A baby can communicate hunger, distress or tiredness by crying. When babies make eye contact and the closeness of primary carer and baby, especially during feeding. 1 month Physical Cognitive Communication Social, emotional and behavioural Babies begin to uncurl and startle less. Eyes can focus at a distance of 25-30 cm. Babies respond to a familiar voice and may stop crying.
Rudolfe Schaffer and Peggy Emerson (1964) studied sixty babies at monthly intervals for the first eighteen months of life; and a regular pattern was identified in the development of attachment (Hardy, S. 1995). They discovered that attachment developed in the following sequence:- Birth to six months - this is the indiscriminate attachment phase, the newborn is predisposed to attach to any human; most babies respond equally to any caregiver. After four months - preference for certain people; infants learn to distinguish primary and secondary caregivers, but still except care from anyone. After seven months - special preference for a single attachment figure; the baby looks to particular people for security and comfort; they show fear of strangers and unhappiness when separated from a special person. After nine months – multiple attachment; the baby becomes increasingly independent and forms several attachments.
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
The kindergarten class of 2010-11 cohort will follow a sample of children from kindergarten through the fifth grade. The ECLS program provides national data on children's status at birth and at various points thereafter; children's transitions to non-parental care, early education programs, and school; and children's experiences and growth through the eighth grade. The ECLS program also provides data to analyze the relationships among a wide range of family, school, community, and individual variables with children's development, early learning, and performance in school. What is the objective of the study? The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) was designed to provide policy makers, researchers, child care providers, teachers, and parents with detailed information about children's early life
It is clear that postnatal maternal depression can impair maternal care and may be associated with delayed social, behavioral, cognitive, and physical development in growing children. There also is evidence that adolescent children of depressed fathers are likelier to experience psychopathology. This longitudinal cohort study, the Avon Longitudinal Study of Parents and Children (ALSPAC), postulated that paternal depression postnatally would be associated with a heightened risk of behavioral and emotional problems at age 3.5 years. Participants included 13,351 mothers and 12,884 fathers, all of them evaluated 8 weeks postnatally using the Edinburgh Postnatal Depression Scale (EPDS). The fathers were again assessed when their children were 21 months old.
It is evident that nurture has a larger impact on personality and behavioral development, based on studies on three different subjects; early childhood development; feral children and isolates; and knowledge and intelligence. The way a child is raised is a major contributor to the child’s personality as it ages. Children are born with a blank slate, known as “Tabula Rasa”, and the first few years of ones life are important to the development of personality. There are many different theories about this subject, but all point out that the child’s behavior is affected by nurture. Erik Erikson’s theory on the psychological development of children consists of eight stages.
The Development of Children from Birth to 19 Years Nobody is born the same therefore children and young people develop at different rates, but the sequence in which they develop and advance changes very little. Children’s development tends to progress from head to toe, inside to outside, simple to complex and from general to specific. Children’s Speech and Language, Intellectual and Cognitive, Social and Emotional and Physical development will be looked at and explained through their various stages. All of these areas of development are very important and can in turn have an impact on each other and therefore the child’s full potential as an adult. The child’s physical development is the growth of their movements, both gross and fine motor skills and the development of their hand to eye co-ordination.
1. Understand the pattern of development that would normally be expected for children and young people from birth – 19 yrs. 2.1 Explain the sequence and rate of each aspects of development that would normally be expected in children and young people from birth – 19 years. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping.
Single Parents with Young Children Beckford, Martin “The Telegraph” Oct 10, 2008. In reviewing research from Martin Beckford, Social Affairs Correspondent with The Telegraph, I learned quite a lot of interesting information pertaining to the emotional problems children raised by single parents face. Research says that children from broken homes are five times more likely to develop emotional problems than those living with both parents. This could be true, due to the fact that parentless children, seem to act out more, when one or both parents are missing. The Office of National Statistics, interviewed parents, teachers, and children themselves, and found that many suffer from emotional problems such as depression, anxiety and aggression.
The framework focuses on ‘learning through play’ and states that by the age of five children should be able to do such things as write their own name, count up to ten and understand that people have different needs, views and beliefs. There are many arguments for and against the Early Years Foundation Stage framework. Some people believe that children will be forced into academic work too early and others believe that childminders and nurseries should be responsible for making sure that children have reached a certain standards before they begin school. Frameworks such as the Early Foundation Stage framework usually come into effect after vast amounts of research into the issue. There are many psychologists who have carried out research into early learning and the importance of play.