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
Thursday, 29 March 2012
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.
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