...In regards to child development Piaget has come up with a theory called cognitive development. The cognitive theory development theory basically shows that children actively construct knowledge as they manipulate and explore their world. (Berk 2014) Piaget broke this theory up into four categories. The first category is called the Sensori-motor stage. This stage usually occurs from birth until 2 years of age. Here infants learn by exploring their world using their eyes, ears, hands and mouth. Because of this learning style they are able to solve simple Sensori- motor issues. An example of this would be children learning to put things and take things out of a box. The next stage according to Piaget’s theory would be called the Preoperational stage. This age group is ranged from 2 to 7 years of age. Here pre-school children would use symbols to represent their earlier discoveries. During this stage language and make believe starts to develop. The next phase is called the concrete operational stage. This stage is grouped from 7 to 11 ears of age. During this stage children become more logical with their reasoning. The last stage according to Piaget is called the formal operational stage. This stage is grouped from 11 years of age and on. Piaget’s theory has caused many researchers to not only study and learn tremendously but to challenge him as well. According to research, Piaget underestimated the capabilities of infants and preschoolers. Researchers found that...
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...CHILDREN”. Before selecting this topic, we took instructions from our teachers and seniors. Under the supervision of or teacher, we prepared a questionnaire and conducted a survey. We are indebted to our teacher for her advice as we prepared this report. We are especially grateful to the students of FAST-NU, LUMS, LSE, GC University and Punjab University for giving their point of view regarding this topic and helping us with the survey. TABLE OF CONTENTS Abstract | 03 | Statement of Problem | 04 | Purpose | 04 | Central Phenomenon | 04 | Literature Review | 05 | Limitations of Study | 05 | Key Question | 05 | Survey Method | 06 | Introduction to The Topic | 10 | Causes: Why Do Parents Work? | 12 | Child Development: The Critical Parent-Child Relationship | 14 | What Kids Think About Working Parents | 17 | Stress on Working Mother | 18 | Effects on the Children of Working Parents | 19 | Problems Faced by the Children | 22 | Solutions to the Problems | 24 | Conclusion | 27 | Questionnaire | 28 | Graphical Representation of Survey | 33 | References | 34 | ABSTRACT Ever since both the parents began entering the work force, the debate has been looming over parents who enter the work force and those who choose to remain at home with their children. Such concerns are whether or not having both working parents negatively affects their children emotionally and/or academically. Another concern is the stress level a working parent faces daily...
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...Early Childhood Environment The Nebraska Department of Education and the Iowa Department of Education (1994) describe an appropriate learning environment for the young child: "The primary learning environment provides time and opportunities for children to experience and respond creatively to their world. The learning environment is social in nature, providing a secure and stimulating climate for all children. It provides time and opportunities for children to take appropriate risks and to explore and investigate their world. Children have experiences which encourage them to interact with others, to develop interpersonal skills, and to work and learn cooperatively." (p. 3) Lombardi (1992) notes that the early childhood environment should be based on developmentally appropriate practice: "Programs for young children should not be seen as either play-oriented or academic. Rather, developmentally appropriate practice, whether in a preschool or a primary classroom, should respond to the natural curiosity of young children, reaffirm a sense of self, promote positive disppositions towards learning, and help build increasingly complex skills in the use of language, problem solving, and cooperation." Effective Grouping Practices An important organizational issue in early childhood education is the grouping of children. Traditionally, children have been grouped by grade-level designations according to age and ability. Many effective early childhood programs do not follow this...
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...(IDEA) addresses the area of the development of infants and toddlers with disabilities. The thought behind this program was to reduce educational costs by providing early intervention services to children with disabilities before they reach school age. The intention was to encourage the collaboration of agencies that provide health, education, and human services. The neural circuits which are a part of the brain that creates the foundation for learning, behavior, and health, are most susceptible to change during the first three years of life. In order to intercept and encourage the effectiveness of intervention, early diagnosis and identification is critical. Extreme poverty, abuse and neglect, or severe maternal depression leads to damage that can have a life time effect in learning, behavior, and physical and mental health. Intervention in these areas can provide education and resources for proper nutrition, health and mental health screenings. Positive early experiences strengthens the brain while early social and emotional development provides a firm foundation for the building of cognitive and language skills. (Goode, Diefondorf, and Colgan, 2011). Recognizing early childhood is a distinct period prime for intervention, IDEA requires all states and localities to develop a system of services to target this age group. This requirement is to reduce the need of, or reduce the amount of, special education services, enhance the development of children, and encourage family...
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...Haku’ole Correa FAMR 332: Childhood Fryxell Child Observation For this project, I observed my little nephew, la’akea, who is 5 years old. He is the Second oldest, and is treated like the only child because his older sister is in middle school and his younger brother is just 3months. My nephew is 3’10 and around 50lbs, and is haole / Hawaiian. La’akea is very sociable and is very attentive. He loves to play games and play with all kinds of technology such as an ipod, ipad or computer, but he plays with these technology only because he has no one to play with at home because his brother is to small to do anything. My sister-in-law and brother work long shifts and are usually worn out by the time they get home. My nephew lacks attention and people to play with at home; which is why he plays on gadgets all the time. However, when he comes over to our house for the weekend, We go all over with him such as go the park, fun factory, and we go out to eat when ever he’s at my house and I love eating so it works out perfectly for the both of us right there. La’akea comes over to my house almost every weekend. This past weekend I took time aside to observe his actions and put into play what I learned while in this class. When I got home from the practice La’akea was already upstairs playing games. Friday’s are usually my family’s day to catch up. When I get home on Fridays, my mom is usually making dinner, my brothers and their girlfriends are usually watching T.V. or playing...
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...------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Childhood to Adolescence Development ------------------------------------------------- Monica Rodriguez-Sosa ------------------------------------------------- University of Houston – Downtown Introduction As we age and grow in life, we constantly change in many different aspects. It is natural for humans to develop new ways of thinking, being, and feeling. At childhood, we might have show certain behaviors that we do not show in adolescence. Not only does our behavior change, but our physical appearance does too, along with our emotions. This paper will detail three changes that take place in each of the realms of cognitive, physical, and emotional growth from childhood to adolescence. Early Childhood First, physical development of a child occurs at a slower rate than infancy. Boyd and Bee (2009) write that every year a child ages, they grow about two to three in height and about six pounds in weight (p. 177). Both authors also define the motor skills that children gain during childhood. For example, a child at age two can climb on furniture whereas a 6 year-old can walk on a line. As children age, they gain more muscle, giving them the ability to move around easier. Another example is brain growth. This kind of development can be explained by looking at the corpus callosum. Boyd and Bee (2009) explain that this brain structure is what connects the right and...
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...their peers and some are not. Have you ever wonder what make their behavior are so different? Life span development studies of how people grow and change during all phase of their lives. In the book I Know Why The Caged Bird Sings written by Maya Angelou proves that development is multidimensional including biological, cognitive and socioemotional. Maya is three years old and her brother, Bailey, is four experienced broken family and were sent to Stamps, Arkansas with pieces of paper attached on their bodies “to whom may it concern”. They live with their paternal grandmother, Annie Henderson, whom soon they called Momma. Maya and Bailey who was born and grew up were abandoned without the love, care and nourishment in a good environment with their biological parents have had many struggles to face during childhood to early adolescence and affect their entire life. As the beginning of the book, Maya was unable to finish her poem “What are you looking at me for? I didn’t come to stay…” According to Erikson, Maya must be in initiative versus guilt stage because Maya feels that she is awkward and ugly with kinky hair and dark skin. She dreams to be a beautiful white child with the straight blonde hair and blue eyes, not because she didn’t like herself, but because was taught not to like her Blackness. The social norms with stenotype expectation influences Maya’s development and personality when she interacts with people, that make she wanted to “retain a sense of uniqueness”, known...
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...Influences of Childhood Development La Tesha Simpson PSY/600 Developmental Psychology July 15, 2013 Judy Pendleton, PsyD Influences of Childhood Development Children are impressionable and share the characteristics of a sponge in a sense, by means of picking up a spill and letting it ooze out of their personality or behavior. Children imitate most of what they see and hear whether negative or positive. Imitating is learning and learning is form of development. Everyone and everything can influence the choices children make during childhood. The purpose of this paper is to investigate influences of childhood development. Development of any kind during childhood can have life altering factors. Some of those factors will include career development starting during early childhood, economic resources in child development, and socioeconomic status and child development. This investigation will demonstrate whether the influences are healthy or unhealthy development during childhood. Career Development during Childhood Parents and professional role models may influence children in their career choice. For example, if a parent is a doctor a child may find that exciting and want to follow the footsteps of the parent. Perhaps, the child learns how police officers and fire fighters give back to the community and want to do the same. Career development start during childhood and covers the course of life (Porfeli & Lee, 2012). Researchers show how an individual establishes...
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...Understanding Human Development in Teaching University of Phoenix Psy/280 Marie Cortes July 22, 2010 Understanding Human Development in Teaching In this paper I will address his or her understanding of Human Development. I will attempt to show how it will help him or her come to a thoughtful approach with the different stages of a child’s development. I will address such issues as; 1) The Personality Developments, 2) The Cognitive Developments, and 3) The Social Cognitive Developments. I will concentrate these developmental theories based on the age of the students he or she will be teaching (Junior High Science) when he or she graduates from University of Phoenix. Personality Developments at Age 12-14 There are a large amount of personality theories in the world today. I will focus my attention on the behavioral developments prevalent to this age group. The greatest behavioral developments that late adolescents will experience are risk-taking. These risk-taken experiments will help the child develop and shape his or her identity, give him or her the ability to try new decision-making skills, help with developing realistic judgments of him or herself, gain peer acceptance, and peer respect (ReCAPP, 2009). Oftentimes the risks these adolescents will take end with a legitimate threat to their health and well-being. The most common type of threat, today, is teen pregnancy. More teens today are becoming pregnant because of peer acceptance and respect...
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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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...Child Growth and Development Module 1: Principles of Child Growth and Development 1 Icons This icon represents a new topic in the text. This is a visual cue for you to answer any questions about the previous section before moving along to the next one. This icon is used to identify an exercise that involves in-class practice and feedback. This icon is used to identify a specially designed activity that requires active class participation. This icon is used to identify a section that is accompanied by a video. Child Growth and Development 2 Icons This icon is used to identify a section where the participants should add items to their ―Do’s and Don’ts‖ list. This icon is used to identify an exercise that involves a role-playing scenario. This icon is used to identify the use of a transparency related to the material in this section. This icon is used to identify a key point in the material. Child Growth and Development 3 p.2 We often hear people refer to children’s growth and development. Are ―growth‖ and ―development‖ the same thing? What does each of these terms mean? •Growth refers to specific body changes and increases in the child’s size (such as:height, weight, head circumference, and body mass index). These size changes can easily be measured. Growth •Development typically refers to an increase in complexity (a change from simple to more complex) Involves a progression along a continuing pathway on which the child aquires more refined...
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...http://www.artfulparent.com/2013/02/10-creative-activities-for-kids.html * DESCRIPTION OF ACTIVITY: This activity gives kids awareness of their breathing. You blow the pompoms around on the floor. The kids can do races, count how many breaths it takes to get across the room and you can spread them around on the floor and blow them back into a big pile. * * NAME OF ACTIVITY: Jewelry * DEVELOPMENTAL FOCUS: Fine motor skills development * APPROPRIATE AGE(S): 5 and up * CREATIVE AREA: Arts and crafts * SOURCE: http://www.artfulparent.com/2013/02/10-creative-activities-for-kids.html * DESCRIPTION OF ACTIVITY: Get straws or noodles and yarn. Cut up the straws and cut the yarn long enough for a necklace or bracelet. Kids can put the straws or noodles on the yarn and make beautiful jewelry. * * NAME OF ACTIVITY: Reading * DEVELOPMENTAL FOCUS: Language development * APPROPRIATE AGE(S): Birth to two years * CREATIVE AREA: Creative language experiences * SOURCE: http://www.asha.org/public/speech/development/parent-stim-activities.htm * DESCRIPTION OF ACTIVITY: Just read. You can also point to pictures and shapes and ask what is this, what color is this, and etc. * * NAME OF...
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...test out taste, touching things to explore different textures even dropping things just to see what happens. As he becomes more curious his physical abilities will start developing which takes him from reaching to crawling then walking. This period of learning will prepare the now infant for early childhood. During early childhood the language and communication skills develop on a daily basis. This is a time of creative play and exploration of the world around them along with learning patterns and forming habits. The physical changes at this stage are quite noticeable because the child has a better command on movement they run, skip and jump around with confidence. On a social and emotional level the child is eager to trust and willing to make and play with friends. They won’t always share so playtime might sometimes have some aggression stemming from selfish impulses. When a child gets to middle childhood they are focused on learning how to complete task that are directly...
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...Children start developing at birth and continue to adulthood. There are five main domains of early childhood development, which are physical, social, cognitive, communicative, and adaptive. With physical development the child is able to master movement and balance. With time the child’s balance will improve they will learn how to balance in one foot or what on a line. They will also learn the skill to catch and throw a ball. Kids love to play with someone and not being alone, when I take care of children I love to play basketball or some toys that they have. With social development children can play with other kids and develop conflict resolution skills. At this moment the kids can show off and fight for what they want. They will know what they are doing wrong and what they are doing right. With cognitive development children will start knowing the colors and some numbers. They will now know when someone is lying because their way of thinking will increase. My favorite part of the children is when the communicative development shows up when they want to start talking and just try repeating what ever you say. Who doesn’t love when kids start talking and can have a back and forth conversation with you? When they can tell you what it hurts and who hurt them. Last but not least adaptive skills is when children can dress, eat, toilet, and wash by themselves. They will start dressing and undressing by themselves and you wouldn’t have to worry anymore-just keep an eye on them. They...
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...shows you what your observation paper should look like. Notice how well this student clearly related each infant behavior to some aspect of Piaget’s account of the sensorimotor period: He stated which substage of the sensorimotor period the child probably is in, and tied the notions of assimilation and accommodation to specific infant behaviors. Observation Paper #1 A couple (husband and wife) were sitting on the grass at a music festival with a young male infant, who was probably between 12-18 months old. He sat on his mother's lap with a group of the adult's friends around them. They were sitting together on a blanket with a clearing in the middle for the child to play and move around while they all enjoyed the music and talked to each other. As I was sitting there, I observed the infant's mother hand him a small box of wheat thins which he easily grasped in his hands and held, looking at it for a little while. Then he dropped the box which hit his mother's foot and rustled to the ground. His mother picked the box back up for him and put it back into his hands. He then dropped it again on her foot and it landed again on the ground next to them. According to Piaget the child is in substage 5 of the sensorimotor period. The child is testing the cause and effect of his dropping the box of wheat thins on his mother's foot next to him. He is causing the box to fall, and then watching and studying it as it bounces off her foot and finally rests on the ground (causing a rustling...
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