Notes 15 08 2021

 Notes 15 /08/2021 LESSON 2     

TEXT UNIT 1        A GENERAL OUTLOOK ON DMLD COURSE

1.4.6.Birth defects 

 1.5.Development after birth: 

1.5.1. Evaluation of a child’s Development 

1.5.2. Eriksons’s Stages of development and ‘Developmental Tasks’ 

 1.5.3.The 8 stages of psychosocial development

 1.6. Needs, Potentials, and Rights of Children 

1.6.1. The relationship between rights and needs 

1.6.2. How Needs become Rights? 

1.6.3. Areas of needs; 

 1.6.4. Maslow’s hierarchy theory of needs

 1.6.5. Educational applications of Maslow’s theory 

MY NOTES

1.4.6.Birth defects 

Birth defects  classified as “major” and minor

MAJOR# significant medical problems and need surgery or other treatment to repair. EG ...Heart defects, spina bifida, and clubfeet

“Minor” birth defects by themselves do not cause significant medical problems and usually do not require treatment or surgery. .... can also be variations of normal development.EG : Wide-set eyes and large ears 

**physical or structural changes. ..MAJOR AND MINOR

**“functional” defects...Eg :- Intellectual disability and hearing loss

 “functional” defects change how a part of the body works without changing its physical structure.  

 major defects of the body and internal organs are more likely to occur between 3 to 12 embryo / fetal weeks. ( 5 to 14 gestational weeks)  (weeks since the first day of your last period). .. the first trimester. Minor defects and functional defects including those affecting the brain LIKELY occur later in pregnancy. 

 1.5.Development after birth: 

Postnatal and later periods of life have been classified into various stages or planes by different experts. Commonly used terms and classifications are given below:

  Neonatal ( newborn baby ) period: ages 0–4 weeks; 

 Infant: ages 4 weeks – 1 year/ (the speechless period or before walking. So for some children, it may be extended up to 2 years )

  Toddler: ages 1–3 years - great cognitive, emotional and social development.

  Preschooler: / Early child hood: ages 3–6 years; 

 Middle childhood: ages 6-8 years; 

 Later childhood: ages 8-12 years;

 (‘Childhood’ is the development stage between infancy and puberty) 

 Adolescent : ages 12–20 years; 

 Adult stage; ages 20- 45 years;

  Middle age stage: 45 -65 years; 

 Old age stage: ages 65 and abov

1.5.1. Evaluation of a child’s Development 

Compare with the chart (REF TO THE TEXT)and find whether a child’s growth is normal or shows a developmental delay in Language, social development, attention, play etc.

1.5.2. Eriksons’s Stages of development and ‘Developmental Tasks’ 

 Erik Erikson has developed (1954,1958) in collaboration with his wife Joan Erikson, a comprehensive psychoanalytic theory of Psycho social development

### states that the human development happens in a predetermined order through eight stages from infancy to adulthood.

 According to Erikson’s theory the results from each stage, whether positive or negative, influences the results of succeeding stages (Erik Erikson: Childhood and Society)

 1.5.3.The 8 stages of psychosocial development

1.Trust vs. Mistrust,<1,6M

2.Autonomy vs. Shame,<3

3.Initiative vs. Guilt,<5

4.Industry vs. Inferiority,<12

5.Identity vs. Role Confusion,<18

6.Intimacy vs. Isolation,<40

7.Generative  vs. Stagnation, <65

8.Ego Integrity vs. Despair,65+

(hope,will,purpose,competency,fidelity,love , care and wisdom )

 1.6. Needs, Potentials, and Rights of Children 

The ultimate aim of development is to promote and enhance the health, wellbeing, and capacities of children. 

 International Institute for Child Rights and Development grouped the needs of children into four broad categories: 

1.Physical needs: 

2.Social, economic and cultural needs:

3.Psychological, including Intellectual, emotional, and volitional* needs: 

(volitional-abilities and skills to make a conscious choice or decision)

4.Spiritual needs: 

1.6.1. The relationship between rights and needs 

 Needs become Rights.

Children’s needs are universal.

The fulfilment of all needs is essential for children’s optimal health and development:

Children cannot fulfil their needs without adult support:

Acceptance of the premise that adults have responsibilities or obligations to meet children’s needs and rights:

 the UN Convention on the Rights of the Child.-

1.6.2. How Needs become Rights? 

Human needs are obvious. ( Eg Food, shelter, safety, companionship, maybe going on to sex, a family.)

 neeeds -biological and psychological requirements whose lack will cause humans to suffer badly or die.

 Human rights are those that we demand for ourselves and are required therefore to offer to others. 

----philosophical concepts granted by other humans.

1.6.3. Areas of needs; 

Shelter -physical

Opportunities for play and friendships-social,economical &cultural

 A stable and loving family environment, whether the biological or a substitute family-psychological needs

Exploration and appreciation of the nature of life-spiritual needs

 1.6.4. Maslow’s hierarchy theory of needs

Humanist Psychologist Abraham Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behaviour. Once that level is fulfilled the next level up is what motivates us, and so on.

 It is important to note that Maslow's (1943, 1954) five-stage model has been expanded to include cognitive and aesthetic needs (Maslow, 1970a) and later transcendence needs (Maslow, 1970b)4

 1. Biological and physiological needs ( Basic needs )- air, food, drink, shelter, warmth, sex, sleep, etc.  

2. Safety needs - protection from elements, security, order, law, stability, etc.

3. Love and belongingness needs - friendship, intimacy, trust, and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work). 

4. Esteem needs - which Maslow classified into two categories: (i) esteem for oneself (dignity, achievement, mastery, and independence) and (ii) the desire for reputation or respect from others (e.g., status, prestige).

 5. Cognitive needs - knowledge and understanding, curiosity, exploration, need for meaning and predictability. 

6. Aesthetic needs - appreciation and search for beauty, balance, form, etc. 

7. Self-actualization needs - realizing personal potential, self-fulfilment, seeking personal growth and peak experiences. 

8. Transcendence needs - A person is motivated by values which transcend beyond the personal self (e.g., mystical experiences and certain experiences with nature, aesthetic experiences, sexual experiences, service to others, the pursuit of science, religious faith, etc.).

 1.6.5. Educational applications of Maslow’s theory 

Maslow's (1962) hierarchy of needs theory has made a major contribution to teaching and classroom management in schools. 

Rather than reducing behavior to a response in the environment, Maslow (1970a) adopts a holistic approach to education and learning.

Eg: a tired and hungry student will find it difficult to focus on learning. (Before a student's cognitive needs can be met, they must first fulfill their basic physiological needs.)

Erikson, a follower of Freud's, synthesized both Freud's and his own theories to create what is known as the "psychosocial" stages of human development, which span from birth to death, and focuses on "tasks" at each stage that must be accomplished to successfully navigate life's challenges

Multiple Choice Questions

MCQ1  MCQ2

NOTES : LESSON 1  .......................  LESSON 3