Child`S Development

In: Social Issues

Submitted By tulaykoz
Words 2897
Pages 12
CHILD AND YOUNG PERSON
DEVELOPMENT

TULAY KOZ
Student no 40092565
Evidence record:
Louise Burnham Brenda Baker; supporting teaching and learning book Jacqueline Harding: Child development book

From birth to adulthood, children are continually develop, grow and learn. The main stages of developments are: * PHYSICAL DEVELOPMENT * INTELLECTUAL DEVELOPMENT * LANGUAGE DEVELOPMENT * EMOTIONAL DEVELOPMENT * SOCIAL DEVELOPMENT Different age groups have different developmental changes. PHYSICAL DEVELOPMENT MILESTONES:
Physical development provides the children with the abilities they need to explore and interact with the world around them. They will need to develop in 2 sections.
*Gross motor skills; involve the coordination and control of large muscles and skills like walking, sitting, running, …
*fine motor skills; involve the coordination and control of small muscles and skills like writing, cutting, holding a rattle, picking up crumbs, … * 0-12 MONTHS PHYSICAL DEVELOPMENT First months they can only sucking and swallowing .After few months they can use their hands, start to control their head. About 12 months they can sit without help. They start to stand or creep. * 1-3 YEARS PHYSICAL DEVELOPMENT
At this age group, they start to use their hands more confidently. For example: they can drink water by themselves .After first birthday, their body start to change and they ca not gain too much weight. Most of them start to walk. About 17 months they can climb the stairs.

-7 YEARS PHYSICAL DEVELOPMENT
At this age group, their motor skills are better. They can do cutting, writing, etc.. They can dress without help. They even ride a bicycle.

* 8-12 YEARS PHYSICAL DEVELOPMENT
This age group children‘s motor skills more better. They can kick and throw a ball. They are…...

Similar Documents

Child Development

...CHILD DEVELOPMENT ESSAY Sensitive Mothering is essential to the social and emotional development of the child. Discuss this statement in the context of relevant development theory. • Explain what is meant by the term Sensitive Mothering. Explain why sensitive mothering is important in building a positive emotional base. • Link this explanation to Bowlby’s attachment theory and Ainsworth’s studies. You will need to show an understanding of the internal working model of attachment and how sensitive mothering impacts the quality of attachment. • Links also need to be made to Erikson’s relevant psychological stages of personality development, emphasizing the importance of a supportive social environment. • Consider research that determines how early attachment impacts social and emotional development of three to five year olds and adults. Bowlby (1969 cited in Nicholls & Kirkland, 1996, p.55) states that an important element in the development of secure attachment is maternal sensitivity. This is necessary in order to engender an infant’s confidence in a mother's   accessibility and responsiveness. Ainsworth et al (1978 cited in Barnes, 1995, p.14) opine that maternal sensitivity predicts the extent of attachment between mother and infant.   “Mothers who are more sensitive, responsive, accessible and cooperative during their child’s first year are likely to have a child who develops a secure attachment”. Ainsworth et al, (1978 cited in Barnes,......

Words: 14097 - Pages: 57

Child Development

...al, 2010; Anderson et al, 2003). Therefore despite the implementation of child health surveillance services (Mackrides & Ryherd, 2011; Hamilton, 2006), in clinical practice, children are not being detected before they start school. In the UK and in the student’s own area of clinical practice developmental screening is undertaken by health visitors as part of the Healthy Child Programme (HCP). It is viewed as the core health service for protecting, promoting and improving the health and well-being of children (Department of Health, 2009). A review of the literature shows two screening tools used in the UK, the Denver Developmental Screening Tool (DDST) and in the student’s practice area the Schedule of Growing Skills II which will be discussed further. The Schedule of Growing Skill toolkit is: • A researched based screening procedure to assess developmental milestones on children. The individual assessment can be used at any time with children from birth to 5 years, enabling professionals to assess them as and when appropriate and convenient. • A standardised tool to assess development and act as an indicator where potential developmental delays may exist with pre-school aged children. • The tool measures skills in areas of: manipulation, locomotion, vision, hearing, speech and language, interactive, self care and social skills. It focuses on the cognitive development, evidencing the child’s maturity and their interaction with the environment....

Words: 635 - Pages: 3

Child Development

...A letter to Jennifer Jeanine Ali ECE205: Introduction to Child Development Instructor Tonya Jeremiah 11/18/13 Hello Jennifer, How are you? I hope that all is fine with you and your little one. I understand that you needed some advice about putting him into the school system; I am more than happy to help you out and tell you what you should look out for and even the types of questions you should ask. I understand that you have a list of the things that your son is capable of which are, He learned to crawl at the age of eight months and began to walk at the age of eighteen months, he runs but sometimes falls, he walks up and down stairs but needs assistance, he prefers to engage in parallel play and usually opts for activities that involve play in one area, such as with his trucks on the floor, he has a vocabulary of ten to fifteen words and he often asks to watch television. Judging from your concerns that you had which were that you think that he is lacking certain areas of development. I would not quite say that he lacking certain areas I would definitely say that he does need to be in a school setting because he will definitely learn off his peers. He will learn to socialize and play with other children and even his vocabulary skills will improve. Running is something that he should of mastered by now which tells me that maybe he is not doing it a lot at home which makes him wobbly and not use to the skill of running. Walking up and down stairs without......

Words: 821 - Pages: 4

Child Development

...“Child Development Theory”1 “Child Development Theory” Ney Brown PSY104: Child and Adolescent Development Instructor: Daniella Atwell August 20,2012 “Child Development Theory” 2 Child development occurs from birth and continues throughout adulthood, and during their life span they go through many different changes, including language, physical growth, and cognitive abilities. Interest in this field has been very important to researchers because they want to know what happens during child development as well as the influences on development. There are a few theorist who have their views on child development and they are Sigmund Freud, Erik Erikson and Jean Piaget. Understanding child development has become very important today as we all want to Know what a child actually goes through during their development, and later on in life because most of these things will affect them later on in life. Many people don’t realize the many different stages a child goes through from birth and into early adulthood. Some of the......

Words: 3015 - Pages: 13

Child Development

...which promotes each child's cognitive, physical, social and emotional development.  Our program is designed for children aged 3 and 4 years old. We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum.  Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child. "Free the child's potential and you will transform him......

Words: 2148 - Pages: 9

Child Development

...detail the three levels of obedience and how discipline, the development of the will and obedience are interlinked. Discipline is a word that conjures up ideas of control and denial of freedom. Something that can be imposed externally on a person in order to gain their obedience. But Dr Montessori believed discipline to be an internal process, something which grows within the individual. She states that “..Inner discipline is something to come and not something already present. Our task is to show the way to discipline” (Montessori, The Absorbent Mind, 1988, p 240). In the Montessori environment therefore, discipline is not something which is inflicted on the child, nor is the child controlled through rewards and punishments. It is something which is self-taught. The focus is on fostering the child's inner self-control so they are able to behave in a way that is right for them and their community. Montessori discovered that it was through liberty, which was such an integral part of her classrooms, that the children were the means to reveal their inner or self-discipline. Respect for authority was deepened not diminished by this independence. One of the things that interested her most was that order and discipline seemed to be so closely intertwined that they resulted in freedom. “Discipline is therefore attained indirectly, that is, by developing activity in spontaneous work.” (Montessori, The Discovery of the Child, 1988, P305). Obedience is described by Montessori as a......

Words: 1211 - Pages: 5

Child Development

...Children start developing at birth and continue to adulthood. There are five main domains of early childhood development, which are physical, social, cognitive, communicative, and adaptive. With physical development the child is able to master movement and balance. With time the child’s balance will improve they will learn how to balance in one foot or what on a line. They will also learn the skill to catch and throw a ball. Kids love to play with someone and not being alone, when I take care of children I love to play basketball or some toys that they have. With social development children can play with other kids and develop conflict resolution skills. At this moment the kids can show off and fight for what they want. They will know what they are doing wrong and what they are doing right. With cognitive development children will start knowing the colors and some numbers. They will now know when someone is lying because their way of thinking will increase. My favorite part of the children is when the communicative development shows up when they want to start talking and just try repeating what ever you say. Who doesn’t love when kids start talking and can have a back and forth conversation with you? When they can tell you what it hurts and who hurt them. Last but not least adaptive skills is when children can dress, eat, toilet, and wash by themselves. They will start dressing and undressing by themselves and you wouldn’t have to worry anymore-just keep an eye on them.......

Words: 419 - Pages: 2

Child Development

...Child Development: 13- to 16-Year-Olds Middle adolescence is a time of blossoming development — the insecure, inwardly focused 13-year-old becomes a cheerful, charming 16-year-old looking toward the future. During this time your child ’s thinking skills take a decidedly adult turn, his body matures, and friends and social networks outside the family become increasingly important. Now is when you will really begin to get a glimpse of the adult your child will become. Physical Development Boys and girls still exhibit markedly different levels of physical maturity as they enter middle adolescence. Girls ’rapid growth is generally tapering off, while many boys have yet to see the beginning of their much anticipated growth spurt. By the end of this period most girls will be near their adult height; boys may continue to grow until age 18 or 19. Girls: o growth in height continues, but at a slower pace than earlier; adult height is reached by age 16 or 17 o breast development continues o pubic hair thickens, darkens, and takes on adult triangular pattern o underarm hair thickens o hips widen; fat deposits in buttocks, legs and stomach increase o menstrual periods become regular; ovulation is established; pregnancy becomes possible Boys: o rapid growth in height and weight o muscles fill out and strength increases dramatically o......

Words: 1090 - Pages: 5

Child Development

...the effects on children that are maltreated. I will be also looking at theories and why child maltreatment occurs. Safeguarding legislation and government guidance says that safeguarding means protecting children from maltreatment, preventing impairment of children’s health or development ensuring that children are growing up in circumstances consistent with the provision of safe and effective care (Barlow and Schrader-McMillan 2010). However according to the legislation taking action is there to enable all children and young people to have the best outcome. “The action we take to promote the welfare of children and protect them from harm - is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play working together to safeguard children” (Safe net, 2004). To keep the children safe in 2013 the government introduced that everyone working with children should get Disclosure and Barring Service check (DBS). The government also announced the vetting and barring service (VBS) which enables anyone working with children should be vetted. The VBS was introduced under the safeguarding vulnerable Groups Acts (2006) in line with the recommendation made following the public inquiry led by Lord Bichard, which was reported in (2004). The (VBS) was applied to England, Wales and Northern Ireland (2004) Lindon J (2012) All this was because of Ian Huntley`s case, a man who was working in a school as a caretaker and his criminal records where......

Words: 2634 - Pages: 11

Child Development

...CD 205 Health, Safety, & Nutrition for the Young Child In order to determine the equivalency of programs and content, we ask that the instructor please complete this document. Listed below are examples of assignments or projects that are required of college students taking the course on campus. We ask that you please briefly explain or provide examples of your assignments or projects that students in your secondary (or adult) level course will have that address each topic and student learning outcome. Please insert your response under each numbered item below. 1. This assignment will be the beginning of your Competency Statements for your CDA Professional Resource File. You will complete the first paragraph of your statement within the following guidelines and rubric requirements: CSI Competency Statement I (To establish and maintain a safe, healthy learning environment): Begin your Reflective Statement about this Competency Standard with a paragraph describing how your teaching practices meet this Standard. Once you have completed this paragraph, you will put it in your CDA Professional Resource File with paragraphs a, b, and c following. (these will be assigned separately) (SLO 1) 2. Choose and complete a lesson plan for an activity that can be implemented with children and families to promote knowledge of nutrition. May include, but not limited to the following: * Eating Healthy Foods * Identifying nutritious foods * Meal......

Words: 1305 - Pages: 6

Child Development

...and Background 2 Cal-SAFE Teen Parent Program Description 3 Purpose of the Evaluation 11 A Logic Model for Cal-SAFE Teen Parent Program 12 Literature Review 13 Evaluation Design and Methods 19 References 29 Appendices 30 Executive Summary This summary provides an overview of the key findings from data and feedback collected during the course of an evaluation design on ABC Unified School District Cal-SAFE Teen Parent Program at Tracy High school. The program supports the academic success of pregnant and parenting teens, increases the availability of support services for enrolled students, and provides child care and developmental services to their children. The purpose of the comprehensive evaluation is to assess recent and longer-term impacts of the program on its participants. The evaluation requires a multi-phase approach that involved a series of data collection which includes, individual surveys, interviews, program records, pretest and posttest targeted at each comparison group. The scope of the evaluation includes program records of students who receive program services for one or more years and earn a high school diploma or its equivalent. A separate survey and pre and post-test will also be administered teen parents who participated in the program at Tracy High School and who chose to stay at their home school within......

Words: 9659 - Pages: 39

Child Development

...excitements. A child is an active learner; who learns everything from around him without knowing he is learning it, he is moving from the unconscious to the conscious. She also believed that sensorial perception begins at birth. A child’s first organs to begin functioning are the senses. The period between the ages of three and six years children develop their senses and their attention is directed toward the environment under the form of passive curiosity. The teacher in the sensorial area,“…is the connecting link between the material, that is, the objects, and the child.” (The Discovery of the Child, page 150). Teacher’s role is to be a link between the child and the environment.  It is not the end product or correct answer that concerns the teacher, what is most important is that the child be allowed to develop naturally, enjoys learning and is an active participant in the development of his own intelligence. The teacher should know when to intervene and gives the child ability to learn from mistakes. The teacher present the lesson and observe the interest and ability of each child. The teacher is to guide each child along his or her own natural path of learning and achievement. Each child learns at his own pace and his own rhythm, “ She must learn how to observe, how to be calm, patient and humble, how to restrain her own impulses, and how to carry out her eminently practical tasks with the required delicacy.” (The Discovery of the Child, page......

Words: 1254 - Pages: 6

Child Development

...focus group discussions with men and women were consensually coded and analysed using a qualitative content analysis. Four dimensions of norms and values, which emerged from analysis, bear upon men’s support towards pregnant women: changing gender identities; changing family and marriage structures; biomedical values disseminated in health education; and government regulations. The findings suggest that Tanzanian men are exposed to a contradictory and changing landscape of norms and values in relation to maternal health. Keywords: prenatal care; male involvement; qualitative; norms; values; Tanzania Introduction After a long time of neglect, men’s influence on women’s and children’s health has received much attention in research, development programs and health policies in recent years. Yet as Dudgeon and Inhorn (2004) pointed out, men’s involvement in ensuring women’s health during pregnancy and childbirth is still poorly understood. Most of the existing studies explored men’s roles in and attitudes towards prenatal care in clinical settings (see for example Carter 2002; Muia et al. 2000; Mullany 2006). Studies from Kenya (Muia et al. 2000), Tanzania (Theuring et al. 2009), Nepal (Mullany 2006), Guatemala (Carter 2002) and Salvador (Carter and Speizer 2005) provided evidence for men’s concern for their partners’ health and for their positive attitudes towards participation in sexual and reproductive health services. Moreover, a recent study illustrated men’s......

Words: 6270 - Pages: 26

Child Development

...and Child Development Inf. Child. Dev. 18: 37–60 (2009) Published online 30 July 2008 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/icd.578 Relationships among Parenting Practices, Parental Stress, Child Behaviour, and Children’s SocialCognitive Development Nicole R. Guajardoa,Ã, Gregory Snyderb and Rachel Petersenc Department of Psychology, Christopher Newport University, Newport News, V A, USA b Children’s Hospital, Omaha, NE, USA c Psychological Assessment Specialists, Pocatello, ID, USA a The present study included observational and self-report measures to examine associations among parental stress, parental behaviour, child behaviour, and children’s theory of mind and emotion understanding. Eighty-three parents and their 3- to 5-year-old children participated. Parents completed measures of parental stress, parenting (laxness, overreactivity), and child behaviour (internalizing, externalizing); children completed language, theory of mind, and emotion understanding measures. Parent–child interactions also were observed (N 5 47). Laxness and parenting stress predicted children’s theory of mind performance and parental usage of imitative gestures and vocalizations accounted for unique variance in emotion understanding. Associations also were found between child behaviour and emotion understanding. Results provide support for direct and indirect associations between parent–child......

Words: 12472 - Pages: 50

Child Development

...Child Development Sethileen Nutter-Shaw ECE 332 Allyson Randall August 2012 Infants and toddlers develop at a phenomenal rate between birth and the age two; they begin as helpless beings and proceed to develop into running, screaming, investigators of the world around them. Utilizing appropriate activities, parents and caregivers can enhance a child's cognitive, motor, social, emotional, and language development along the way. Enriching a child's environment through interaction, guidance, and encouragement is crucial for the infant to realize the most growth through each stage of development. When working with children, it is best to use developmentally appropriate practices (DAP), because this brings the activity into the realm of the where the child is able to work and receive the most benefit of learning for their effort. There may be little purpose in trying to train children to enhance motor skills before they are ready. Once they are ready, however, teaching and practice make a difference (Rathus 01/2010). An infant needs to be given ample time to practice his gross motor skills in order to gain control of his body. Supporting a new baby's head while they learn to control their neck is important so that they don't receive injuries to their neck or head. Once they have gained control of their neck, they need time to practice lifting their head, this can be accomplished by allowing them 'tummy time,' where they are......

Words: 2427 - Pages: 10