Task 1. There are 4 different development types in which each individual experiences before they reach adulthood; physical development, intellectual development, language development and social and emotional development. Physical development begins before an individual is even born but the development really begins as soon as they are born. By 6 months of age an infant can usually turn their heads to the sounds of familiar words and voices and smile, they will also be able to hold and shake objects such as a rattle when they are introduced to play objects. By age 1 they will have developed more detail in what they can see so will be able to tell the difference between given food and given a play toy.
Perkins believes that by putting text into rhythm children are immediately becoming familiar with language (2008) and I believe that this makes it more fun for the children as they are able to join in and will remember how to count to twenty by remembering a simple rhyme. However, I feel that the first number book is more beneficial to a child’s development as they are made to recognise numbers and match them to a picture rather than remember a simple pattern. Words means
1.1. Explain the pattern of development in the first three years of life and the skills typically acquired at each stage. Children’s development is continuous and can be measured in a number of different ways. Although all children will develop at different rates and in different ways, the sequence in which they develop will be roughly the same as they need to have developed one skill, for example walking, before they move on to develop another such as running and jumping. Development is often referred to on a timeline and is broken down in ages.
1 – 2 years babies will try and put words together. Most 2 year olds will know about 300 words. 2 – 3 year old children will use negatives and plural in their speech. They will enjoy respective activities and understand that objects are still there even when hidden. They can identify different objects and start to recognise colours.
  Course: Supporting Teaching and Learning in Schools Level 3 Assignment Number: 1 Date Submitted: 26 March 2014 Number of pages: 31 Email: cathm73@gmail.com 2. Catherine Murphy Student Number – UK87439 Assignment 1 1.1 Summarise the main development of a child from the age range 0-2 years, 3-5 years and 5-8 years. The development of a child, refers to the process of learning new skills, abilities and acquiring emotional maturity. All development changes are because of genetic and environmental factors. Child development is the term given to the growth of babies through to childhood.
The brain grows very rapidly during the first several years of life. During this time, your child is learning all sorts of new skills. Because children usually acquire developmental milestones or skills during a specific time frame or "window", we can predict when most children will learn different skills. Children develop skills in five main areas of development: 1. Cognitive Development This is the child's ability to learn and solve problems.
The aim of the Picture Exchange Communication System (PECS) is to teach spontaneous and functional communication to children with autism in a social context (Bondy & Frost,1998). Since then it has received worldwide recognition for it doesn’t only enhances their communicative skills to fulfil their needs but it further enable children with autism to initiate communication or even display of both ( Sulzeer-Azaroff et al.,2009 ; Gordon, 2011). Liddle (2001) examined the effect of PECS on 14 children with ASD and 6 children who are severely impaired in communication skills from one to 15 months.. Among the 20 participants who completed phase 1, 11 of them learned to use sentence strips to request items, some of them sequences from four to two symbols to request or comment on things they had seen and two out of the 11 are expected to do so. The remaining 9 have all improved in their ability to interact with others and initiate requesting.
This had a effect on how they would later recover from their trauma. As we read in Chapter 8, there is critical period of time in a child;s life where they start to flourish in the vocabulary department. This supports the theory that Dani would have an easier time learning to speak then Genie mostly because she was almost 7 years younger. In both cases it was suspected
We also do craft activities to coincide with special events in the calendar such as Easter, Mothers Day and Christmas etc. We have found that sticking to this in a more relaxed way is a much easier way of developing the children whilst ensuring that they also enjoy and stay interested. The way we assess children includes a great deal of observation. We follow development records at different ages, they start from age 3 months and go up to 3 years old. We support practitioners by giving them a certain amount of children with different ages and developmental needs to observe.
Some toys in both the boys and girls aisles could actually be used in either gender such as Leap frog education, Little Einstein, waterproof cameras and video recorders, and even some video games. Some of the toys will help shape how both genders grow up and think about the world. A lot of kids are a product of their environment the toys they play with and the books they are taught to read. In chapter 4 of the book it talks about all the things I have been writing about in this paper. Things such as; how genders start to realize if they are boys or girls by the age of two and growing up and going through gender schemas.