Bowlby begun to explore this. Bowlby (as cited in Oates, 2005) was inspired by this previous ethological work and was interested in linking such findings with human development (Oates, 2005). Bowlby’s focus was children’s attachment during the critical period and the effect it has on later development. Bowlby was influenced by work of Winnicot. Winnicot’s (1953) work on mothers and infants demonstrated the important for mothers to be emotionally ready to be a ‘good enough mother’ by having tolerance of waiting out a child’s frustration and the confidence in providing satisfaction (Oates, 2005).
Social, Emotional and Behavioural Development: * Babies will eventually start to develop a social smile when around others. * Being fussed is a natural thing that people to do newborns and small babies so when fussing or playing stops then babies may cry about this interaction stopping. * Becomes more communicative and tries to express words/feelings using their body and arms. * Imitates movements and sounds, possibly facial expressions like sticking your tongue out. 3 – 6
Assignment 023 Understand Child and Young Person Development A1. Below is a table that shows the sequence and rate of development for children and young people from birth to 19 years. Physical development | Intellectual and cognitive development | Communication development | Social, emotional and behavioural development | Moral development | 0 – 3 months Baby begins life in reflex mode. Reflex actions such as suckling, rooting enable baby’s survival. | Baby may recognise smell and sound of mother, baby stops crying when it hears a familiar voice.
ommunication Describe the expected pattern of children and young peoples communication development from birth to nineteen years. Communication development it anything to do with our speech and language development, the way we interact with the world around us, gather information, social awareness of situations and how to conduct ourselves when building relationships, among other things. Birth - 4 Months: • Coos, then babbles. These first sounds, apart from crying are intentionally made to show pleasure. Crying with different tones and intensities communicates a need or unhappiness.
The next stage then starts to get more intense as the child gets distress on the separation of the mother. The young child would show this from only a short period of time away from the mother. The next stage is then “joy on reunion”. The baby welcomes back their attachment” “the mother” by clinging on to the figure. This then turns into general orientation, and the attachments bring their attention to each other.
Their first teeth may have appeared and bite on everything they can see. They are becoming more inquisitive with objects, passing them between their hands and looking for things that are hiding. Language Development Babies will begin to watch faces and mouths while trying to copy movements and sounds. They will begin to vocalize, squeal, cry, laugh and say dada and mama. Social and Emotional Development Babies begin to recognize faces while smiling and attaching to parents.
At birth, babies already know they are similar to other people. By nine months, babies can differentiate between expressions of happiness, sadness, and anger. By the age of one year, babies develop an understanding of appropriate responses to their environment by observing the people around them. At a year and a half, babies learn that people have different desires and attitudes. By two years old, children begin testing and exploring this idea.
During the first four months of life, according to Piaget, infants interact with the world through primary circular reactions. This just means a baby will suck his or her thumb, and things of that nature. In Piaget’s secondary circular reaction stage, an infant is between the age of four and twelve months. During this time, he or she will develop object permanence and may try to find the hidden object. The last of the sensorimotor stage is the tertiary circular reaction.
(3.1) Explain the benefits of key worker/person system in early years settings The attachment bonds of babies and children All babies and children require having warm, interacting and can responding to the needs when crying and needing to be safe. This links to the main area of each child’s future relationships. Mostly, all babies and children experience bond with their senses and this includes love that impacts a child and help change their learning as this happens, children develop to be more curious and create friendships with other children and can be good at school. At hospitals, after the babies are born then the midwife brings the baby to the mother which involves skin to skin bonding and the nurses encourage feeding from the mother to the baby. At settings, the key person will have warm and affectionate bond with babies and children but they do not replace the parents and if the key person has a long term illness so two people will care for a child in the setting.
Attachment takes different forms such as secure or insecure. Attachment can cause distress at separation and a great amount of pleasure when reunited. An explanation for attachment proposed by Shaffer said that attachment is “a close emotional relationship between two persons, characterised by mutual affection and a desire to maintain proximity”. Shaffer and Emerson looked at attachment within infants and developed a stage theory. The first stage is the asocial stage where infants are aged between 0-6 weeks and smile and cry.