Research has shown that the sing-song speech, often accompanied by exaggerated facial expressions is loved by babies, (Rai & Flynn, p27). This ‘parentese’ language, which introduces infants to patterns in language helps them to develop it, and also promotes the start of developing a relationship. Adults have to provide for and give constant love and attention to the child. In the case studies this was identified to be ‘..paying close attention to them, doing things together, comforting when scared, praising and watching fondly, playing games and laughing together’, (Rai & Flynn, 2004, p48). All of these actions enable an adult to form a secure relationship with the child by showing them that the adult is ‘in-tune’ with them and is responsive to their needs.
Infants are capable of producing intentional communication, and they are able to communicate specific desires and needs (Owens, 2005). In infancy, intentionality is signaled by the use of gestures, with or without vocalizations, coupled with eye contact and an insistent attempt to communicate a request. Infants cue their willingness to engage with their caregivers by providing nonverbal engagement cues (Bernstein & Levey, 2002). These include facial brightening, eye widening, smiling, head turning, and reaching for their caregiver. They also use rescue cues that communicate the infant is “ready for a break” from an interaction.
Nursery rhymes can be used as a great way to enhance our children’s ability to hear, recognize and use letter sounds. This method of teaching helps give children the practice they need to learn the language variations of daily use. Some nursery rhymes are short and full of alliteration and rhymes that make it ideal for children to quickly learn how to play with language and make it their own. There are many nursery rhymes that that show forms of alliteration and imaginative imagery. Nursery rhymes are short and easy to repeat, they become some of a child’s first words and sentences, which leads back to language development.
Social Development in Children Social development in children starts at birth through interaction between the baby and the parent in the initial stages. Peers and older children start to play a bigger role in social development as they grow up. Stages of Social Development in Children A baby's social development begins even before birth, when he is in his mother's womb. He listens to his mother's voice and is able to recognise and differentiate it from other voices. After birth, baby begins his first interaction with a smile when looked into his eyes by the parent.
|The baby shows excitement at sound of approaching |The baby turns to regard nearby speaker’s | | |The baby turns its head towards the light and|footsteps or voices. |face. | | |stares at bright or shiny objects. |The baby recognises differing sounds. |The baby stays awake for longer periods of | | |The legs can kick vigorously, both separately|The baby becomes more aware of others so he or she|time.
Just as newborn babies are born with a set of very useful instincts for surviving and orienting to their new environment, parents are equally programmed to love and respond to our babies' cues. Most adults (and children) find infants irresistible, and instinctively want to nurture and protect them. It is certainly no accident that the affection most parents feel towards their babies and the kind of attention we most want to shower them with—touching, holding, comforting, rocking, singing and talking to—provide precisely the best kind of stimulation for their growing brains. Because brain development is so heavily dependent on early experience, most babies will receive the right kind of nurturing from their earliest days, through our loving urges and parenting instincts. In spite of all the recent hype about "making your baby smarter," scientists have not discovered any special tricks for enhancing the natural wiring phase in children's brain development.
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.
|length allows infants the use of assimilation to |child. Parents and babies have innate ability to | | |From the age of two up into their adolescence, |connect understanding concepts (Bee & Boyd, 2010). |interact and parents have a soothing way to speak to | | |children’s growth develop a fairly consistent growth |Infants can recognize their caregivers face and show |their infant. Infants develop the social development| | |rate and their height will increase almost tow to |facial expressions when responding to seeing their |of trusting which
Teuila Seumanutafa TASK ONE: Explain the value of play and exploration. The purpose of this task is to explain the value of children’s play and exploration. In doing this it helps us define what we think the value of children’s play is, and what others think the value of play is. “Just by watching young children it is easy to see that play is often stimulation and rewarding, and that they get a great deal of emotional satisfaction from playing” (Sheidan, 1999). As a mother and teacher I have always been fascinated with how children learn.
P5 Supporting the emotional security of children under 3 years in pre-school setting We need to provide constant reassurance for babies and toddlers in order for them to settle well, feel safe and valued. Babies 0-12 month: eye contact, physical contact(cuddles, picking up) gentle talk and smiles while changing nappy feeding or playing, respond to they sound making. Babies 12-24 month: continue with all as when younger, now respond positively when saying first words by praising and encouraging, get down to their own level, hold hands when needed. Toddlers 24-36 month: being gentle and understanding their needs as children now can easily get angry and frustrated ,give responsibility to promote self-worth by hanging their own coats putting it on and taking it off. We can help children to over come strong feelings, for babies when they cry this means fed, nappy change or just a cuddle, for toddlers it is important that basic needs are met and use distracting techniques to avoid unwanted