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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 cycle can be performed multiple times to build up layers of learning. Honey and Mumford gave names (also called learning styles) to the people who prefer to enter the cycle at different stages: Activist, Reflector, Theorist and Pragmatist. Honey and Mumford's learning styles questionnaire has been criticized for poor reliability and ...
He gave the example of a child going through a cycle of introverted and extroverted tendencies, beginning at age three, until the two tendencies become integrated and balanced. Gesell believed that developmental progress requires temporary loss of equilibrium, but is followed by reintegration at higher levels of organization.
Developmental Age, determined by calculating the results of the GDO-R, is an age in years and half-years that best describes a child's behavior and performance on a developmental scale. It may be equal to, older, or younger than the child's actual chronological age. It encompasses a child's social, emotional, intellectual and physical make up.
As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information. Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.
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 ...
Some child development studies that examine the effects of experience or heredity by comparing characteristics of different groups of children cannot use a randomized design; while other studies use randomized designs to compare outcomes for groups of children who receive different interventions or educational treatments. [56]
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]