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Early and Middle Childhood

Piaget

History of Piaget

Who is he?

Jean Piaget 1896-1980

• Jean Piaget was a Swiss psychologist in the field of developmental psychology and in the study of human intelligence in children.

• Born in 1896 Switzerland and died at the age of 84 in Geneva, Switzerland.

• His father loved literature and the history of Neuchatel. From his father he learned the value of systematic work

• His mother was an intelligent and kind woman, but she suffered from anxiety and her temperament created problems in the family.

• Piaget mother’s mental health influenced his studies of psychology and created interests in psychoanalysis and

pathological psychology.

• Education: After high school, he studied natural sciences in the University of Neuchatel where he earned

his Ph.D in 1918.

• Wife: In 1923 married Valentine Chatenay and had three children.

• Piaget studied his children’s intellectual development from infancy to language.

Jean Piaget 1896-1980

Jean Piaget: (1896-1990) History

• He considered himself to be a “genetic epistemologist”

-‘how one comes to know things’

• Demonstrated interested in the cognitive development of children

and observed children of various ages.

• Was the first psychologist to develop a cognitive theory of four stages

-Sensori-motor Stage

-Pre-Operational Stage

-Concrete Operational Stage

-Formal Operational Stage

Theory

Developmental Theory

(explanation of stages)

Preoperational Stage: Ages 2-5

Substages:

  • Preconceptual: exploration and imagination (2-4)
  • Intuitive: use intuition rather than logic (4-7)

Characteristics of this stage:

  • Assimilation vs. Accomodation -> Adaptation and Equilibrium
  • Egocentric
  • Cannot take others perspectives into consideration
  • Symbolic Play
  • Can pretend that objects are really something else (ex. a broom is a horse)
  • Role play (mom, dad, doctor, etc)

Concrete Operational Stage: Ages 5 - 11

Characteristics of this stage:

  • Logic and reasoning
  • Reversibility
  • Conservation
  • Quanitity of something stays the same even if the quantity changes
  • Classification
  • Ability to group objects into categories
  • Still struggle with abstract ideas
  • Can use inductive logic
  • Can come up with a basic principle based on an experience
  • Difficulty with deductive logic
  • Using a principle to determine the outcome of an event
  • A=B and B=C, but will not understand that A=B
  • Decentration
  • Can take multiple aspects of a situation into consideration, instead of just one

Background of Age

Background of Age

Background of Age: Physical

  • Physical changes: grow approximately 2-3 inches per year and gain 5-7 pounds per year
  • Change in body proportion, muscle development, and brain structure
  • Development in the brain cortex, causes children in this age range to better reason, plan, and communicate
  • Gross motor development: results from maturation of cerebral cortex and cerebellum
  • Motor skills become more coordinated and hand-eye coordination improves
  • Children are able to participate in team and competitive sports
  • Fine motor development: results from increased coordination
  • Move from crayons to pencils, neater handwriting, ability to complete crafts or learn to play instruments
  • Physical activity: children need 60 minutes of daily physical activity
  • Play: at this age children participate in rough-and-tumble play, this is pro-social behavior
  • Sports: rough-and-tumble play and games with rules
  • Diet: children need to consume more calories since they are more active
  • A well-rounded diet is recommended

Background of Age: Health

  • Age group with lowest mortality rates, most children (82%) are in good or excellent health
  • The leading cause of death is accidents
  • Small chance of serious illness, such as cancer

Background of Age: Cognitive Development

  • Information processing: the way children receive, think about, mentally modify, and remember information increased during this age range
  • Child’s efficiency in learning, performing mental activities, and using knowledge and information matures
  • Language development: language is similar to that of adults. Children are able to use grammar, questions, negative statements, and complex sentences
  • Intelligence: mental abilities are gained while IQ remains constant
  • Exceptionalities: identifies students unlikely to succeed in traditional academic settings and might require modified instruction
  • This includes students with intellectual disabilities, learning disabilities, and ADHD

Background of Age: Social-emotional

  • Self-concept: children develop more complex and integrated self-concepts
  • Self-esteem: children in this age experience a drop in self-esteem
  • Emotions: more complex cognitive abilities lead to a broader range of emotions
  • Emotional problems: some children will experience disruptive behavioral disorders such as ADHD and conduct disorder. Other emotional problems present in this age group are anxiety, depression, grief, social phobia, school phobia, and separation anxiety
  • Social development: increased maturity leads to moral development, social awareness, peer relationships, and pro and anti-social behavior
  • Friendship's and peer relationships in this age group become more complex, with peer pressure and social exclusions becoming more prevalent
  • Bullying is present in this age group as a subcategory of aggressive behavior and involves social exclusion of individuals
  • Education: the majority of children in this age range attend school full day

Implications on Counseling

Implications on Counseling

Early Childhood

Middle Childhood

Middle Childhood (ages 7-11 ) - Counseling Implications

Disruptive Behavior Disorders

ADHD

neuropsychological disorder- disorder of the brain that affects behavior

inattention - difficulty focusing and paying attention ( selective attention)

hyperactive/impulsive behavior

some children exhibit one characteristic, most exhibit both

attention problems could be because of deficits in working memory

could get aggressive when frustrated

lack self-regulatory skills

Conduct Disorder

Oppositional Defiant Disorder

  • hostile, negative behavior directed toward adults

  • behaviors emerge before age 8

  • many children also have ADHD

*more of a problem than ODD

*hostility toward society in general

*disregard for the rights of others

* 4 categories of behavior: aggression against people and animals, destruction of property, deceitfulness/theft, serious violations of rules

Can you call a 9 Year Old a Psychopath? - article

Psychopathy in Children

*neurological condition

*"callous unemotional children"

*heritability is 80%

*smaller subgenual cortex, and a 5-10% reduction in brain density in portions of the paralimbic system - regions of the brain associated with empathy and social values

* amygdala not functioning normally, low levels of cortisol

*distinctive lack of affect, remorse or empathy

*high manipulative - understand the rules and use them to their advantage

*do what they want, when they want and lie about it

*they don't care if they hurt your feelings, or if someone is mad at them

*hostile when provoked but very cold

* they don't feel uncomfortable when they are punished, so they don't have aversion to punishment

Depressive Disorders

Other Disorders

Adjustment Disorder- when children react strongly to change

School Phobia - children dread going to school, experience anxiety

Separation Anxiety - children get anxious and uncomfortable anywhere where their caretaker who they are attached to is not

Social Phobia - children experience anxiety in and out of school, fear being embarrassed or humiliated

* 2% of children experience depressive disorders

*Characteristics of Depression - sad, lonely, negative, hypersensitive, overreactive, low self-esteem self-critical, low energy, loss of motivation

Major Depressive Disorder - serious depressive episodes

Dysthymic Disorder - no joy in their lives, gloomy

Can they be helped?

What would Piaget say?

*3 stages of moral development

*Premoral stage - (birth to 4) children not concerned with rules and have little or no sense of morality, egocentric, they don't care about other players in the game (children who present with psychopathy are in this stage)

*Heteronomous morality - (5-8) listen to rules without question in order to avoid punishment, a period of cooperation begins

*Autonomous Morality - (8-12) learn that rules are set by society and their peers, justice is delivered fairly and can be adjusted based on what the violator intended and what society thinks is fair

*study found that warm, affectionate parenting seems to reduce callousness in children

* capacity for empathy could be strengthened because it might still exist weakly in unemotional children

* therapies that teach identifying emotions, the Golden Rule

So what's a counselor to do?

ADHD-

*strengths based behavioral approach

*behavior strategies that record, reward, and reinforce attentive behaviors

ex - daily report cards, token economies, teachers/parents as allies

*Experiential Therapy - play therapy, adventure based counseling therapy

Depression and Anxiety

* Cognitive Counseling Strategies - children discuss their experiences and emotions

*Social Effectiveness training - educating about their fears, providing social skills training, help them become more comfortable in social situations

*Play therapy - communicate their experiences through toys and other play situations

Better Understanding

How can Piaget’s Theory help us understand a child's thoughts in these ages?

• Piaget developed this theory to show how children view the world and their surroundings.

• Learning isn’t fixed and changes over time

• Children are not “less intelligent” than adults but rather think differently

• Interactions with nature, things around them, individuals around them and experiences helps develop a child’s actions and perception

• Understanding factors that affect cognitive development (according to Piaget)

Factors of Cognitive Development

• Schemas: A term that refers to "a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning." (piaget, 1952)--

• Assimilation: How information/ knowledge learned is applied to new situations. It is how a child incorporate new information in to an existing ‘schema’

• Accommodation: Goes in hand with assimilation. This is when a piece of information is learned but then modified in to the schema (or knowledge) that a child has previously learned. It is about reapplying new information in to previous ones.

• Equilibrium: Is what is a achieved when a new schema is obtained, it is then assimilated followed by accommodated it for future knowledge. It is about reaching a “cognitive balance”

• Disequilibrium: (cognitive dissonance) happens when there is an imbalance between what is understood and what is encountered.

Notes to Remember

• According to Piaget, this process is necessary for cognitive growth and development. important to maintain a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation).

• Children begin this process from a very young age and it continues through their life as new information is learned and modified.

• As counselors, understanding the process in which children learn information and then apply it can help us in beginning to understand how they understand things. During Elementary School ages, children are constantly learning and using that information and applying it to the “real world”

• Information children learn not only occurs in school but also in their experiences on the outside such as at in an around their home, things they see, things they witness, etc. As counselors, we will be able to help children understand this information learned.

Final Note...

• As counselors, we will encounter children who are going through many difficulties including disequilibrium. This is not a very comfortable state to be in because can feel frustrating, and challenging. This can cause fear, anxiety, and even panic. This is where learning needs to continue to take place. If children do not encounter anything that challenges the current ways of thinking or knowing, then they can’t move forward. We can help children in understanding that it is alright to be challenged, to not give up and explore new ways of learning.

Implications of Parents

Early Childhood

Cognitive

Development

Information Processing

  • Long term memory, working memory, chunking.
  • Preschoolers are able to remember certain events.

Language

  • Grammatical construction
  • Ex: "We goed to school."
  • Bilingual
  • Lack of access to ELL services.

Education

  • Preschool vs. at home setting.

  • Growth spurts
  • boys vs. girls

  • Gross Motor Skills developed
  • physical activity

  • Health
  • vaccines should be given to prevent more serious illnesses
  • caries and obesity may interfere with social development

  • Sleep Habits

Physical

Development

  • Emotional competence
  • ability to regulate and respond to emotions
  • fear and separation anxiety
  • parents can help by reading books and building confidence

  • Child Maltreatment
  • impacts emotional regulation and peer relationships
  • substance abuse

Emotional

Development

  • Gender, ethnicity, and social class
  • School/Day Care Influences
  • Parenting Styles
  • authoritarian
  • authoritative
  • permissive
  • neglecting-uninvolved
  • Play
  • allows children to encounter and engage with the environement
  • develop relationships

Social

Development

Blackboard Reading

Temperament

  • What is temperament?
  • Genetics and environment play a role
  • From infancy to adolescence to adulthood
  • Aggressive behavior and noncompliance is high at 15% - 20% (varying by gender)
  • Focus is on preventing/intervening on these behaviors

Matching Parenting to Child

  • The Social Development Project study
  • Interactions between traits of temperament types and three traits of parenting styles:
  • Levels of negative reactivity, approach inhibition, persistence
  • Levels of punishment, warmth, inductive reasoning
  • "Goodness of fit"
  • Hypothesis: High negative reactivity and high parental punish will predict behavior issues like aggression and noncompliance
  • Results: highly reactive children were at risk for developing behavioral issues based on high levels of punishment, lack of warmth, and low inductive reasoning

So What???

  • Although Piaget's theory focuses on cognitive development there are some hypothetical ways his theory can be applied to temperament like...
  • Parents must understand their child's nature and adapt the best parenting style that suits them
  • Especially important is that parents are given the right skills and confidence need to meet their child's needs.
  • Small differences in levels of punishment, inductive reasoning, and warmth are significant!

Case

Studies

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Case Studies

What would you do as a counselor?

Case #2= 9 Year Old Girl has Difficulties with Concentration and Fine Motor Skills

Case #1= 5 Year Old Boy with Inability to Listen and Follow Directions

Case #1: 5 Year Old with Inability To Listen and Follow Directions

Problem:

Child has to repeat a prep year due to inability with following direction, inappropriate and problematic play behavior with other students and handwriting delays

Background:

5 Year Old Male Only Child

Handwriting Delays remain persistent with frequent letter reversals

Is motivated to improve in private enviornment

Regulation Skills seem to be most imapired with child lashing out at teacher, ignoring requests, not focusing and easily becomeing over stimulated

Case #1: Treatment and Outcomes

Diagnosis:

Autism Disorder Susptected with child needing individual behavioral and handwriting therapies

Treatment Strategies:

Educating Parent and Teacher

Clasroom Rearrangement

Weekly Behavioral Management Therapy and Handwriting Therapy

Adding a visual schedule system

Results:

Improved Social SKills in the classroom with less outbursts

Maintained proper timing when following visual schedule

Steady Handwriting improvements over montly timeline

Case #2: 9 Year Old Girl has Difficulties with Concentration and Fine Motor Skills

Problem:

Child has major problems in getting ready for school and is consistently 45 minutes late daily, has frequent meltdowns over appearence not being perfect and is anxious to ask for help

Background:

9 Year old girl living with parents and one younger sibling, parents work so care sometimes falls on Grandmother from Mothers side

Major issues seem to be lack of general organization skills, low self-esteem and very low confidence levels

Case #2: Treatment and Outcomes

Diagnosis:

Generalized Anxiety Disorder with symptoms of social anxiety and panic disorders

Treatment Strategies:

Weekly therapy for 4 months then bi-monthly for another 2 months

Provide strategies for understanding emotions in self and in others, turning negative emotions into positive ones and learning how to play and share with others

Improved Diet

Interactive games to develop organizational skills(Cleaning and Tidy Games)

Sensorimotor activities to gain core strength and posture

Jounraling and Self Reflection

Results:

By discharge child was on time regularly

Participated in Dance and Drama

Elected to school board

Wear hair in different ways

Activity

Activity Time !!!!

#WaterWeNoticing?

Time to review !!

Activity Based on Concrete Operational Thinking

Reversibility - The ability to think about the steps of a process in any order.

Decenter - Focus on more than one feature of a problem at a time.

Reversibility and Decentration often happen together. A well known example of joint presence is Piaget's experiments with conservation. This is the belief that an amount of quantity stays the same even if it changes apparent size or shape.

References

References

KathKathHow can people reach you?KK

Erford, B. T. (2017). An Advanced Lifespan Odyssey for Counseling Professionals (1st ed.).

Boston, MA: Cengage Learning.

Hemphill, S., Sanson, A. (2001). Matching parenting to child. Family

Matters, (59), 42-47. Retrieved from: CUNY Blackboard

Jean Piaget (n.d). Retrieved from https://www.britannica.com/biography/Jean-Piaget

Kahn, Jennifer. (2012, May 11). Can You Call a 9-Year-Old a Psycopath

Wadsworth, B. (1996). Piaget's Theory of Cognitive and Affective Development: Foundations of Constructivism (5th ed.).

White Plains: Longman Publishers USA, pp.13-20""

"CASE STUDIES" Kids Matters, www.kidsmatters.com.au/case-studies/.

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