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{{Short description|Stage in human development}}
{{Refimprove|date=June 2022}}
{{Human growth and development}}
{{Human growth and development}}
'''Early childhood''' is a stage in [[Human development (biology)|human development]]. It generally includes [[toddlerhood]] and some time afterwards. '''Play age''' is an unspecific designation approximately within the scope of early childhood.
'''Early childhood''' is a stage in [[Human development (biology)|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.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The
Development of self-regulation across early childhood.
Development during early childhood is an important topic, specifically this article focuses on the self-regulation during this stage of development. This study took place at 4 different areas which included Michigan state university, Oregon state university, university of Michigan and the Texas Health Science center at Houston. Within this study, a sample of 1,386 children between the ages of 3 and 7 years old were studied. Self-regulation is known as an individual functioning which lead to their future life successes or goals. Areas that played a role in these children’s trajectories were their gender, language they spoke, and even their mother’s education. . The main limitation of this study was that the researchers were not able to gain the full view of self-regulation due to the fact children tend to develop rapidly during the ages of 3 and 7. This made it more difficult to assess their progress and when it occurred.


==Development of self-regulation across early childhood==
==Mothers==
Development during early childhood is an important topic, specifically self-regulation during this stage of development. This study took place in 4 different areas, which included [[Michigan State University]], [[Oregon State University]], [[University of Michigan]] and the Texas Health Science Center at Houston. Within this study, a sample of 1,386 children between the ages of 3 and 7 years old were studied. Self-regulation is known as an individual functioning that leads to future life successes or goals. Areas that played a role in these children's trajectories were their gender, the language they spoke, and even their mother's education. The main limitation of this study was that the researchers were not able to gain the full view of self-regulation due to the fact children tend to develop rapidly between the ages of 3 and 7. This made it more difficult to assess their progress and when it occurred.{{citation needed|date=June 2022}}
1 in 8 children often came from a single mother household, and many of these mothers had limited education as well as low income to support the family.


==Psychology==
===Mother-to-Child Relationships===
In [[psychology]], the term ''early childhood'' is usually defined as the time period from birth until the age of five or six years,<ref>{{cite web | url=https://dictionary.apa.org/childhood | title=APA Dictionary of Psychology }}</ref> therefore covering infancy, Pre-K, [[kindergarten]] and [[first grade]]. There are three simultaneous development stages:<ref>Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st ed). Harlow, Essex; Pearson. pp. 8.</ref> It is distinct from [[early childhood education]], and does not necessarily refer to the same developmental stage of early childhood. It is an educational category designed to support children from nursery schools, all the way until the equivalent of third grade.
The study examined maternal depression, poverty, physical punishment administered by the mothers and the affects it had on the children. Children that often came from lower income families tended to express more challenges such as bullying, disruptive behaviors, and overall negative outbursts in situations. (Eamon, M. K., & Zuehl, R. M. (2001.)
===Maternal Mental Health===
[https://doi-org.liblink.uncw.edu/10.1037/0012-1649.31.3.349 Depression in first-time mothers.]
This article is the main focus of my study and provides substantial research regarding the subject. This article comes from the University of Pittsburg and examines depression in first time mothers as well as the interactions these mothers have with their infants. This study included a sample of 2,760 new mothers. Of the 2,760 mothers, only 69 met the criteria of the screening. Each of these mothers were contacted approximately 6 weeks postpartum as the initial interaction. The mothers that met the criteria and agreed to the study were then continued to be visited at 2 months, 4 months, then finally at 6 months after having their child. The results on this study were not successful due to the environmental factors such as the baby’s behavior, missed appointments by the mothers, and the limited recorded interactions during the interviews. Although this study was not completely successful, it is important to understand the correlation between new mothers, their mental health, and their interactions with their baby.


==Piaget's Theory of Development==
==Piaget's Theory of Development==
{{Main|Piaget's theory of cognitive development}}
====Stages====
1.Sensorimotor, ages birth to 2 years old.
- During this stage, children gain an idea of the world using skills such as hearing, seeing, touching, and reaching. This allows them to gain the understanding that things exist and assists in rapid development.


=== Stages ===


2.Preoperational, ages 2 to 7 years old.
# Sensorimotor, ages birth to 2 years old.
#:– During this stage, children gain an idea of the world using skills such as hearing, seeing, touching, and reaching. This allows them to gain the understanding that things exist and assists in rapid development.
- Children are able to form thoughts without logic, but helps give them a better understanding of the world around them.
# Preoperational, ages 2 to 7 years old.

#:– Children are able to form thoughts without logic, but helps give them a better understanding of the world around them.

3.Concrete Operational, ages 7 to 11.
# Concrete Operational, ages 7 to 11.
- Includes developed as well as rational thoughts. This stage also allows children to gain thoughts such as organization and purpose of situations.
#:– Includes developed as well as rational thoughts. This stage also allows children to gain thoughts such as organization and purpose of situations.
# Formal Operational, ages 11 and up.

#:– During this stage, individuals are able to create thoughts of their own, rationalize, create ideas in situations, and overall have opinions that are supported. In adulthood, this is the most important stage of development in terms of learning.
4.Formal Operational, ages 12 and up.
- During this stage, individuals are able to create thoughts of their own, rationalize, create ideas in situations, and overall have opinions that are supported. In adulthood, this is the most important stage of development in terms of learning.

==Psychology==
In [[psychology]] the term ''early childhood'' is usually defined as the time period from birth until the age of eight years,<ref name="naeyc.org">{{cite web |title=National Association for the Education of Young Children |url=https://www.naeyc.org/about-us |website=About Us |access-date = 12 July 2018}}</ref> therefore covering infancy, kindergarten and first grade. There are three simultaneous development stages:<ref>Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st ed). Harlow, Essex; Pearson. pp. 8.</ref>


===Physical growth and development===
===Physical growth and development===
In this phase there is significant synaptic growth and myelination of neural fibers in the brain, especially within the frontal lobes. For example, between the ages 2 and 6, the brain increases from 70% of its adult weight to 90%.<ref>Berk, Laura (2008). "Exploring Lifespan Development", p. 222. Ally and Bacon, Boston. {{ISBN|978-1-256-36323-1}}.</ref> The growth of the brain is followed by a surge in cognitive abilities. Around the age of five, children start speaking properly and master their hand to eye coordination.<ref>{{Cite book|last=Mcclain|first=Daevion|url=https://www.worldcat.org/oclc/1132342378|title=Child Development|date=2019|publisher=EDTECH|isbn=978-1-83947-402-6|oclc=1132342378}}</ref>
In this phase, there is significant synaptic growth and myelination of neural fibers in the brain, especially within the frontal lobes. For example, between the ages 2 and 6, the brain increases from 70% of its adult weight to 90%.<ref>Berk, Laura (2008). "Exploring Lifespan Development", p. 222. Ally and Bacon, Boston. {{ISBN|978-1-256-36323-1}}.</ref> The growth of the brain is followed by a surge in cognitive abilities. Around the age of five, children start speaking properly and master their hand-to-eye coordination.<ref>{{Cite book|last=Mcclain|first=Daevion |title=Child Development|date=2019|publisher=EDTECH|isbn=978-1-83947-402-6|oclc=1132342378}}{{pn|date=September 2022}}</ref>


It is optimal that an environment is provided that encourages physical development and allows the children to explore and try out new things. The physical development in children follows a pattern. The large muscles develop before the small muscles. The large muscles are used for walking, running and other physical activities. These are known as gross motor skills. Small muscles are used for fine motor skills such as picking up objects, writing, drawing, throwing and catching.
It is optimal that an environment is provided that encourages physical development and allows the children to explore and try out new things. The physical development in children follows a pattern. The large muscles develop before the small muscles. The large muscles are used for walking, running and other physical activities. These are known as gross motor skills. Small muscles are used for fine motor skills such as picking up objects, writing, drawing, throwing and catching.<ref>no author. (2010) By Leaps and Bounds: Physical Development [online], Available: https://www.pbs.org/wholechild/parents/dev.html [02.04.2014]</ref>
<ref>no author. (2010) By Leaps and Bounds: Physical Development [online], Available: https://www.pbs.org/wholechild/parents/dev.html [02.04.2014]</ref>


===Cognitive growth and development===
===Cognitive growth and development===
Called the [[preoperational stage]] by [[Jean Piaget]], this is the stage during which the child repeatedly asks "Why?", and is used to build relationships with the child. The child can't yet perform the abstract thinking operations. The child has to be able to see what is being talked about, because they do not understand the concepts of logic, betrayal, contemplation, etc. This means that they think literally: if a child is told that they have to go to bed because "night is falling", they will ask how can the night (literally) fall from the sky. They also see the human characteristics in every object, e.g. the table "is bad" if they accidentally hit it with their foot and it hurts. They also exhibit egocentrism; not to be confused with egoism; that being said, they do not comprehend that the other person has beliefs and the children at this age think that what they think, everybody thinks. There is also a matter of perceptive [[centration]], which causes the children to primarily see what is visually most prominent on someone/something, e.g. if a man has long hair, the child will think he's a woman.<ref>{{Cite web|title=Preoperational Stage - Egocentrism {{!}} Simply Psychology|url=https://www.simplypsychology.org/preoperational.html#Centration|website=www.simplypsychology.org|access-date=2020-05-15}}</ref>
Called the [[preoperational stage]] by [[Jean Piaget]], this is the stage during which the child repeatedly asks "Why?", and is used to build relationships with the child. The child cannot yet perform the abstract thinking operations. The child has to be able to see what is being talked about, because they do not understand the concepts of logic, betrayal, contemplation, etc. This means that they think literally: if a child is told that they have to go to bed because "night is falling", they will ask how can the night (literally) fall from the sky. They also see the human characteristics in every object, e.g. the table "is bad" if they accidentally hit it with their foot and it hurts. They also exhibit egocentrism; not to be confused with egoism; that being said, they do not comprehend that the other person has beliefs of their own and the children at this age think that what they think, everybody thinks. There is also a matter of perceptive [[centration]], which causes the children to primarily see what is visually most prominent on someone/something, e.g. if a man has long hair, the child will think he's a woman.<ref>{{Cite web|title=Preoperational Stage - Egocentrism {{!}} Simply Psychology|url=https://www.simplypsychology.org/preoperational.html#Centration|website=www.simplypsychology.org|access-date=2020-05-15}}</ref>


===Social-emotional growth and development===
===Social-emotional growth and development===
This includes children understanding a sense of 'self', relationships with others and sociability. The emotional development includes expressions, attachment and personality.<ref>Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st Edn). Harlow, Essex; Pearson.pp 8.</ref>
This includes children understanding a sense of 'self', relationships with others and sociability. The emotional development includes expressions, attachment and personality.<ref>Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st Edn). Harlow, Essex; Pearson.pp 8.</ref>
Children manifest fear of dark and monsters and around the age of three notice whether they are a boy or a girl and start acting that way. Boys are usually more aggressive, whilst girls are more caring. However, aggression is manifested in two different ways: boys are more physically aggressive, while the girls are more socially aggressive (name-calling and ignoring). In this stage the individual differences become more prominent.
Children manifest fear of dark and monsters and around the age of three notice whether they are a boy or a girl and start acting that way. Boys are usually more aggressive, whilst girls are more caring. However, aggression is manifested in two different ways: boys are more physically aggressive, while girls are more socially aggressive (name-calling and ignoring). In this stage the individual differences become more prominent.


Children who often came from lower-income families tended to express more challenges such as bullying, disruptive behaviors, and overall negative outbursts in situations. The results were gained from the National Longitudinal Survey of Youth. Other factors of the mother were also examined such as their ethnicity, education level, the mother's birth age, and even how many siblings the mother had. Poverty, punishment, depression, and the idea of being a single mother are correlated to how the children behaved.
==Physical development==

===Gross motor skills===
Between ages 2 and 3 years, young children stop using the awkward, wide-legged robot-like stance that is the hallmark of new walkers. As they develop a smoother gait, they also develop the ability to run, jump, and hop. Children of this age can participate in throwing and catching games with larger balls. They can also push themselves around with their feet while sitting on a riding toy.<ref>Oswalt, A (No Year). Child Development And Parenting: Early Childhood [Online] Available: {{cite web |url=http://www.bhcmhmr.org/poc/view_doc.php?type=doc&id=12755&cn=462 |title=Archived copy |access-date=2014-04-02 |url-status=dead |archive-url=https://web.archive.org/web/20141015145605/http://bhcmhmr.org/poc/view_doc.php?type=doc&id=12755&cn=462 |archive-date=2014-10-15 }} Accessed: 202/04/2014</ref>

The period of the most rapid development of motor behaviors is between 2 and 6 years (also known as the preschool years). Skills that appear are basic locomotor, ball-handling, fine eye-hand coordination, walking leads to running, jumping, hopping, galloping, and skipping, climbing evolves from creeping.

===Fine motor skills===
{{Main|Fine motor skill}}

There are several developmental expectations for children to reach by the time they reach the age of 2. Children are expected to be able to draw simple shapes such as circles, squares and triangles. The development of holding the pencil starts with a supinated grip and finishes with a "dynamic tripod" grip which involves three fingers stabilizing the utensil near the tip. They should also be able to cut out such shapes as these. By doing such activities as these develops the children's fine motor skills, by strengthening their fingers and developing their finger control.<ref>No author (2011) Expected Developmental Milestones. [Online], Available: http://www.mentisxl.org/child-development/fine-motor/2-3years.asp [03/04/2014]</ref>


==Education==
==Education==
{{Main|Early childhood education}}
{{Main|Early childhood education}}
Infants and toddlers experience life more holistically than any other age group<ref>Grotewell, P. Burton, Y (2008). Early Childhood Education: Issues and Developments. New York: Nova Sciences Publishers, Inc.</ref> Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention.
Infants and toddlers experience life more holistically than any other age group<ref>Grotewell, P. Burton, Y (2008). Early Childhood Education: Issues and Developments. New York: Nova Sciences Publishers, Inc.{{pn|date=September 2022}}</ref> Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention.


The most information learned occurs between birth and the age of three, during this time humans develop more quickly and rapidly than they would at any other point in their life. Love, affection, encouragement and mental stimulation from the parents or guardians of these young children aid in development. At this time in life, the brain is growing rapidly and it is easier for information to be absorbed; parts of the brain can nearly double in a year. During this stage, children need vital nutrients and personal interaction for their brain to grow properly. Children's brains will expand and become more developed in these early years. Although adults play a huge part in early childhood development, the most important way children develop is interaction with other children.<ref>{{Cite book|last=Mcclain|first=Daevion|url=https://www.worldcat.org/oclc/1132342378|title=Child Development|date=2019|publisher=EDTECH|isbn=978-1-83947-402-6|oclc=1132342378}}</ref>
The most information learned occurs between birth and the age of three, during this time, humans develop more quickly and rapidly than they would at any other point in their life. Love, affection, encouragement and mental stimulation from the parents or guardians of these young children aid in development. At this time in life, the brain is growing rapidly and it is easier for information to be absorbed as parts of the brain can nearly double in a year.
Children develop close relationships with the children they spend a large period of time with. Close relationships with peers develop strong social connections that can be transferred later in life, even children at an early age have a preference of whom they want to interact with or form friendships with. Howes' (1983) research suggested that there are distinctive characteristics of friendships, for infants, toddler and pre-school aged children.<ref>No author (2013). Social-Emotional Development Domain. [Online], Available: http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp#iwp [02/04/2014]</ref>


During this stage, children need vital nutrients and personal interaction for their brains to grow properly. Children's brains will expand and become more developed in these early years. Although adults play a huge part in early childhood development, the most important way children develop is through interaction with other children.<ref>{{Cite book|last=Mcclain|first=Daevion |title=Child Development|date=2019|publisher=EDTECH|isbn=978-1-83947-402-6|oclc=1132342378}}{{pn|date=September 2022}}</ref>
==Mother's Education Level==
Children develop close relationships with the children they spend a large period of time with. Close relationships with peers develop strong social connections that can be transferred later in life. Even children at an early age have a preference of whom they want to interact with or form friendships with. Howes' (1983) research suggested that there are distinctive characteristics of friendships, for infants, toddlers and pre-school-aged children.<ref>No author (2013). Social-Emotional Development Domain. [Online], Available: http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp#iwp{{Dead link|date=February 2024 |bot=InternetArchiveBot |fix-attempted=yes }} [02/04/2014]</ref>
https://doi-org.liblink.uncw.edu/10.1037/fam0000129.supp==Mother Education Level==
Main Article: Parenting Stress and Parent Support Among Mothers With High
and Low Education
Main idea of this study was to research the correlations between parent stress, support groups, as well as education of mothers.
The sample from this study included 5,865 single, migrant mothers and were interviewed once their baby had turned 10 months old. As expected, 50% of mothers that came from lower educations as well as a lower income level had a higher result of stress than mothers with a higher education. During this study, there were four stages of analysis which revolved around the amount of income, education, and mothers parenting status.
Results stated that only 35% of the sample group were highly education, 52% remained in the middle of the level of education then the remaining 13% were lowly educated. Surprisingly, the most stress from mothers came from those who were both highly and on the lowest of education levels. The reason for this study was to show that even mothers with a higher education still struggle to provide for their families when they are solely working on their own.
Keywords: parenting, stress, support groups, grandparents.


==References==
==References==
{{reflist}}
<ref>Cairney, J., & Wade, T. J. (2002). Single parent mothers and mental health care service use. Social Psychiatry and Psychiatric Epidemiology: The International Journal for Research in Social and Genetic Epidemiology and Mental Health Services, 37(5), 236–242. https://doi-org.liblink.uncw.edu/10.1007/s00127-002-0539-6


==General References==

* {{cite journal |last1=Cairney |first1=John |last2=Wade |first2=Terrance J. |title=Single parent mothers and mental health care service use |journal=Social Psychiatry and Psychiatric Epidemiology |date=May 2002 |volume=37 |issue=5 |pages=236–242 |doi=10.1007/s00127-002-0539-6 |pmid=12107716 |s2cid=39744411 }}
14.Campbell, S. B., Cohn, J. F., & Meyers, T. (1995). Depression in first-time mothers: Mother- infant interaction and depression chronicity. Developmental Psychology, 31(3), 349–357. https://doi-org.liblink.uncw.edu/10.1037/0012-1649.31.3.349
* {{cite journal |last1=Campbell |first1=Susan B. |last2=Cohn |first2=Jeffrey F. |last3=Meyers |first3=Teri |title=Depression in first-time mothers: Mother-infant interaction and depression chronicity |journal=Developmental Psychology |date=May 1995 |volume=31 |issue=3 |pages=349–357 |doi=10.1037/0012-1649.31.3.349 }}

* {{cite journal |last1=Davis |first1=Owen |title=What is the Relationship between Benefit Conditionality and Mental Health? Evidence from the United States on TANF Policies |journal=Journal of Social Policy |date=April 2019 |volume=48 |issue=2 |pages=249–269 |doi=10.1017/S0047279418000363 |s2cid=150006206 |doi-access=free }}

* {{cite journal |last1=Eamon |first1=Mary Keegan |last2=Zuehl |first2=Rachel M. |title=Maternal depression and physical punishment as mediators of the effect of poverty on socioemotional problems of children in single-mother families |journal=American Journal of Orthopsychiatry |date=2001 |volume=71 |issue=2 |pages=218–226 |id={{ProQuest|61490196}} |doi=10.1037/0002-9432.71.2.218 |pmid=11347362 }}

* {{cite journal |last1=Lipman |first1=Ellen L. |last2=Waymouth |first2=Marjorie |last3=Gammon |first3=Tara |last4=Carter |first4=Patricia |last5=Secord |first5=Margaret |last6=Leung |first6=Olivia |last7=Mills |first7=Brenda |last8=Hicks |first8=Frances |title=Influence of group cohesion on maternal well-being among participants in a support/education group program for single mothers |journal=American Journal of Orthopsychiatry |date=October 2007 |volume=77 |issue=4 |pages=543–549 |doi=10.1037/0002-9432.77.4.543 |pmid=18194034 }}
15.Davis, O. (2019). What is the Relationship between Benefit Conditionality and Mental Health? Evidence from the United States on TANF Policies. Journal of Social Policy, 48(2), 249-269. http://dx.doi.org/10.1017/S0047279418000363
* {{cite journal |title=Supplemental Material for The Development of Self-Regulation Across Early Childhood |journal=Developmental Psychology |date=2016 |doi=10.1037/dev0000159.supp }}

* {{cite journal |title=Supplemental Material for Parenting Stress and Parent Support Among Mothers With High and Low Education |journal=Journal of Family Psychology |date=2015 |doi=10.1037/fam0000129.supp }}

* {{cite journal |last1=Zuravin |first1=Susan J. |title=Severity of maternal depression and three types of mother-to-child aggression. |journal=American Journal of Orthopsychiatry |date=1989 |volume=59 |issue=3 |pages=377–389 |doi=10.1111/j.1939-0025.1989.tb01673.x |pmid=2764072 }}

16.Eamon, M. K., & Zuehl, R. M. (2001). Maternal Depression and Physical Punishment as mediators of the Effect of Poverty on Socioemotional Problems of Children in Single-Mother Families. American Journal of Orthopsychiatry, 71(2), 218-226. https://www.proquest.com/scholarly-journals/maternal-depression-physical-punishment-as/docview/61490196/se-2?accountid=14606



17.Lipman, E. L., Waymouth, M., Gammon, T., Carter, P., Secord, M., Leung, O., Mills, B., & Hicks, F. (2007). Influence of group cohesion on maternal well-being among participants in a support/education group program for single mothers. American Journal of Orthopsychiatry, 77(4), 543–549. https://doi-org.liblink.uncw.edu/10.1037/0002-9432.77.4.543



18.Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The Development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. https://doi-org.liblink.uncw.edu/10.1037/dev0000159.supp (Supplemental)



19.Parkes, A., Sweeting, H., & Wight, D. (2015). Parenting stress and parent support among mothers with high and low education. Journal of Family Psychology, 29(6), 907–918. https://doi-org.liblink.uncw.edu/10.1037/fam0000129.supp (Supplemental)



20.Zuravin, S. J. (1989). Severity of maternal depression and three types of mother-to-child aggression. American Journal of Orthopsychiatry, 59(3), 377–389. https://doi-org.liblink.uncw.edu/10.1111/j.1939-0025.1989.tb01673.x}}
</ref>


==External links==
==External links==
{{Library resources box |others=no}}
{{Library resources box |others=no}}
*{{cite web|url=http://www.unesco.org/en/early-childhood/|title=Early Childhood Care and Education|publisher=UNESCO|url-status=dead|archive-url=https://web.archive.org/web/20101107001815/http://www.unesco.org/en/early-childhood/|archive-date=2010-11-07}}
*{{cite web|url=http://www.unesco.org/en/early-childhood/|title=Best Astrologer in India|publisher=UNESCO|url-status=dead|archive-url=https://web.archive.org/web/20101107001815/http://www.unesco.org/en/early-childhood/|archive-date=2010-11-07}}
*{{cite web|url=http://artbabygame.com/home/|title=APP for Early Childhood Stimulation}}
*{{cite web|url=http://artbabygame.com/home/|title=APP for Early Childhood Stimulation}}

{{S-start}}
{{Succession box|title=[[Human development (biology)|Stages of human development]] |before=[[Toddler]]hood |after=[[Preadolescence]]|years=Early childhood, [[Childhood]]}}
{{S-end}}


{{Humandevelopment}}
{{Humandevelopment}}
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{{DEFAULTSORT:Early Childhood}}
{{DEFAULTSORT:Early Childhood}}
[[Category:Child development]]
[[Category:Child development]]
[[Category:Childhood]]

Latest revision as of 20:17, 19 December 2024

Part of a series on
Human growth
and development
Stages
Biological milestones
Development and psychology

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.

Development of self-regulation across early childhood

[edit]

Development during early childhood is an important topic, specifically self-regulation during this stage of development. This study took place in 4 different areas, which included Michigan State University, Oregon State University, University of Michigan and the Texas Health Science Center at Houston. Within this study, a sample of 1,386 children between the ages of 3 and 7 years old were studied. Self-regulation is known as an individual functioning that leads to future life successes or goals. Areas that played a role in these children's trajectories were their gender, the language they spoke, and even their mother's education. The main limitation of this study was that the researchers were not able to gain the full view of self-regulation due to the fact children tend to develop rapidly between the ages of 3 and 7. This made it more difficult to assess their progress and when it occurred.[citation needed]

Psychology

[edit]

In psychology, the term early childhood is usually defined as the time period from birth until the age of five or six years,[1] therefore covering infancy, Pre-K, kindergarten and first grade. There are three simultaneous development stages:[2] It is distinct from early childhood education, and does not necessarily refer to the same developmental stage of early childhood. It is an educational category designed to support children from nursery schools, all the way until the equivalent of third grade.

Piaget's Theory of Development

[edit]
Main article: Piaget's theory of cognitive development

Stages

[edit]
  1. Sensorimotor, ages birth to 2 years old.
    – During this stage, children gain an idea of the world using skills such as hearing, seeing, touching, and reaching. This allows them to gain the understanding that things exist and assists in rapid development.
  2. Preoperational, ages 2 to 7 years old.
    – Children are able to form thoughts without logic, but helps give them a better understanding of the world around them.
  3. Concrete Operational, ages 7 to 11.
    – Includes developed as well as rational thoughts. This stage also allows children to gain thoughts such as organization and purpose of situations.
  4. Formal Operational, ages 11 and up.
    – During this stage, individuals are able to create thoughts of their own, rationalize, create ideas in situations, and overall have opinions that are supported. In adulthood, this is the most important stage of development in terms of learning.

Physical growth and development

[edit]

In this phase, there is significant synaptic growth and myelination of neural fibers in the brain, especially within the frontal lobes. For example, between the ages 2 and 6, the brain increases from 70% of its adult weight to 90%.[3] The growth of the brain is followed by a surge in cognitive abilities. Around the age of five, children start speaking properly and master their hand-to-eye coordination.[4]

It is optimal that an environment is provided that encourages physical development and allows the children to explore and try out new things. The physical development in children follows a pattern. The large muscles develop before the small muscles. The large muscles are used for walking, running and other physical activities. These are known as gross motor skills. Small muscles are used for fine motor skills such as picking up objects, writing, drawing, throwing and catching.[5]

Cognitive growth and development

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Called the preoperational stage by Jean Piaget, this is the stage during which the child repeatedly asks "Why?", and is used to build relationships with the child. The child cannot yet perform the abstract thinking operations. The child has to be able to see what is being talked about, because they do not understand the concepts of logic, betrayal, contemplation, etc. This means that they think literally: if a child is told that they have to go to bed because "night is falling", they will ask how can the night (literally) fall from the sky. They also see the human characteristics in every object, e.g. the table "is bad" if they accidentally hit it with their foot and it hurts. They also exhibit egocentrism; not to be confused with egoism; that being said, they do not comprehend that the other person has beliefs of their own and the children at this age think that what they think, everybody thinks. There is also a matter of perceptive centration, which causes the children to primarily see what is visually most prominent on someone/something, e.g. if a man has long hair, the child will think he's a woman.[6]

Social-emotional growth and development

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This includes children understanding a sense of 'self', relationships with others and sociability. The emotional development includes expressions, attachment and personality.[7] Children manifest fear of dark and monsters and around the age of three notice whether they are a boy or a girl and start acting that way. Boys are usually more aggressive, whilst girls are more caring. However, aggression is manifested in two different ways: boys are more physically aggressive, while girls are more socially aggressive (name-calling and ignoring). In this stage the individual differences become more prominent.

Children who often came from lower-income families tended to express more challenges such as bullying, disruptive behaviors, and overall negative outbursts in situations. The results were gained from the National Longitudinal Survey of Youth. Other factors of the mother were also examined such as their ethnicity, education level, the mother's birth age, and even how many siblings the mother had. Poverty, punishment, depression, and the idea of being a single mother are correlated to how the children behaved.

Education

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Main article: Early childhood education

Infants and toddlers experience life more holistically than any other age group[8] Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention.

The most information learned occurs between birth and the age of three, during this time, humans develop more quickly and rapidly than they would at any other point in their life. Love, affection, encouragement and mental stimulation from the parents or guardians of these young children aid in development. At this time in life, the brain is growing rapidly and it is easier for information to be absorbed as parts of the brain can nearly double in a year.

During this stage, children need vital nutrients and personal interaction for their brains to grow properly. Children's brains will expand and become more developed in these early years. Although adults play a huge part in early childhood development, the most important way children develop is through interaction with other children.[9] Children develop close relationships with the children they spend a large period of time with. Close relationships with peers develop strong social connections that can be transferred later in life. Even children at an early age have a preference of whom they want to interact with or form friendships with. Howes' (1983) research suggested that there are distinctive characteristics of friendships, for infants, toddlers and pre-school-aged children.[10]

References

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  1. ^ "APA Dictionary of Psychology".
  2. ^ Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st ed). Harlow, Essex; Pearson. pp. 8.
  3. ^ Berk, Laura (2008). "Exploring Lifespan Development", p. 222. Ally and Bacon, Boston. ISBN 978-1-256-36323-1.
  4. ^ Mcclain, Daevion (2019). Child Development. EDTECH. ISBN 978-1-83947-402-6. OCLC 1132342378.[page needed]
  5. ^ no author. (2010) By Leaps and Bounds: Physical Development [online], Available: https://www.pbs.org/wholechild/parents/dev.html [02.04.2014]
  6. ^ "Preoperational Stage - Egocentrism | Simply Psychology". www.simplypsychology.org. Retrieved 2020-05-15.
  7. ^ Doherty, J. and Hughes, M. (2009) Child Development; Theory into Practice 0–11 (1st Edn). Harlow, Essex; Pearson.pp 8.
  8. ^ Grotewell, P. Burton, Y (2008). Early Childhood Education: Issues and Developments. New York: Nova Sciences Publishers, Inc.[page needed]
  9. ^ Mcclain, Daevion (2019). Child Development. EDTECH. ISBN 978-1-83947-402-6. OCLC 1132342378.[page needed]
  10. ^ No author (2013). Social-Emotional Development Domain. [Online], Available: http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp#iwp[permanent dead link‍] [02/04/2014]

General References

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Library resources about
Early childhood
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