Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term. Hyman argues that the lower classes create a self imposed barrier to learning their values. This is because he believes that they have a low value on education, with a ‘play safe’ culture and also a low level of self belief. This would all impact on the child performance at school as they would not have the attitude needed to progress. If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation.
However, this innocence means that children are seen as vulnerable and in need of protection from dangers of the adult world. Children’s lives, as a result of this, are lived largely in the confinement of the family and education, where adults provide for them. Similarly, unlike adults, children mainly lead lives of leisure and play and cannot partake in paid work. Cultural differences have an impact on people’s views of childhood. Ruth Benedict argued that children from Less Economically Developed Countries and non-industrial societies are treated differently from modern, Western children: they take responsibility from a younger age.
They can quickly fall behind from peers of the same age. They may find it difficult to interact and make friends with others who are more advanced. They may struggle with intellectual development memory and concentration. Delayed speech development A child who has limited or no speech could be a cause great concern. This would affect a child’s social and communication development as he/she would find it difficult to listen and speak to peers staff and carers this could also affect their behaviour possibly becoming frustrated and quite angry Whatever concern you have about a Childs development in any area, you should always share it with others.
However, it is important that these reasons link closely to the young person in order to be able to relate and appreciate these reasons. Showing the young person these reasons in a real life example of someone of a similar demographic may also help motivate the person. The young person also states that they are ‘no good at it’. Relating this to the Weiner’s model would show that they are attributing their failure to internal factors such as their own ability. This would suggest that the performer is experiencing learned helplessness.
Describe the potential effects of discrimination The potential effects of discrimination can be different for different people. The effects can be physical, emotional or a combination of both. For example children with disabilities may not be given a chance to join in with activities due to others thinking that their disability prevents them from being able to do so. This will make the child feel very different from others. I have listed other possible effects below * Long term effects may be: * Loss of motivation * Restricted opportunities * Limited access to services * Long term depression * Increased behavior problems * Difficulty communicating * Lack of education * Lack of achievement The effects listed above are not only ones that affect the individual; they are effects that can be experienced by the individual’s family and friends too.
Those years are essential for both personal and social development. If children are excluded from society and put into correctional facilities they are missing out on this important development opportunity. Children need to be around their families, their peers, their sports coaches, teachers and other positive influences. By surrounding them with other troubled youth is reinforcing negative behaviour because it became the norm. Furthermore, excluding young offenders from society is denying them the opportunity to meet positive role models and mentors.
Running-Head: Play Therapy Yves Gerald Play Therapy and its Implication in Child Development 2/7/12 Introduction Montaigne, a French classical writer and philosopher of 16th century made this statement: “If you wish to understand your child, you need to understand his play.” In fact, researchers consider play the leading vehicle for learning in childhood. Play is essential to young child’s health (Life-Span Development, p. 27) and has many functions. Theorists, indeed, have focused on different aspects of play and highlighted a long list of functions. According to Freud and Erikson, play helps the child master anxieties and conflicts (Lifespan, p.27). It permits the child to work off excess physical energy and to release unexpressed tensions.
Children who are lacking in confidence or are depressed may lack in motivation and will therefore not try out new skills. In my setting, if this is the case we will try to motivate the child, or if there is something more to it we try to find out why the child is feeling depressed, and get to the route of the problem. Another factor could be physical reasons, some children’s developmental plan could affected by their genetic code, this may mean that they are slow to develop in many areas for no specific reason. Children’s development could also be slowed down by difficulties in physical growth. In this cases in my setting we would try and encourage the child and meet that child’s individual needs by not pushing them to do the tasks of a more developed child.
Based on what I have read children with poor socialization skills are less likely to form healthy intimate relationships with other people, they more likely to experience rejection from society. Like Anna, Isabelle, and Genie these are some children who experience lack of socialization. They don’t know how to walk, to talk or do anything that showed intelligence. They don’t even aware from their environment. Social experience is a must in every child to be able to develop their personality.
The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’. The context for development The starting point is an examination and exploration of the ideal conditions for development. This rests on the simple question: What do children need in order to develop? What springs to mind if you pause for a moment to reflect on this? Clearly there are some basic components: love, security, food, shelter, a family and community, opportunities for play, self-expression and interaction, healthcare and other welfare support, and education in its broadest sense.