Child Development

Matthew Lynch published in Child Development

Concrete Operational Stage: Everything You Need to Know

This is a stage during which kids build the ability to think logically, as well as the ability to understand conversations. However, they only have the ability to work these skills efficiently in scenarios that they are used to. This is the third stage in the theory of cognitive development proposed by Piaget. Spanning the period of middle childhood, this stage lasts from around age 7 to age 11. Apart from being a crucial phase, the concrete operational stage is also a vital period of transition between earlier development stages and the impending stage where children will learn how to think more hypothetically and abstractly.

Some key characteristics that kids display in a concrete operational stage are:

  •         Classification: As their vocabulary and experiences grow, the kids build schemata and organize objects differently. They also comprehend classification hierarchies and are able to place objects into different categories and subcategories.
  •         Reversibility: This refers to an understanding or awareness that actions can be reversed. For instance, a kid might recognize that his dog is a German Shepherd, that a German shepherd is a dog, and that a dog is an animal.
  •         Conservation: This stands for the understanding that when something changes in appearance or shape, it still remains the same. For instance, a kid will understand that an object’s mass doesn’t change even when it’s rearranged. This means a piece of chalk will still remain a chalk even when the lone piece is broken down into two equal parts. However, kids are able to understand some types of conservation (like mass) earlier than others (say, volume). To explain this (and some other) developmental inconsistencies, Piaget coined the term ‘horizonal decalage.’
  •         Decentration: Kids at the concrete operational stage no longer focus on just a solitary dimension of any object (say, a glass’s height). Instead, they take into account the changes in other dimensions as well (such as the glass’s width). This facilitates the occurrence of conservation. 
  •         Seriation: Concrete operational kids can organize objects along a quantitative dimension, such as weight or length, in a methodical way. For instance, they can methodically position a series of sticks having varying sizes, say either in ascending or descending order. However, when given the same task, younger children will approach it in a haphazard way.

Though these new cognitive skills improve a kid’s understanding of the physical world, Piaget said they’re still unable to think in abstract ways.

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Matthew Lynch published in Child Development

Centration: Everything You Need to Know

This is the predisposition to concentrate on a single or partial dimension of an event or an object. Jean Piaget coined this term to mention kids’ capability to be especially attentive by the one key feature of a situation, problem, thing, etc., while not paying attention to other features even if they’re relevant. Centration is an attitude that generally develops in the cognitive development’s second stage, the preoperational stage (encompassing the kids between ages two and seven). The idea of centration originates from another concept, namely egocentrism, which Piaget introduced in the same theory. The idea behind egocentrism is that the kids keep themselves as the center. They believe that everything happens to them and for them. This makes them incapable of comprehending and admitting a different point of view from their own points of view.

The perfect example to mention centration is how a kid counts the number of a cake’s slices that each individual has on their platter rather than their sizes. Centration is crucial to comprehend personal needs and wants.

On the opposite lines of centration is the idea of decentration. Psychologists from across the world would agree that there’re some developmental milestones that a kid has to reach, and those time periods are crucial for that ability’s optimal development. If missed, the milestone might find a ground to stand on, but it’d be shaky. Every developmental stage that the kids pick up either help them grow behaviorally or cognitively. 

Decentration generally occurs during the cognitive development’s third stage, the concrete operational stage (ages seven to twelve years). As the kids start to apply logic and knowledge, they also learn to comprehend their environment’s elements better along with their functioning. This increases their ability to observe multiple viewpoints apart from their own ones. One can easily observe the reduction in centration from three key forms. 

Firstly, a young child might comprehend the idea that nothing is taken away or nothing has been added, so it remains the same. Secondly, the discourse of recompense might also be utilized, in which a child can understand that one glass’s height cancels out the other glass’s width. Finally, there’s a possibility of reverse arguments where a child might say both the glasses are the same as the water can be poured from the taller glass into the wider one to make them look equal. These arguments depend on logical operations, which are mental actions that can be reversed.

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Matthew Lynch published in Child Development

Conservation: Everything You Need to Know

Conservation is one of Jean Piaget’s developmental accomplishments where the kid comprehends that changing the form of an object or substance doesn’t change its overall volume, mass, or amount. This accomplishment happens during the development’s operational stage between ages seven and eleven. One can observe the lack of conservation in kids when there’re, for instance, multiple different sizes of juice containers on a table. And kids select the tallest container because they consider it contains more juice. All the containers might contain the same amount of juice, but kids who haven’t accomplished conservation perceive the tallest container as the fullest.

Interestingly, research shows that kids who practice conservation tend to learn it more quickly, and kids who conserve perform better at particular mathematical tasks. Piaget’s seven conservation tasks that kids can practice include:

Number: In this task, kids are asked to compare rows of small objects.

Length: In this task, kids are asked to compare two identical objects’ lengths.

Liquid: This is the most popular of all of Piaget’s tasks. When kids get older, they learn that a key characteristic of liquid is that it alters shapes in accordance with the container it’s in.

Mass/matter: In this task, parents/teachers try to see if the kids recognize that an object still contains the same mass.

Area: This task needs slightly more prep than others. Kids who haven’t mastered conservation of area won’t recognize that the parents/teachers haven’t actually changed the area.

Weight: In this task, kids are asked to compare the weight of two objects.

Volume: This task is typically mastered last, usually between ages nine and eleven. Here, kids are asked to compare the increasing liquid level caused by adding objects to two containers filled with water.

Researchers have criticized multiple aspects of these conservation tasks. Rose and Blank argued that when a kid provides the wrong answer to a question, parents/teachers repeat the question to hint that the kid’s first answer was wrong. Piaget did the same thing by asking kids the same question twice in his conservation experiments.

When Rose and Blank did the same experiment but asked the question once, they found many more six-year-olds provided the right answer. This demonstrates kids can conserve at an earlier age than Piaget claimed. Porpodas found that asking multiple questions wasn’t actually the problem. This research noted that the questions generated “verbal interference” that prevented kids from transferring information across from the pre-transformation stage.

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Matthew Lynch published in Child Development, Early Childhood

Preoperational Stage: Everything You Need to Know

This refers to a stage in a child’s development whereby the child forms images of things in their mind. This is the second stage in psychologist Jean Piaget’s theory of cognitive development. This stage starts around age two, as kids start to talk, and continues until around age seven. During the preoperational stage, kids start to learn to manipulate symbols and engage in symbolic play. However, Piaget mentioned that they don’t yet comprehend concrete logic.

Language development is a hallmark of the preoperational stage. During this stage, kids also become increasingly adept at utilizing symbols, as evidenced by increased pretending and playing. Role-playing also becomes vital during the preoperational stage. Kids often play the roles of “daddy,” “doctor,” “mommy,” and other characters.

Piaget used different clever and creative techniques to study children’s mental abilities. One of the popular techniques to exhibit egocentrism included using a mountain scene’s three-dimensional display. Also known as the “Three Mountain Task,” kids are asked to select a picture that displayed the scene they had observed. Most kids can do this with little difficulty. 

Next, kids are asked to choose a picture displaying what somebody else would’ve observed when seeing the mountain from another viewpoint. Invariably, kids almost always select the scene displaying their own view of the scene. According to Piaget, kids experience this difficulty because they cannot take on somebody else’s perspective. Developmental psychologists consider the ability to comprehend that other people have different thoughts, perspectives, mental states, and feelings as the theory of mind.

Another popular experiment involves demonstrating a kid’s comprehension of conservation. The same amounts of liquid are poured into two similar containers in one experiment,. Then, one container’s liquid is poured into a differently-shaped container. Kids are then asked which container holds the most liquid. Despite seeing the liquid amounts were the same, kids almost always select the container that appears fuller. Piaget performed several similar experiments on the conservation of mass, length, number, quantity, volume, and weight. He observed that few kids displayed any comprehension of conservation before the age of five.

Much of Piaget’s concentration at the preoperational stage focused on what kids couldn’t yet do. The concepts of conservation and egocentrism are both focused on abilities that kids haven’t yet developed. However, not everybody agrees with Piaget’s evaluation of kids’ abilities. For instance, researcher Martin Hughes argued that kids failed at the three mountains task because they didn’t understand it.

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Matthew Lynch published in Child Development, Early Childhood

Childhood Trauma: Understanding, Recognizing, and Healing

Childhood Trauma: Handle With Care

Childhood trauma, marked by instances of extreme stress, abuse, neglect, or loss, leaves a profound impact on the developing mind of a child. These painful experiences can lead to PTSD childhood trauma, a condition where a child continually relives the traumatic event, causing severe distress and interference with their daily lives. Like handling a delicate artifact, addressing childhood trauma requires care, compassion, and professional help, enabling healing and transformation.

What is Childhood Trauma?

Childhood trauma encompasses startling, upsetting, or dangerous incidents that occur in a child’s life before turning 18. The range of these incidents includes being a victim of or witnessing violence, neglect, or abuse and surviving natural catastrophes or severe illnesses.

The psychological impact of such trauma is highly individualistic and can differ greatly from person to person. Some children may experience traumatic events and recover, while others may be profoundly impacted, grappling with overpowering emotions that lead to considerable distress and dysfunction. If left unattended, this trauma can linger into adulthood, underscoring the importance of recognizing and addressing childhood trauma.

Types of Childhood Trauma

So childhood trauma healing starts with recognizing the various traumatic experiences a child might encounter. Such comprehension is a potent instrument for understanding, empathizing with, and addressing the psychological impacts of trauma.

  1. Physical abuse includes actions that cause physical harm to the child, like striking, battering, or other violent behaviors.
  2. Emotional abuse encompasses continuous criticism, disparagement, or emotional assaults directed at the child.
  3. Sexual abuse incorporates any sexual act or behavior involving the child.
  4. Neglect is characterized by failing to fulfill the child’s necessities, including food, clothing, and care.
  5. Medical trauma refers to severe pain or intrusive medical procedures that can traumatize the child.
  6. Natural disasters such as floods, earthquakes, or fires, when experienced by the child, can result in trauma.

Recognizing these diverse forms of childhood trauma is essential in the healing process. Furthermore, it streamlines the process of determining the most appropriate treatment approaches.

Examples of Childhood Trauma

Childhood trauma can manifest in numerous ways, and its impacts are intricate and manifold. It could involve experiences such as being tormented at school, observing domestic violence, being part of a serious vehicular accident, or experiencing the loss of a loved one. Trauma could mean witnessing horrifying scenes of devastation and brutality for a child residing in conflict-ridden areas.

On the other hand, a child may endure trauma from residing with an abusive caretaker who consistently undermines them, making them feel insignificant and uncherished. It’s crucial to remember that what may be traumatic for one child may not hold for another; the interpretation of the event is highly personalized and individualistic.

Recognizing the Signs of Childhood Trauma

Detecting the signs of childhood trauma is essential in initiating the process of healing and recovery. The signs may vary greatly, depending on the child’s age and the trauma’s nature. They are typically categorized into behavioral, emotional, and physical signs.

Behavioral Signs

Children grappling with the impact of psychological trauma often display noticeable changes in behavior. They may become unusually aggressive or excessively anxious. Some children might start to withdraw from their friends or lose interest in activities they used to enjoy. School performance may suffer, and some children may struggle with attention and concentration. Frequent nightmares or difficulty sleeping can also be a significant indicator. Each child is unique, so these signs can differ.

Emotional Signs

The emotional signs of childhood trauma are just as crucial to observe. Children might show heightened fear, sadness, or anger. Feelings of detachment or a lack of emotional responsiveness can also be prominent. The child may exhibit excessive worry or fear about the safety of loved ones or show an intense fear of separation from those they’re close to. It’s crucial to remember that these signs indicate their struggle to cope with their traumatic experience.

Physical Signs

Childhood trauma can also manifest in physical symptoms. These may include unexplained aches and pains, changes in appetite leading to weight loss or gain, and somatic complaints such as stomach aches or headaches. Children may sometimes regress in their development, like returning to bed-wetting after being potty trained. These physical signs can be confusing and mistakenly attributed to other causes, but they often represent the child’s internal struggle with trauma.

The Impact of War on Children’s Mental Health

War and armed conflicts inflict profound harm on children’s mental health. The fear, violence, and instability associated with war often result in PTSD childhood trauma. This form of trauma involves children repeatedly reliving the terrifying experiences they’ve been exposed to during warfare, which can disrupt their ability to function normally in their daily life, hampering their growth, learning, and overall development.

The Connection Between War and Child Trauma

There are many ways war can instigate trauma in children. Here are a few examples of childhood trauma linked with armed conflicts:

  1. Witnessing violence: children may see acts of violence such as bombings, shootings, or brutalities that can be deeply traumatic.
  2. Loss of loved ones: children may lose family members or friends in the war, causing profound grief and trauma.
  3. Displacement: being forced to flee from home and living as a refugee or internally displaced person can be a significant traumatic experience.
  4. Living in constant fear: the unpredictability and the constant threat of violence during the war can create chronic fear and stress.
  5. Child soldiers: in some conflict zones, children are coerced into becoming soldiers, which exposes them to extreme violence and abuse.

These experiences can leave children with deep psychological wounds that need healing. So this is why it is so important to support children and provide them with comprehensive help so that their mental trauma does not become their chronic problem.

PTSD Childhood Trauma: A Common Outcome of War

When children endure the terrifying experiences associated with war, they can develop a type of childhood trauma known as Post-Traumatic Stress Disorder (PTSD). Children with PTSD may repeatedly relive the horrifying experiences in their minds through flashbacks or nightmares.

They may also display avoidance behavior, steering clear from anything that might remind them of the traumatic event. Additionally, children may show hyperarousal symptoms, like being constantly on guard or getting easily startled. PTSD, a part of childhood trauma types, is a severe outcome of the war and necessitates professional mental health intervention for recovery.

Supporting Children in Ukraine

The war in Ukraine, sparked by Russian aggression, has subjected children to unimaginable terrors, deeply damaging their tender psyches. The experience of violence, loss of homes, and constant fear have resulted in a profound psychological toll these children must bear. The human rights violations during this conflict have indelibly impacted their mental health.

For these children’s recovery, we must unite as a global society. Contributions to international and local bodies providing mental health services, education, and essential needs can make a remarkable difference. Volunteering, raising awareness, and advocating for peace and children’s rights are also part of the larger endeavor. To learn more about how to help children in Ukraine, consider contacting established humanitarian organizations.

How to Help Children Affected by Trauma

The necessity of addressing and recovering from childhood trauma goes beyond being just desirable—it’s vital. Unresolved trauma from childhood can carry over into adulthood, impacting relationships, occupational life, mental health, and overall wellness. It can also heighten the risks of depression, anxiety, and PTSD. Therapy centered around childhood trauma plays an instrumental role in this healing journey.

Therapeutic techniques such as trauma-focused cognitive-behavioral therapy, eye movement desensitization and reprocessing (EMDR), and play therapy can be particularly beneficial in helping children process their traumatic experiences. Children can develop coping strategies through therapy, foster resilience, and begin healing. Addressing childhood trauma is pivotal to enabling children to reclaim their sense of safety and trust in the world.

Supporting Trauma-Affected Children Supporting children who have been victims of trauma, especially those traumatized by war, calls for a comprehensive approach. Fundamentally, children need to feel secure and loved. They require consistent care, empathy, and stability to kickstart recovery. Professional help is paramount, especially for youngsters with childhood war trauma.

Conclusion

Childhood trauma, whether resulting from personal abuse or neglect or the harrowing consequences of war, has a lasting impact on a child’s psyche. However, with their inherent resilience and appropriate support, children can transcend these traumatic experiences. Each of us plays a role in supporting these young lives.

We can facilitate healing by offering love, understanding, professional assistance, and a secure environment. Simultaneously, raising awareness, championing children’s rights, and assisting organizations that support affected children in conflict zones like Ukraine, can yield substantial effects. Collectively, we can help mend the scars of trauma and lay the foundation for healthier, happier futures for our children.

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Matthew Lynch published in Child Development, Parental Involvement

What to Do When You’re a Parent Contemplating Suicide

When you’re a parent contemplating suicide, there are some things you need to do to keep yourself safe and healthy. You need to talk to your doctor, therapist, and social worker about your situation, and you need to make sure that you’re taking steps to protect your children. Here are some tips for keeping yourself safe and healthy when you’re a parent contemplating suicide:

1. Talk to someone about your situation. Talking to someone can help you to get some understanding and support.

2. Take steps to protect your children. Make sure that you’re taking steps to protect your children from harm.

3. Seek help. There are many resources available to you if you need them.

4. Don’t put yourself in a position to harm yourself. If you’re thinking of suicide, don’t do anything that could put you in a position to harm yourself or your children.

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Matthew Lynch published in Child Development

5 Innovative Ways To Create Positive Classroom Culture

There is no single way to create a positive classroom culture, as each school and classroom is unique. However, there are a few innovative ways to create a meaningful, supportive, and productive culture for students.

1. Involve students in creating a classroom culture
One way to create a positive classroom culture is to involve students in the decisions that affect their environment. This can be done by allowing students to vote on the design of the classroom decorations or by having them choose which extracurricular activities to sponsor. By involving students in the decision-making process, they will feel a sense of ownership and involvement in their classroom culture.

2. Encourage students to take leadership roles
Another way to create a positive classroom culture is to encourage students to take leadership roles. This can be done by allowing them to vote on class policies or assigning them to lead group projects. Giving students responsibility and authority will teach them how to manage and lead groups effectively.

3. Provide opportunities for students to express themselves
One way to create a positive classroom culture is to provide opportunities for students to express themselves. This can be done by allowing students to speak in class, write for the school newspaper, or participate in student-run clubs. Allowing students to express themselves freely will teach them how to communicate effectively and build relationships.

4. Make use of technology to support classroom culture.
One way to create a positive classroom culture is to use technology to support classroom activities. This can be done by allowing students to create and share their own content or by using video chat to connect students from different parts of the world. By using technology to support classroom culture, students will learn how to use computers and digital devices effectively.

5. Encourage students to take care of their own physical and emotional health.
One way to create a positive classroom culture is to encourage students to take care of their own physical and emotional health. This can be done by providing resources for students to learn about healthy eating and exercise or by providing a safe space for students to express their feelings. By taking care of their own health, students will learn how to manage stress and stay healthy overall.

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Matthew Lynch published in Child Development

Kids Do Well If They Can: A Strength-Based Approach

When it comes to raising kids, sometimes all you need is a strong foundation. Well, that and a lot of practice. In fact, there are many different ways to raise kids that can be successful, and one of the most popular and well-respected approaches is strength-based parenting.

Strength-based parenting is a parenting style that focuses on providing children with resistance and the opportunity to learn from failure. This way of parenting encourages children to work hard and overcome obstacles, and it has been shown to be successful in raising children who are competent and intelligent.

Some of the benefits of strength-based parenting include the following:

1. Your children will have a better sense of self-worth.

2. Your children will be more determined and focused.

3. Your children will be more physically and emotionally able to handle stress.

4. Your children will be more physically and emotionally able to cope with difficult tasks.

5. Your children will have better discipline skills.

6. Your children will be more motivated and committed to their education.

7. Your children will be more successful in terms of their personal and professional lives.

There are many different ways to raise kids that can be successful, and strength-based parenting is one of the most popular and well-respected approaches. If you are interested in trying this parenting style, be sure to read through the following article to learn more about the different ways to raise kids that can be successful.

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Matthew Lynch published in Child Development

Closing the Achievement Gap: “All Children Can Learn”

Closing the achievement gap is not a new topic. However, the current political and social climate has made the issue more pressing than ever. Currently, there are discrepancies in educational achievement across socio-economic lines. Children from lower-income families typically have lower academic achievement than their more affluent peers.

This gap can be traced back to a number of factors, including poverty, low parental education levels, and lack of access to quality early education and care. Despite the efforts of educators, parents, and policymakers, the achievement gap persists. There are many initiatives underway to address the gap, but all require coordinated and concerted effort.

One approach is to focus on early education and care. Studies have shown that high-quality early education and care can significantly impact students’ long-term academic achievement. Additionally, early intervention can help to prevent the development of educational and social deficits.

Another approach is to focus on preschool and early elementary school. Preschool and early elementary school are critical years for early development. Teachers in these age groups are able to develop strong relationships with students, which can have a lasting impact.

However, more needs to be done to close the achievement gap. Efforts need to be made to improve access to quality education for all students. Additionally, policymakers must invest in strategies to improve student academic achievement.

Ultimately, closing the achievement gap will require a concerted effort from educators, parents, and policymakers. However, the rewards are worth it. Achieving parity across socioeconomic lines can profoundly impact the lives of children and their families.

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Matthew Lynch published in Child Development

Solar System Project Ideas for Kids that are Out of this World

The solar system is a fascinating universe that teaches kids about the importance of space exploration, science, and physics. Why not get kids interested in learning about the solar system by creating projects that will help them do it in a fun, hands-on way? This article will give you great ideas to get your kids excited about the solar system. From making a solar system to tour a solar system, we’ll show you some great ways to get your children involved in learning about the universe.

  1. Solar System Academy: This educational project for kids would involve creating a solar system with their planets, moons, asteroids, and comets. This is a rite of passage for all children.
  2. Solar System Race: This activity could involve children racing to collect as many solar system objects as possible. Kids love competition, which will help them get their competitive juices flowing.
  3. Solar System Tour: This activity could involve children visiting different planets in the solar system. Kids will be amazed at what they find.
  4. Solar System Quiz: This activity could involve children answering questions about the solar system. Everyone will study for this quiz to show how much they know about space.
  5. Solar System Gallery: This project could involve children creating a Gallery of the different planets in the solar system. The beauty of the universe will keep your students in awe.
  6. Playdough Planets: Playdough always interests my kiddos in whatever we’re about to do. This solar system project takes time to set up, but completely worth it. Have a model already done so students can stay aware of the plethora of materials!
  7. Hanging Planets: Here is a cute solar system project for your science unit and decoration for your classroom! Learners will love to see the solar systems hanging from above. They are really fun to create! Learn how to make this project here!
  8. Solar System Facts: This is a good Solar project! Learners could complete this cooperatively. It could be a cross-curricular project integrating research and fact-writing about each planet.
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