Five-dimension framework of affective development in preschool children¶

Theory · All theories
Evidence · no claims cited

Description¶

The report organizes affective development into five interrelated dimensions chosen because they appeared central to development: emergence of self, caretaker attachment, adaptation-mastery, self-concept, and socialization. The authors state that "affective development was dichotomized into five critical dimensions" in order to relate curriculum, assessment devices, and bibliography entries to key areas of development. The dimensions are presented in approximate developmental order and used as the outline for discussing both normal and handicapped children's affective development.

Design Implications¶

Context¶

Requirements¶

• The dimensions are an analytic device; the article notes affective development is not actually segmented into distinct and independent dimensions

Constraints¶

• Dimensions are indicative of specific age periods only because the organism manifests more complex behavioral capacities as it develops

Target Learners¶

• preschool children, normal and handicapped

Target Learning Objectives¶

• affective development, emotional development, social development

Claims¶

Related Theories¶

• Five dimensions of affective development in the preschool child
• Control systems view of the infant as a competent, adaptive system
• Outcome-domain organization of social and character development measures

Examples¶

• Charts of available instrumentation and curriculum for affective development

Key Sources¶

• Casto, Glendon; And Others. (1976). Affective Development in the Normal and Handicapped Preschool Child. Summary Report. Review and Recommendations. Exceptional Child Center, Utah State University. https://eric.ed.gov/?id=ED135163