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. If a child has sensory impairment, a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with
The child will learn to share toys and develop a better vocabulary by listening to others talking. There is also a risk of stress by the child feeling unsafe this can lead to them isolating themselves from the group and not trying to mix with others, this can be hard as they won’t have their parents or career there for support. Another predictable life event is when we leave home/leaving care. The positive learning that they will get from this will be a sense of independence and maturity. They will have to learn to make their own decisions and be responsible for more house work such as cleaning, shopping and general house duties.
Children begin to learn the ability to trust others based upon the consistency of their caregiver(s). If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened. Unsuccessful completion of this stage can result in an inability to trust, and therefore a sense of fear about the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Early Childhood (2 to 3 years): Autonomy versus shame and doubt .
The ability to be undoubtedly sure of something is a golden quality; however, it can also be a destructive quality if taken advantage of. Certainty and doubt go hand in hand: too much certainty can make a person close-minded and ignorant—on the other hand, too much doubt makes a person unreliable in decision making, which is an important life-skill. Certainty and doubt should be equal in one’s life; they help to solidify opinion and personality and are key tools in learning experience. As children, humans spend the first few years of their lives learning from their surroundings. They gain opinion and personality on what they hear and see.
Toilet training and more control over food choices, toys and clothing leads to a feeling of control and a sense of independence in children making them feel secure and confident. Children who do not develop this are left with a sense of inadequacy and self doubt. The next stage, Initiative versus guilt focuses on the preschool years when children begin to assert their power and control over the world through directing play and other social interaction. This stage builds confidence and those who are successful feel capable and able to lead others versus those who fail to acquire these skills and are left with a sense of guilt, self doubt and a lack of initiative. The fourth stage, Industry versus Inferiority covers the grade school years from about age’s five to eleven.
Children develop a sense of their gender as they grow older. The image in their head comes from parents, teachers, people in society, and the toys they play with. Bryjak and Soroka also claim “Preparation for a future adult role often entails learning about activities deemed appropriate for members of one’s sex. Learning to be an adult, thus, translates into learning to be a proper adult women or adult man” (214-215). With gender-biased and stereotypical views, society sets forth the mold of a “proper” adult.
The first was id (identity) which children are born with and what their instincts tell them to do to get what they want and to fulfil their needs and aren’t able to be considerate of anyone else’s needs. The second part is the ego. The ego it works out how to meet the ids needs and desires in the best way. The ego develops from the id in the first few months. Babies learn that by smiling in some situations they are more likely to get there needs meet.
Children’s vocabulary and skills develop rapidly, especially in their early years so the sooner a problem is identified; the sooner support can be put in place to help the child’s development improve. If a delay is not identified risks could include: children not fulfilling their full potential, children experiencing problems with their learning and understanding of information, children struggling to become independent, children may suffer a sense of isolation, a child may become withdrawn, they could experience difficulty or loss of interest in making and keeping friendships, children may have a lack of motivation, they may suffer from depression, low self-esteem or low confidence, they may be unable to express feelings appropriately, they may be at risk from a possible regression of behaviour, children could suffer from separation anxiety and present anti-social
If you know what is going on with the child’s development, practitioners have the opportunity to support the child, providing good surroundings for the child’s development to progress in. It will help to work out the type of play activities they’ll enjoy and how you can support their independence skills. Different aged children have different needs. Making checks to see children are developing and growing well is important as it indicates problems which can notify you as early as possible. Most checks are conducted by doctors, however in the early years, practitioners and parents notice this first.
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.