Developmental Changes In Early Childhood

As children grow older, they develop in several different ways; these changes typically occur between birth and the end of adolescence, as the child goes from dependency to increasing autonomy (Fowler, 1981). Child development covers physical, psychological, social, emotional and even spiritual changes. Despite the process having an almost predictable sequence, the rate at which children grow and mature can vary widely depending on circumstances, experiences and individual adaption. Developmental change occurs as a result of a genetically-controlled process known as ‘maturation’ and environmental factors (Fowler, 1981). It is also in our human nature to have the ability to learn from our environment. The optimal development of children is key to a functioning society so it is important to understand the many different ways in which adolescents develop over time. Moreover, two significant developments I will examine about a child’s lifespan are the changes that they experience both psychologically and spiritually. More specifically, this paper will examine childhood development when looking first, through a psychological lens and then through a theological lens with reference to some influential contributors like Jean Piaget, James Fowler and Jack Balswick. Increased research and interest in this field can result in newly developed theories, a better understanding of the diverse phases that take place during adolescent development and how these developmental stages are viewed from a theological view. The most important goal is finding out how might psychology and faith interact when looking into child development. Piaget’s Stages of Cognitive Development Jean Piaget 's theory of cognitive development has had a tremendous influence in psychological research over the last 40 years. Originated and established in Switzerland, Piaget’s’ theory was virtually completed by the 1950 's and was well known among psychologists, although it did not become popular in the United States until the 1960s and 1970s (Ratcliff, 1985). Even though some scholars may not agree with his position, Piaget hypothesized that concepts and ideas are developed in an essential sequence of stages that relate to a child’s age. At each developmental stage, the products of thought are based off of the interaction of developmental and experiential factors like environment and activities (Cosgrove, 1988). Piaget 's theory of cognitive development is briefly outlined here to provide a better understanding of some of its principal claims. Stages in Depth The first of the developmental stages is the Sensorimotor Period; this stage covers the time from birth to the acquisition of language. The child is born with distinctive reflex mechanisms and in the beginning, their mental life consists of exercising his/her reflexes which progresses to being able to organize activities in relation to the environment (Piaget, 1967, p.9). The second stage is called the Pre-operational Period, which extends from two to six or seven years during which representation …show more content…
Based on this concept, Goldman stated in his booked titled Readiness for Religion: A Basis for Developmental Religious Education that "This is why I have characterized early childhood as pre-religious" (1965, p. 80). When looking into the responses of children ages five to seven years of age, Goldman established the characteristics of intuitive thinking: preoccupied by irrelevant details, literal or distorted thoughts, and feeling misunderstood (1965, p. 81). When a child is finished with preschool, they adopt a new manner of thinking that is characteristic of middle childhood. It is at this stage that a child moves from a pre-operational to a concrete operational way of thinking. Thinking turns into a more realistic view of experience and their religious ideas become a more materialistic and physical expression (1964, p. 103). These concrete limitations continue into late childhood and pre-adolescence. At this time, children begin to adjust to better understand a more realistic theology. For example, children start to work through the juxtapose idea of God being everywhere and in one place at the same time. To overcome this issue, God must be thought of as a spirit who is unanchored by physical limitations, but a child 's innate concrete way of thinking makes …show more content…
In his work titled New Directions for Child Development, he defines faith as "a dynamic and generic human experience" (1991, p. 31), but does not suggest that it is undistinguishable from or the same as religion. James Fowler’s model follows suit with Piaget and Goldman by describing faith as something that develops in stages at different times. In fact, Fowler’s initial four stages of his theory can be compared to Piaget 's four stages of cognitive