Communication and speech development: this is learning to communicate with friends, family and all others. It is important to remember that all the areas of development link together. From being a tiny helpless being at birth, by the age of 19 years, children change to highly complex young people who have all the basic skills for life, including talking, running, writing and the ability to think in academic ways. From being relatively immobile babies, children are able to walk, run, skip and climb. From not being able to talk, children become capable communicators.
They use their imagination and are able to see an object as something else; like using blocks for play food, or hands for telephones. It is in this discovery that children learn the world, they learn who they are; they learn who others are. I believe that every child and every person, for that matter, is unique. I encourage one on one individual time with each child. This helps us as care providers to learn about that particular child and their rate of development and their ability to do things.
Their growth motor skills improve in ways of skating, running, jumping and catching. The loss of baby teeth and in girls early signs of puberty by age 10-11 but later in boys. | At this stage most children are fluent speakers of a language and refining their skills in reading and writing, so their language skills enable them to think and discuss their ideas more abstractly.
Their conversations/interactions with children Adult’s interaction with children plays a very important role in children’s learning and development Listen and give them the time they need to answer. Gives children feedback on what they are doing, whenever possible encourage children to solve problems for themselves. Celebrates their progress and achievements, and helps them to learn from mistakes, use encouragement as well as praise. Adults should not make statements that evaluate or judge .instead make objective, specific comments that encourage children to expand their descriptive language and think about what they are doing. Make it a playful atmosphere, in which both adult and child are enjoying the time spent together; Adults.
Motor and gross skills are also being development and improved. Cognitive Development in chapter 9 is “describing thinking and learning from ages 2 to y6, including advances in thought, language, and education, and explores how this develops.” (Berger, 2011, p. 237) In Piaget and Vygotsky, their theories have some commonalities of how children think verses what they say. Piaget’s “Preoperational Thinking” theory says “preschoolers usually cannot perform logical operations. They
Cognitive development is tied into physical and social interactions in the preschool years as children are constructing view of the world and actions in the preschool years as children are constructing a view of the world and discovering concepts. Play also enables children to sort through conflicts and deal with anxieties, fears, and disturbing feelings in an active, powerful way. Adults contribute to the development of children’s sense of initiative in several ways. Adutls are responsible for setting up the environments for children’s play and making sure it is safe for everybody in it. There has been a movement for many years to include children with disabilities with their peers in schools, preschools, and child care center.
How play encourages a child’s development Play encourages a child’s development because it enables children to develop their language skills, social skills, physical-coordination, emotional maturity and exploration skills From birth-three, play encourages self-reliance and helps with problem solving learning about the physical world and how it works around them. From age’s three-eight children learn by using imaginary skills such as playing with materials and practising language. Play is vital for children’s development because it helps to build... Language skills helping them to interact with not only themselves but other children/adults. From birth to three children will more use gestures and toy with words to communicate and as they
Babies and toddlers struggle with this, but as language develops they find it easier because they can express their needs. Tantrums and other outbursts linked to frustration, jealousy or anger tend tot diminish as children find ways of talking through how they are feeling. This is one reason why it is thought good practice to ‘name’ emotions when working with young children, so that they begin to understand what they are feeling and have ways of expressing it other than through physical reactions alone. Being able to manage your own behaviour is about self-control. Young children are very impulsive and find it hard to control their behavioural but, once language is mastered, children’s behaviour changes.
When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand. Small children will remember songs, words and rhymes. Infants learn by looking, hearing and touching. They pay attention to voices, music and rattles. Patience is the most important skill.
Children who are read to aloud and are encouraged to read tend to develop more quickly intellectually.Your child will become more sophisticated in understanding the concept of time. They enjoy hearing about times past.By age 6, most children can count to 100. By age 9, they are beginning to learn how to multiply.Engaging the bodies as well as the minds of children this age will help them learn | While babies seem to be born with some of their emotional equalities in place, much of how they develop initially can be credited to the lessons that they are taught by their primary caregivers. Warm, attentive care, especially during the first year of life helps you to gain a sense that the world is a safe and welcoming place. Babies show increased anxiety and restlessness when they are with unfamiliar people.