Research has found that there are many factors that can affect a child's development negatively. Many of these are much more widespread in developing countries.Stunting due to malnutrition may reduce IQ (intelligence quotient) by 6-13 points and affects 25-30% of children. Iodine deficientcy may reduce IQ by 9-13 points and affects 35% of children. Iron deficiency anemia may reduce IQ by 1.73 IQ points/10 g/L hemoglobin (iron-containing oxygen-transport metalloprotein in the red blood cells.) Anemia affects 20-30% of children. Lack of stimulation/learning opportunities may reduce IQ by 0.5-1 SD (standard deviation) . 60-90% of children are not stimulated by parents. A number of other factors have also been associated with poor child development with varying degree of evidence: Maternal depression, exposure to violence ,intrauterine growth retardation (poor growth while baby is still in the womb) , malaria, lead,lack of breast feeding, loss of a parent, zinc deficiency, intestinal helminths (parasitic worms such as tapeworm and roundworm) , HIV, diarrhea, arsenic, and manganese and pesticides.
*(iodine defiency)
Sunday, 29 April 2012
Thursday, 26 April 2012
Reasons for difference rates of child development
There are many factors that take a toll on child development,mainly environment and enhancing and inhibiting factors.
Some exceptions to this control may include a child born into an environment affected by:
Environment factors can be:
There are some factors which have a negatove impact on a child'sdevelopment - they slow or inhibit the child's growth and learning. They may be significant, e.g. no health care faciliies or less significant, e.g. no parks in the area in which the family lives.
There are factors which have a positive impact on a child's development - they speed up or enhance the child's growth and learning, e.g. a house with good heating or plenty of early childhood education facilities in the area.
When we consider the effect of the environment on a child's development it is important to consider three other factors which impact on learning and growth.
-Availability- Does the child have access to resources within it's community?
Resources can include facilities and items such as libraries, books, play groups, early childhood education centres, toy libraries and people such as babysitters, Plunket Nurses, support groups, etc. Generally, a difficulty accessing these types of resources will impact negatively on a child's development.
-Richness- Are the resources available of good quality?
Good quality does not necessarily mean expensive. A good quality resource will provide opportunities for growth and learning. Richness can refer to the quality and appropriateness of: housing, early childhood education, books, medical facilities, etc. Generally, accessibily to resources of good quality enhance the growth and learning of a child.
-Change- How do changes to resources or relationships affect a child?
Examples of changes include: a new sibling, moving to a new childcare setting, moving house, divorce of parents, death in the family, etc. Changes can inhibit and enhance the development of a child.
Environment-
Environmental factors have a big impact on our society. They have the ability to enhance or inhibit the development of a young child. Unlike biological or genetic factors, in many cases we have control over the environmental factors which our children are exposed to.Some exceptions to this control may include a child born into an environment affected by:
- Widespread poverty.
- Poor health care system.
- Dysfuncional family environment.
Environment factors can be:
- Physical- Land, air, water, plants, animals, building and other infrastructure.
- Social- Living and working conditions, income level, educaional background and communities we are a part of.
- Cultural- Government policies, cultural practices, traditions.
Enhancing or Inhibiting-
The decisions a parent or caregiver make play a vital role in creating an environment in which a child lives. A young child is totally dependent on the significant adults in their lives to make important decisions for them - these choices have the ability to enhance or inhibit the child's growth and development.There are some factors which have a negatove impact on a child'sdevelopment - they slow or inhibit the child's growth and learning. They may be significant, e.g. no health care faciliies or less significant, e.g. no parks in the area in which the family lives.
There are factors which have a positive impact on a child's development - they speed up or enhance the child's growth and learning, e.g. a house with good heating or plenty of early childhood education facilities in the area.
When we consider the effect of the environment on a child's development it is important to consider three other factors which impact on learning and growth.
-Availability- Does the child have access to resources within it's community?
Resources can include facilities and items such as libraries, books, play groups, early childhood education centres, toy libraries and people such as babysitters, Plunket Nurses, support groups, etc. Generally, a difficulty accessing these types of resources will impact negatively on a child's development.
-Richness- Are the resources available of good quality?
Good quality does not necessarily mean expensive. A good quality resource will provide opportunities for growth and learning. Richness can refer to the quality and appropriateness of: housing, early childhood education, books, medical facilities, etc. Generally, accessibily to resources of good quality enhance the growth and learning of a child.
-Change- How do changes to resources or relationships affect a child?
Examples of changes include: a new sibling, moving to a new childcare setting, moving house, divorce of parents, death in the family, etc. Changes can inhibit and enhance the development of a child.
Thursday, 29 March 2012
Bibliography
Unit standard 10026 demonstrate knowledge of child development. Student work book. Version 2.
http://en.wikipedia.org/wiki/Child_development#Risk_factors_for_poor_child_development
http://en.wikipedia.org/wiki/Child_development#Risk_factors_for_poor_child_development
Why some development can occur at different rates for individual children
External and Internal factors can affect an idividual child's development rate.
Internal factor are to do with the child themself.
Internal: e.g. If a child has had tummy problems they may be hesistant or slow to have regular 'tummy time', which usually progresses to rolling onto their back and front, then crawling.
External factors are things such as the environment.
External: e.g. Living away from society can boost physical activity but hinder social development. Living far away from a library or early child-care centre can hinder social and cognitive learning but help with creativity with finding new ways to learn effectively.
Internal factor are to do with the child themself.
Internal: e.g. If a child has had tummy problems they may be hesistant or slow to have regular 'tummy time', which usually progresses to rolling onto their back and front, then crawling.
External factors are things such as the environment.
External: e.g. Living away from society can boost physical activity but hinder social development. Living far away from a library or early child-care centre can hinder social and cognitive learning but help with creativity with finding new ways to learn effectively.
Moral / Spiritual / Cultural
It is more difficult to make such generalisations and identify milestones within moral, spiritual and cultural development. This is because there are many factors which influence their development - nationalitites, cultures and families all do things differently.
Moral development:
Morality is the ability to learn the difference between right or wrong and understand how to make the right choices. Children do not usually demonstrate moral behaviour and beliefs until they are around the age of two. At this point many children also start to show empathy-based guilt when they break rules.
As with other facets of development, morality doesn't form independently from the other areas of development. Children's experiences at home, the environment around them, and their physical, cognitive, emotional and social development influence their understanding of right versus wrong.
Spiritual development:
Spiritual development is often closely linked to moral development. It includes beliefs, whether religious or not, the search for meaning or purpose, relationships, creativity, a sense of otherness, wonder and awe, self-knowledge, feelings and emotions.
A child is likely to have the same opinions as their caregivers until they are of an age where they can decide for themselves.
Spiritual development continues throughout a person's life.
Cultural development:
Culture refers to the customs, practices, languages, values and world views that define social groups such as those based on nationality, ethnicity, region or common interests.
Culture affects many areas in a child's life, including the foods they eat, the behaviours they are allowed to exhibit, the holidays they celebrate and the activites they participate in.
Moral development:
Morality is the ability to learn the difference between right or wrong and understand how to make the right choices. Children do not usually demonstrate moral behaviour and beliefs until they are around the age of two. At this point many children also start to show empathy-based guilt when they break rules.
As with other facets of development, morality doesn't form independently from the other areas of development. Children's experiences at home, the environment around them, and their physical, cognitive, emotional and social development influence their understanding of right versus wrong.
Spiritual development:
Spiritual development is often closely linked to moral development. It includes beliefs, whether religious or not, the search for meaning or purpose, relationships, creativity, a sense of otherness, wonder and awe, self-knowledge, feelings and emotions.
A child is likely to have the same opinions as their caregivers until they are of an age where they can decide for themselves.
Spiritual development continues throughout a person's life.
Cultural development:
Culture refers to the customs, practices, languages, values and world views that define social groups such as those based on nationality, ethnicity, region or common interests.
Culture affects many areas in a child's life, including the foods they eat, the behaviours they are allowed to exhibit, the holidays they celebrate and the activites they participate in.
Tuesday, 27 March 2012
Stages of Play
There are four stages of play which children move through within their social development.
-Parallel play: From two years of age, children are more aware of each other. They may play alongside each other without playing together,
-Associative play: From three years children watch and copy each other.
-Co-operative play: By three years children play together, talk and decide what they want to play.
- Solitary.
- Parallel.
- Associative.
- Co-operative.
-Parallel play: From two years of age, children are more aware of each other. They may play alongside each other without playing together,
-Associative play: From three years children watch and copy each other.
-Co-operative play: By three years children play together, talk and decide what they want to play.
Monday, 26 March 2012
Social development
One to Two years (infant/toddler):
During this year, children learn more social skills. They are able to play with their prmary carers and are comfortable with other familiar adults. They start to explore their environment but need the reassurance that their primary carer is nearby. At the end of this year, children often start to notice other children and are able to play alongside them (parallel play). Emotionally, children are very dependent on their primary carer.
15 months:
Childen in he first part of this stage are keenly aware of what they want to do, although they become easily frustrated because their own physical and language skills are not developed enough to meet these desires. they also find it difficult to understand why they cannot have what they see, because they lack the concept of ownership or objects being unsafe. Frustration is often vented through temper tantrums or inconsolable crying.
it is common for children to cling to objects of attachment (comforter, teddy) at this stage to help them feel more secure.
During this stage most children will:
This is a more settled year for children. Their first real friendships start to develop, with other children seeking out particular friends. Emotionally, children still need reassurance from their imediate carers, but are more independent and may play by themselves for longer periods. They still feel strong emotions, and quarrels and temper tantrums are still apparent at times.
During this stage most children will:
In some ways the expression 'I can do' sums up this period of a child's life.
Emotionally most children are feeling confident and express themselves in terms of their achievements - e.g.'I got a sticker today' or 'Look at me. I can climb this now.'
They may start to use words and actions in imitation of other people.
At this time, children start to play with children of their own gender which may link to their understanding of gender roles.
During this stage most children will:
During this year, children learn more social skills. They are able to play with their prmary carers and are comfortable with other familiar adults. They start to explore their environment but need the reassurance that their primary carer is nearby. At the end of this year, children often start to notice other children and are able to play alongside them (parallel play). Emotionally, children are very dependent on their primary carer.
15 months:
- Begins to explore their environment if an adult is close by.
- Begins to use words to communicate with.
- Emotionally dependant on familiar adult.
- Has a stronger feeling of being an individual.
- Helps with dressing.
- Language is increasing.
- Points to objects to show familiar adults.
- Explores environment and shows some independence but still needs familiar adults.
- Strong emotions - e.g. anger, fear, joy - are shown.
- Plays near other children (parallel play).
- Begins to talk when playing - pretend play.
- Imitates adults' actions.
- Strong emotions - e.g. anger, fear, joy - are shown.
- Is aware of physical needs.
- Little concept of others as 'people'.
- Socially very immature.
- Solitary play dependant on adult guidance.
Childen in he first part of this stage are keenly aware of what they want to do, although they become easily frustrated because their own physical and language skills are not developed enough to meet these desires. they also find it difficult to understand why they cannot have what they see, because they lack the concept of ownership or objects being unsafe. Frustration is often vented through temper tantrums or inconsolable crying.
it is common for children to cling to objects of attachment (comforter, teddy) at this stage to help them feel more secure.
During this stage most children will:
- Have a strong sense of their identity, including their gender and age.
- Be happy to leave their primary carer for short periods of time.
- Start taking an interest in other children and playing with them.
- Show concern for other children - e.g. telling carer if baby is crying.
- Begins to take turns when playing.
- May have imaginary companions.
- Tries very hard to please.
This is a more settled year for children. Their first real friendships start to develop, with other children seeking out particular friends. Emotionally, children still need reassurance from their imediate carers, but are more independent and may play by themselves for longer periods. They still feel strong emotions, and quarrels and temper tantrums are still apparent at times.
During this stage most children will:
- Be affectionate towards family, friends and carers.
- Want to help and please primary carers and other familiar adults.
- Imitates, in play, actions seen - e.g. putting teddy to bed, feeding dolls.
- Shares playthings.
- plays with other children - mostly pretend play.
- Shows concern for other people.
In some ways the expression 'I can do' sums up this period of a child's life.
Emotionally most children are feeling confident and express themselves in terms of their achievements - e.g.'I got a sticker today' or 'Look at me. I can climb this now.'
They may start to use words and actions in imitation of other people.
At this time, children start to play with children of their own gender which may link to their understanding of gender roles.
During this stage most children will:
- Enjoy other children's company / highly cooperative play.
- Argues with other children.
- Develop a sense of humour.
- Choose own friends.
- Be eager to carry out some responsibilities.
- Enjoy games requiring turn taking and observing rules.
Sunday, 25 March 2012
Social development- Newborn to Infant (birth to one year)
Important social skills are learnt in the baby's first year.
This first year is critical in terms of emotional development. Babies need to develop a strong bond - or attachment - with their carers. babies who have a strong bond or attachment with their primary caregiver at the end of their first year will be more comfortable when they socialise with others.
One month:
This first year is critical in terms of emotional development. Babies need to develop a strong bond - or attachment - with their carers. babies who have a strong bond or attachment with their primary caregiver at the end of their first year will be more comfortable when they socialise with others.
One month:
- Watches primary carer's face / bonds with mother.
- Smiles at mother / main carer.
- Chooses when to smile and coo.
- Squeals with pleasure appropriately.
- Reacts with pleasure to familiar routines.
- Enjoys being handled and cuddled.
- Laughs and enjoys being palyed with.
- Responds to different tones from main carer.
- Fears strangers.
- Plays peek-a-boo.
- Discriminates between strangers and familiar adults.
- Imitates hand clapping.
- Clings to familiar adults.
- Is affectionate towards family and primary carers.
- plays simple games such as Pat-a-cake.
- Waves goodbye.
- Cooperates with dressing.
Developing empathy
Infants:Babies learn about empathy by the way parents treat them when they are cranky, fussy or frightened.
Toddlers:Toddlers have strong feelings but they are not always capable of identifying or managing those feelings. Caregivers can help children name what they feel and show them how their actions are tied to those strong emotions. In this way, caregivers can lay the groundwork necessary for the child to connect their feelings and actions with those of others as they mature.
Young Children:During this developemental stage learning how to share is a great tool for nurturing empathy. By the time a child is four their cognitive developmetn has progressed enough that they are able to associate their emotions with the feelings of others. before this point, they assumed everyone saw and felt the very same things they did. They are now starting to recognise peoples emotions through observing facial expressions and are beginning to understand the effects their behaviour has on others. The time a child is five they begin to see that people's emotions are similar irrespective of their age, ethnicity or gender.
Toddlers:Toddlers have strong feelings but they are not always capable of identifying or managing those feelings. Caregivers can help children name what they feel and show them how their actions are tied to those strong emotions. In this way, caregivers can lay the groundwork necessary for the child to connect their feelings and actions with those of others as they mature.
Young Children:During this developemental stage learning how to share is a great tool for nurturing empathy. By the time a child is four their cognitive developmetn has progressed enough that they are able to associate their emotions with the feelings of others. before this point, they assumed everyone saw and felt the very same things they did. They are now starting to recognise peoples emotions through observing facial expressions and are beginning to understand the effects their behaviour has on others. The time a child is five they begin to see that people's emotions are similar irrespective of their age, ethnicity or gender.
Language developement- A continuum
A newborn will begin to communicate through their cry soon after they are born
by around six weeks a baby begins to study people's faces, particularly when they are talking. You may notice that infants move their mouths, copying the movements that are made when someone is talking to them.
Between two and three months an infants vocal cords and other parts of their throats have developed enough to allow them to begin cooing and making soft, exaggerated vowel sounds to show pleasure or excitement.
Between four and five months babies will begin to laugh and squeal. They also begin to experiment with the consonant sounds, particularly b, d, m, g and p. It is not long before they can put vowel sounds and consonant sounds together to form nonsense words such as 'ga-ga', 'ahpoo', etc. At this age infants can blow through their lips and may blow bubbles to practise using and controlling their lips and mouth.
At around five months infants are beginning to process the musical sound and speech patterns that they constantly hear when their caregivers speak. They will practice these sounds, imitating their first sound patterns. Infants will also begin to communicate non-verbally at this age, often clinging to their caregivers, pushing then away when they are upset and tunring their head when they do not like something.
By around seven months infants often begin taking turns 'speaking' with others instead of at the same time as others do. They may also initiate conversations with others as they begin learning how conversations between people works. Many infants will also begin to imintate sounds their caregivers make, especially animal sounds such as 'moo'.
By eight months babies will begin to connect sounds they and their caregivers make to actual ideas, e.g. 'moo' = cow , or 'ta' = thank you , and will begin to use these sounds to identify objects or convey messages. Also around this stage, babies will build on the syllables they mastered earlier and link them in understandable words such as 'da-da'. They will also continue to add new consonant sounds such a t and w.
At around one year most infants put together all the language lessons they have learned so far and will begin to say their first real words. These first words are usually the names of important people or familiar objects. Some infants have 2 or 3 words in their expressive vocabulary by one year of age, whereas others will have mastered many more. These words are often unrecognisable by anyone other than the infants main caregivers.
by two years, a toddler may be saying and repeating words, and starting to join words together. They will also chat away to themselves in their own baby language. On average a two year old has approximately 30 to 50 words in their vocabulary.
Three years old have greatly expanded language skills. During this year the length of a young child's sentence increases from around three words to five words or more by the time they are around four and they are able to express their feelings. By this time, most children have also become fully understandable and beginning to ask lots of 'why', 'when', and 'how' questions.
Most four year olds make good use of their language skills. During this year a young child masters language well enough to put sentences together into full stories. it is very common that children this age talk non-stop!
By five years children can understand and apply more difficult concepts such as 'under', 'over', 'before', 'after'. Their vocabulary can exceed 2000 words. It is not uncommon for children at this age, with normal developement, to experience difficulties pronouncing all the consonants and sounds properly in the English language.
Other forms of communication-drawing and painting:
In the same way thay children pass through other developemental stages, they also pass through drawing stages.
Typically these stages are:
by around six weeks a baby begins to study people's faces, particularly when they are talking. You may notice that infants move their mouths, copying the movements that are made when someone is talking to them.
Between two and three months an infants vocal cords and other parts of their throats have developed enough to allow them to begin cooing and making soft, exaggerated vowel sounds to show pleasure or excitement.
Between four and five months babies will begin to laugh and squeal. They also begin to experiment with the consonant sounds, particularly b, d, m, g and p. It is not long before they can put vowel sounds and consonant sounds together to form nonsense words such as 'ga-ga', 'ahpoo', etc. At this age infants can blow through their lips and may blow bubbles to practise using and controlling their lips and mouth.
At around five months infants are beginning to process the musical sound and speech patterns that they constantly hear when their caregivers speak. They will practice these sounds, imitating their first sound patterns. Infants will also begin to communicate non-verbally at this age, often clinging to their caregivers, pushing then away when they are upset and tunring their head when they do not like something.
By around seven months infants often begin taking turns 'speaking' with others instead of at the same time as others do. They may also initiate conversations with others as they begin learning how conversations between people works. Many infants will also begin to imintate sounds their caregivers make, especially animal sounds such as 'moo'.
By eight months babies will begin to connect sounds they and their caregivers make to actual ideas, e.g. 'moo' = cow , or 'ta' = thank you , and will begin to use these sounds to identify objects or convey messages. Also around this stage, babies will build on the syllables they mastered earlier and link them in understandable words such as 'da-da'. They will also continue to add new consonant sounds such a t and w.
At around one year most infants put together all the language lessons they have learned so far and will begin to say their first real words. These first words are usually the names of important people or familiar objects. Some infants have 2 or 3 words in their expressive vocabulary by one year of age, whereas others will have mastered many more. These words are often unrecognisable by anyone other than the infants main caregivers.
by two years, a toddler may be saying and repeating words, and starting to join words together. They will also chat away to themselves in their own baby language. On average a two year old has approximately 30 to 50 words in their vocabulary.
Three years old have greatly expanded language skills. During this year the length of a young child's sentence increases from around three words to five words or more by the time they are around four and they are able to express their feelings. By this time, most children have also become fully understandable and beginning to ask lots of 'why', 'when', and 'how' questions.
Most four year olds make good use of their language skills. During this year a young child masters language well enough to put sentences together into full stories. it is very common that children this age talk non-stop!
By five years children can understand and apply more difficult concepts such as 'under', 'over', 'before', 'after'. Their vocabulary can exceed 2000 words. It is not uncommon for children at this age, with normal developement, to experience difficulties pronouncing all the consonants and sounds properly in the English language.
Other forms of communication-drawing and painting:
In the same way thay children pass through other developemental stages, they also pass through drawing stages.
Typically these stages are:
- Scribble.
- Beginning to draw circles within the scribbles.
- Circular shapes become more regular/ lines are eventually added to represent features and limbs.
- Trunk and more features are added.
- Drawings become more detailed and recognisable.
Thursday, 22 March 2012
Examples of milestones of language development
-Newborn:
- Aware of sounds and noises (may move arms/legs in response to sound of voice)
- baby may try to copy mouth movements when you talk to them.
- Baby uses a different cry for different situations.
- By 3 months baby is making cooing sounds which will begin to change to babbling
- At 4-5 months baby may start to laugh and squeal
- At 1 year baby may be saying 2 to 3 words and repeating simple sounds.
- Baby will begin to use a variety of tuneful sounds that resemble speech patterns.
- Baby may begin to start taking turns waiting for you to speak, then babbling back.
- Baby will understand lots of words.
- Baby will let you know what they want through gestures.
- Toddlers may be saying and repeating several word.
- Beginning to join words together.
- Will chat to self using their own baby language.
- Toddlers will understand a lot more than they can say.
- may be starting to learn colours and shapes.
- Most young children will understand most simple words by 3 years.
- At around 3 you can expect a child to know know lots of words and join words together in short sentences.
- At around 4 years a child will be able to make up their own imaginative stories.
- By 5 years old most young children will speak clearly enough to be understood.
- By 4-5 years most will be using long and detailed sentences.
Cognitive development:Young children (2 and a half to school age)
From between 2 and a half and 3 most young children are beginning to use symbols to represent objects, are using most mature language and their memory and imagination is developing.
During this stage young children do not yet understand concrete logic and are usually unable to differentiate between what is real and make-believe play. They often give non-humane items human traits, e.g. if a child trips over a chair he will place blame on the chair for tripping him up.
They are still very egocentric and are generally unable to understand the point of view of other people. They see the world entirely from their own perspective, which means that a child's explanation of events to an adult can be very uninformative, yet highly entertaining1
Young children are beginning to be able to concentrate for longer periods of time. They are typically asking lots of questions such as "how come" or "why" as they try to understand why things are the way they are.
By school age many young children will know their colours, be able to match shapes, count up to five, be able to recite the alpahbet and recognise, and in some cases write, their own name. They are beginning to understand the concept of time better and usually have a concept of yesterday, today and tomorrow.
During this stage young children do not yet understand concrete logic and are usually unable to differentiate between what is real and make-believe play. They often give non-humane items human traits, e.g. if a child trips over a chair he will place blame on the chair for tripping him up.
They are still very egocentric and are generally unable to understand the point of view of other people. They see the world entirely from their own perspective, which means that a child's explanation of events to an adult can be very uninformative, yet highly entertaining1
Young children are beginning to be able to concentrate for longer periods of time. They are typically asking lots of questions such as "how come" or "why" as they try to understand why things are the way they are.
By school age many young children will know their colours, be able to match shapes, count up to five, be able to recite the alpahbet and recognise, and in some cases write, their own name. They are beginning to understand the concept of time better and usually have a concept of yesterday, today and tomorrow.
Cognitive development: toddlers (1-3 years)
Primarily a toddler learns by:
-Using their senses - e.g. Every time a toddler uses senses to learn about smell, sound, texture, feel, sound they are catergorising their experiences in a way that helps them make sense of the world.
-Experimenting - e.g. A toddler might drop a spoon on the floor over and over again, not to aggravate their caregiver, but to memorise the cause and effect of things.
-Manipulating objects - e.g. A toddler learns a great deal by accident. Accidental learning, a form of experimentation, is the beginning of problem solving.
Between 18 months and three years of age most toddlers understand that objects and people continue to exist even when they are no longer visible, can visually follow the displacement of objects and will begint o use instruments and tools.
It is common to observe toddlers flitting from one activity to another. This is often referred to as a child having a short attention span, however it may in fact be that the child is exploring a particular idea or schema in some depth.
Examples of schema may include but are not limited to:
-Transporting:
-Using their senses - e.g. Every time a toddler uses senses to learn about smell, sound, texture, feel, sound they are catergorising their experiences in a way that helps them make sense of the world.
-Experimenting - e.g. A toddler might drop a spoon on the floor over and over again, not to aggravate their caregiver, but to memorise the cause and effect of things.
-Manipulating objects - e.g. A toddler learns a great deal by accident. Accidental learning, a form of experimentation, is the beginning of problem solving.
Between 18 months and three years of age most toddlers understand that objects and people continue to exist even when they are no longer visible, can visually follow the displacement of objects and will begint o use instruments and tools.
It is common to observe toddlers flitting from one activity to another. This is often referred to as a child having a short attention span, however it may in fact be that the child is exploring a particular idea or schema in some depth.
Examples of schema may include but are not limited to:
-Transporting:
- A child may carry all the bricks from one place to another in a bag.
- A child may push a friend around in a toy pram
- A child may wrap a doll up in a blanket.
- A child may cover their whole painting with one color.
- A child may fill up and empty containers of all kinds
- A child may sit in the tunnel in the playground.
- A child may drop things from their cot.
- A child may throw objects.
- A child may climb up and jump off furniture.
- A child may be fascinated by the spinning washing machine.
- A child may enjoy spinning around or being swung around.
- A child may love running down a hill.
Cognitive developing:Infant (0-18 months)
Infants construct an understanng of their world by coordinating their sensory experiances (sight, sound, hearing, touch and taste with physical actions.
New born babies are born with already recognising familiar sounds, particyularly their mother's and quickly learn to recognise familiar faces. They enjoy focussing on bright colours and solid shapes. this is because their sight is somewhat fuzzy due to their eye muscles not being fully developed as well as the underdevelopment of the soft areas in their brain. They begin responding to sounds by looking towards the source of the noise.
infants respond to voices and seek to be picked up by reaching out. Infants make a very important learning discovery - that through their actions of reaching, making sounds, or crying, they cause others to respond in certain ways.
Between three and four months an infant's hands and toes will become fascinating to them. They begin to reach for, hit at and grasp objects that are within their reach. They also enjoy toys that rattle and squeak and will put everything into their mouth.
At six months babies will imitate sounds, enjoy hearing their own voice, recognise their parents, fear strangers and begin to have an understanding of spatial awareness.
Between six and nine months infants develop the understanding that an object still exists even if it is out of their sight. This means that the infant is developing memory and goal oriented thinking. They also begin to understand that people exist all the time. Infants realise that they can cry not just to get needs met but as a means of calling parents or caregivers.
Between 12 and 18 months infants can follow fast moving objects, associate names with objects, understand 10-50 words, identify body parts and develop attachments to objects;e.g. toys.
New born babies are born with already recognising familiar sounds, particyularly their mother's and quickly learn to recognise familiar faces. They enjoy focussing on bright colours and solid shapes. this is because their sight is somewhat fuzzy due to their eye muscles not being fully developed as well as the underdevelopment of the soft areas in their brain. They begin responding to sounds by looking towards the source of the noise.
infants respond to voices and seek to be picked up by reaching out. Infants make a very important learning discovery - that through their actions of reaching, making sounds, or crying, they cause others to respond in certain ways.
Between three and four months an infant's hands and toes will become fascinating to them. They begin to reach for, hit at and grasp objects that are within their reach. They also enjoy toys that rattle and squeak and will put everything into their mouth.
At six months babies will imitate sounds, enjoy hearing their own voice, recognise their parents, fear strangers and begin to have an understanding of spatial awareness.
Between six and nine months infants develop the understanding that an object still exists even if it is out of their sight. This means that the infant is developing memory and goal oriented thinking. They also begin to understand that people exist all the time. Infants realise that they can cry not just to get needs met but as a means of calling parents or caregivers.
Between 12 and 18 months infants can follow fast moving objects, associate names with objects, understand 10-50 words, identify body parts and develop attachments to objects;e.g. toys.
Physical development: young child (2 and a half to school age)
Young children are beginning to change their appearance-their limbs are longer in proportion to their bodies, they are developing lean muscles and are losing the chubbiness that was present as an infant and toddler.
-By three a child has mastered many gross motor skills and can usually run and jump, walk up and down stairs holding onto a hand or rail and thros, kick and sometimes catch a ball.
-By four you can expect a child to be able to climb proficiently, have good balance skills, have skills in ball games, ride a tricycle and put on and take off some clothes.
-By five a child can usually skip, hop and run easily and play a variety of ball games.
-Between four and six most children can master the skill of riding a bicycle without training wheels.
By the age of three, most children have developed many fine motor skills and are able to manipulate small objects with increased control. Most can use a knife and fork, string large beads, turn the pages one by one, hold a crayon with thumb and finger instead of fist and draw a circle. Some three year olds are able to use scissors and drawrecognisable pictures. By four most young children can build a tall tower of blocks and make snakes and balls with play-dough. By five you can expect a child to use safety scissors, cut a line continuously, draw pictures holding a pencil or crayon coreectly and begin to print letters, numbers or symbols.
It is quite common for young child to still be mastering toilet training, however most are fully trained by the time they enter school.
-By three a child has mastered many gross motor skills and can usually run and jump, walk up and down stairs holding onto a hand or rail and thros, kick and sometimes catch a ball.
-By four you can expect a child to be able to climb proficiently, have good balance skills, have skills in ball games, ride a tricycle and put on and take off some clothes.
-By five a child can usually skip, hop and run easily and play a variety of ball games.
-Between four and six most children can master the skill of riding a bicycle without training wheels.
By the age of three, most children have developed many fine motor skills and are able to manipulate small objects with increased control. Most can use a knife and fork, string large beads, turn the pages one by one, hold a crayon with thumb and finger instead of fist and draw a circle. Some three year olds are able to use scissors and drawrecognisable pictures. By four most young children can build a tall tower of blocks and make snakes and balls with play-dough. By five you can expect a child to use safety scissors, cut a line continuously, draw pictures holding a pencil or crayon coreectly and begin to print letters, numbers or symbols.
It is quite common for young child to still be mastering toilet training, however most are fully trained by the time they enter school.
physical development: toddler (1-3 years)
When babies grow into toddlers, they become more independent, wanting to do things by themselves, in their own way and when they want to. Toddlers often seem to have lots of energy and make a lot of mess as they play, moving quickly from one thing to another.
Compared to the infant period, a toddlers growth is dramatically slower.
By the time a child is two their vision is well developed. They can see very small items on the floor as well as objects clearly at a distance.
A toddler's hearing is as developed as an adults and by this stage it can be expected that a child will listen when people talk, like music, use their voice in a variety of ways to make different sounds and follow simple instructions.
Many toddlers continue with a datime sleep until they are 3 or 4 years old Others have outgrown it by 18 months.
Toddlers are typicaly highly energetic, inquisitive, persistant and active in their exploration of their world.
They have mastered the skills of walking and are now building on the skill to become proficient in the gross motor skills such as running, climbing, jumping, kicking, etc.
it is important that they are supervised.
At this stage one of the most common injuries requiring medical treatment are those caused by falls!
By about 16 to 18 months of age most toddlers have the fine motor ability to scribble with a crayon and feed themselves with a spoon. By two years of age the toddler shows a preference for one hand; however hand dominance can occur much later, at around four years of age.
By the end of their second year most can draw simple vertical and horizontal figures.
By now a toddler is eating more family foods.
By one year of age most children have between eight and twelve teeth, however it is not uncommon for some toddlers to still be toothless.
Children are ready to learn to toilet train at different ages, usually some time between 18 months and 4 years. A good indicator of readiness is their ability to know when they want to pass urine and the ability to hold on long enough to make it to the toilet. Daytime control usually happens before night-time control.
Compared to the infant period, a toddlers growth is dramatically slower.
By the time a child is two their vision is well developed. They can see very small items on the floor as well as objects clearly at a distance.
A toddler's hearing is as developed as an adults and by this stage it can be expected that a child will listen when people talk, like music, use their voice in a variety of ways to make different sounds and follow simple instructions.
Many toddlers continue with a datime sleep until they are 3 or 4 years old Others have outgrown it by 18 months.
Toddlers are typicaly highly energetic, inquisitive, persistant and active in their exploration of their world.
They have mastered the skills of walking and are now building on the skill to become proficient in the gross motor skills such as running, climbing, jumping, kicking, etc.
it is important that they are supervised.
At this stage one of the most common injuries requiring medical treatment are those caused by falls!
By about 16 to 18 months of age most toddlers have the fine motor ability to scribble with a crayon and feed themselves with a spoon. By two years of age the toddler shows a preference for one hand; however hand dominance can occur much later, at around four years of age.
By the end of their second year most can draw simple vertical and horizontal figures.
By now a toddler is eating more family foods.
By one year of age most children have between eight and twelve teeth, however it is not uncommon for some toddlers to still be toothless.
Children are ready to learn to toilet train at different ages, usually some time between 18 months and 4 years. A good indicator of readiness is their ability to know when they want to pass urine and the ability to hold on long enough to make it to the toilet. Daytime control usually happens before night-time control.
Wednesday, 21 March 2012
Physical developement:Infants (0-18 months)
Babies gain physical control over their bodies from head to toe and the centre outwards. In other words, the first area of physical developement is usually gaining stranght and control over their extremely heavy heads! They then begin to gain control over the muscles from the head down - shoulders, stomach, legs, etc. At the same time, babies are gaining control of their bodies from the core outwards. Initially they will move their limbs rather stifly, moving from the shoulder or hip joint. As they develope, they learn how to move their elbows/knee joints, wrists/ankles and finally fingers and toes.
Within the first six weeks of a babiesw life they usually produce a smile and will begin to laugh soon after. Their sight is developing all the time.
By three months most babies will turn towards light but close their eyes against a bright light.
They will also begin to smile without being touched or spoken to.
Tummy time is vital to a baby's overall developement. It gives them the opportunity to use and strengthen the muscles necessary for rolling over, sitting up and eventually crawling.
By the third or fourth month they should be able to hold their head up whilst lying on their tummy on the floor and briefly searching the room with their eyes. Very soon they will use the control they have developed in their heads and limbs to roll from their back to their tummy's. Initially, this may be accidental but will soon become a purposeful movement.
By the third or fourth months their fists are also beginning to relax into open hands and their legs are straightening out.
by six months baby will begin to reach out for toys and objects, hold them firmly and look closely at them. Between this age and one year most babies learn to drink from a cup and hold a spoon. They are also developing thier pincer grip (using their thumb and pointer finger to pick up small objects eg;raisins).
90% of infants will begin to sit independently at some time between six and eleven months old. A baby will initially sit propped forward on their hands. As their core muscles strengthen they will be able to hold themselves more upright and not rely on their hands to keep them balanced.
At some stage between six and twelve months of age most babies will decide to crawl. This teaches baby to use the opposite leg, opposite arm movement.
The first progression towards crawlingis the ability to balance on their hands and knees. Babies work out how to move forwards and backwards from this position by pushing off with their nees. As baby gets better at this he/she will go from a crawling position back to a sitting position.
Once baby has found their preferred way of moving around the room, their next stage is moving upright in readiness for walking. Most babies begin this stage by pulling themselves up on furniture and 'cruising' from one piece to the next - others learn how to stand unassisted. Once they have mastered the skill of balance they are ready to take their first steps. While some children start walking before they are a year old, others don't until 18 months or older.
Teething usually starts at around 6 months old,which is when they get their first tooth, but as with every other stage of developement it is different with every child.
The ideal time to introduce food is around 6 months, when baby is showing signs of being ready for and needing extra food.
Some of the physical signs that a baby is ready for food include:
-Can hold their head up well.
-Are interested in watching you eat (reaching out, opening their mouth when you are eating and putting their hands/toys in their mouth).
-Show signs of chewing movement.
-Easily open their mouth when a spoon touches their lip or food approaches, and their tongue does not protrude.
-Move food to the back of their mouth and swallow.
A baby's first solid food should be finely pureed (smooth) food. As they develop the ability to chew, the transition can be made from pureed to mashed, finger foods and eventually, at around one year od age, a 'mini adults meal'.
Within the first six weeks of a babiesw life they usually produce a smile and will begin to laugh soon after. Their sight is developing all the time.
By three months most babies will turn towards light but close their eyes against a bright light.
They will also begin to smile without being touched or spoken to.
Tummy time is vital to a baby's overall developement. It gives them the opportunity to use and strengthen the muscles necessary for rolling over, sitting up and eventually crawling.
By the third or fourth month they should be able to hold their head up whilst lying on their tummy on the floor and briefly searching the room with their eyes. Very soon they will use the control they have developed in their heads and limbs to roll from their back to their tummy's. Initially, this may be accidental but will soon become a purposeful movement.
By the third or fourth months their fists are also beginning to relax into open hands and their legs are straightening out.
by six months baby will begin to reach out for toys and objects, hold them firmly and look closely at them. Between this age and one year most babies learn to drink from a cup and hold a spoon. They are also developing thier pincer grip (using their thumb and pointer finger to pick up small objects eg;raisins).
90% of infants will begin to sit independently at some time between six and eleven months old. A baby will initially sit propped forward on their hands. As their core muscles strengthen they will be able to hold themselves more upright and not rely on their hands to keep them balanced.
At some stage between six and twelve months of age most babies will decide to crawl. This teaches baby to use the opposite leg, opposite arm movement.
The first progression towards crawlingis the ability to balance on their hands and knees. Babies work out how to move forwards and backwards from this position by pushing off with their nees. As baby gets better at this he/she will go from a crawling position back to a sitting position.
Once baby has found their preferred way of moving around the room, their next stage is moving upright in readiness for walking. Most babies begin this stage by pulling themselves up on furniture and 'cruising' from one piece to the next - others learn how to stand unassisted. Once they have mastered the skill of balance they are ready to take their first steps. While some children start walking before they are a year old, others don't until 18 months or older.
Teething usually starts at around 6 months old,which is when they get their first tooth, but as with every other stage of developement it is different with every child.
The ideal time to introduce food is around 6 months, when baby is showing signs of being ready for and needing extra food.
Some of the physical signs that a baby is ready for food include:
-Can hold their head up well.
-Are interested in watching you eat (reaching out, opening their mouth when you are eating and putting their hands/toys in their mouth).
-Show signs of chewing movement.
-Easily open their mouth when a spoon touches their lip or food approaches, and their tongue does not protrude.
-Move food to the back of their mouth and swallow.
A baby's first solid food should be finely pureed (smooth) food. As they develop the ability to chew, the transition can be made from pureed to mashed, finger foods and eventually, at around one year od age, a 'mini adults meal'.
Physical developement:new born (0-6 weeks)
At birth, babies have very little physical control over their body yet are born with over 70 reflexes which are controlled by the central nervous system. These reflexes are present at birth and enable babies to survive.
-Sucking reflex: When the roof of baby's mouth is touched, the baby will begin to suck. This reflex is not fully developed until 36 weeks of pregnancy ,which is why premature babies often have a weak or immature sucking ability.
-Rooting reflex: The baby turns it's head searching for food when the side of the cheek or mouth is storked.
-Startle reflex: This reflex usually occurs if baby is frightened by a sudden noise or movement. In response the baby throws back his/her head, extends out arms and legs, cries and then pulls arms and legs into the foetal position.
-Palmar reflex: When anything is placed in baby's hands their fingers will close and they will grasp it. The grasp is strong but unpredictable; though it may be able to support the baby's weight, they may also release their grip suddenly and without warning.
Most of the newborn's reflexes die out in the first three month or so. They are gradually replaced by voluntary, controlled movements as the brain starts to take control of behaviour.
-Vision and Hearing:
Babies are sensitive to light and sound at birth.
Infants are only able to focus on an object no further than 30cm away.
When held in an upright position, newborn babies usually turn their eyes towards any large light soure and close their eyes to sudden bright light. They will also stare at objects close to their face and show special interest in the human face.
Infants usually turn their eyes to follow a face moved slowly within a quater circle.
A baby's hearing is fully developed at birth.
Newborn baby's may turn their eyes towards a nearby source of continued sound. Momentary stilling to weaker continuous sounds is also seen. It is common to observe a baby moving their amrs and legs to the sound of a familiar voice.
-Sleep patterns:
The first few days of a baby's life are usually composed of long periods of sleep interspersed with short periods when the baby is awake. It is usual for a newborn to sleep 16 and a half hours in a 24 hour period, but the length of sleep varies between each baby.
-Sucking reflex: When the roof of baby's mouth is touched, the baby will begin to suck. This reflex is not fully developed until 36 weeks of pregnancy ,which is why premature babies often have a weak or immature sucking ability.
-Rooting reflex: The baby turns it's head searching for food when the side of the cheek or mouth is storked.
-Startle reflex: This reflex usually occurs if baby is frightened by a sudden noise or movement. In response the baby throws back his/her head, extends out arms and legs, cries and then pulls arms and legs into the foetal position.
-Palmar reflex: When anything is placed in baby's hands their fingers will close and they will grasp it. The grasp is strong but unpredictable; though it may be able to support the baby's weight, they may also release their grip suddenly and without warning.
Most of the newborn's reflexes die out in the first three month or so. They are gradually replaced by voluntary, controlled movements as the brain starts to take control of behaviour.
-Vision and Hearing:
Babies are sensitive to light and sound at birth.
Infants are only able to focus on an object no further than 30cm away.
When held in an upright position, newborn babies usually turn their eyes towards any large light soure and close their eyes to sudden bright light. They will also stare at objects close to their face and show special interest in the human face.
Infants usually turn their eyes to follow a face moved slowly within a quater circle.
A baby's hearing is fully developed at birth.
Newborn baby's may turn their eyes towards a nearby source of continued sound. Momentary stilling to weaker continuous sounds is also seen. It is common to observe a baby moving their amrs and legs to the sound of a familiar voice.
-Sleep patterns:
The first few days of a baby's life are usually composed of long periods of sleep interspersed with short periods when the baby is awake. It is usual for a newborn to sleep 16 and a half hours in a 24 hour period, but the length of sleep varies between each baby.
Developement - young childen (2 and a half to school age)
Young children have increasing capacities for language and inquiry.
Children of this age are devloping an interest in representation and symbols, such as pictures, numbers, patterns and words. Their artwork is more representitive, rather than the scribbles or random colors that are common at the toddler stage. They are building the foundations of pre-numeracy and pre-literacy skills, such as counting and story telling.
Young children enjoy articipating in imaginative play or 'make believe'.
Young children have developed the basic gross motor skills (running, jumping, kicking a ball, etc.) They are continuing to develope their fine motor skills (holding a pencil and using it with control.)
Special characteristics of young children:
-Young children can recognise a wide range of patterns and regualrities in the world around them. This encourages them to question when things are puzzling and different from what they expect and to respond to 'nonsense' and humour.
-Young children have new capacities for symbolising and representation, creating art, music and dance, as well as developing abilities with words and numbers.
-Young children's greater working memory contributes to their capacity for telling stories, for more complex problem-solving stratergies, for longer periods of focused attention and for more persistent curiosity.
-Young children are developing social skills for establishing and maintaining friendships and are beginning to be able to see another person's point of view.
-Young children use their imagination to explore their own and other's indentities.
Children of this age are devloping an interest in representation and symbols, such as pictures, numbers, patterns and words. Their artwork is more representitive, rather than the scribbles or random colors that are common at the toddler stage. They are building the foundations of pre-numeracy and pre-literacy skills, such as counting and story telling.
Young children enjoy articipating in imaginative play or 'make believe'.
Young children have developed the basic gross motor skills (running, jumping, kicking a ball, etc.) They are continuing to develope their fine motor skills (holding a pencil and using it with control.)
Special characteristics of young children:
-Young children can recognise a wide range of patterns and regualrities in the world around them. This encourages them to question when things are puzzling and different from what they expect and to respond to 'nonsense' and humour.
-Young children have new capacities for symbolising and representation, creating art, music and dance, as well as developing abilities with words and numbers.
-Young children's greater working memory contributes to their capacity for telling stories, for more complex problem-solving stratergies, for longer periods of focused attention and for more persistent curiosity.
-Young children are developing social skills for establishing and maintaining friendships and are beginning to be able to see another person's point of view.
-Young children use their imagination to explore their own and other's indentities.
Tuesday, 20 March 2012
Developement-Toddler (one to three years)
Toddlers are becoming more independent, wanting to do things by themselves, in their own way and when they want to. At the same time, they need continual emotional support.
Toddlers tend to resist and find comfort in rituals and routines.
There are three areas of developement that typically indentify a child as a toddler - the ability to walk unassisted, the ability to communicate using words and a developing sense of self.
By the time a child reaches one they have usually developed a method of moving around - crawling, bottom shuffling, walking with an aid or walking alone.
Most children take their first steps at some stage between nine and twelve months and are walking well by the time they're 14 or 15 months, although it is perfectly normal if a child is not walking until 16 or 17 months (or sometimes even later).
At this stage they are no longer totally self-absorbed and are beginning to take an interest in other children, although they are not emotionally developed enough to form true friendships.
Special characteristics of a toddler:
-Toddlers are energetic and on the move.
-Toddlers are gaining control of their world by checking limits, causes and effects.
-Toddlers are active and curious.
-Toddlers feelings are intense and unpredictable.
-Toddlers are impulsive and lack self control.
-Toddlers seek social interaction and learn by imitating others.
-Toddlers learn by doing rather than being told.
Toddlers tend to resist and find comfort in rituals and routines.
There are three areas of developement that typically indentify a child as a toddler - the ability to walk unassisted, the ability to communicate using words and a developing sense of self.
By the time a child reaches one they have usually developed a method of moving around - crawling, bottom shuffling, walking with an aid or walking alone.
Most children take their first steps at some stage between nine and twelve months and are walking well by the time they're 14 or 15 months, although it is perfectly normal if a child is not walking until 16 or 17 months (or sometimes even later).
At this stage they are no longer totally self-absorbed and are beginning to take an interest in other children, although they are not emotionally developed enough to form true friendships.
Special characteristics of a toddler:
-Toddlers are energetic and on the move.
-Toddlers are gaining control of their world by checking limits, causes and effects.
-Toddlers are active and curious.
-Toddlers feelings are intense and unpredictable.
-Toddlers are impulsive and lack self control.
-Toddlers seek social interaction and learn by imitating others.
-Toddlers learn by doing rather than being told.
Developement-Infant (Birth to 18 months)
A baby is born with a basic form of communicating - crying. They are aware of sounds and noises and may move their arms and legs to the sound of your voice. Over the next eighteen months a baby will develop a range of ways to communicate their wants, needs and emotions - smiling, laughing, looking, reaching, gesturing, using sounds and eventually words.
An infant is born with very limitede mobility. Most of baby's early physical reactions will be determined by reflexes which he or she is born with. These reflexes disappear very quickly and are replaced by baby moving their bodies with purpose as they gain strength and coordination.
infants are subject to rapid fluctuations in health. if they contract an illness they can quickly become very unwell.
Some special characteristics of infants:
-Physical growth and developement changes are more rapid during infancy than during any other period of life.
-They are totally dependent on adults to meet their needs.
-Infants have urgent needs that demand immediate attention
An infant is born with very limitede mobility. Most of baby's early physical reactions will be determined by reflexes which he or she is born with. These reflexes disappear very quickly and are replaced by baby moving their bodies with purpose as they gain strength and coordination.
infants are subject to rapid fluctuations in health. if they contract an illness they can quickly become very unwell.
Some special characteristics of infants:
-Physical growth and developement changes are more rapid during infancy than during any other period of life.
-They are totally dependent on adults to meet their needs.
-Infants have urgent needs that demand immediate attention
Monday, 19 March 2012
Eight dimensions of developement
Cognitive: Cognitive developement refers to the ways children reason, develope language, solve problems and gain knowledge.
Physical: Physical developement refers to the process by which children gain control of their movements.
Language: Language developement is the process by which children learn to communicate with others. Although at first most childern will use speech to communicate, it is important to remember that reading, writing and signing are all ways of communicating.
Social: Social developement is the growth of a child's ability to relate to others and become independent.
Emotional: Emotional developement encompasses the feelings that we have about ourselves and others and how we express those feelings.
Moral: Moral developement is the ability to learn the difference between right and wrong and understand how to make the right choices.
Spiritual: Spiritual developement relates to the process by which children gain an understanding of beliefs (whether religious or not), relationships, self-knowledge, feelings and emotions.
Cultural: Cultural developement refers to the process by which children understand customs, ethnicity, religion or common interests relevant to their family / whanau.
Physical: Physical developement refers to the process by which children gain control of their movements.
Language: Language developement is the process by which children learn to communicate with others. Although at first most childern will use speech to communicate, it is important to remember that reading, writing and signing are all ways of communicating.
Social: Social developement is the growth of a child's ability to relate to others and become independent.
Emotional: Emotional developement encompasses the feelings that we have about ourselves and others and how we express those feelings.
Moral: Moral developement is the ability to learn the difference between right and wrong and understand how to make the right choices.
Spiritual: Spiritual developement relates to the process by which children gain an understanding of beliefs (whether religious or not), relationships, self-knowledge, feelings and emotions.
Cultural: Cultural developement refers to the process by which children understand customs, ethnicity, religion or common interests relevant to their family / whanau.
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