Developmental Psychology and Early Childhood

EARLY CHILDHOOD Parents label early childhood, which extends from 02 to 06 years, as the problem, the troublesome or the toy-age; by educators as the Pre-school-age; and by psychologists as the Pre-gang, the exploratory, or the Questioning-age. Physical development proceeds at a slow rate in early childhood but the physiological habits, whose foundations are laid in babyhood, become well established. Early Childhood is regarded as the teachable moment for acquiring skills because children enjoy the repetition essential to learning skills; they are adventuresome and like to try new things; and they have few already-learned skills to interfere with the acquisition of new ones. Speech development advances rapidly during early childhood as seen in improvement in comprehension as well as in the different speech-skills. This has a strong impact on the amount of talking young children do & the content of their speech. While emotional development follows a predictable pattern, there are variations in this pattern due to intelligence, sex, family-size, child training and other conditions. Early Childhood is the pre-gang age – the time when the foundations of the social development, characteristic of the gang-age of the late childhood, are laid. It is also a time when companions play an important role in the socialization process. Play in early childhood is greatly influenced by the motor skills children have acquired, the degree of popularity they enjoy among their age-mates, the guidance they receive in learning different patterns of play, and the socio-economic status of their families. In accuracies in understanding are common in early childhood because many childish concepts are learnt with inadequate guidance and because children are often encouraged to view life unrealistically to make it seem more exciting & colourful. Early childhood is characterized by morality by constraint – a time when children learn, through punishment &