Modirisi:Malefsane/Kgolo ya Ngwana
Kgolo ya ngwana refers to the [biological, psychological] le diphethogo tsa maikutlo a tlhagelelang mo bathong magareng a matsalo le bofelelo ba [adolescence], fa motho a tswelelapele go tloga [dependency] go ya go kemonosi [autonomy] e e tletseng. Ke tsela e e sa feleng e o ka akanyetsang tatelano ya yona le fa e na le tswetsopele e e itlhophileng ya ngwana mongwe le mongwe. Ga e tsweleIe ka kgato e e tshwanang mme kgato nngwe le nngwe e tshwaetswa ke mefuta/mekgwa ya kgolo e e tlhagileng pele. Ka gonne diphetogo tsa kgolo di ka tlhotlhelediwa ke [genetic factors] le ditiragalo dingwe tsa pele ga tswalo/tsalo, [genetics] le [prenatal development] gole gontsi di akareditswe jaaka bontlhanngwe jwa thuto ya kgolo ya ngwana. Mafoko a a amanang nayo a akaretsa [developmental psychology], e e kaelelwang go kgolo gotlhelele ya botshelo, le [pediatrics], lekala la tsa [medicine] le le amanang le tlhokomelo ya bana. Diphetogo tsa kgolo di diragala e le ditlamorago tsa [genetically-controlled] processes tse di bidiwang [maturation],[1] kgotsa e le ditlamorago dintlha tsa tikologo le boithuti, le fa ka setlwaedi e akaretsa tirisano magareng a tse pedi. E ka diragala e le ditlamorago tsa boleng ba motho le bokgoni ba rona go ithuta go tswa tikologong ya rona.
Go na le ditlhaloso tse di farologaneng tsa dikga mo kgolong ya ngwana, jaaka fa sekga sengwe le sengwe se le tswetsopeleng There are various definitions of periods in a child's development, since each period is a continuum with individual differences regarding start and ending. Some age-related development periods and examples of defined intervals are: newborn (ages 0–4 weeks); infant (ages 4 weeks – 1 year); toddler (ages 1–3 years); preschooler (ages 4–6 years); school-aged child (ages 6–13 years); adolescent (ages 13–19).[2]
Go tsweletsa pele kgodiso ya ngwana ka dithutiso tsa batswadi, mo mabakeng a mangwe, go tsweletsa ditswetso tsa matsetseleko tsa kgodiso ya ngwana.[3] Batswadi ba tsaa karolo e kgolo mo botshelong jwa ngwana, socialization, le kgodiso. Go ba na le batswadi ba le bantsi go ka tlisa maitsetsepelo mo botshelong jwa ngwana ka jalo ga rotloetsa kgodiso e e fodileng.[4] Sengwe se se nang le khuetso mo kgodisong ya ngwana ke boleng ba tlhokomelo ya bona. Manaane a tlhokomelo ya ngwana [Child care] a tsweletsa tshono e e botlhokwa mo tsweletsong ya kgodiso ya ngwana.
Kgodiso ya ngwana e e kwa setlhoeng e kaiwa e le botlhokwatlhokwa mo setshabeng e bile e le botlhokwa go utlwisisa the social, cognitive, emotional, and educational development of children. Diphuphutso di le dintsi le kgatlhegelo ya this field e tsweleditse dithiori le dithai tse ntsha, mabapi le ditsamaiso tse di tsholeletsang kgodiso mo teng ga tsa sekolo. Gape gape, go na le dithiori dingwe di batla go tlhalosa tshalano morago ya maemo a a agang kgodiso ya ngwana.
Theories
[fetola | Fetola Motswedi]Ecological systems
[fetola | Fetola Motswedi]Also called "development in context" or "human ecology" theory, ecological systems theory, originally formulated by Urie Bronfenbrenner specifies four types of nested environmental systems, with bi-directional influences within and between the systems. The four systems are microsystem, mesosystem, exosystem, and macrosystem. Each system contains roles, norms and rules that can powerfully shape development. Since its publication in 1979, Bronfenbrenner's major statement of this theory, The Ecology of Human Development[5] has had widespread influence on the way psychologists and others approach the study of human beings and their environments. As a result of this influential conceptualization of development, these environments — from the family to economic and political structures — have come to be viewed as part of the life course from childhood through adulthood.
Piaget
[fetola | Fetola Motswedi]Research issues and methods
[fetola | Fetola Motswedi]Jean Piaget was a Swiss scholar who began his studies in intellectual development in the 1920s. Piaget’s first interests were those that dealt with the ways in which animals adapt to their environments and his first scientific article about this subject was published when he was 10 years old. This eventually led him to pursue a Ph.D. in Zoology, which then led him to his second interest in epistemology.[6] Epistemology branches off from philosophy and deals with the origin of knowledge. Piaget believed the origin of knowledge came from Psychology, so he traveled to Paris and began working on the first “standardized intelligence test” at Alfred Binet laboratories; this influenced his career greatly. As he carried out this intelligence testing he began developing a profound interest in the way children’s intellectualism works. As a result, he developed his own laboratory and spent years recording children’s intellectual growth and attempted to find out how children develop through various stages of thinking. This led to Piaget develop four important stages of cognitive development: sensorimotor stage (birth to age 2), preoperational stage (age 2 to 7), concrete-operational stage (ages 7 to 12), and formal-operational stage (ages 11 to 12, and thereafter).[6]
Empirical research that attempts to answer these questions may follow a number of patterns. Initially, observational research in naturalistic conditions may be needed to develop a narrative describing and defining an aspect of developmental change, such as changes in reflex reactions in the first year.Botswana This type of work may be followed by correlational studies, collecting information about chronological age and some type of development such as vocabulary growth; correlational statistics can be used to state change. Such studies examine the characteristics of children at different ages.Greenough WT, Black JE, Wallace CS; Black; Wallace (June 1987). "Experience and brain development" (PDF). Child Dev. 58 (3): 539–59. doi:10.2307/1130197. PMID 3038480.{{cite journal}}: CS1 maint: multiple names: authors list (link) These methods may involve longitudinal studies, in which a group of children are re-examined on a number of occasions as they get older,or cross-sectional studies, in which groups of children of different ages are tested once and compared with each other, or there may be a combination of these approaches. Some child development studies examine the effects of experience or heredity by comparing characteristics of different groups of children in a necessarily non-randomized design.Greenough W, Black J, Wallace C (1993). "Experience and brain development". In Johnson M (ed.). Brain Development and Cognition. Oxford: Blackwell. pp. 319–322. ISBN 0-631-18222-5. OCLC 25874371. Other studies can use randomized designs to compare outcomes for groups of children who receive different interventions or educational treatments.[7]