• They start to gain control of their speech muscles and a grasp of auditory feedback which begins to familiarize them with the basic sounds of language. • Learns to laugh, both spontaneously and responsively. • Responds to familiar sounds and voices by turning to look for them. • By now can recognise and distinguish their parents voices to those of others. • Is able to communicate by clicking tongue and gurgling as well as cooing and crying.
[1] Sucking Reflex: The stimulus for this reflex is if you put something in a baby’s mouth they will automatically suck it. This disappears when the baby is around two months old. This is when the baby will suck voluntarily. This reflex ensures the baby can feed properly for the first couple months of their lives. [1] Startle Reflex: When a baby hears a loud sound or see’s a bright light they will react by moving their arms out and clenching their fists.
Language acquisition is the cognitive process where humans acquire the ability to perceive and comprehend language, as well as to produce and use words and sentences to communicate with one another (Friederici 2011). It is known that as physical development occurs in infants, the voice box dropping down, enhanced control of tongue muscles and the ability to hear, language development and acquisition occurs (BBC, 1998). Also, cognitive development is related to language development, where the inner processes such as remembering, reasoning, problem solving and creating are forming mental activity that leads to the ‘knowing’ (Berk, 2013). Children build on these developmental processes with physical movement and touch, gathering perceptions of the world using all the sense organs (Berk, 2013). Piaget and Vygotsky both identified the most important source of cognition is the child itself.
When a child is born they are physically active they will be trying to lift their heads up kicking and waving their arms about. Being physically active will continue into adulthood. Between the ages of 0-3 years a child will learn and continue to learn physical things like lifting their head sitting up and crawling then walking and running. 0-9months a new born will sleep much of the time and will grow fast. They will be trying to lift there heads up and will be kicking and waving their arms about and will be becoming more alert.will now support their own head and will be rolling about they will beging to sit with support and will now start to use the Palmer grasp and pincer grasp.9-18 months they will now be holding a cup and trying to feed themselfs and will be more mobile climbing stairs with supervision but will need help to get back down.
A baby of this age will respond to smiles and will move their whole body in response to sound/ to attract attention, he/she sees everything in relation to their self this is know as Egocentric. Another norm at this age is to explore objects by putting them in their mouth, they will also observe objects that move and will respond to bright colours and bold images, he/she will store and recall information through images. Social, emotional and behavioural development at 0 to 3 months. At this age a child will cry to communicate
“To capture and build on children’s natural enthusiasms, adults put themselves in children’s hands as often as possible. They follow children directions; willingly assume the pretend roles assigned to them by children and play games according to the child’s rules.” In this paper I will compare and contrast the key elements of the Reggio Emilia program and High/ Scope. I will begin the elements by describing the ways that the Reggio Emilia program focuses on developmentally appropriate practices such as cognitive, language, social emotional, and physical development. I will compare these to the High/ Scope program and the way that it supports developmentally appropriate practices such as cognitive, language, social emotional and physical development. In conclusion, I will evaluate the impact each program has on the family and community.
Teaching assistant Diploma level 3 Assignment Two Supporting the Pupil 1. Explain the five broad social and emotional aspects of learning The five broad social and emotional aspects of learning are:- Self-awareness – Children begin to understand themselves, understanding how they can learn effectively, knowing how to interact with others. They begin to consider others feelings and thoughts. Children can use these skills when planning their learning. Children can take responsibility for their actions, to feel good about their achievements and understand that their feelings and behaviour are linked.
Child and Youth Development (0-19 Years) Child and Youth Development (0-19 Years) SOCIAL DEVELOPMENT SOCIAL DEVELOPMENT PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT INTELLECTUAL DEVELOPMENT INTELLECTUAL DEVELOPMENT BIRTH – 6 MONTHS BIRTH – 6 MONTHS * Beginning to learn through their mouth and touch. * Beginning to make eye contact. * Babbling and cooing spontaneously. * Trying to imitate and repeat sounds. * Beginning to learn through their mouth and touch.
* From 4-8 weeks babies should be able to slightly lift their head when laid on their front. * By 2 months babies should be kicking their legs enthusiastically. * By 2-3 months a baby should be able to watch and follow a moving face, by using their eyes or tilting their head in the direction the moving face is going. Communication and Intellectual Development: * Baby watches faces and facial expressions carefully. * Recognises familiar faces from a distance after a while and gets used to familiar objects.
He stated all children needed was a trigger to this pre-programmed ability to learn language as the brain was pre wired for language. and that even deaf babies at the pre-verbal stage babble although they can’t hear what is going on. Another argument for this is that before infants learn spoken language they will respond to sound and speech and they have the ability to store complex language structures. This LAD (Language Acquisition Device) allows them to develop a deep understanding of the rules of language. An example given to prove Chomsky’s idea is that of a child of around 18