These mean that achievement of certain skills according to predictable sequence, many with individual variations, which are typical, and a cumulative process in which each new aspect of growth builds on earlier changes; each accomplishment builds from the previous learned skill states Allen & Marotz, (2010). Some of the major domains of development consist of physical, motor, perceptual, cognitive, social-emotional, and language. Each of these includes many skill and behaviors. Each of them is integrally related and interdependent of the others in the overall development process states Allen & Marotz, (2010). Physical development is vital to being valuable parents, teachers, and caregivers.
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
5. Moral development – this is a sub-set of social and emotional development with strong links to cognitive development. The development of morality is about the decisions that children and young people take, the principles that they adopt and their behaviuor towards others. Each child develops at their own rate, there is a
Social and emotional development: this is the development of a child’s identity and self-image, relationships and feelings Intellectual development: this is learning the skills of understanding, memory and concentration. Communication and speech development: this is learning to communicate with others. All the areas of development link together and are often described in five stages: 1. infancy from birth to one year 2. early years from one to three years 3. childhood from four to seven years 4. puberty from 8–12 years 5. adolescence from 13–16 years Sequence of development is the order that a child develops but this can vary in each child. For example one child may start with rolling over then sit up, then crawl and then start walking but another child may just sit up, then crawl and then start walking. (Usual order in which development takes place) The rate of development is the space a child develops and grows at.
The child’s physical development is the growth of their movements, both gross and fine motor skills and the development of their hand to eye co-ordination. All of these are connected and can therefore have an impact on each other. Children will be learning how to manage their emotions in a healthy way, caring for others, and their learning of social and cultural skills, independency, making decisions and building their confidence. Their intellectual and cognitive development is the understanding of information, the lengthening of their attention span, the reasoning in daily experiences, developing their memory skills, logical thinking and questioning. Speech and Language development is their understanding and gathering of language, developing their vocabulary and body language (non- verbal communication).
Brain development is crucial for children between the ages of two and seven. The brain is forming vital neural paths that will later develop a child’s ability to function socially. At this time, “Children are able to learn at a rapid rate and want and need to learn new information. The brain at this age is like a sponge”(Elle, Rebekah. 26 July 2012).
Topic: “Language defined: Learning to use language and issues of profound importance to teachers” Language, roughly, can be defined as communicating with others. Language is more than speech and writing, it is the making and sharing of meaning with ourselves and others (Emmitt and Pollock, 1997, p.19). For that meaning to be shared the language signs and symbols are selected and used according to rules. These rules have been developed and agreed upon by the language users and must be learned by new language users (Emmitt and Pollock, 1997, p.11). The rules of language come from our every day lives, and from the environment in which we live.
Genetics, size at birth, body build, nutrition and culture can all influence motor and physical development. Physical development provides children with the abilities they need to explore and interact with the world around them. A young child's physical growth first begins as muscles gain strength and children gradually develop coordination. The development of muscular control is the first step in this process. The different areas include movement: gross or large movement of limbs and fine manipulative movement of the fingers.
This paper will discuss the important stages in the development as to how the child changes from physical, emotional, social, and cognitive perspective throughout this time period. Physical Change Physical changes in early childhood are accompanied by rapid changes in the child’s cognitive and language development. From the beginning of birth they use all their senses to attend to their environment. They begin to develop a sense of cause and effect from their actions and the responses of caregivers. As the new born grows into a young person he can take care of his or her own body and interact effectively with others.
With Student Modelling, learning environments can be designed according to learners’ needs and expectations. This part consists five chapters which are focused on developing systems for identifying learners and estimate their performance automatically with machine learning especially in intelligent tutoring systems and adaptive learning environments. Learner attributes such as learner characteristics, behaviors, learning styles, educational experiences, personality, academic achievements, learning system usage data, and assessment results are used for the development of these systems. It is aimed to assist tutors and to increase quality of education, learners’ satisfaction and achievement with these systems developed for performance estimation. It is emphasized that estimating performance is especially important for determining at-risk students in the first years and for retention of those students.