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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.
The Maturational Theory of child development was introduced in 1925 [1] by Dr. Arnold Gesell, an American educator, pediatrician and clinical psychologist whose studies focused on "the course, the pattern and the rate of maturational growth in normal and exceptional children"(Gesell 1928). [2]
Vygotsky was strongly focused on the role of culture in determining the child's pattern of development. [14] He argued that "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).
Positive coparenting after divorce is part of a pattern associated with positive child coping, while hostile parenting behaviors lead to a destructive pattern leaving children at risk. [162] Additionally, direct parental relationship with the child also affects the development of a child after a divorce.
Emotional development is a lifelong process and these skills develop at an early age. [27] In the early years, children develop basic emotions such as joy, fear, sadness, anger, interest and surprise. [28] The relationship with the primary caregivers plays a crucial role in the emotional development of young children.
It starts when the child begins to learn to speak and lasts up until the age of seven. During the pre-operational stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information. [38] Children's increase in playing and pretending takes place in this stage.
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Formal operational stage: from age eleven and onward (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. Abstract thought is newly present during this stage of development. Children are now able to think abstractly and use metacognition. Along with this, the children ...