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.
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