Child Development Essay

The difference Between the Sequence and Rate of Development Childrens inventment gener all(prenominal)y follows a predict qualified age of stages kn proclaim as milestones. However, occasionally a nestling whitethorn skip a stage or go through a stage very quickly e. g. a churl whitethorn miss pop out crawling and move straight from sitting to walking. An moral of a sequence is the visible tuition of a baby where movement begins with their head and then downwards and from the centre of their personate outwards.The time of a minors organic evolution milestone isnt as consistent as the sequence beca drop sisterrens stages of growth happen over different rates rather than particular ages. An illustration of this is that small fryren dont begin walking all at the resembling time. Some electric razorren atomic number 18 study to walk before their first birthdays whereas others whitethorn charter to walk round(prenominal) months later. However, it is authoritative to understand that although a kidskin whitethorn be come up slower in certain aspects of organic evolution, they maybe excelling in others and that all sisterren argon habitually following the same sequence. 2. 1 Personal Factors Affecting Childrens Developmentformer(a) childhood study trick be affected by a number of factors. A childs health plays a crucial theatrical role in their sustainment and move be set by factors including the genetics they inherit from their families, malnutrition from a poor diet and poor conditions in their surround. Unhealthy children may find they be less equipped to tackle bothers in comparison to healthy children. They may excessively be restricted in participating in activities which ass require a detrimental onus on building relationships with others, access to creating an understanding of their environment and their progression in motor raisement.Dis world power send packing have a profound effect on a childs dumbfoundment. The three incumbrance atomic number 18as of dis talent are physical disability, learning disability and sensory impairment. Normal development involves children to be able to interact with their environment, and to understand their findings. Children with physical disabilities exit very much be restricted in their ability to in effect interact with their environment which can then have a detrimental effect on their ability to develop cognitively and emotionally. The limitation of exploring their environment can similarly impact on their motor skills callable(p) to escape of mobility.Furthermore, children who spend time away in hospital may have limited opportunities to develop age appropriate societal skills, style skills and terminology. Learning disabilities can affect childrens ability to grasp, mathematical operation and analyse information. Disabled children very much show an queer pattern of development e. g. verbiage development and physical development which can have slightly effect on their ability to interact with others. Inadequate fundamental interaction with others may have a disallow beau monde on a childs own(prenominal) skills, their egotism esteem and oft causes a reluctance to face problems.Children with sensory problems such as visual or hearing impairments may experience difficulties including mobility, language development and communication skills. Visually impaired children often suffer with mobility issues hindering their physical development which reduces their ability to explore their surroundings. It also interferes with engaging in grotesque play limiting the childs ability to develop imitative skills. Hearing impaired children commonly lack language and communication skills as they have a reduced opportunity to take avail of the critical early period of language development by hearing peoples voices.The lack of communication skills can impact on the childs ability to engage with other children. 2. 2 External Factors Affecting Childrens Development Poverty can create a lasting harm in childrens development. The areas of poverty to take into account are living accommodations, diet, education and leisure activities. Children who are unfortunate in these areas are more likely to face challenges with their fond and emotional development leading to deportmental problems. This can leave them at risk of developing negative relationships touching social skills, academic skills and self esteem.Poverty can also influence a childs health where poor hovictimization and diet and a lack of leisure opportunities often lead to obesity, malnutrition and a likelihood of becoming ill. This can affect a childs ability to join in activities with other children hindering m any areas of development. The family environment can have a profound effect on a childs development in both a decreed or negative nature. Children living in a imperative family environment often develop good social interaction with o thers as a firmness of purpose of positive relations with family peniss.Therefore this may impact on a childs development in learning areas such as personal, social and emotional skills and communication, language and literacy skills. Similarly to poverty factors, family factors can also influence a childs academic pathway. A child with underdeveloped social skills may express themselves with inappropriate demeanour, a lack of interest to learn and an unfitness to create positive relationships thus reducing the chance to progress and succeed in a predominantly social environment as is education.Personal choices are other major influence regarding normal development. As children grow, they develop a greater independence and are presented with more choices to which can impact on some(prenominal) areas of development. A bad area of development in which a childs personal choices impacts on is their relationship with viands and physical action mechanism. In recent times and partl y influenced by the media, childrens eating habits have fetch increasingly unhealthy and in addition, childrens physical action at law has declined. This has go forthed in many children becoming sonorous or obese and even diabetes.The backwashs of this is likely to impact on physical development as children who are suffering from the above are more likely to be restricted in participating in all areas of physical activity in demarcation to their peers who have a healthy lifestyle. The development of a child may also be impacted upon if they are in care of the local authority. An rickety living environment may affect children in many negative ways as often the child may move to various care settings on a regular rear end. With this in judgment, a child may develop issues with regards to their emotions.A lack of assurance and self-esteem may arise resulting in anti-social behaviour thus impacting on social skills. Academic ability may also be squandered through the inability to socialize effectively as well as many other areas of development in which social skills are essential. Education is an important area of a childs development as it determines childrens academic ability through their education pathway. In particular, this influential area impacts on a childs cognitive development in which they gain skills in reasoning, understanding and the ability to solve problems.Education is non only acquired through schooling, it is also gained in the family environment via social activity and family life in general. Educating through schooling can develop a childs confidence in their ability, encourages positive social behaviour and helps children to understand the norms and values which are appropriate in society. 2. 3 How Theories of Development and Frameworks to Support Development Influence Current Practice. There are many theories which were created in aim to understand childrens development. These theories are very important as they often have and i nfluence on current employment.Piagets psychological theory of development was of the role of maturation, that by growing older a child would have increased capacity to understand new and differing concepts. This though was non a restrained learning curve but one which was conversional. These stages occurred at specific age ranges 18 months, 7 eld and 11 or 12 geezerhood. This appears to have impacted the school curriculum as a basis of when children are capable of understanding new concepts and ideas. The way in which a child adapts to these new changes or differences to their perceptions of the world is through assimilation and accommodation which work in unison.Assimilation refers to the inclusion of new concepts into lively schemas whilst accommodation refers to the challenges to the existing schema and accommodating ones thought processes around the differences. Only at the specific stages of maturation will a child be able to assimilate and accommodate for these new co ncepts. This prelude can be perceived as rigid as although a child may not learn in a smooth learning curve, they may progress at different rates at a lesser staggered approach. Vygotskys theory of development differs to that of Piaget in that development was proximal.The Zone of proximal Development (ZPD) promotes the notion that children develop through their engagement with adults and activities onside their peers rather than through teaching or by driftning(a) through concepts and challenges alone. It was the development of language and articulation of ideas that would govern a childs development and may be seen as an enabling approach that will allow a child to solve challenges and develop in a way that they will as a final result be able to perform the task alone.This approach has proved to be influential with regards to early years education particularly in the frameworks of England and Scotland in that there is an emphasis placed on building positive relationships with a dults and other children in the setting. Furthermore, children are encouraged to work together during activities thus promoting teamwork in regularise to cudgel challenges and in addition play an active role in their learning. Skinner, who adopted a behaviourist approach to learning developed the theory of operant conditioning.This theory suggests that a childs behaves and learns via creating an understanding ground on consequences and reinforcements. These reinforcements are divided into three sub-groups described as positive reinforcers, negative reinforcers and punishers. Positive reinforcers are a form of reward in response to being presented with a desired outcome for example, if a child has created a nice piece of work they may be given praise or a sticker as a reward. This then reinforces an understanding that they have done something good to which they will aim to continually reproduce.Negative reinforcers also produce repetition in behaviour in that they are utilise to stop something from happening for example, a child may try to avoid one of their peers due to the fear of having their favourite toy being taken away from the understanding of previous experiences. In contrast to the above, punishers are believed to weaken the repetition of behaviour such as if a child hurts a member of their peers they may be put in a reflective corner to recognise their inappropriate behaviour and if this process is repeated, the child will understand and aim to avoid this consequence.This theory links in with practice today in that children are often rewarded with positive reinforcements when behaving appropriately for example overlap during activities, comforting a peer who is unhappy or following a task with good results. Furthermore, punishers are also use in todays practice when a child is behaving inappropriately in which tactics such as the reflective corner as well as a telling off are effective in breaking the repetition. 3. 1 How to Monitor Childrens D evelopment using distinct Methods.A childs development is manageed in a number of ways which includes observations, stir practitioner meetings and standard measurements. Observations can be carried out in a variety ways and provide valuable information in hurt of a childs development. Narrative observations involve watching a child or children during an activity and making notes to what has been seen including all areas of behaviour. In this form of observation it is important that the practitioner who is observing remains unremarked in wander to avoid a change in behaviour of the child or children. era sampling observations involve making a record at regular intervals of what a child is doing which directiones on a specific behaviour for that particular time. An example of this maybe during outdoor play time in which a childs social interaction could be observed. Event sampling observations involve counsel on particular events in order to build up a pattern of childrens beh aviour over a period of days or weeks. In this form of observation, the events leading to behaviour, during behaviour and afterwards behaviour are recorded in detail.Standard measurements may also be used to monitor a childs development. This method of discernment is employed by various professionals in order to valuate development in areas such auditory, health and education. Standard measurements in contrast to having an overall objective, focus on a childs development in relation to the overall population and furthermore, is used to determine whether a child has a particular deficiency in an area of development.This form of supervise children is of particular use when monitoring disability or suspected disability in a child as it places all emphasis on one child whilst using a range of discernment methods to determine any apparent problems. 3. 2 Reasons Why Childrens Development May Not quest for the Expected Pattern. There are a number of reasons in which a childs developm ent is not following the expected pattern. Disability may affect a childs development in a range of areas which include physical development, personal development and social development.In some cases disability can restrict a child from participating in normal physical activity, for example some settings may not be flap chair friend in areas such as outdoors. This in turn may prevent a child from being involved in the same activities as other children thus impacting on their physical development. With this in mind, outdoor play is important whilst developing effective social skills. Children often use a range of communication skills whilst exploring and discovering thus deprivation of social interaction may have a harmful impact on a childs personal and social development.Children with emotional problems are also at risk of not developing along the expected pattern. A child lacking in confidence and self-esteem can often set out reclusive and struggle with communication in partic ular during situations where it is loud and fast paced such as in a nursery environment. Children who tend to hide away from the action are inevitably missing out in areas of learning and development and is unfortunately often carried through to later life. Environmental factors are another(prenominal) area to consider in relation to an expected pattern of development.The home environment can have a profound affect in many areas. A negative home life may often determine a childs ability to socialise effectively thus affecting numerous other areas. Due to a lack of social skills, a negative impact may be made on a child in education and as a consequence their academic achievement may be at risk. In addition, cultural difference may also play a part as there are a variety of ways in which different cultures nurture their children. Some cultures, for example in western society encourage freedom and independence.This in turn gives children the opportunity to discover new things and deve lop and understanding of the world. Children with learning difficulties often follow an uneven pattern of development. Tasks and activities are often more of a challenge for children with learning difficulties in which failure is not uncommon in academic situations and as a result can lead to frustration and issues regarding self-esteem. In some cases with these personal issues, a breakdown of communication can emerge resulting in a negative impact on areas of learning and development which rely on effective communication skills.How Disability may Affect Development. Disability can have a substantial influence on a childs development. Disability covers three areas in which normal development is more of a challenge in contrast to children who are not alter. These areas include physical disability, learning disability and sensory impairment, all of which may hinder development. Due to the interdependence of learning areas in order to maintain normal development, change children as a consequence are more unlikely to develop at the same rate as other children.For example, a child with a physical disability such as being wheel chair bound may find it a challenge whilst exploring the environment. This could have a knock on effect in learning areas such as social interaction, communication and knowledge and understanding. This then in turn may be detrimental in terms of developing positive relationships with their peers which can often lead to social rejection or bullying. As a consequence of this, a child may develop personal and emotional issues manifesting itself in reduced self-esteem and confidence resulting in reclusion.How Different Interventions can heighten Positive Outcomes for Children where Development is not Following the Expected Pattern. If a child has been recognised as not following the expected pattern of development, interventions are made in order to establish where the problem lies and the crush way to tackle it. External practitioners known as agencies may then become involved and assess the child whilst providing contribute and expert advice to the family and the nursery or educational setting.These agencies may include paediatricians who are answerable for monitoring progress and rent referrals to additive healthcare, health visitors who offer advice and place upright to families and physiotherapists who are responsible for on the job(p) with the physical problems of disabled children and young people and suggest exercises. Speech and language therapists provide support to disabled children who have problems with their speech and language. They also offer advice on communication to the parents whether it is verbal or non-verbal for example using sign language.Other areas of intervention include the role of the Educational Psychologist who assesses the way in which a child learns and identifies issues with a childs learning. They can then identify how to benefit a childs learning by creating Individual Education Plans (IEPs) and are responsible for managing the childs statutory assessment and the issue of a statement of demand if required. In nursery and school settings special educational needs coordinators (SENCO) can become involved in the coordination of activities and the provision of support to meet the specialised needs of disabled children.In many cases multi agency and partnership working is adopted as it provides integrated support for children who are not following the expected pattern and their families. Supporting children with additional needs and their families with a range of agencies working collectively provides more effective care for the child due to the sharing of information and agreement as to how to implement plans. The Early Years Foundation Stage (EYFS) supports this practice as a way of contribute to a childs development as this information shared may aid any further assessments.The Importance of Early Identification of Speech, Language and intercourse Delays and Disorders and the Potential Risks of Late Recognition. It is extremely important to identify delays in speech, language and communication as soon as possible. Early identification of speech and language delay is critical to a childs development as it is interconnected and is a key area with regards to many other areas of learning and development and furthermore, it is essential whilst developing the ability to communicate.With the inability to use effective language, a childs cognitive ability may become wasted as both these areas are strongly linked to each other. Language delay can influence a childs ability to understand concepts and develop intelligence amongst other areas of cognitive development. Communication and speech delays are also important to identify as they determine a childs ability whilst interacting with others. In addition they can affect a childs emotions, in some cases resulting in anti-social behaviour, thus impacting on areas such as education.However, thr ough early identification and intervention, the impact of speech, language and communication delays may be significantly reduced thus creating a more positive forthcoming for children. 4. 2 How Multi-Agency Teams Work Together to Support Speech, Language and Communication. Multi-agency and partnership working plays a key role with regards to a childs speech, language and communication development. When it has been recognised either by a parent/carer or whilst in the nursery setting that a child is showing signs of difficulty in these areas, the child would then need to be assessed by either a health visitor or general practitioner.This would then enable a greater understanding of where the problem may lie and furthermore uprise a number of other possibilities. Once a diagnosis has been found, the child may then been referred to a variety of agencies in order for further assessment and to create a plan to tackle the problem areas. These agencies may include speech and language ther apists, educational psychologists and specialist teachers who provide support for children who have sensory impairments, learning difficulties or communication difficulties.These agencies will often work together in collaboration discussing and sharing information which in turn enables the child to make maximum progress. Furthermore, the agencies will work together to develop strategies, provide knowledge and in some cases provide resources to parents/carers and the nursery setting. 4. 3 How Play and Activities are utilize to Support the Development of Speech, Language and Communication. Effective play and activities are beneficial in order to support a childs speech, language and communication development.The nature of play and participating in activities in the main involve a great deal of social interaction with others. Therefore by providing play situations and activities that support these learning areas, childrens development will be heightend. Toy animals are an effective play resource. They engage children into the natural world and encourage them to imitate movements and sounds which in turn get up a childs speech development. Nursery rhymes and singing encourage the development of language. Children who are exposed to these activities have a greater ability to listen and understand intelligence services and actions.Nursery rhymes also enhance a childs ability in reading as a result of the development of language. Reading books with children can enhance their communication skills. Stories can generate interest where children become inquisitive. Children often ask questions and discuss ideas which can enhance their ability to communicate with each other. In addition to the above, a childs speech and language may be developed by role modelling in which they will learn to use new sounds and words by listening and engaging in general conversation.With this in mind and from own practice I feel it is important to provide appropriate speech for a child to be exposed to, using clear and slow language whilst altering vocal pitch in order to convey grammatical information. Furthermore, I feel if a child has attempted to say a word with ineffective results, it is important to praise the child for their effort in order for them to continue trying. 5. 1 How Different Types of Transitions can Affect Childrens Development. Transitions are a significant stage in a childs life and can affect them in a range of ways and in a number of areas of development.They are an nevitable part of growing up, however it is important to recognise and understand the signs and the impact of transitions on childrens development. A change in the family structure of a child in terms of an additional sibling may have an impact. The child may feel their relationship with their parents is threatened by the reaching of a new baby and they may feel they are getting unequal amounts of attention. The childs personal and social development may be harmed during this t ransition. With this in mind the child may develop issues with self-esteem as a result of receiving less attention than previously.The child may also develop anger issues from seeing the frequent attention and care being provided to the new baby which could then in turn manifest itself in sibling rivalry. The position of low nursery or school is another major transition for a child which may impact on their development. A new and unacquainted(predicate) environment may be a daunting experience for many children. Children who are less extrovert in comparison to their peers may try to avoid interacting with others and avoid social activities.This could then result in the child becoming a recluse resulting in missed opportunities to play, learn and develop. A childs admission into an institution such as hospital due to ill health is also a significant transition which could impact on their development. Social interaction may be diminished in particular of children who stay for long periods in hospital. Through this lack of socialising, children may become underdeveloped in others areas including their knowledge and understanding through missed opportunities to explore the environment with their peers developing new ideas and perspectives.Moving to a new house or location is another transition which can impact on childrens development. This can be a traumatic time and in particular of a child unveiling the care of the local authority. Often in this situation a child has moved around a number of locations thus creating a sense of instability resulting in personal issues. These issues are often uttered in the form of anger, isolation and anxiety which in turn can hinder normal development. Furthermore, many children in this situation come from broken families which in some cases involved abuse and neglect.With this in mind when involved in a situation of this type, it is important to build trust whilst working with the child in order to prevent a further negativ e impact on their development. 5. 2 The Effect on Children of Having Positive Relationships During Periods of Transition. Transitions are a significant and potentially harmful experience in childrens lives, therefore it is important to provide a positive and supportive network around children in order to make transitions an easier and more comfortable process.A child who is undergoing a process of transition whilst receiving positive support and encouragement is more likely to accept changes in their lives and develop a greater confidence in the transition process. A strong relationship with someone such as a key person in an educational setting can benefit a childs transition. A child beginning nursery will be presented with an unfamiliar environment in which a key role players job is to develop a close relationship with the child and provide support allowing the transition to run more smoothly.In some cases a key worker may change settings or may be away for a long period of tim e such as maternity leave. In these situations a child may react negatively to the loss of familiarity which subsequently may impact on their development. Therefore it is important to provide additional support to the child via attention reassurance and encouragement in order to alleviate further negative affects whilst a close relationship with a new key worker is being formed. Children encounter transitions with an array of experiences in which some may be positive and some negative. Children more often than not will always be worried.Confronted with unexpected transitions, like divorce or death, a child may feel excluded or to blame or angry. An understanding of their experience and the possibilities of what is going through their heads and giving a thoughtful and sympathetic response will often help bring them through the transition and in turn lead to a more confident and rounded child.