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Holistic development sees the child in the round, as a whole person – physically, emotionally, intellectually, socially, morally, culturally and spiritually. Learning about child development involves studying patterns of growth and development, from which guidelines for 'normal' development are construed.
Some milestones are more variable than others; for example, receptive speech indicators do not show much variation among children with typical hearing, but expressive speech milestones can be quite variable. [80] A common concern in child development is delayed development of age-specific developmental milestones. Preventing, and intervening ...
Early childhood is a stage of rapid growth, development and learning and each child makes progress at different speeds and rates. [13] It is essential to integrate physical training designed in accordance with the anatomical characteristics andage-related characteristics of a child's development, to ensure the normal physical development of ...
There still may be differences in developmentally delayed (DD) children vs. typical development (TD) behavioral, emotional and other mental disorders. When compared to MA children there is a bigger difference between normal developmental behaviors overall.
The schedules for older children became the property of Gesell Institute of Child Development which was established in 1950. In 1964 Dr. Francis Ilg and Dr. Louise Bates Ames, the founders of the Gesell Institute, refined, revised, and collected data on children 5–10 years of age and subsequently in 1965, 1972, and 1979. The results were ...
The development of the human mind is complex and a debated subject, and may take place in a continuous or discontinuous fashion. [4] Continuous development, like the height of a child, is measurable and quantitative, while discontinuous development is qualitative, like hair or skin color, where those traits fall only under a few specific phenotypes. [5]
Atypical development and typical development are mutually informative. Therefore, developmental psychopathology is not the study of pathological development, but the study of the basic mechanisms that cause developmental pathways to diverge toward pathological or typical outcomes; Development leads to either adaptive or maladaptive outcomes.
Under his leadership, the Institute added a child development clinic and nursery school classrooms where they conducted research that would later accumulate into the area that would be called "Behavior Analysis of Child Development". [3] Skinner's behavioral approach and Kantor's interbehavioral approach were adopted in Bijou and Baer's model.