For example the background of a child affects the child in many ways. Most children from broken or unstable family background with a lack of parental guidance, can lack self-esteem, may be withdrawn from their studies and have the tendency to be aggressive at school. Whereas children from stable family with both parents and parental guidance, would have confidence, there more likely to be attentive in class and emotionally stable. . Health It is important that a child has a healthy diet, a good sleeping pattern and lots of routine in their life to help them engage in physical activities.
Babies at this stage will respond to voices, follow you around the room with their eyes. They will also learn to stop crying when communicated with. Playing with children will make them giggle and smile for example "Peek-a-boo". Which they will learn the movements to as they get older with their identities coming along they may show fears to strangers and need reasurance. 1-2 Years- PHYSICAL DEVELOPMENT Around this age toddlers begin to progress from crawling to walking by pulling themselves up onto objects and holding onto things for support like sofa's or table's.
They found that it was the most popular form of attachment and is related to healthy development as the infants use the caregiver as a secure base form to explore and to function independently in the future. On the other hand infants with an insecure-avoidant attachment types tend to avoid social interaction and intimacy with others. They show little response to separation and do not seek the proximity of their caregiver on reunion. These types of infants are happy to explore with or without the presence of their caregiver. They show high level of anxiousness as well as avoidant behaviour and may become angry when their attachment needs are not met.
Common Transitions 0-19 years, possible affects and benefit positive relationship may have: • Babies weaning - young children may not like the texture or taste of other foods and may lose weight if weaning attempts to replace a milk diet too early. Children may begin to have disturbed sleep patterns, be more irritable whilst awake and less motivated to try new foods. Supportive relationships help to overcome the anxiety during these times with use of a soothing, calm voice, reassurance through eye contact, physical contact to comfort, play ideas that help distract tension and diffuse worry, or maybe anger at facing another unwanted episode of food tasting. Motivate trying new foods by showing how you taste them first and what imapct that has - facial expression yum, where this is hesitant try a tongue tip & touch approach to a new food, have knowledge of baby led weaning and the benefits this has for self motivated experimentation with foods, tastes, flavours, textures that are set solely at the child's own pace: Weaning and supporting children during this transition - leaflet from the Department of
This kind of learning comes from observation of the caregiver’s facial expression, gestures, posture, and tone of voice. Infants carefully observe the responses of attachment figures to unfamiliar events. Emotional attachment to childcare providers helps infants learn about emotional reactions during the many hours they are at the childcare center, just as they would do if they were cared for at home throughout the day. Infants and toddlers also learn by exploring their surroundings, but they refrain from doing so unless an attachment figure is present. This is because the child views the attachment figure as a secure base, a place where they can go to in order to feel safe when there are unknown objects or strangers around.
The same is said for the development of emotional and social expectations for a child. Unlike physical development milestones, social, emotional and behavior development has much harder to observe. New skill such as self-awareness can be tough to spot, and others can be difficult or even impossible to see directly, this is mainly due to the child entering a school environment then these social and emotional skills become more important. The first three months from birth, babies are learning about themselves and every person around them. They start looking at their own hands and feet, sucking on their fingers, this also helps them to understand how the legs and arms are attached to the babies body.
(preschool) • Child gains trust in their care givers, they are in control of their emotions Stage 3: • Initiative verses Guilt (3-5 years) • Their social world is widening • Adults expect children to be more responsible • Children develop uncomfortable guilt feelings if they are irresponsible Stage 4: • Industry versus Identity ( elementary-school years) • Children take initiative which gives them new experiences. • Mastering knowledge and intellectual skills • Children enjoy learning new skills • Problems can arise developing a sense of inferiority and incompetence Stage 5: • Identity verses Identity Confusion (High School) • Trying to find themselves and what they want out of life • Encourage students to explore different paths • If not allowed to explore may develop identity crisis. Stage 6: • Intimacy versus Isolation (early adulthood) • Developing a relationship with a partner • Intimacy is finding yourself but not losing yourself in someone else • Hazards - Feeling of loneliness when you cannot find a partner Stage 7: • Generativity versus Stagnation: ( mid-adult ) • Generativity means transmitting something positive to the next generation. • Stagnation can happen when we feel we have done nothing to help the next generation Stage 8: • Integrity versus Despair ( Late Adulthood ) • If retrospective evaluations are positive they develop a sense of integrity • If they have mainly negative backward experiences they
Contribute to the support of child and young person development 3.1 and 3.2 There are different types of transitions that children and young people throughout their lives can experience, some are more common than others. It always helps a child to go through a transition with the help and support of adults, as it can cause short and long term effects with their behaviour and development. Some of the affects could be: physical - not eating properly i.e. loss of appetite or comfort eating. Communication - use of language i.e.
The rate of development is how quickly they do it such as one child maybe walking at 10 months but another not. With every child been an individual they all do thing at different speeds but this doesn’t mean a child is behind as they may progress in other areas faster. 22.2.1 Personal factors that may influence children and young people’s development these factors are health status, disability, sensory impairment and learning difficulties. Health status If a mother smokes, takes drugs, becomes ill or suffers from anxiety or stress while pregnant this can sometime cause premature birth and health problems for babies such as low birth weight, undeveloped organs and problems with sight and hearing also these are all problem that can delay a child development. Some children are born with disorders that affect development such as blood disease.
Walking upstairs on alternative feet. | Cognitive | Babies who recognise the smell and sound of their mother’s voice. Babies stop crying because they hear familiar voice. Babies start to notice mobiles and other objects around them. Toys and objects being explored in the mouth as well as fingers.