3.normal Child Development

LIFE SPAN OF HUMAN
DEVELOPMENT
DARAMOON METH, MD, Psychiatrist
@: drdaramoon@amarimentalclinic.com
Tel: 089 911111
HUMAN DEVELOPMENT
1. What is the subject of Human Development?
2. In medical field, why do we have to study a Human

Development?
3. What does Psychological Development study about?
Life Span Of Human Development
Objective
1. Be able to define the developmental line
2. Be able to overview different perspectives on human

development
3. Understand Childhood developmental factors that may
influence the pathogenies of mental illness as any age
NORMAL CHILD
DEVELOPMENT
Being A Human….
P
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s
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Major Theorists
1.Jean Piaget
Cognitive Development
2.Erik Erikson
Psycho Social Development
3.Sigmund Freud
Psychoanalysis Theory
Piaget’s Stages of Cognitive Development
1. SENSORIMOTOR Birth – 2 years
2. PREOPERATIONAL 2-7 years
3. CONCRETE OPERATIONALS 7-11 years
4. FORMAL OPERATION 11 to adult

1. SENSORIMOTOR (birth – 2 years)
• Infants understand and organize the world through sensory
information and motor activity
• Object permanence develops

Cognitive Attainments of infancy and Toddlerhood
Age Cognitive Attainments
Birth – 1 month Secondary circular reactions using limited motor skills, such as sucking a
nipple to gain access to interesting sights and sounds
1 - 4 months Awareness of many object properties, including object permanence, object
solidity, and gravity, as suggested by violation-of expectation finding; deffered
imitation of an adult’s facial expression over a short delay (1 day)
4 – 8 months Improved physical knowledge and basic numerical knowledge, as suggested
by violation of expectation finding; deferred imitation of an adult’s novel actions
on objects over a short delay (1 day)
8 – 12 months Ability to search for a hidden object in diverse situations – when covered by a
cloth, when a hand deposits it under a cloth, and when it is moved from one
location to another; ability to solve sensorimotor problems by analogy to a
previous problem
12 – 18 months Deferred imitation of an adult’s novel actions on an object over a long delay (at
least several months) and across a change in situation (from child care to
home, from TV to everyday life); rational imitation, taking into account the
model’s intention
18m – 2 years Deferred imitation of actions an adult tries to produce, again indicating a
capacity to infer other’s intentions, imitation of everyday behaviors in make-
believe play
2. PREOPERATIONAL (2-7 years)
• Children use symbolic representation for events, places and
people
• Worldview is egocentric
• Language and pretend play develop

Cognitive Attainment of Early Childhood
Appropriate Age Cognitive Attainments
2 – 4 years • បង្ហាញការលូតលាស់នៃសកម្មភាពតំណាង្ៃាៃាដែលជាការឆ្លើយតបនៃការលូតលាស់នៃ
ភាសា ៃិង្ការយល់ែឹង្ ែូចជា គូររូប ផាត់រូប......
• អាចយល់ពីរបស់ៃាៃាប្បចាំនងៃ អាយយល់ពអ
ី ារម្មណ៍អក
ន ជវំ ិញ ៃិង្អាចទំៃាក់ទៃ
ំ ង្ទល់ម្ខ
គនាបាៃ
• អាចរកសាទករបស់របរ អាចយល់ែឹង្ពីការដប្បប្បួល អាចគិតប្តលប់ចុះឆ ើង្ ៃិង្ អាចយល់
ពឆេតផល ៃឹង្ទំៃាក់ទំៃង្គនាបាៃនៃឆេត ៃិង្ ផលបាៃ
• អាចដបង្ដចក របស់ៃាៃាតាម្រូបភាពខសគនាបាៃតាម្ ប្បឆភទ ៃិង្ ទំរង្់របស់វា
• អាចដបង្ដចក ការឆម្ើលឆ ើញខាង្ឆប្កៅៃិង្ការពិត
4 – 7 years • ឆកើៃឆ ើង្ការយល់ែឹង្ ៃឹង្បឆង្កើតជាជំឆៃឿ ដែលតំណាង្សកម្មភាពណាម្ួយ

• ជំៃួសៃូវជំឆៃឿដបបប្សឆម្ើប្សនម្ ឆទៅរកការពិតម្ួយដែលម្ាៃការបកប្សាយប្តឹម្ប្តូវ
• ឆែ ុះប្សាយចំង្ល់ដែលទាក់ទង្ ការឆម្ើលឆ ើញ ៃិង្ ការពិត ៃឹង្ពយាយាម្រកការពិតសំរាប់
ខលួៃឯង្
3. CONCRETE OPERATIONALS (7-11 years)
• Children can solve logical problems about concrete physical
subjects
• Conservation and hierarchical thinking develop
Conservation
Mental actions that obey logical rules.
• Decentration is the ability to focus on several aspects of a problem at once
and relate to them.
• Reversibility is the ability to mentally go through a series of steps in a
problem and then reverse the direction, returning to the starting point
• Classification is the ability to group objects into hierarchies of classes and
subclasses
• Seriation is the ability to order items along a quantitative dimension, such as
length or weight
Spatial Reasoning
Piaget found that school-age children have a more accurate
understanding of space than they had.
• Distance
• Direction
4. FORMAL OPERATION (11 to adult)
• Adolescents can reason logically about
• Abstract topics
• Systematic
• Scientific thinking and hypothetical thinking

Characteristics of Formal
Operational Thought
Erickson’s Psychosocial Stages
1. TRUST vs. MISTRUST Birth to 1 year
2. AUTONOMY vs. SHAME & DOUBT 1 to 3 years
3. INITIATIVE vs. GUILT 3 to 6 years

4. INDUSTRY vs. INFERIORITY 6 to 12 years
5. IDENTITY vs. ROLE CONFUSION 12 to 18 years

6. INTIMACY vs. ISOLATION Young adulthood
7. GENERALITY vs. STAGNATION Adulthood
8. EGO INTEGRITY vs. DESPAIR Late adulthood
1. TRUST vs. MISTRUST (birth to 1 year)
• Responsive caregiving gives infants a sense of trust in other and
self and that the world is a good place (hope)

2. AUTONOMY vs. SHAME & DOUBT (1 to 3 years)
• Children become more self-sufficient and want independence;
reasonable freedom of choice leads to autonomy (will)

Milestones of Emotional Development During the First Two years
Approximate Age Milestone
Birth Infants’ emotions consist largely of two global arousal states: attraction to pleasant
stimulation and withdrawal from unpleasant stimulation.
2 – 3 months Infants engage in social smiling and respond in kind to adults’ facial expressions
3 – 5 months Laughter at active stimuli emerges. Infants perceive facial expression as organized
patterns and can match the emotion in voices and faces.
6 – 8 months Expressions of basic emotions are well-organized and vary meaningfully with
environmental events. Infants start to become angry more often and in a wider
range of situations. Fear, especially stranger anxiety, begins to rise.
Attachment to familiar caregivers is clearly evident, and separation anxiety
appears. Infants use familiar caregivers as a secure base for exploration.
8 – 12 months Understanding of the meaning of others’ emotional expressions improves, and
social referencing appears. Infants laugh at subtle elements of surprise.
18 – 24 months Self-conscious emotions of shame, embarrassment, guilt, and pride emerge. A
vocabulary for talking about feelings develops rapidly, and emotional self-regulation
improves. Toddlers appreciate that others’ emotional reactions may differ from their
own. First signs of empathy appear.
3. INITIATIVE vs. GUILT (3 to 6 years)
• Pretend play and acceptance of responsibilities help to foster a
sense of direction; children must balance this with the demands of

parents (Purpose)
4. INDUSTRY vs. INFERIORITY (6 to 12 years)
• Children learn to cooperate with peers and master academic tasks;
competency and productivity are important (skill)

4. INDUSTRY vs. INFERIORITY (6 to 12 years)
General
Self-
Esteem
Academic Social Physical/athletic Physical

Competence Competence Competence Appearance
Language Other School Realtionship with Relationship with

Math Outdoor games Various sport
art subject peers parents
5. IDENTITY vs. ROLE CONFUSION (12 to 18 years)
• Adolescents strive to develop a coherent and lasting personal
identity (Fidelity)
Freud’s Psychosexual Stages
1. ORAL STAGE Birth to 1years
2. ANAL STAGE 1 to 3 years
3. PHALLIC STAGE 3 to 6 years
4. LATENCY STAGE 6 to 12 years
5. GENITAL STAGE 12 years to adult

1. ORAL STAGE (birth to 1years)
• Mouth is the main source of pleasure and interaction
• Fixation can lead to thumb sucking, nail biting, smoking and
overeating
2. ANAL STAGE (1 to 3 years)
• Anus is the main source of gratification, withholding and expelling
feces and toilet training are important
• Fixation can lead to extremes of order and cleanliness or disorder
and messiness
3. PHALLIC STAGE (3 to 6 years)
• The genitals are the main source of gratification
• Child attaches to the opposite-sex parent and later shits to same-
sex parent as the superego forms
• Gender role and moral development are important
• Interaction between the id, ego and superego form the basic
personality
4. LATENCY STAGE (6 to 12 years)
• Sexual instincts are suspended
• The super ego continues to develop through social interaction
• Intellectual and physical activities are important

5. GENITAL STAGE (12 years to adult)
• The onset of puberty causes sexual instincts to re-appear
• Forming mature sexual relationships is important

THANK YOU
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LIFE SPAN OF HUMAN

2. In medical field, why do we have to study a Human

2. Be able to overview different perspectives on human

2. PREOPERATIONAL 2-7 years

3. CONCRETE OPERATIONALS 7-11 years

4. FORMAL OPERATION 11 to adult

information and motor activity

• Object permanence develops

• Language and pretend play develop

4 – 7 years • ឆកើៃឆ ើង្ការយល់ែឹង្ ៃឹង្បឆង្កើតជាជំឆៃឿ ដែលតំណាង្សកម្មភាពណាម្ួយ

• Decentration is the ability to focus on several aspects of a problem at once

and relate to them.

• Reversibility is the ability to mentally go through a series of steps in a

• Classification is the ability to group objects into hierarchies of classes and

• Seriation is the ability to order items along a quantitative dimension, such as

• Scientific thinking and hypothetical thinking

3. INITIATIVE vs. GUILT 3 to 6 years

5. IDENTITY vs. ROLE CONFUSION 12 to 18 years

self and that the world is a good place (hope)

reasonable freedom of choice leads to autonomy (will)

Approximate Age Milestone

sense of direction; children must balance this with the demands of

competency and productivity are important (skill)

Academic Social Physical/athletic Physical

Language Other School Realtionship with Relationship with

2. ANAL STAGE 1 to 3 years

3. PHALLIC STAGE 3 to 6 years

4. LATENCY STAGE 6 to 12 years

5. GENITAL STAGE 12 years to adult

• Fixation can lead to thumb sucking, nail biting, smoking and

feces and toilet training are important

• Fixation can lead to extremes of order and cleanliness or disorder

• The super ego continues to develop through social interaction

• Intellectual and physical activities are important

• Forming mature sexual relationships is important

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