...five years of age. According to UNICEF 2011 Report, with 20 percentage of 0-4 year child population in the world India has the credit for having largest number of children. With an estimate of 27 million live births India again constitute to 20 percentage of world’s live births. Contemporarily in India 1.83 million children die annually even before the completion of 5 fives. Though India since 1990 has significantly gained in child survivals within the age group of 1-4 years with a decline of 56 percentage While India has made significant gains in child survival in the age group 1-4 years since 1990(56 percentage decline) the overall decline in the child mortality was largely held up by slow progress in the age of neonatal deaths. Government implemented numerous programmes from pre independence till...
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...Childhood Development Essay The years from two to six years of age are referred to as early childhood or the preschool years of the developmental process (Rathus, 2012, p. 123). The early childhood years are critical to the future develop of the child. The brain development is intensive and sensitive to external environmental influences; therefore, it is imperative that its stimulation and nutrition are adequate and influences are positive (Makkaoui, 2009). “The brain develops more quickly than any other organ in early childhood (Rathus, 2012, p. 124). Such development helps to ensure that each child reaches his or her potential and is a productive part of a rapidly changing, global society (Makkaoui, 2009). As their nervous system matures, their motor skills explode and their movements become more and more precise and coordinated (Rathus, 2012, p. 125). The physical development is somewhat of a natural process. A few weeks after conception, the embryo is visible (Rathus, 2012, p. 37). If the mother takes the proper precautions by receiving adequate nutrition, medical attention, physical exercise and rest and relaxation, the embryo will continue to develop and grow into a fetus and eventually enters the world of the unknown outside the womb (Rathus, 2012, pp. 37-40). After the birth, the physical growth continues voluntarily. There is no formula or recipe that one must remember in order to assure the child continue to grow. Provided the child receives the proper nutrition...
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...Cognitive development – education foundations. Perry D, (2002), ‘Childhood Experience and the Expression of Genetic Potential: What Childhood Neglect Tells Us About Nature and Nurture’, Brain and Mind, 3 (1), pp79-100, accessed 21/03/13, Pro Quest Central database. The aim of this article is to explore the impact of childhood neglect on cognitive development. The author has studied different sources, animal studies and childhood reports to compare the effects. Research suggested that nurturing is most critical in early childhood, without positive experiences neurodevelopment may not be successful. The first investigation showed that animals in enriched environments thrived with larger complex brains rather then those in deprived conditions. In comparison the studies of neglect in early childhood indicate when necessary experiences are not provided neural systems are underdeveloped. Overall its believed that positive experiences allow genetic potential to thrive therefore a combination of nature and nurture has effect. The focus of this article exemplifies the crucial aspect of relationship experiences and whether they positively or negatively impact cognitive development. The author discusses the complex neurone system and how it is during childhood growth, the brain is most sensitive. This is key as it relates to lecture concepts on the importance of ‘early care in relation to the sensitivity of the brain’ and without exposure to positive experiences there is a lack in...
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...Cognitive Development in Middle Childhood and Adolescents This essay demonstrates ideas on the intellectual or cognitive developmental abilities in both children and adolescents. Children are not considered little adults, and they are not capable of reasoning like any adult until they reach the age of 15. Children’s brain is never fully developed until late adolescents or in the case of males sometimes early adulthood. The most common problem among all parents is that parents often expect their children to act more like adults when they are not yet capable of doing so. Therefore, it is important that parents know what to expect from their child as they develop. According to Piaget, school age children (6-12) years old, enter Piaget’s Concrete Operational stage. "During concrete operational…became reversible,” (Usha 260). Thought is now more logical, flexible, and organized than it was during early childhood. Children are now able to logically discuss ideas and any topic. School age children also are capable of Decentration. It means they can now focus on several aspects of a problem and relating them, rather than centering on just one. They can also demonstrate Reversibility. Which is the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point. We can demonstrate this on children by watching them do a double chain knot bracelet. The child will be able to put the strings in front of them so they can have string A to...
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...This essay seeks to critically evaluate my role as a child observer. Drawing on two or more theories of child development, I will look at the main theoretical concept and critically evaluate in relation to my observation. First, I begin a brief description of the child I have observed and the setting in which the observation took place. Next I attempt to show my understanding of normal child development, and aspects that can disrupt ‘normal’ child development. Throughout the essay, I will critically examine and reflect on the process of undertaking my observation. And finally, issues of ethics and anti- oppressive practises will be discussed. The child I have observed was three and half year’s old girl called Sara (not her real name), of African Caribbean background and English is the only language spoken at home. All three observations took place at the day-centre she attends. The day-care centre gave me permission to observe her, but not to interact and interfere with her educational activities. As this was my first observation, I was a bit anxious about how Sara might react about me watching her, and while her parents consented about the observations, Sara did not know that I am here to observe her; it is this scenario that made me uncomfortable. I was particularly more concerned about the ethical issues of not informing Sara about the observation. One element of anti-oppressive practice is to make sure that people’s rights are not violated. Social workers must put children’s...
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...STAGES OF DEVELOPMENT If your child develop well, the learning potential is increased; and the chances of failure in school are less. Development is a gradual process- or building up of permanent age related changes in a person. In these essay, I will describe and discuss stages of development from birth to 8 years of age. Next, I will discuss why stages of development is important to a child. Lastly, I will briefly summarize this essay; indicating whether stages o f development is healthy or not healthy in an early childhood development. From the time of birth to 8 of age: your little ones moves through a steady progression of developing, thinking skills and learning emotional regulation as well as social growth. Children and adult pass a number of different stages during their lifetime. These stages happen around certain ages. Sometimes researches refer to the stages as time of life. Here are some stages usually referred to in early childhood development. Prenatal Stage is from conception to birth Infancy is from birth to the time of walking-around about 12 to 18months. Toddler hood from 18 months to 3 years. Preschool Stage from 3years to 6 years and; Early School from 6 years to 8 years Each stage has important changes that happen in that stage. Here are some examples; Prenatal Stages body grows quickly from time of conception or pregnancy and organs are and begin to work. The health and well being of the mother is very important. Infancy babies...
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...Piaget’s theory of cognitive development in relation to children’s developing mathematical knowledge. Introduction Jean Piaget, a psychologist, made the study of cognitive development. He contributed a lot to the theory of cognitive child development. His study, especially his quantitative concepts, has created much attention in the field of child education. He explored children’s cognitive development to quince his interest in genetic epistemology. His exploration of children’s quantitative development has established mathematical knowledge with vital insights on how children learn ideas and mathematical concepts (Huitt & Hummel, 2003). This essay demonstrates the study of cognitive development of the mathematical knowledge in context of the Australian Curriculum. For that, I have chosen the age level 2. The approach of this essay will provide a discussion of Piaget’s theory in relation to Australian Curriculum, a brief difference of Piaget’s theory with Vygotsky theory, and summary of the study. Justification of Piaget’s theory of cognitive development Piaget believed that, child development occurs through an unswerving transformation of the thinking process. When certain development takes place, the cognitive development stage requires a period of months or years. He also described that the development of children learning is steady and gradual varying the stage. It depends on culture, experience, maturity level, ability, etc. All children have to pass through each...
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...Explain why play is important to the holistic development of the young child. Explain how and why children’s play changes over the first six years of life. Include examples to support your explanation. To begin this essay, I have asked myself ‘what is play?’ The Oxford English Dictionary cites many definitions for the word ‘play’. One can watch a play, play truant, play up, play football, play cards or play an instrument. Child development theorists have published a great many works on play and its impact on child development. Hutt et al (1989) (as quoted in Wood & Attfield (2005)) argued that play is “a jumbo category that encompasses a multiplicity of activities, some of which are conducive to learning, but many of which are not.” Wood & Attfield (2005) wrote that “play involves a wide range of behaviours, have multiple meanings for both children and adults and can be regarded as serious or trivial. It can be highly motivated or just plain messing about”. Moyles (2005) believed play to be “… a process which, in itself, will subsume a range of behaviours, motivations, opportunities, practices, skills and understandings …” For the purposes of this essay, I am focussing on the enjoyable activities which children undertake freely and spontaneously, alone or with their peers which brings pleasure, fulfilment and development. I will endeavour to explain how play is important to the holistic development of the young child and also how and why play changes during the first...
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...Assignment Discuss the key aspects of Early Years child development in the contexts of providing support an appropriate child care setting Page 1 This essay will look at the key aspects of early Years child development in the contexts of providing support in an appropriate child care setting. The early years of a child’s life are the most important in terms of their general well-being, their emotional and social development, and their physical, intellectual and emotional growth. Bruce and Meggitt, (1999) claim that children learn more in the first five years than in the whole of their lives, thus supporting the importance of good quality early intervention in a child’s learning and development. As children grow and develop in a myriad of ways there are several theories of child development, each suggesting that children develop in a similar way, yet each also stresses that different parts of development are of primary importance. Maslow (1970) cited in Hartley-Brewer (1998) believes that children cannot learn and develop until their basic needs are met such as food, warmth and security. When these are met then a child must feel safe and secure before they can learn which according to Maslow (1970) is high up the ladder of needs before they reach the top which is self-actualisation. Geraghty (1988) suggests “love, security, consistency and continuous affection, and opportunities for independence lead to a positive self-image” (p.104) As a Sure Start practitioner...
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...An essay that critically examines the role of practitioners in recognising the socio-cultural influences on the development of children In the development of provision for children, traditional developmental theory has been highly influential: Over the years I have become frustrated by the strident emphasis on developmental theory in early childhood education (Walsh 2005:40) Particular relevance has been held concerning constructivist theory and the work of Piaget (1977) and Vygotsky (1978): The academic understanding of learning that underpins current trends in early childhood education are most significantly based upon principles of social constructivism that are drawn from both Vygotsky and Piaget (Anning et al 2008:153) Typically, traditional child development theory is thought to give order and meaning to a child’s progression in terms of physical, social, emotional, cognitive and language development and provides practitioners with a set of normative descriptors from which a child’s development can be measured. However, more recently these notions have been questioned and there has been a growth of theory from a socio-cultural perspective: recent challenges to ways of understanding and living in the world have included issues of difference, identity, culture, intellect, and economy…Early Childhood Educators have responded in various ways to such diversity. Many continue to support the developmentalist notion of the universal child…still others merge a variety...
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...TASK 1 ESSAY PLAN Introduction Definition of Play and play types Play theories Infant development Play in a home setting and parent’s influence Adult support in play Play at an Early years Foundation setting Role of practitioners Montessori practice and principles, uniting work and play Influence on physical, social, cognitive and emotional development Conclusion TASK 2 INTRODUCTION Play is a crucial element in children’s learning and development, especially in their formative years from birth to six years of age. Play doesn’t have a set definition as such as it is so complex and there are many different play types and play theories I will cover briefly in this essay. My main aim is to explore and discuss how play affects children from infancy to and through the early years foundation setting. I will focus on how parents influence and support play and the very important role practitioners have once children start nursery. This essay will also draw on key Montessori principles and practices where work and play are unified and show how much play contributes and is vital to children’s physical, social, cognitive and emotional development. In conclusion I hope it becomes clear how play is an absolute key factor in learning and preparing children for tackling more demanding tasks in the future. TASK 3 QUOTES According to Macleod-Brudenell and Kay (2008, p207) “play underpins all development and learning for children young and old”. A child naturally wants...
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...the ways in which play is said to promote children’s development. To what extent do you think that this influence is beneficial? Research into advancing children’s development in regard to the essence of play has been focused upon more so in the 20th century than ever before. Play appears in a variety of domains during a child’s development, from dropping objects to play-fighting with friends, and shall be thoroughly explored within this essay. The purpose of this discussion is to illustrate accordingly: the distinct types of play demonstrated by children, the degree to which play can influence the development of a child, resulting evidence promoting links between play and development, and the consequence of the removal or replacement of play within childhood. Play denotes an act of behaviour specifically demonstrated in children, which is felt to be enjoyable without displaying a visually obvious logical purpose. Play is not only experienced by children humans as animals have similarly been observed to enjoy a few wonders of play. Infants tend to start their adventure in the ‘world of play’ by experiencing pleasure in the discovery of dropping objects on floors or banging objects together in order to produce a noise. This manipulation of an object’s properties was noted by Piaget as sensorimotor play, and often classified as object play. Infants next move on to what is known to be pretend play, this is when a child starts to exhibit pretend behaviours, such as play-acting...
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...directly or indirectly appointed to their experiments, activities, experiences and events. The essay illustrates the attitude of play in different perspectives and how they links to Te whariki. The comparison of Sri Lanka socio cultural perspective and one of New Zealand socio cultural perspective describes follows. In the summary, the learning outcome referring to examples will be talk about. The definitions of play have stated many theorists. During the 20th century, children’s plays have been closely observed by theorists. Play defines as playing and growing are parallel roads to life. Playfulness describes the child’s creativity and action. Through play a child acquire self reliance to represent of his inner and outer worlds. (Wood, & Attfield, 2005). That children “learn through play” is a concept that has established to show the importance of play. It is the belief that play is necessary for a healthy grow and development. Play literate states that children declare their current interests and needs through play activity. Children control the environment, materials to acquire skills to going after exploration and practice. (Piaget, 1962). Play provided an ideal way of observe children’s natural interests, behaviours and moods. The children learn when they are ready. It describes the importance of choice of a child, and that ready is to understand to adults that the child is ready to early learning. The essential value of play indicates that children develop their...
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...power of play has an important psychological role in children’s development, as reinforced by Sutton-Smith (1993, p. 279) using “play as progress” and “play ethos” by Peter Smith (1988, p. 166) both cited in Pellegrini (1995). Goldstein (2012) stated that pretend play is one of the common types of interactive social play among 2- to 6-years-old children. He also mentioned that as children grow, the nature and function of pretend play will also change from simple imitation to more...
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...Infancy and Early Childhood Development In: Philosophy and Psychology Infancy and Early Childhood Development Infancy and Early Childhood Development Cynthia Miranda PSY 375 July 2, 2012 Dr. Aneta Bhojwani Infancy and Early Childhood Development Every human being begins developing in one way or another, from the moment they come into this world. Development and all its aspects begin in infancy and continue throughout one’s entire lifetime. It is a common belief that infants and young children are influenced by the environment that surrounds them. Cognitive and social aspects of development are shaped and molded at an early age, as well as language, speech, perception, and motor skills. A young child’s life is influenced by parents and family members, which is why they have a significant impact on the child’s development. When a child is old enough to attend school, he or she will also begin to adapt to the atmosphere of the school they are attending and to educational environment in that school; this will in turn affect the child’s cognitive development and social skills. Family Influences When a baby is first born, his or her brain begins to go through developmental changes. During the early stages of childhood, experiences can be split into two categories, experience-expectant and experience-dependent. Expectant experiences are those experiences that are common and somewhat universal experiences, and that most infants go through. Some of these...
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