Motor development

The human development explore and explains how and why people change as they age and how and why they remain being the same.

¿ What is a human development theory? Is an ordered set of principles and hypotheses that try to explain the development and that are intended to provide a theoretical framework for research.

Motor Development

The motor development involved in the same way internal and external factors. Internal factors could be the genetic material, sex or hormones and the external factors are the nutrition, the weather,the social class,etc.

to talk about the motor development we have to take into account the laws of growth and physical development. The motor development is produced by:

Cefalocaudal low: development occurs from the upper body (the head), to the bottom ( feet).

Proximodistal law : is produced from the central part towards the extremes of the body. The child controls before the movements  of the arms than the hands,and  the movement of the hands prior to the fingers.

Flexors and extensors law:  The flexors are the muscles that flex the joints and the extensors are the muscles that provoque the aperture of the joints. The child lean first to pick up an object than drop out the object.




The nervous system allows the movemnt, but this is only possible if the brain transmits the command correctly.

Friendship

Friendshipis related on reciprocity, voluntary and not obliged, based on the joy of being together, that gives us a positive balance on cost-benefit. In my opinion a friend is not only a person  who listen you and help you when you have a nice day or when you have a bad day, in my opinion a friends are members of a big family and I think that is one of the most important in my life and in the others' life because trought our interactions,we learn of each other .

Building self-esteem in children

Self-esteem is important because it gives us an opportunitty to show our talents and to expect from other people a certain reaction.

The most important thing that we can do to build self-steem in children is to praise them at every opportunity as a rough guide you need to be saying at least six positive for each negative comment in order to develop a healthy sense of themselves. Also we have to demostrate them lots of love and talk,listen, play and laugh with them.

CHILDREN NEED TO HAVE AN OPPORTUNITY TO FIND OUT WHAT THEY ARE GOOD AT.  
And the school job is to celebrate those acievments.School should work to encourage children in a positive way and lots of schools use very positive ways of celebrating children's different achievemnts.

Attachment styles

Attachment is an emotional bond, basically during the first two years of life,established between the child and a similar and is characterized by a series of behaviors, feelings and a degree of closeness that is created between them.


The attachment styles are associated to certain emotions and with their expression and regulation; therefore the strategies used to express and regulate emotions are coherent with the attachment style.

SECURE ATTACHMENT

- Reciprocal interaction mother-child
- Trust in the efficacy and availability of the mother
- Democratic educative styles
- No need of constant contact, the security build in the relation allows/potentiates autonomy and trust.





ANXIOUS-AMBIVALENT ATTACHMENT

-  Incoherent attachment figures, emotionally unstable
- It generates anxiety for the fear of loosing the relation, and rage for the fault of availability
- Overprotective and/or permissive educative styles
- Difficulty to build up autonomy (immature), affective relations more unstable (low persistence) and less secure.




EVITATIVE ATTACHMENT

- Hostile attachment figures or with difficulty to express affect
- Impatience, intrusiveness
- Cold educative styles, oscillating between the authoritarianism and the abandonmen
- Loneliness feelings, social isolation behaviors, distant relations with few intimacy, aggressive (low self-control).






DISORGANISED ATTACHMENT

- Negligent attachment figures and/or psychical abuse
- Cycles of protection (control), refusal and aggression
- Bond and fear to the attachment figure (approximation/avoidance)
- Educative styles negligent or indifferent
- Feelings of confusion (identity problems), social isolation or antisocial behavior (no sensitive to others), complicated relation with approximation and disengagement, abuse.

Emotional Development of children

Following elaborated studies done by GESEL,WALLON,FREUD and PIAGET, it formulates 9 stages for the emotional development :

1- Reflection Level : It is characterized by spontaneous and sudden movements, basic reflexes and also the basic needs of any living being.

2- Emotional Level: (3-9 months) : it contains the same characteristics of the Reflection level but it includes the communicative system based on what is pleasant or unpleasant for the kid.

3-Sensiomotor and projective Level ( 9 months-3years): The child wants to explore and interact with the environment. Child learn the cause-effect concept.

4- Representative Level : (18 months-3 years) : The child is comfortable in their environment and interact with happiness or sadness with their principal caregivers.

5- Personalism Level: (3 years-7 years) : Most important level of the affectivity evolution. Chils develop the 'ego', interact with others and is aware of the world and him/herself. Essential level to the development of the personality.

Self -regulation emotions

The self regulation propose identify the emotions, it's important to know if there are psycical,cognitive or a behavioural reaction. Also, we have to recognize our emotions in order to know how to act in front of different situations. Express the emotions it's also important for the others understand in order to help us.

There are factors that influence the self-emotion, for example the Attachment figures, the interpersonal relations and the emotional education programs.

Socio-affective development - Feelings

The affection is understood as different moods, pleasant or unpleasant, which children have. We have to distinguish between feelings ( longer and less intese) and emotions ( short and very intense).

Between birth and 3 years old there are more emotions than feelings. However, when the child is growing, the feelings increase and emotions decrease at the same time that children is going to learn how to control it.

The affective states on children are less nuanced than the adults. In general for children are so extreme: great sorrow, great joys.



The education have to take into account all the learnings but we can not forget the importance of emotional well-being and development of self-esteem.

socio-affective development - Emotions

The socio-affective development is a key to grow and evolve, to understand the world around us and to relacionate us with the others. Being children, adults or elderly, this development never stops we are always absorbing and creating affective relations with elements and people around us.

An emotion is an affective state that we experiment, an innative reaction which is influenced by our experiences. The emotions are adapted in our functions to the rest that involve us. When we are only a few months old, we acquired some basic emotions. This language makes that these emotions will become more complex , because we use symbols, signs and give a meaning to each one.

The emotions are: Fear, Surprise, Disgust, Anger, Hapiness and Sadness.

What is an Emotion? Paul Ekman help us to find a good definition of what's an emotion.

Paul Ekman is the pioneer in the study of emotions and their relation to face expresion.He says that emotions are  what we see in what people do.They found 15 things present in emotions. Emotions are not private, most of emotions have a signal in our faces and voices that informs to the others what are you feeling. Anger, fear sadness,disgust,enjoy and surpres. He sad that to improve emotional life is to bring consciousness awareness into emotions. To future teachers we have to know that  it's important to know that emotions can ocurr briefly and they can last in a short time too, so a child can be angry in one moment and to seconds later change. And we have to read between lines in order to preserve the child well-being.

Paul Ekman sentence that i really like:

WE DON'T CHOOSE TO BE EMOTIONAL, IT HAPPENS TO US

The areas of development

In my opinion it's too important to know what are the development areas in order to understand better the children needs. There are five areas of child development: physical, social and emotional, approaches to learning, thinking, and communication and language.

The physical area of development helps to the child in order to have a better coordination, is the change in shape, size, and physical mature of the body.

The intellectual development is related to the brains' growth  the use the language, the process of language and learning ,the ability to reasoning in order to problem solving and organize ideas.

The social developmnent is related with the process of acquire the skills and knowledge to interact with the others.

Emotional development is related with the feelings and emotions. Children have to know what are they feeling and have an aporoppiate for to express them.

Moral development is related to the growing understanding of the right and the wrong things and what are the right behaviours and what are the feelings related to the right and wrong : the concience.

We have to know as a teacher how we have to transmit values and beliefs in order to improve or undestarnd different behaviours or problems that students could have throught the maduration process.

Teachers' importance as an educative agent

 Teachers are one of the most important agents of the school, in my opinion. To contextualize the educative activities and what role play teachers in the school, we have to know that :

Educative activities have in common some traits that differentiate them from other social practices. However, when they are compared with other educative activities, school activites present some characteristics that, at the same time, differentiate them from the others.

The school knowledge is almost always deferred and somewhat decontextualized knowledge. There are some figures in charge of the specific role of educating the pupils: the teachers (educative agent) .

The teacher is characterized depending on the expertise to act as a social mediator. The teacher have to create  situations and activities to promote the acquisition of knowledge and cultural forms. The school contents are not focused on the pupils’ interests so, it is essential that teachers have the opportunities to act like change agents and lead a reform in the institutions.

A good video to undersand better the Zone of Proximal Development

Here we learn that the ZPD zone is defines as a distance between learners ability to solve a problem independetly and the learners potential level comphension when giving guidance or in collaboration with more knowledge with others. Learning occurs in this zone. An example can be a child who wants to learn how to make coockies, he have to interact with someone to learn the basics to do a cookies, though a series of social interactions the children has learnt to internalized concepts related to the topic.

How is development understood and what is a ZPZ zone.

—The Development occurs through changes during the participation in sociocultural interactivity systems of their communities, which at the same time change by the action of the individuals. Culture is not only what other people do: they are models of interpretation and action, symbolic systems, intentional universes.

The first idea is that all functions appear first in the social level and then in an individual level. The second is that the superior psychological processes have a social genesis and the third is the  Distinction between the Current Development Zone and the Proximal Development Zone.

When another participant in the activity  provides instruction that is appropriately supplied, beyond than what the apprentice can do for itself, “attracts the attention of series of functions that are in a State of maturation in the zone of immediate development ” (Vigotsky, 1987)

The ZPD zone, is the concept that what today is done with help in a future it will be done autonomously.
 This autonomy is acquired as a dynamic relation between learning and development. Learning is a universal and necessary aspect of development and this help should follow some characteristics: Has to be adjustable,temporal and audible and visible.

Piaget's theory of cognitive development. Really interesting!!!!!!!

I think that this video is so interesting in order to understand what is thePiaget's theory of development.
Here we can observe some qualities of different stage for explame in this video . We can observe how this girl at the first time saw the two lines of the coins,count them and know that in the two lines are the same number of coins, then when the istructor repart the same coins but in two different lines and did one more longer, the kid think that thereare more coins in a longerspace than the other.

Development

The Development is a process through which new psychological functions are reached in interaction with the physical and socico.cultural context and that it's strongly linked with the learning processes.

In my opinion, I think that Development is a very abstract term, I mean, when we could know that these new psychological functions are reached in interaction with the physical and socio-cultural context?

 I don't know. So, from my point o view every person has their own development process, and like the characters of each o us, it could depen on the environments that we move around or it could change depending on our social interactions. So, in conclusion the first development is internal because we share some characteristics when we were born, but as I said before, there are factors that  are external and  newly created or others that we're creating throghout our lifes.

In another hand, there are 4 approaches in order to conduct the students' development :

PSYCHODYNAMIC THEORY: It's an approach to psychology that emphasises the systematic study of the psychological forces that underlie human behavior, feelings, and emotions and how they are related to early experience.

There are 3 authors who explained this theory : Freud, Bowly and Erikson.

Freud think that  the behavior is controlled by powerful unconscious impulses that are the basis of motivation.Bowlby that human beings have innate adaptation mechanisms to survive; such as the search of the bonding figure (secure attachment). From its quality it depends the future socio-affective development and Erikson thinks that society influences on the personality development, which evolves through different crisis stages.

BEHAVIOURAL THEORY has a social basis of the development that depends on the learning. The traditional learning theory (Pavlov, Skinner, Watson) talks about people reactions when they have differents stimulus. For example in the next picture we can see how a dog drooling when he has an stimulus in front of him.

COGNITIVIST THEORY:Jean Piaget , thought that there are some qualitative changes in the thought operations that occur from childhood to adolescence. There are dierent stages or different cognitive structures in our development. This dierent stages are:

Sensory Motor Stage (Birth - 2years)
Pre-operational Stage (2yrs-7years)
Concrete Operational Stage (7years-11years)
Formal Operations Stage (11years-16years)



SOCIO-HISTORIC-CULTURAL THEORY  is the social basis of the development and  it depends on the context and culture influences.

I think that the most importan author in this theory is Vigostki because he thinks that social interactions are the basis of human development.Let's see whats did he say.

''Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)''