FY008 Ways of Learning: Exploring Childhood Development Theories

This essay provides an overview of childhood, defining it as the period from birth to adolescence, and examines key theories related to child development. It discusses Piaget's theory, which focuses on cognitive development during childhood, highlighting the preoperational and concrete operational stages. The essay also touches upon developmental psychology's division of childhood into toddlerhood, early childhood, middle childhood, and adolescence. Furthermore, it explores the impact of various factors on a child's attitude and formation, referencing Erikson's psychosocial development theory, Bowlby's attachment theory, Freud's psychosexual developmental theory, Bandura's social learning theory, and Piaget's cognitive developmental theory. The conclusion emphasizes that childhood is a crucial stage for development, with theories focusing on cognitive, emotional, and physical aspects, while also referencing the Children’s Act 1989.

Childhood

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................1
REFERENCES................................................................................................................................2

INTRODUCTION
Childhood is defined as the age which is span that is ranging from the birth to the age of
adolescence (Haslip and et. al., 2018). Moreover, the childhood which is related with the human
lifespan that is related between the infancy and adolescence which help to extend from the age of
1-2 to 12 to 13. The report cover summary, key concept and theory which is related with the
childhood (Islam and et. al., 2020).
MAIN BODY
According to the Piaget’s theory is defined as the during the age of childhood. The children
used to develop and formulate sense of learning (McLaughlin, Weissman, and Bitrán, 2019). The
theory helps to provide some of the elaboration which is related with cognitive development,
childhood consist of two stage that include preoperational theory stage and the concreate
operational stage (Valentini and et. al., 2018). In addition to this, the developmental psychology,
childhood is usually divided into the developmental stage of the toddlerhood, early childhood,
middle childhood and the adolescence. Moreover, there are various of childhood factor which
usually affect the person attitude and associated with the formation (Khatib and et. al., 2019).
In this, there are five stage of childhood development theories that is based on Erikson
psychosocial development theory, Bowlby attachment theory, Freud psychosexual
developmental theory, bandura social learning theory and Piaget’s cognitive developmental
theory which state different which is responsible for the children development. Whereas, the
childhood is generally taking as a consideration which is based on the natural biological stage of
the development or show the modern invention (Madondo, 2021).
CONCLUSION
As per the above discussion, it is well analysing that the childhood is an initial stage of the
children when they are early period in the development of something. Whereas, these all theories
are used to focus on the different aspect which follow development include cognitive, emotional
and physical.
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REFERENCES
Books and Journals
Haslip and et. al., 2018. The changing landscape of early childhood education: Implications for
policy and practice. Early Childhood Education Journal, 46(3), pp.249-264.
Islam and et. al., 2020. Green space and early childhood development: a systematic
review. Reviews on environmental health, 35(2), pp.189-200.
Khatib and et. al., 2019. Protocol for a systematic review of effects of parenting interventions on
early childhood development in low-and middle-income countries. Journal of Evolution
of Medical and Dental Sciences, 8(52), pp.4005-4010.
Madondo, F., 2021. Perceptions on curriculum implementation: A Case for rural Zimbabwean
early childhood development teachers as agents of change. Journal of Research in
Childhood Education, 35(3), pp.399-416.
McLaughlin, K.A., Weissman, D. and Bitrán, D., 2019. Childhood adversity and neural
development: a systematic review. Annual review of developmental psychology, 1,
pp.277-312.
Valentini and et. al., 2018. Movement and language development as an early childhood twin
strategy: A systematic review.
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