Another example could be a language barrier between the child and their peers making the child feel isolated so all four types of development can affect the child when starting school. 2. Puberty Going through puberty can be very different for girls and boys. Girls experience body changes, periods, feelings, self-conscious, self-image and go through a big hormonal changes and boys experience body changes, facial hair, voice breaking, feelings, self-image and both have to deal with peer pressure .So puberty can affect social and emotional and physical development. 3.
For example in a child that’s aged between 2-3yrs will (in their social development): • Continue to enjoy the company of others • Wants to please and seek approval from adults • Is still very egocentric and very protective of own possessions; unable to share with other children unless requested by an adult and it wants to please the adult. • May find group experiences difficult due to egocentric behaviour • Uses language more effectively to communicate with others. All children will follow this sequence of development, however they may not all go through the sequence over the same timescale as another. This is where we look at the rate of development. Rate is defined as... “The speed with which something moves or happens.” So as already stated development happens in the same order amongst all children but it may not happen at the same rate.
Introduction: In this assignment i will be explaining my own views and attitude againt diversity, and how it could impact on work with young children and young people. Assessment Criteria 2.3 In my own opinion everyone has different kinds of opinions and values than to others. When you work with children from a young age. You start to realize that it's not always needed for you to be aware of them. So say if you act out on these attitudes, it could have a bad effect on the children your working with and other children they might know, and you would not want them to copy your own actions in a result.
The child responds to the influence of other people but is actively engaged in developing its own concept of its and others genders. Kohlberg argues that there are 3 stages through which children naturally progress as they get older and their cognitive abilities develop. Stages in the construction of gender are thought to be associated with wider stages in cognitive development. Between the ages of 2 and 3 occurs stage one, which Kohlberg named ‘gender labelling’ this is where a child recognises that he or she is a girl or boy. This is purely based on appearances; if the appearance was to change then the child would happily change the label too.
The teachers unknowing pass the ideas that they learned as a child onto their students, who also do not realize that it is being done to them. <br> Peggy Orenstein very effectively tackles the question "are boys and girls treated differently in school?" (Italicized paragraphs 7). She concluded from her field studies in junior high schools that the teacher sometimes treats boys and girls differently in the classroom. She also admits that boys and girls do have many differences, which cause them to behave differently.
The major difference between the two is that the gender consistency theory proposes that children’s understanding of gender develops with age, whilst the gender schema theory suggests that early childhood gender development is influenced heavily by the ideas and concepts about what ‘maleness’ or ‘femaleness’ means in a particular society. According to the gender consistency theory, children go through three stages in the development of full gender identity starting from the age of 2 years old. Between 2 and 3.5 years children enter the gender identity stage, where they label themselves at present as a boy or girl Recognition of this then allows a better understanding and categorisation of the world. Through this stage children sometimes use incorrect labels for people, they also fail to recognise gender staying the same in the past or future e.g. they may believe that a person can change gender.
different clothing) This explanation parallels Piaget’s cognitive development theory in which a child’s mental processes are said to become increasingly sophisticated as they age. The child obtains 2 important mental abilities; conservation which is where children realise that an object stays the same even if it looks different, and decentration which is the child’s ability to take perspectives of other people, losing their egocentricity and understanding how another child’s gender develops in the same way as their own. Children develop their ability to organize objects and ideas which help identify what is considered typical male or female behaviour for them and others. This results in the child paying more attention to same sex behaviour. After they recognise the type of behaviour they should be following, they are more likely to internalise such behaviours through self-socialisation, giving them an idea of how their sex should interact with other
During puberty biological changes occur that cause reproductive maturity, which is sometimes embarrassing for adolescents. At this stage in life most adolescents are uncomfortable about the changes their bodies are going through. For girls, some of them become self-conscience about the development of breast and pubic hair. For boys, they may enjoy the changes they experience with puberty such as developing facial hair and the increase in their height. .2 How and when is peer pressure harmful?
These sorts of stereotypes can prove harmful; they can stifle individual expression and creativity, as well as hinder personal and professional growth. The weight of scientific evidence demonstrates that children learn gender stereotypes from adults. As with gender roles, socializing agents—parents, teachers, peers, religious leaders, and the media—pass along gender stereotypes from one generation to the next. One approach to reexamining conventional gender roles and stereotypes isandrogyny, which is the blending of feminine and masculine attributes in the same individual. The androgyne, or androgynous person, does not neatly fit into a female or male gender role; she or he can comfortably express the qualities of both genders.
Gender schema theory in simple terms is concerned with children and how they learn what it is to be female and male. This is achieved through observation, processing of new information and the retrieval of information stored in cognitive structures. This process begins in early childhood and the culture in which the child inhabits will determine the behavioural and emotional roles that are considered appropriate for women and men. Gender polarisation is a concept by Sandra Bem that postulates, characteristics of femininity and masculinity are mutually exclusive for example the behaviours and attitudes of men are seen as inappropriate for women. Conversely the behaviours and attitudes of women are seen as inappropriate to men.