Also during this period, the child will make great strides in language and social skills (Lockman, 2009, p.6). The text suggests that there are three major periods of a baby’s development through the first two years of life (Brooks, 2010, p. 211). During the development of self-period, infants’ visual, sensory and motor responses emerge and so it is important for new parents to ensure their baby is stimulated with things such as mobiles or even just playing with their newborn. Babies, even newborn babies, like being around people and engaging with people (Brooks, 2010, p. 215). Allowing for the newborn to have many interactions with both their parents and other newborns will start the development of their social and emotional skills.
In middle childhood children have already developed a set of language skills. They have the ability to use correct vocabulary during a conversation, effectively use language for different purposes such as school or a conversation with friends. They can also restate ideas and have the capability to speak in front of their classmates when giving presentations with confidence. Physical development in early childhood and middle childhood is extremely different. In early childhood children have an abundance of energy that they have a hard time controlling.
University of Phoenix Material Developmental Stages Matrix Complete the matrix by listing out the various changes in each age group. |Developmental Stage |Physical changes |Cognitive changes |Socioemotional changes | |Infancy |During the infancy stage, the cells of the body grow |In the infancy stage infants develop cognitive |In the infancy stage, bonding between children and | | |at a phenomenal rate and in the first year, infants |development by observing, imitating, and acting on |parents is important because when a baby is in need | | |grow almost 12 inches and almost triple their birth |stimulus in their environment so that they can |of something, the baby may cry which causes the | | |weight. By the age of two, children grow quickly but|establish sensory and motor skills. Varied memory |parents to respond by soothing the needs of the | | |not as fast as they do in their first year of life. |length allows infants the use of assimilation to |child.
RUNNING HEAD: TREATMENT OF CHILDREN OBSERVATION As we get older and begin to stand more our own in the world being a kid again for some does not seem that bad. Overtime we develop our identity, although the process may be different for each individual we all go through developmental life changes. In respect to child development, Greenspan & Greenspan (2003), created a developmental model that display the levels of growth that should be achieved from infancy to adolescence. Greenspan’s model (2003) consists of four developmental levels: (1) Attends and engages, (2) Communicates with gestures and behaviors, (3) Creates internal images (ideas) share them with others (i.e. symbols, mental representation), and (4) Categorizes these meanings and makes connections between them.
E1- Describe the development of children in a selected age range and in 2 areas of development. Physical Development: Physical development is important for 3 reasons Allows new learning to take place Allows further development-build on skills already perfected Enhances confidence/self esteem 0-6 months Babies learn how to control their muscles and movements. Baby’s development of fine motor skills can be watches hands and plays with fingers, clasps and unclasps hands and can hold a rattle for a moment. Its development of gross motor skills are, lifts head and chest up and waves arms and brings hands together over body. By one month, a baby can turns its head from side to side when lying on the back or belly, and can move its hands and arms.
Physical Development: From birth a baby will start its development journey. At first a baby will lay on their back, then start lifting their head and kicking and will become fascinated by their own fingers and hand movements. By six months old, a baby can grasp objects, transfer them from hand to hand and as their head control is much improved, it becomes inevitable that with any object held, an attempt to put it in their mouth will be made. Mobility starts around the 9 month stage, starting off as rolling then progressing to shuffling, crawling, then finally attempts at walking unaided at 12 months. Every child is different and some children can go from shuffling to walking attempts, missing a big milestone such as crawling.
A baby will lie on his back and have the ability to turn his head to the mother’s breast. From there a baby learns to kick legs, find his hands and in time, start to control his head. Physical movement progresses between six to eighteen months from rolling over, to shuffling along, crawling, standing and walking unaided. By two he should be fully mobile and able to throw or kick a ball. Between eighteen months to four years bladder control develops and from three to five years children demonstrate their ability to run and negotiate stairs with relative ease.
CYP 3.1 2.3 Explain how the theories of development frameworks to support development influence current practice Researched from How Children Learn by Linda Pound Jean Piaget - Cognitive Piaget was interested in intellectual development. He identified 4 stages of development from birth through to adulthood. These are Sensorimotor Piaget called the first 2 years of a child's life the sensorimotor stage. This is when babies/toddlers knowledge and understanding are chiefly drawn from physical action and their sight, sound, taste, touch and smell (senses). Preoperational This is the stage from the age of 2 year up to the age of around 6 or 7 years old.
E g. a child is expected to walk between the ages of 9 and 15 months, and if a 20 month old child has not begun walking this would be seen as a developmental delay. Developmental assessment was initiated to investigate the areas of development and the deviation thereof in childhood. This assignment explains the importance of psychological assessment in early child hood. Each child is unique as they are an outcome of their culture, socio-economic status and nurturing environment. The assessor should consider all these aspects as it influences the
Understand child and young peoples development. 1.2) Explain the difference between sequence of development and rate of development and why the difference is important. Sequence of development is some thing that the child has to develop in order - for example they learn to recognise words before being able to attempt saying that word themselves or a baby has to learn to sit up and support their own weight before being able to crawl. The rate of development is the speed at which the child develops a skill. Some children’s rate of development is a lot faster then others, for example some babies learn to walk at 10 months while others don’t start walking until they are over a year old.