it is claimed that we have several different intelligence: -Howard Gardner

Kinesthetic

• Or BODY SMART- You enjoy sports and are good at swimming, athletics, gymnastics and other sports.

Bodily Kinesthetic Intelligence

• David Beckham is an English Association Footballer, and my example for Bodily Kinesthetic Intelligence.

• People displaying Bodily Kinesthetic Intelligence are coordinated with their physical movement and have excellent motor
control. They are most often good at activities like dancing and sports, making things with their hands, physical coordination,
and remembering things by doing them rather than seeing or hearing examples.

They would do well in careers as builders, sculptors, dancers, and actors.

Logical

• Or NUMBER SMART - You are good at mathematics and other activities involving numbers ; you are also good at solving
problems.

Logical-Mathematical Intelligence

Albert Einstein is a great example of Logical-Mathematical Intelligence. He was brilliant when it came to logical, or
scientific work and discovered things in the field of math that no one else had, which are still used today. He was well
equipped to solve mathematical operations and conduct intense problem solving with ease.

Characteristics are excellent skills for problem-solving, thinking about abstract ideas, conducting
scientific experiments, and solving very complex computations with little or no difficulty. They would be well suited for a
career as a scientist, mathematician, accountant, computer programmer or as an engineer in most all fields.

Intrapersonal

• Or MYSELF SMART – You know about yourself and your strengths and weaknesses. You will probably keep a diary. This is
sometimes called being Intrapersonal smart.
 • PICTURE SMART the capacity to think three dimensionally .

Linguistic

• WORD SMART the ability to think in words and use language in complex ways.

Linguistic Intelligence

Stephen King has very strong Linguistic Intelligence. He is one of the most popular authors in the world and has
written 155 titles in his career.

People excelling in this type of intelligence are often very good with language, writing, and words. The can express
themselves more so with words than individuals lacking in this area.

Interpersonal

• PEOPLE SMART the ability to understand and act productively on others’ actions and motivations.

• MUSIC SMART sensitivity to rhythm, pitch, melody, and tone.

Naturalistic

• NATURE SMART the ingenuity to observe patterns, create classifications, and develop and understand systems.

Existentialist

• THE THINKER/PHILOSOPHER generally focused on the condition of human existence, and an individual's emotions, actions,
responsibilities, and thoughts, or the meaning or purpose of life

Triarchic Theory of Intellegence

•Robert Sternberg (1985)

–Intelligence Consist of 3 Major Parts:

Analytic Intelligence

•skill in reasoning and in processing

Creative Intelligence

•skill in using past experiences to achieve insight and deal with new situations.

Practical Intelligence

•skill in everyday living and in adapting to life demands

Componential Intelligence- Ability to think abstractly, process information effectively

Experimental Intelligence- Ability to formulate new ideas, to combine seemingly unrelated facts or information.

Contextual Intelligence- Ability to adapt to changing environmental conditions and to shape the environment so as to maximize
one’s strengths and compensate foe one’s weaknesses.

Sternbernberg’s Triarchic Theory of Intelligence

Analytical Intelligence- The ability to analyze, judge, evaluate, compare, and contrast

Creative Intelligence- Ability to create, design, invent, originate, and imagine.

Practical intelligence- Ability to use, apply, implement, and put into practice.

Characteristic of Giftedness

Intellectual - Rapid learning rate - Facility with abstracts

- Exceptional reasoning ability - Complex thought processes

- Intellectual curiosity - Vivid imagination

- Early moral concern - Need for mental stimulation

- Passion for learning (not necessarily for school) - Perfectionism

- Need for precision or logic

Personality/Emotional - Excellent sense of humor

- Insightful - Sensitivity/empathy

- Need to understand - Intensity

Potential problems with being gifted

Emotional:

- Emotionally intense - Impatient; sees too much

- Unrealistic expectations of self and others; perfectionist; - Disruptive; class clown

depression;
- Uses humor to seek attention
- Excessively competitive
- Excessive questioning (why,why)
- Low frustration tolerance
- Goes too far; seems disruptive;
- Easily hurt - Feels powerless to solve world problems
- unable to accept help
Principles of Child Development and Learning that Inform Practice

All the domains of development and learning (physical, social, emotional and cognitive) are important and closely-related.

Many aspects of children's learning and development follow well documented sequences, with later abilities, skills, and
knowledge building on those already acquired.

Development and learning proceed at varying rates from child to child, as well as at uneven areas across different areas of a
child's individual functioning.

Development and learning result from a dynamic and continuous interaction of biological maturation and experience.

Early experiences have profound effects (cumulative and delayed) on a child's development and learning; and optimal periods
exist for certain types of development and learning to occur.

Development proceeds toward greater complexity, self regulation, and symbolic or representational capacities.

Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive
relationship with peers.

Development and learning occur in and are influenced by multiple social and cultural contexts.

Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of
teaching strategies and interactions are effective in supporting all these kinds of learning.

Play is an important vehicle for developing self-regulation

as well as promoting language, cognition and social competence. Development and learning advance when children are
challenged to achieve at a level just beyond their current mastery, and also when they have many opportunities to practice,
newly acquired skills.

• Children’s experiences shape their motivation and approaches to learning such as persistence, initiative, and flexibility; in turn,
these dispositions and behaviors affect their learning and development.