At an early stage of life young children lack object permanence, which is the awareness things continue to exist when not perceived. According to Piaget, infants don’t develop this until they are 6 months old because their minds are too fragile. As they mature, they gain develop this because little by little they learn and eventually build schemas or memories. 1c.They also develop stranger anxiety around the same age, 8 months, as they develop object permanence. Stranger anxiety is the fear of strangers that infants display.
this could be a physical or learning disability. Children with learning disabilities may be unable to focus and concentrate for long periods of time. children with physical disabilities may have gross and fine motor and functional skill problems. They may also suffer from an impairment such as deafness or a visual impairment which would impact on their ability to learn and play. Disabilities may affect confidence and challenge social skills.
This means that they may have an impairment of cognitive ability and physical growth so they will need extra support in daily activities. They also have different facial characteristics. Cerebral palsy is a non-progressive non-contagious disability which is also developed at birth due to the brain. This affects motor conditions that cause physical disability in human development, resulting limits in movement and posture Learning difficulties are also a factor that influences a child’s development. Children with learning difficulties will need extra support with certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book.
This can be mild or severe, one child might just hear sounds like blah blah blah and another may be able to hear all the information but just not make sense of it. * Describe other conditions that may be associated with the autistic spectrum. There are certain conditions that seem to be linked to people on the autistic spectrum. Some of them may not experience any but others may experience one or more, these are; -Anxiety disorders this is the secondly most common diagnosed disorder amongst children with ASD. Symptoms are affected by age, level of cognitive functioning and degree of social impairment.
Treatment, which generally includes medications or sometimes surgery, may eliminate or reduce the frequency and intensity of seizures. Some children with epilepsy even outgrow the condition with age. Because epilepsy is caused by abnormal activity in brain cells, seizures can affect any process your brain coordinates. A seizure can produce symptoms such as: Temporary confusion, staring spell, uncontrollable jerking movements of the arms and legs, Loss of consciousness or awareness. Psychic symptoms vary depending on the type of seizure.
During this year most children will be affectionate towards their family, friends and carers and they also want to play with children but mostly pretend play. They are eager to help and please primary carers and other familiar adults. D2) Describe the expected stage of social development for children aged 5 years Most children at this age feel confident and can begin to articulate themselves a lot more in terms of their achievements, e.g. ‘I’m star of the week’ or ‘watch me climb this’. They may also start to use words and actions in mock of other people.
It has been widely reported that autistic people have unusual sensory perceptual experience that may involve hypo- and hypersensitivity, fluctuation between different volumes of perception and difficulty interpreting a sense. Some of the perception difficulties for autistic people ; viewing thing literally without interpretation, delayed processing for example, phrases, words or sentences may take time to process. 5 The autistic spectrum describes a range of conditions such as; pervasive developmental disorders includes autism, Asperger syndrome, rett syndrome, childhood
“Sensory integration (SI) is the process by which the brain assembles a picture of the environment using information from the senses. In most children sensory integration occurs naturally, but in others the brain is not able to affectively integrate information from one or more of the senses” (Feeney). Sensory Integration Disorder/Dysfunction (SID) is a neurological disorder which can also be a characteristic of other neurological conditions including autism spectrum disorders, attention deficit disorder (ADD), dyslexia, speech delays, and others (Patterson). “Children who have SI difficulties may receive too much or too little sensory input, which can result in difficulty organizing and interpreting sensory information” (Feeney). “Sensory information is gathered normally, but perceived abnormally and the information tends to be analyzed by the brain in an unusual way that may cause distress and confusion” (Patterson).
They also present the so-called Moro Reflex, which occurs when they feel as if they are falling: they tend to spread out and unspread their arms as if they were trying to grab something, and they usually cry meanwhile. These are responses to some specific sensory inputs, that prove that infants can actually perceive some aspects of the reality around them, even in the first days of their life. The most common method scientists use to understand infants perception is looking at their eyes: babies have visual preferences, and for this reason they observe different situations and objects for different time intervals. Robert Fantz (1961) was a pioneer on
Some toys in both the boys and girls aisles could actually be used in either gender such as Leap frog education, Little Einstein, waterproof cameras and video recorders, and even some video games. Some of the toys will help shape how both genders grow up and think about the world. A lot of kids are a product of their environment the toys they play with and the books they are taught to read. In chapter 4 of the book it talks about all the things I have been writing about in this paper. Things such as; how genders start to realize if they are boys or girls by the age of two and growing up and going through gender schemas.