EDUC 5410 Written Assignment 4

Written Assignment 4
EDUC 5410 - Child Development
University of the People
Dr. Tiffanie James Parker
July 17, 2024
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Understanding the stages of development in infancy, preschool, and elementary school is
critical for creating effective educational practices that support children's growth. This analysis
draws on major developmental theorists—Jean Piaget, Lev Vygotsky, Erik Erikson, and
Lawrence Kohlberg—to elucidate the implications of physical, cognitive, social, and moral
development at each stage.
Infancy (0-2 years)
During infancy, children's physical development is like a whirlwind, with milestones such
as crawling, walking, and fine motor skills emerging. Infants gain control over their movements
and explore their environment through touch, sight, and sound. According to Piaget, cognitive
development is like a fascinating journey in the sensorimotor stage, where infants learn through
sensory experiences and manipulating objects (Piaget, 1972). For instance, an infant might learn
about object permanence by playing peek-a-boo. Socially, Erikson posits that infants are in the
trust versus mistrust stage, where consistent caregiving fosters a sense of security and trust in
their environment (Erikson, 1950).
At this stage, caregivers and educators play a crucial role in providing a safe, stimulating
environment that encourages exploration and secure attachment. Engaging with infants through
activities like talking, singing, and playing interactive games is essential to support their sensory
and emotional development.
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Preschool (3-5 years)
In the preschool years, children’s physical abilities become more refined, developing
better coordination and motor skills, allowing for running, climbing, and drawing. Cognitively,
they transition into Piaget’s preoperational stage, characterized by symbolic thinking,
egocentrism, and imaginative play (Piaget, 1972). For example, a child might use a block as a
pretend phone, demonstrating their ability to symbolize objects. Vygotsky’s Zone of Proximal
Development (ZPD) concept is particularly relevant here, as children learn best with scaffolding
from more knowledgeable others, such as adults or peers (Vygotsky, 1978). Socially,
preschoolers are navigating Erikson’s initiative versus guilt stage, where they begin to assert
control and power over their environment through play and social interactions (Erikson, 1950).
They may initiate games, role-play, and ask many questions, showing their growing
independence and curiosity.
Educational practices should emphasize hands-on, play-based learning and collaborative
activities that support cognitive and social development. Educators can provide opportunities for
imaginative play, group activities, and problem-solving tasks that encourage cooperation and
creativity.
Elementary School (6-11 years)
Elementary school children experienced steady physical growth and improved fine and
gross motor skills. They become more skilled in writing, playing sports, and using tools.
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Cognitively, they enter Piaget’s concrete operational stage, where they develop logical thinking,
understand the concept of conservation, and can perform operations on concrete objects (Piaget,
1972). For instance, they can understand that the amount of liquid remains the same even when
poured into a differently shaped container. Vygotsky’s social constructivist approach underscores
the importance of collaborative learning and dialogue, as peer interactions become a significant
source of cognitive development (Vygotsky, 1978). Regarding social development, children are
in Erikson’s industry versus inferiority stage, striving to achieve competence and mastery in
various skills (Erikson, 1950). They gain a sense of pride in their accomplishments and are
motivated by positive reinforcement from teachers and parents. Kohlberg’s stages of moral
development also become relevant as children start to understand rules, fairness, and justice
(Kohlberg, 1984). They begin to make moral decisions based on societal norms and peer
influence.
Educational practices should include structured activities that promote critical thinking,
group projects that foster cooperation, and tasks that build self-efficacy and moral reasoning.
Teachers can implement collaborative projects, science experiments, and discussions on ethical
dilemmas to enhance learning.
Implications for Educational Practices
The developmental stages from infancy through elementary school each present unique
challenges and opportunities for educators. For infants, providing a nurturing environment that
promotes sensory exploration is critical. Educators should use age-appropriate toys, interactive
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games, and secure, responsive caregiving to stimulate development. Preschool educators should
focus on creating rich, interactive learning experiences catering to cognitive and social
development. Storytelling, puppet shows, and group play can enhance learning and social skills.
In elementary school, a balanced approach combining structured learning with collaborative and
independent work opportunities is essential. Project-based learning, cooperative group work, and
individualized tasks can address diverse learning needs and promote a deeper understanding of
content.
Understanding the various stages of development and their implications for education
enables educators to create supportive and effective learning environments. Drawing on the
insights of theorists like Piaget, Vygotsky, Erikson, and Kohlberg provides a comprehensive
framework for addressing the diverse needs of children at different developmental stages. By
tailoring educational practices to align with these developmental principles, educators can foster
holistic growth and prepare students for future learning.
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References:
Erikson, E. H. (1950). Childhood and society. Norton.
Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral
development. Harper & Row.
Piaget, J. (1972). The psychology of the child. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.

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Written Assignment 4

EDUC 5410 - Child Development

University of the People

Dr. Tiffanie James Parker

July 17, 2024

development at each stage.

Infancy (0-2 years)

their environment (Erikson, 1950).

and emotional development.

they transition into Piaget’s preoperational stage, characterized by symbolic thinking,

independence and curiosity.

Educational practices should emphasize hands-on, play-based learning and collaborative

Elementary School (6-11 years)

dilemmas to enhance learning.

Implications for Educational Practices

holistic growth and prepare students for future learning.

Erikson, E. H. (1950). Childhood and society. Norton.

Kohlberg, L. (1984). Essays on moral development: Vol. 2. The psychology of moral

development. Harper & Row.

Piaget, J. (1972). The psychology of the child. Basic Books.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

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