Children do develop differently depending on their genetic makeup and environment, parents and guardians can play a huge role to ensure that the child grows up to be an emotionally mature individual. Proper encouragement, emotional support, and guidance are essential to make sure the child develops as morally and emotionally upright individual (Aviles & Anderson, 2006). As the child begins to become aware of the surrounding environment, the parents are required to know that a crying child is an essential part of emotional
The second is adaptation – adjusting to your environment (Woolfolk, Hughes & Walkup, 2008). During Woolfolk et al (2008) explanation of the tendency of organisation the example of an infant looking or grasping at an object is portrayed, however, the child cannot perform both tasks simultaneously. As the child develops they manage to combine the two separate structures into a coordinated higher level structure. Child (1995) refers to this process important term coined by Piaget to explain the child’s interaction with their environment through actions to form a distinct pattern of
Question 1.2: Explain the difference between sequence of development and rate of development and why the difference is important: It's important we know the difference between the sequence and rate of development as it helps us to meet each child's individual needs and abilities. Sequence of development: This is the order that children will develop and it usually follows the same basic pattern. All areas of development are linked together, for example a baby cannot start to finger feed until she/he can sit up and is developing the ability to pick things up between their fingers and thumb. Or a child cannot learn to run until they can walk. Developments will vary in each child which leads us to - Rate of development: This is the speed at which each child reaches all the important milestones in their life and how slowly and quickly their bodies develop.
From the moment of conception a child gets its genetic makeup from the parents, thus already beginning their impact on the child. Parents give a child its first view of the world and they often shape many of his or her values and beliefs, while also providing the basic necessities that a child needs to survive. Peers, however, are often said to have more influence on a child’s development than parents. The challenges faced in a social environment, one where children are often either accepted or ridiculed, shape how a person may behave for the rest of their lives. A third concept in influence on child development is the impact of culture and how it supports parental and/or peer influence.
Behavioural and Evolutionary theories of attachment in Psychology are two opposing ideas about the ways in which a child attaches to it's primary caregiver. In this essay I will demonstrate the differences between the two theories and use case studies to provide evidence for both the Behavioural and Evolutionary theories. The Evolutionary theory supports the Nature side of the argument, which basically suggests that attachment is something which is biologically pre-programmed into a child at birth. This means that an infant will emit something which is known as a 'social releaser' (e.g crying, smiling, laughing) because they know an adult will respond. However, the Behavioural theory is part of the Nurture debate, which suggests that attachment is a set of learned behaviours from the environment and is not something that a child is born with.
1.3.1 Explain how to monitor children and young people’s development using different methods: When children and young people’s development is monitored and assessed, it enables practitioners and professionals to notice when they are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected. If we intervene in early years, they will be able to get appropriate support they need and their development is promoted. There are several methods of monitoring children’s development. Observations play a very important part in assessing the children’s development.
Since the early identification of developmental errors consequently assist private and public sector organizations to intervene and thus influence the effect that developmental delays may have on social, language and academic skills. In light of this background, it is critical to understand how both formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for early childhood. Childhood is divided into three groups for discussion: infants/toddlers (ages 0 through 2) and preschoolers (ages 3 through 6). This paper will focus on young children aged 3-6 years. Since young children are increasingly being assessed for an array of reasons, this can be disconcerting raising the question of the purposefulness of these assessments-assessment of children may be used for purposes as diverse as determining the level of functioning of individual children, guiding instruction, or measuring functioning at the program, community, or
As much as natural conditions such as genetics or biological conditions influences the way brain develops, the influence of external stimuli on the level and procedure of development is undeniable. The environment that the infant is growing up in can be set up by the parents of another party to stimulate the brain. Whether the environment is set up by caregivers or not, the experiences that the child goes through, predicts the physical development of his or her brain. More stimulation can be interpreted as better and more brain development. However negative aspects of over-stimulation should be taken intro consideration.
It is agreed upon that the components necessary for information processing rely on; input from the environment, a sensory register and the use of long term and short term memory, attention, the different processes involved in the moving of memories from short to long term, the ability for people to have control on how they may process this information . Last but not least they agree that cognitive development will involve gradual changes in various components of the information processing theory. Input from the environment is very important to the children’s development by providing raw data through sight, smell, hearing, taste and touch. “Individuals differ in how they process information in their social environments. Social information related to parents and peers is often processed with varying degrees of accuracy, objectivity and positivity.
A child who does not have positive experiences with their early childhood education may suffer both academically and socially later on in life, lacking the proper groundwork toward a good, solid education, I believe it it extremely important to instill a positive outlook in a child regarding education and learning in general. It’s so vital that a child be exposed to various learning experiences in order to grow as both a person, future student, and finally (hopefully) a successful adult. That being said, I would now like to discuss my own personal experience with my own early childhood education, from as far back as I can remember: As a child, I grew up with a set of wonderful parents, whom have always been extremely supportive towards me in every aspect of my life. I have an older half-brother and half-sister from my dad’s previous marriage, and they would visit on the weekends, which I loved. My dad worked as a director in the field of market research, and my mom, who had previously worked in a medical office, stayed home the first six or so years of my life.