Developmental Perspectives of Childhood: A Discussion on the Developmental Perspective

This essay discusses the developmental perspective of childhood, its sources, and factors contributing to the perspective. It also reflects on different perspectives of childhood such as political, economic, social, cultural, human rights, and childhood agency. The essay is relevant for students pursuing Bachelor in Early Years or Childhood Studies.

Running head: BACHELOR IN EARLY YEARS
Bachelor in Early Years
Name of the Student
Name of the University
Author Note

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Introduction: Developmental Perspectives of Childhood
Perspectives of Childhood is a part of Childhood Studies that deals with different
points of view that explains how a child grows in his/her environment and how biological,
social, economic, political, gender related, rights related and agency related determinants
influence the childhood (Black et al. 2017). Different perspectives are utilized to explain this,
such as Developmental perspective, Political and Economic Perspective, Social and Cultural
perspective, Human Rights perspective, Gender Perspective and Perspective of Supporting
Childhood Agencies. Each perspective deals with different points of view which help to
understand early childhood. These perspectives helps to understand the nature, philosophies
and the important processed that are associated with childhood in the context of children in
their regular cultural and social environments thereby providing a holistic view of early
childhood (Cutler 2016; Osgood 2017; Evers et al. 2015; Black et al. 2017; Saxe 2015).
In this essay, the developmental perspective of childhood is discussed, where the
source of the perspective and factors contributing to the perspective are analyzed. Self
reflection is done on my own beliefs, values and perspectives and the reason for having such
perspectives are also discussed.
The developmental perspective takes the point of view of the stages of development
that a child goes through in order to explain childhood. Here development can be understood
as a sequence of changes which an individual goes through in his/her life which involves the
biological maturation process which are irreversible and leads to a higher level of
organization or differentiation (Blair et al. 2016). Thus progress refers to a positive
progression marked by an increase in maturity, function, complexity, sophistication and
effectiveness in the child (Kemple 2017). Thus a Developmental Perspective is a form of
Symbolic Modeling of childhood that focuses on the sequential changes that can occur over a

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long time. This sequential and interconnected change also makes it difficult to observe the
human development in a direct way and requires the series of change to be observed. The
developmental perspective lies at a level above the process of adaptation and learning and
below the process of evolution (Pepler et al. 2014). This implies that through a series of
changes in the processes of learning and adaptation, development occurs in a child, and
through series of developmental stages, the child evolve towards maturity (Britto et al. 2017).
Discussion:
Perspectives of childhood that was evident from my studies.
Different perspectives that was evident from the articles, readings and workshops in
the course helped to develop a better comprehension on childhood. These perspectives are:
Developmental Perspective:
This perspective focuses on the stages of development that a child goes through to
reach maturity, and how the developmental stages affect the child’s behavior and personality.
This perspective is important to understand how a child grows through a series of
developmental stages that are underlined by biological as well as cognitive developmental
stages that allows attaining maturity (Karmiloff-Smith 2018; Rollins et al. 2016).
Political and Economic Perspective:
This perspective focuses on the political and economic environment on childhood and
how it influences the child. This perspective also helps to understand how political and
economic determinants influence the ability of parents and caregivers to take care of their
children and the political support framework the child might have access to. These
determinants also can influence other determinants such as education and healthcare access
which is related to the health and wellbeing of the children (Boyden 2015; Black et al. 2017).

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Social and Cultural perspective:
The social and cultural perspectives are necessary to understand how the society and
culture can influence a child and the process of learning in childhood. A child often learns
from his/her social and cultural environment to understand what is considered to be
acceptable or unacceptable and helps to develop their own belief and value system.
Observing others (such as parents, peers, mentors, or teachers), a child is able to learn about
his or her society and culture which helps in the development of behavior. Thus such
perspective provides an important insight on how society and culture can influence the child
(Trawick-Smith and Smith 2014).
Human Rights Perspective:
This perspective deals with the rights that a child has. The perspective focuses on the
various rights a child should be entitled to ensure they have a healthy childhood. The Basic
Human rights entitles a child of several rights which are generally irrevocable and it supports
normal development and growth of the child. These rights are therefore necessary to allow
the child to reach maturity in a normal way. According to the Convention on the Rights of the
Child, a child is entitled to the right to freely express their opinions and views, right to family
life and privacy, freedom against abuse, violence and neglect, right to health, right to
education, right to social security, right to proper standard of living, right to live with parents,
freedom from oppression and right to dignity. Such rights help to ensure a normal childhood
(Boyden 2015; Freeman 2018).
Gender Perspective:
This perspective deals with the assignment of a gender to the child at an early age and
how the assignment of gender and reinforcement of traditional gender roles in a society
influences the mindset and behavior of the child. This perspective helps to understand how
early gender socialization develops in a child through the foundation of stereotype gender

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roles. The gender socialization also explains how a child learns to behave in certain manner
that is influenced by the beliefs of the society, the social values and through observation of
others behavior in the context of gender roles (Broman 2017; James and Prout 2015).
Perspective of Childhood Agency:
The perspective of childhood agency focuses on the agents that take an important role
in early childhood. Here agency can be understood as any support that helps a child to grow,
attain maturity and have a normal and healthy life. In such as aspect, childhood agency can
include a wide variety of individual agents such as the parents, educators, caregivers as well
as institutional agents such as schools, child support services, healthcare services and social
services which aim to support a child to grow normally (Esser et al. 2016; Corsaro 2017).
Out of these different perspectives the developmental perspective is one of the most
widely used and referred perspective that helps to understand early childhood and
development (Qvortrup 2017). Therefore, the Developmental Perspective is discussed in this
essay with respect to the sources of the perspective and the factors contributing to such
perspectives.
Sources of the developmental perspective of Childhood
Developmental perspective of childhood utilizes the developmental psychology point
of view to explain childhood development and different theories that explain the stages of
development a child goes through to attain maturity (Karmiloff-Smith 2018). This includes
theories that explain the cognitive, behavioral and biological changes that lead to growth in a
child. These theories are: Montessori Theory; Attachment Theory; Cognitive Tools Theory;
Separation-Individuation Theory of Childhood Development; Object Relations Theory;
Theory of Mind, Empathy and Mindblindness; Stages of Development Theory; Psychosexual
Theory of development; Moral Development theory; Psychosocial development theory;

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Cognitive development theory; Ecological Systems theory; Theory of Zone of Proximal
Development; Constructivist Theory; Hierarchical Complexity Stages theory; Evolutionary
Developmental Theory (Crain 2015; Hawkins and Weis 2017).
Additionally, the policies of Singapore on Early Childhood Development also have
influenced the developmental perspectives of childhood that is followed in Singapore
(Nyland and Ng 2016). Discussed below is how the Early Childhood Development Policies
of Singapore and some of the theories identified above have influenced the Developmental
Perspective of Childhood.
Montessori Theory:
This theory was developed by Maria Montessori is a model of learning in early
childhood that focuses on active learning, cooperation and independence which should occur
in accordance to the pace of development a child goes through. This theory supports that a
child in his/her early age are very inquisitive and curious which helps them to learn about
their surroundings and environment. According to the theory, the curiosity of the child can be
supported to enhance learning at an early age. The key components that form the basic
premises of the Montessori Theory of learning are respect for the child, Idea of an absorbent
mind, identifying sensitive periods, developing a prepared environment and planning auto-
education (Johnston and Marie 2016).
Through respect for the child provides children with choices and help them to learn
independently without being told all the time what to do. This supports a hands on learning
approach in the child to learn his/her environment and thus can promote curiosity and
enthusiasm in learning. The idea of an absorbent mind is underlined by the inherent capacity
of a child to constantly learn through their day to day experiences and activities. The learning
is largely influenced by the type of information they come across. The Montessori Theory

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implies that effective learning at this stage occurs when information is given in an
uninterrupted block of time (Faryadi 2017). Sensitive periods is driven by the understanding
that different learning skills develop in the child at different stages, and the period varies
from one child to another, due to this, it is vital for teachers to introduce learning topics that
are appropriate for the stage of development or the sensitive period. The environment also
has an important role in the Montessori theory. This is based on the implication of a child
being able to learn from his/her environment and that an environment that is stimulating and
engaging for the child can enhance the learning process. Also, the ability of the child to learn
from observation can support auto education in the children through the development of a
proper learning environment and also to help each other to learn (Isaacs 2018; Zhu et al.
2017).
Cognitive Development Theory:
The cognitive development theory was developed by Jean Piaget which provides a
comprehensive understanding of human intelligence and how cognitive abilities slowly
develop with age. This theory helps to understand how a child can develop a mental model of
his/her surroundings (Patton et al. 2016). The theory assumes that the process of biological
maturation as the cause of cognitive development. This theory thus focuses on the
developmental stages a child goes through which are characterized by different levels of
cognition that develops in each stage. The theory comprises of three main components:
Schemas (which are the building blocks of knowledge), process of adaptation (that helps
transformation from one stage to the next and helps in accommodation, assimilation and
equilibrium of knowledge) and the stages of cognitive development (Lind 2017).
The component of schema helps to understand how the child makes a mental image or
representation of the world in order to learn from it. The mental image or map helps to
develop a cohesive as well as repeatable sequence of interconnected or inter related actions

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that are influenced by a core understanding or a sense of meaning. In early childhood, the
development of schemas can be seen when a child tries to repeat observed actions driven by
an understanding of the outcome of the action (Demetriou et al. 2016).
The component of assimilation, accommodation and equilibrium implies that a child
inherently tries to use an existing schema to learn something new by assimilating an old
knowledge to develop a new one, accommodate the scope of changing the schema if it fails to
support new knowledge, and create an equilibrium that allows the growth of the knowledge
(Lind 2017).
Piaget also proposed the four stages of Cognitive Development which occurs at
specific ages thereby marking the developmental stage in a child. These four stages are:
Sensorimotor Stage that starts from birth and continues till the age of two, Pre-Operational
Stage that starts from age 2 continues till age 7, Concrete Operational Stage that starts from
age 7 and continues till age 11 and Formal Operational Stage that starts from age 11 and
continues in adolescence and adulthood. Each of these stages shows the cognitive
development that starts in early childhood and then continues through the life of the
individual and helps to understand how learning takes place in each of these stages
(Bjorklund and Causey 2017; Siegler 2016).
During the sensorimotor stage, the understanding of the environment is limited by the
sensory perceptions and motor skills of the child, and their behavior is thus limited to
simplistic motor response to sensory inputs. During the Pre Operational stage, the child still
lacks understanding and logic and is not able to analyze or interpret information that reaches
them and are unable to understand other’s point of view. During the Concrete Operational
Stage, the child develops the ability of logical thinking, however still lacks the skill to
understand abstract or hypothetical ideas. During the Formal Operational Stage, the child

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develops ability of abstraction, logical and deductive reasoning, and systematic planning.
Thus such stages help to understand how a child progresses from a stage of immaturity to a
stage of maturity (Bjorklund and Causey 2017; Siegler 2016).
Attachment Theory:
This theory was developed upon the ideas of John Bowlby on early childhood
regarding the development of a strong relation with their caregivers. This was later developed
by Mary Ainsworth, who proposed the idea of ‘attachment behavior’. Both these ideas have
led to the development of the Attachment Theory that implies that the child develops through
their attachment or relation with their parents or caregivers (Gross et al. 2017). The theory
implies that the relationship with the caregiver supports social and emotional development in
the child and also to learn about emotional regulation from them. The theory suggests that the
attachment that develops between a child and his/her caregiver is of four main types: secure,
anxious-ambivalent, anxious-avoidant and disorganized (Holmes 2014).
In a secure attachment, a child is able to completely rely on the caregiver to take care
of their needs for emotional support, proximity and protection. In Anxious-ambivalent
attachment, the child experiences separation anxiety when not with the caregiver and when
the caregiver returns, the child still feels insecure. In Anxious-avoidant attachment, a child
tries to avoid their caregivers. In Disorganized attachment, an attachment behavior is visibly
lacking in both the child and the caregiver (Van Rosmalen et al. 2016).
These types of attachment helps to understand how different types of relations a child
might have with their caregiver can influence their behavior. The strength of the attachment
also helps to understand the extent of emotional regulation a child can learn and use in their
lives which influences their behavior. Studies have also shown that attachment can occur in
various stages, called the stages of attachment through which a child forms an attachment

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with their caregivers. Four stages of attachment have been identified: pre attachment stage,
indiscriminate attachment, discriminate attachment and multiple attachments (Fletcher and
Gallichan 2016).
The pre attachment stage begins from birth and continues for the first three months in
which an infant does not exhibit any signs of attachment to the caregiver, and behavior such
as crying or fussing is mainly to attract the caregiver’s attention to their needs. The
Indiscriminate attachment begins from six weeks of age and continues until 7 months of age
during which they start showing preference towards a specific caregiver. The child develops
trust on the caregiver, develops positive response towards them and is able to discriminate
between a familiar and unfamiliar person. The discriminate attachment starts from the age of
7 months in which the child shows strong signs of emotional attachment to the caregiver,
preferring them over others and can show signs of protest and separation anxiety when not
with the caregiver, or stranger anxiety in front of a stranger. The multiple attachments start
from 9 months of age when the child can form attachment with other caregivers apart from
the primary caregiver. These stages show how a child is able to learn about their caregivers
ability to address their needs and form attachment to the caregiver who are best able to
address and provide for them, developing trust on people who they feel care for them, thus
supporting the understanding that a child both develops and learns through these attachments,
and that the development of the attachments themselves occur along specific stages that can
be related to the developmental stages of the child (Fonagy et al. 2018; Scannell and Gifford
2014).
Policies on Early Childhood Development in Singapore:
The government of Singapore have developed policies that aims to develop the early
childhood sector in order to support families with children in a more comprehensive and
holistic manner. One of its key initiatives towards that direction is the Early Childhood

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Development Transformation Map (ITM) which helps to direct the early childhood sector
towards better productivity and more innovations so that it is able to cater to the growing
demands for better childhood services (msf.gov.sg 2018a; msf.gov.sg 2018b).
The ITM recommended the addition of more educators in early childhood sector from
the current number of 17,000 to approximately 37,000 educators by 2020. The initiatives
outlined by ITM were developed in collaboration with the Early Childhood Development
Agency (ECDA), Association of Early Childhood and Training Services (ASSETS), Skills
Future Singapore (SSG), Unions as well as preschool operators in Singapore (msf.gov.sg
2018a; msf.gov.sg 2018b). The policies take into account the developmental stages a child
goes through and how to maximize learning in these stages taking into consideration the
cognitive and psychological developmental stages. The design of the curriculum is based to
suit the cognitive and psychological capacity of the children at different stages of
development at different ages, and tries to standardize the educational framework for early
childhood based on such understandings. These requirements include the need for quality
education in preschool, where the child goes though a significant level of cognitive
development, identifying the key outcomes that needs to be addressed in the early education
system, need for training and accreditation of the teachers and educators, implementing
continuous self improvement strategies for the teachers, and supporting readiness of
preschool age children for schools (ecda.gov.sg 2018).
ITM also implies that the early childhood education services should involve
innovative strategies to teach children and support their families, ensure productivity of the
process through improving and simplifying the operations of the process, focusing on the
development of skills to uplift the profession of teaching and developing good foundations
for Mother Tongue language. These policies are thus based on the understanding about the
need of children to have access to good education, especially during the early childhood years

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when maximum amount of development occurs in the child’s brain which leads to their
cognitive and psychological development thereby supporting the process of learning
(msf.gov.sg 2018a; msf.gov.sg 2018b).
Conclusion: My Beliefs, values and perspectives and how they have developed
Through my academic studies, I was able to learn about the various perspectives of
childhood that helped me understand how a child learns, grows and develops in their
environment, and how their environment influences their childhood and their experiences.
Learning the various perspectives such as Developmental perspective, Political and
Economic Perspective, Social and Cultural perspective, Human Rights perspective, Gender
Perspective and Perspective of Supporting Childhood Agencies were pivotal for me to
develop a holistic understanding of childhood. However, my own beliefs, values and
perspectives were significantly influenced by the developmental perspective of childhood.
This perspective deals with how a child develops in his/her environment and grows through
interacting with the environment.
I believed that development of maturity takes place through a sequence of steps
through which knowledge is gained and the child develops the ability to use that knowledge
under new circumstances. I had a belief that a child starts of as a novice during infancy
where the child gathers experience from his/her environment, understand rules free of their
contexts and are able to realize their immediate outcomes. The child then develops to a
beginner stage where he/she is able to apply the knowledge to different circumstances and
gains knowledge about exceptions to the knowledge. This helps to push the child towards a
stage of competency where the child is able to use the understanding of the circumstantial
knowledge and their exceptions to understand how to respond to unexpected situations and
has the ability to manage complicated situations or tasks and starts to understand the process

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of learning. This helps the child to develop to a stage of proficiency where the child is able to
create their own set of ideas or maxim by combining various knowledge to form abstract
ideas, and is able to understand long term goals. Finally all these developmental stages leads
to the development of an expertise where a higher levels of cognition and intuition develops
which helps them to analyze current scenarios to identify key ideas or concepts
(cleanlanguage.co.uk 2018). Such understanding was significantly supported through several
theories of development that I was able to learn during by academic discourse.
The Montessori Theory supported my belief about how a child is able to learn from
his/her environment, and how an interactive, stimulating and engaging, and how the learning
is also influenced by how the information is presented to them and by the observation they
make on others. The cognitive development theory further helped to reinforce my beliefs,
values and perspectives of childhood, though the understanding of the stages of cognitive
development that occurs as specific ages starting from the birth and continuing through the
life of the child. These stages roughly equates to the stages of maturity a child goes through
that is underlined by the development of the brain and therefore the cognitive abilities of the
child. Furthermore, the attachment theory also helped me to realize how emotional
attachment with the caregiver can be involved in the development of the child, as the child
can form different types of attachment at different stages of life, which also can be equated to
the stages of development. Thus I strongly feel that the early childhood is an important stage
in the life of an individual where a significant amount of learning and development occurs.
Therefore it is vital that the children be given adequate care and access to quality information
and education to support optimal development. Such ideas have also been supported by the
policies of early childhood development in Singapore that recommends the necessity of
quality education to maximize their learning abilities.

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Thus it can be concluded that my current as well as existing beliefs, values and
perspectives of children vastly depends on the developmental perspectives and can be
supported through the theories of childhood development as well as Policies of Singapore on
Early Childhood.

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