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Essay / Research Paper Abstract
A 14 page research paper that explores the toddler years in early childhood development. The toddler years, roughly from 18 months to 3-year-olds, constitute a period of rapid social, emotional and cognitive growth in the life of a child. This discussion of childhood development during the toddler years focuses on how various models of personality development offer insight into childhood behavior during this period. Then, this information is applied to observations of specific toddlers, and this is followed by a discussion of implications of psychological theories of development, in regards to toddlers, from a Montessori perspective. Bibliography lists 6 sources.
Page Count:
14 pages (~225 words per page)
File: D0_khtoddev.rtf
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Unformatted sample text from the term paper:
childhood development during the toddler years will first focus on how various models of personality development offer insight into childhood behavior during this period. Then, this information is applied to
observations of specific toddlers, and this is followed by a discussion of implications of psychological theories of development, in regards to toddlers, from a Montessori perspective. Psychological theories of personality
development The focus of Swiss psychologist Jean Piagets work was largely on the cognitive or intellectual development of children. Piaget envisioned children as "busy, motivated explorers" whose cognitive processes
develop as a result of their direction interaction with their environment (Berk, 2004, p. 212). Piagets model of development encompasses four distinct stages, two of which are applicable to the
toddler years. The first of these is the sensorimotor stage, which describes how infants and toddlers explore the world via their senses. In general, the sensorimotor stages describes cognitive development
from birth through 2 years. The sensorimotor stage describes how a baby learns to bring about certain effects, but the childs understanding of these effects is in terms of action,
as the infant or toddler has no real understanding of the effect, only how to achieve it (Berk, 2004) Piaget posited that the manner in which children organize their
sensory experience psychologically changes with age. He referred to the specific structures involved as "schemes" (Berk, 2004, p 212). Over time, as the child develops, schemes change through a process
that Piaget terms "adaptation." The process of adaptation consists of two "complementary activities: assimilation and accommodation" (Berk, 2004, p. 213). Assimilation uses current schemes to evaluate the external world, while
accommodation creates new schemes or adjusts old ones to incorporate new information. The balance between assimilation and accommodation varies, as children adapt their schemes to their increasing understanding of the
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