Face Recognition in Infants: The newborn infants enter the world visually naïve but are possessed with a number of tools and means with which to make sense of the world around them. Developmental psychologists are more concerned about the early stages at which a child begins to differentiate between faces and innate objects. Moreover, faces provide infants with information about the identity, gender, age, and emotional expression of their caregivers who they are likely to spend more time with. Likewise, being able to recognize their caregivers is also crucial for the development of attachment styles they form at an early age which eventually leaves a long-lasting effect on their future relationships. Several experiments have reported that newborn infants, just a few hours from birth, are able to discriminate between individual faces, and will evidently show preference for the mother’s face when she is shown paired with a female stranger’s face.
However, this can be an exciting time for parents and toddlers. Toddlers will experience huge thinking, learning, social, and emotional changes that will help them to explore their new world, and make sense of it. During this stage, toddlers should be able to follow two- or three-step directions, sort objects by shape and color, imitate the actions of adults and playmates, and express a wide range of emotions. The following are signs of expected physical development in a toddler: ⦁ Stands alone well by 12 months ⦁ Walks well by 12 - 15 months (if the child is not walking by 18 months, he or she should be evaluated by a health care provider) ⦁ Learns to walk backwards and up steps with help at about 16 - 18 months ⦁ Scribbles by 15 - 18 months ⦁ Can use spoon and drink from a cup by 24 months ⦁ Throws a ball overhand and kicks a ball forward at about 18 - 24 months ⦁ Jumps
It may also occur as a result of human nature and our ability to learn from our environment. Human beings have a keen sense to adapt to their surroundings and this is what child development encompasses. Each child usually develops at the same rate as another child. |Age |Intellectual |Social / Emotional |Language |Gross motor |Fine Motor | |Infant – Birth to |Learns about things with |Attaches to mother and |Vocalises, squeals |Lifts head first then |Reaches for objects| |one year |hands and mouth |father, begins to |and imitates sounds, |chest, rolls over, pulls|and picks up small | | |
Every child will be individual and have different experiences so far with different coping strategies. Children will also feel more supported if they are going to be with people that they know. 7-12 year olds. Have a much better idea of time scales and memories of transitions before. They may also imagine positive and negative things about the changes occurring.
Additionally the child’s centred approach lets the children find their own learning styles and boosts the child’s confidence. Significantly enhancing their social and emotional growth ensuring children begin to gain high self-esteem with not just now but in the future, now that I know this I will encourage children to work independently and plan activities that involve problem solving. In different setting the adults have to take lead by organising different activities that will inspire the children to learn but in a safe environment. It is always key to remember that the child’s safety is paramount and everything else comes second. To successfully fur fill the requirements I as the adult will have to provide and make resources accessible so that I can interact with the children and observe and reflect on each of the child’s learning experiences.
The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes. It is important for all these sectors to work together as this promotes the young person’s welfare, safety and overall development. 1.2 Analyse how integrated working practices and multi agency working in partnership delivers better outcomes for children and young people. Positive outcomes for children and young people are possible if the professionals working with the young person and their families can share and agree on the way the young person concerned might be assessed, planned for and how those plans are to be implemented. Both the young person’s family and most importantly the young person themselves can be involved in any plans to ensure that the young person can achieve their full potential, this also helps to make sure the young person feels valued.
In this stage toddlers will start showing more independence. Toddlers will also be able to remember and recognise the names of familiar people and objects, as well as forming simple phrases, sentences and follow simple instructions. Lastly in their third year of life skills such as taking turns, playing pretend, and kicking a ball. Toddlers will experience a different method of thinking, learning, social, and emotional changes will help them explore their new world and make sense of it. Also in this stage the children will begin to follow more complex directions, sorting objects by shape and color, imitate actions of adults and playmates, and express a variety of emotions.
For example one child may learn to walk unaided before their first birthday but another child may not start walking unaided until after their first birthday. It is important to know the difference between the sequence and rate of development as it helps to meet the children’s individual needs. It is an important factor in helping to determine if any children have special educational needs and will ensuring when planning lessons to make sure they are getting the help and support they may need. 2.3 Explain how theories of development and frameworks to support development influence current practice. Theories of development are important as they influence how we work and help us understand children's behaviour, reactions and ways of learning.
Make sure that you come down to their level so that you don't look intimidated to them. We can also put an arm around them to comfort them or a pat on the shoulder. We should also be very enthusiastic and praise them when they achieve something small or big. When working with children that are 9-12, we should talk to them acknowledging the fact that they are old enough to form an opinion. Therefore it is essential to listen to them when they
1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Everyone has attitudes and beliefs that they value. Many of these are instilled in us from a very young age. The way we are raised and the behaviours we are shown whilst growing up and developing will have a strong influence on the attitudes and opinions we are likely to form. What a child thinks is morally acceptable is most likely to be adopted from their parents and other family members. For example if a child grows up around a lot of violence they may consider that violence is acceptable form of behaviour when dealing with difficult situations.