Child Development

We are all human. We all have triggers, sensitivities and places where we are susceptible to having negative emotional reactions. These vulnerabilities are the areas where we experience irritations, hurt or anger and feel compelled to respond. Hot buttons are hot because they touch upon our values and what we hold as important or not important in terms of respect and integrity.

The majority of our triggers touch upon the values of “rightness” or “wrongness” that we quietly hold. These values are not often obtrusive, until we get triggered. Once they are triggered they take over and direct our behavior. Because they are attached to strongly cherished values, they carry a strong emotional charge. When activated our behavior is driven by pure emotion, so our behavior tends to be larger than the situation calls for.

There is nothing rational or considered about a response which comes from our hot spots. Success in business can be boiled down to positive relationships, so to improve your chances at success you must consistently work to improve yourself.

1. Awareness

The trick to preventing the eruption of our emotions around a hot button is to become deeply aware of what rattles our cage. The more mindful we are in our awareness of where our triggers are, the better able we will become in stopping our emotions from changing our behavior into that of a crazy person. Awareness is the essential ingredient when trying to change anything about ourselves. We must become wise enough to take “time-outs” in lieu of losing our minds, making jerks of ourselves, and causing damage that may potentially be irreparable for our reputation, and the thoughts others take of us.

When we’re adrenalized we feel like we need to act now. Nothing is an emergency. We have to train ourselves to take a moment to slow down the minute we feel adrenalized. We can make commitmentments to ourselves that we will only speak once we are no longer adrenalized and overly emotional. Many of life’s problems are caused by these unconscious hot buttons. When we learn to use time as the intervention between our emotions and our mouths, we will save ourselves much grief and apologizing.

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2. Listen

Be aware that words, issues, situations, and personalities all trigger us emotionally. When these differing variables trigger our hot-buttons, verbal messages become one-sided. Because these issues are emotional they create barriers to us being able to listen effectively. When we’re reactive we tend to tune out, act out, shut down, distort, or prejudge what we’re hearing. Breathe when listening. Breathing provides the brain with the oxygen levels necessary for us to process our emotions more logically. When we feel triggered we tend to take short, shallow breaths which do not provide the brain the oxygen it needs to slow down, stay calm, and to think rationally enough to focus on listening to the person we are speaking with.

3. Choose your response.

We must make conscious choices about who and how we want to be experienced, perceived and respected by ourselves and others. When we lose emotional control we not only lose the respect of others, but more importantly we lose respect for ourselves. There is nothing more dangerous than that. We can get angry, try to solve the problem, or ignore it. If we choose to solve the problem, we become better able at preventing them from happening again. We get to choose how we respond in every situation we are in. It is 100% in our control and ability to master ourselves in the ways which gain the respect and trust of others. Feeling a sense of agency over our responses also helps us to build and maintain the trust and respect we have for ourselves.

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4. Acknowledge the other.

When we are triggered we become self-righteous, self-centered and fixed in our mindset. This does not allow us to see or acknowledge the feelings and rights that others have to their own feelings, thoughts and values, which may be different, but no less valid than our own.Practice acknowledging the feelings, ideas and thoughts of others. Acknowledge that it is okay for them to feel the way that they do. What others think, feel and believe doesn’t have to be perceived as a personal offense to us because it doesn’t mean we are wrong or have to change our opinions. Acknowledgement simply demonstrates that we possess a tremendous depth of character and integrity for all involved.

5. Seek understanding.

Oftentimes we get hot because we’re feeling offended, when really what may be going on is that we have misperceived or misunderstood something that is being communicated. We then proceed to take things in a way which was not intended, we react and cause a tremendous amount of damage to ourselves and others. Before reacting train yourself to ask objective questions in an effort to seek clarification. Ask open-ended questions. Open-ended questions are the most useful way to get the clarification we need. This way, if we have a reaction it will be based in a true understanding, not a misunderstanding. Having a true sense of understanding can nearly abate a negative reaction all together.

6. Open your mind.

Work on seeing another’s viewpoint. In the willingness to open our minds we may actually learn something about ourselves that could actually be transformational for a trigger we have. Again, when we’re hot our minds are not open, they are closed. The opportunities for growth and expansion available to us are exponential when we’re willing to learn, grow and open our minds. If we cannot take in another’s point of view we cannot grow or mature as people, which grossly limits the type of success we can have in our own lives and careers. If we’re always “right” then we will have zero motivation to grow. Being closeminded to another’s viewpoint makes us rigid and un-coachable. This is a recipe for disaster. It will not kill us to have another person be right. I can only help us grow.

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7. Stick to the subject.

When we get triggered we get lost in wanting to prove to ourselves, which make us lose complete track of the facts, of the subject matter at hand, and of the objective quality of the subject. Every topic has an objective and subjective/emotional quality to it. This means that every topic has a circle of facts which surround it. If we can stick to the subject by veering away from the compulsion we have to emotionally manipulate our sense of “rightness” through deflecting the conversation onto other topics, we are more likely to have a productive conversation. It is maddening to be in a conversation with an emotional person who manipulates and deflects to be right. This is the quickest path to people not wanting to communicate or connect with us.

We know we’ve been triggered when we start to get defensive around “matters of principle,” or when we become emotional over something which seems relatively unimportant. When we react and regret what we said or did, we end up wishing we could have just taken one moment to cool off and think before we reacted. When we react we don’t think about the damage until afterwards. For this reason, we must develop an awareness for where our trigger points are, and then proceed to do the work we need to do to be as conscious of them as possible. This way, when they get hit we can operate with a mindfulness that will keep us open, respectful and in a place of growth and learning. This type of mindfulness will increase our opportunities for success tenfold. People do not like working with difficult people who cause others to feel as if they must walk on eggshells.

Class theorists argue that class provides the basic structure of society and is also the chief cause of the inequality of modern societies. The hierarchy of the Australia class system consists of a “ruling” upper class, a “white-collar” middle class, and a “laboring” working class. There is enormous inequality between the class groups and especially between the upper- and middle-classes and the working-class. What class you belong to plays a determining role in what sort of life you lead. Those at the top of the class structure typically seem to have more power, more wealth, more opportunities, and more control over their lives than those at the bottom. They also have a greater impact on society and use this advantage to manipulate society to serve their values and suit their needs.

This is no where more evident than in the social institution of education. Education is one of the great dividers amongst classes. The school you go to often determines what sort of qualifications you obtain, what job you get and, thus, how much money you earn and what class you move into. Education is a means in which individuals seek social mobility. Parents realized this long ago and some struggle to send their children to private schools to give them a better chance of succeeding in the class hierarchy. Other children, typically from working-class backgrounds, are victims of low expectations, both from their parents and internally, and leave school as soon as they can, moving into low-paid jobs near the bottom of the social ladder. Whereas, many upper-class and middle-class pupils regard tertiary education as the natural way to their future careers.

John Germov states that the education system is a product of a class society and that every society must reproduce itself using its social institutions. Schools accomplish this reproduction of the class system through ideological hegemony, where the dominant belief system, that of the upper-class and even middle-class, is the overriding principle underlying the curriculum and agenda of the educational system. The dominant values, those of the upper-class, are therefore, transmitted and spread through education. This overemphasis of the upper-class ethos tends to alienate working-class children giving way to a feeling of intimidation and eventually it yields resistance to and resignation from schooling.

Cultural capital- the knowledge, skills, and beliefs essential for school success- is also an important factor in educational merit. As stated earlier, those at the top of the class hierarchy usually have more wealth and more opportunities. This puts them at a straightaway advantage to those at the lower end of the hierarchy. Cultural capital varies through the classes, as is evident by the greater number of upper- and middle-class children attending tertiary institutions and the high number of working-class dropouts.

The pursuit of a classless society is an important gauge of how much progress we have made in diminishing the adverse impact of class upon our lives. The idea of a classless society is unlikely to ever be achieved, but a serious critique of class may help to create a more equal society, especially in the realm of the social institution of education.

Pubic hair (both girls and boys) Facial hair and deepened voice (boys) Breasts develop and widened hips (girls) Girls start to menstruate (monthly period) Rapid growth in height and weight (boys) Hair grows in the armpits and on the legs Oil – secreting glands in the skin become over Language Birth to 3 months Recognizes the care and familiar objects Makes noises e. G. Ongoing and gurgling – active Communication and Often sucks or licks lips when he or she hears sound of food preparation Cries with anger to show they are tired, hungry and to say they need changing 4 to 6 months Babies become more aware of others so that they can communicate more Begin to use vowels, consonants and syllable sounds e. G. ‘ah’, ‘e away Imitates sound he or she can hear and reacts to the tone of someone’s voice 6 to 9 months Babble becomes tuneful Begin to understand words like ‘up’, ‘down’ raising their arms to be lifted up Repeats sounds 9 to 12 months Can follow simple instructions e. G. Kiss teddy Word approximations appear e. G. He haw’ to indicate a donkey Tuneful babbling develops into ‘Jargon’ Child begins to talk with a words and sign language Enjoys trying to sing as well as listening to songs and rhymes Echo’s the last part of ha others say Gestures develop alongside words Over – extends the use of words e. G. All animals are called ‘doggie’ Spend a great deal of energy naming things at what they do Can follow simple instruction or request Begin to use plurals, pronouns, adjectives, possessives, times words, tenses and sentences Enjoys much more complicated stories Past, present and future tenses are used more often Can be taught to say his or her own name, address and age 5 to 8 years

Tries to understand the meaning of words and uses adverbs and prepositions Begins to understand book language and that stories have characters and a plot Begins to be able to define objects by their function 8 toll years Uses and understand complex sentences Uses reference books with increasing skill A child can write stories that show imagination and are increasingly legible and grammatically correct 12 to 19 years The young person has a fast, legible style of handwriting Communicates in an adult manner with increasing maturity Can process text and abstract meaning, relate word meanings and contexts, understand punctuation and form complex syntactic structures Intellectual development Is startled by loud noise Makes sounds e. G. Cooing Stares at surroundings, especially large moving objects Prefers looking at patterns and representations of a human face Recognizes different speech sounds Baby can imitate low or high pitched sounds 4 to 6 months Enjoys bright colors and likes to look at complicated things Can develop favorite tastes in foods and the differences Baby can coordinate more e. G. If a baby sees a rattle he or she will grasp the rattle and put the rattle in his or her mouth 6 to 12 months Understands signs e. The bib means the food is coming Shows that he or she knows objects exist even when they have gone out of sight Has some understanding of the daily routine Memory develops and the baby can remember some of the past Understands the name to objects and can tallow simple instructions through trial and error Begins to scribble on paper Often talks to him or herself while playing Can learn Has improved memory skills which help his or her understanding of concepts Understands cause and effect The child pretend plays The child talks Becomes fascinated by cause and effect and the child is continually trying to explain hat goes on in the world Can recognize his or her own name when it is written down and can usually write it 5 to 8 years When the child is communicating the child will use body language , facial gestures and language is well developed The child will use their voice in different ways to play different characters in role play Child includes more detail in his or her drawings e. G. Souse may have windows, roof, curtains and a chimney Begins to establish the difference between what is real and what is unreal/fantasy 8 to 11 years Learning to plan ahead and evaluate what they do Can deal with abstract ideas Can concentrate on tasks for increasing periods Child may be curious about drugs, alcohol and tobacco May develop special talents 12 to 19 years Start to plan ahead, often in a systematic way Thinking beyond conventional limits – thinking about issues that generally preoccupy human beings in adulthood, such as morality, religion and politics Social and Emotional Development Begins to develop a social smile Enjoys playing with other people and may cry when they stop playing Becomes more communicative and expressive with face and body Imitates some movements and facial expressions

Begins to display a social smile Enjoys playing with others Becomes expressive and communicates more with the face and body Drawn to its own image in mirrors Turns to look at speaker when he or she hears a voice Particularly attached to voice of mother Begins to show signs of personality Cries when parent or familiar caregiver leaves 6 to 9 months Become increasingly aware of the world around him or her Start to grab onto things Hits objects to hear the sound they make and develop a better control of their body and their actions. Develop stranger anxiety This is when they snow signs to distress hen they do not recognize a person near them or their parents are out of the room.

Emotional attachment to parents Appears to be shy or anxious with strangers May cry when parent/care leaves Enjoys imitation Test parental responses to their behavior Repeats sounds or gestures Becomes more communicative and expressive with face and body Imitates movements and facial expressions Develops a sense of security Begins to have a longer memory Enjoys being able to walk and is eager to try and get dressed 3 to 4 years Follows simple directions Shows some understanding of right and wrong Compares themselves to others Develops friendships and interact with other children Engages in pretend play Gets afraid easily Shows a sense of humor The child can hide their feeling once they have started to control them The child has responsibility e. G. The child may help younger children The child can think of the feelings for others The child begins to see things form another child’s point of view, but may have trouble understanding their needs and feelings of other people The child prefers to spend leisure time with friends and participate in small groups of the same sex

Becomes discouraged easily The young person want to become liked and accepted often feel that they are misunderstood May become self-conscious or worried about physical changes such as too short, fat, tall etc. Young person tends to identify more with friends and begins to be separated from parents Moral Development Birth – 3 years Is sensitive to adult approval and disapproval, despite tantrums and bursts of anger

Assessment Criteria 1. 1: Explain the sequence and rate of each aspect of development from birth – 19 years.

Answer to 1. 1: Below I have explained the sequence and rate of each development from birth – 19 years old in great detail. 0-2 Years – Physical Development: The baby lies supine (1 month old)

• The baby turns its head towards light and stares at bright and shiny objects (1 month old)
• The baby can lift the head briefly from the prone position (1-4 months old)
• Legs can kick vigorously both separately and together (1-4 months old)
• The baby is beginning to use a palmer grasp and can transfer objects from hand to hand (4-6 months old)
• The baby has good head control and is beginning to sit with support (4-6 months old)
• The baby can roll from front to back (6-12 months old) The baby is very alert to people and objects (6-12 months old)
• The baby will now be mobile, maybe crawling, bear walking, bum shuffling, and even walking (9-12 months old)
• The baby may bounce is a rhythm to the sound of music (9-12 months old)
• The baby might be able to manage stairs and steps, but will need supervision (1-2 years old)
• The baby can build a few bricks and arrange toys on the floor (1-2 years old)
• The child can walk confidently and is able to walk without falling (1-2 years old)

0-2 Years – Communication Development: The baby responds to sounds, especially familiar voices (1-month-old)

• The baby makes eye contact (1-month-old) The baby makes no-crying noises, such as cooing and gurgling (1-4 months old)
• The baby cries with anger to show they are hungry, tired or need a nappy change (1-4 months old)
• The baby begins to laugh and squeal with pleasure (4-6 months old)
• The baby becomes more aware of others and starts to communicate with them more and more (4-6 months old)
• Babies begin to understand words like ‘up’ and ‘down’ raising their arms to be lifted, using appropriate gestures (6-9 months old)
• The baby can follow simple instructions – for example, kiss teddy (9-12 months old)
• The child begins to talk with words or sign language (1-2 years)
• The child starts pointing and taking a real interest in books and enjoys looking at all the pictures and objects (1-2 Years)

0-2 Years – Intellectual and Cognitive:

• The baby is sensitive to light (1-month-old) The baby’s face, abdomen, hands, and feet are very sensitive to touch (1 month old)
• The baby recognizes differing speech sounds (1-4 months old)
• The baby can develop favorite tastes in food and recognize differences by five months (4-6 months old)
• The baby prefers complicated things to look at from five to six months and enjoys bright lights (4-6 months)
• The baby understands signs e. g. he bib means that the food is coming (6-9 months)
• From 8 -9 months, the baby shows that they know objects exist when they have gone out of sight (6-9 months)
• The baby is beginning to develop images (9-12 months)
• The baby gives some understanding of daily routine e. g. food, changing, and then nap time (9-12 months old)
• The child understands the names of objects and can follow a simple instruction (1-2 years old)
• The child learns about things through trial and error (1-2 years)

0-2 Years – Social, Emotional, and Behavioural:

• The baby often imitates certain facial expressions (1-month-old)
• The baby will smile in a response to an adult (1-4 months old)
• The baby stays awake for longer periods of time (1-4 months)
• The baby shows trust and security (4-6 months old)
• The baby has recognizable sleep patterns (4-6 months old)
• The baby can manage to feed themselves using their fingers (6-9 months)
• The baby is more aware of other people’s feelings, for example; they might cry and get sad if they see their brother or sister crying or sad. 6-9 months old)
• The baby enjoys songs and action rhymes (9-12 months old)
• The baby still likes to be near a familiar adult as appose to strangers (9-12 months old)
• The child begins to have a longer memory (1-2 years old)
• The child expresses their needs using words and gestures (1-2 years old)

0-2 Years – Moral:

• Show joy by smiling, cooing, and laughing when fed comfortable or safe.
• No understanding of right or wrong starts to understand the word no.
• Sensitive to adult approval and disapproval, despite tantrums and bursts of anger. -4 Years – Physical Development:
• The child is very mobile and can run safely (2 years old)
• The child can draw circles, lines, and dots, using the preferred hand (2 years old)
• The child can jump from a low step (3 years old)
• The child can build tall towers of bricks or blocks (3 years old)
• The child has good spatial awareness (3 years old)

2-4 Years – Communication Development

• Children are rapidly becoming competent speakers of the language they experience (2 years old)
• The child can follow simple instructions for example; “Could you bring me the spoon? ( 2 years old)
• The child wants to share songs, dance, and have conversations (2 years old)
• The child might say “two times” instead of ‘twice’ and might say “I go there” instead of ‘I went there’ (3 years old)
• The child loves to chat and ask a lot of different questions (3 years old)

2-4 Years – Intellectual and Cognitive

• The child can hold a crayon and move it up and down (2 years old)
• The child talks about an absent object when reminded of it ( 2 years old)
• The child pretend plays – often making up stories and characters ( 3 years old)
• The child represents events in drawings, models, etc (3 years old)

2-4 Years – Social, Emotional, and Behavioural:

• The child begins to express how they are feeling (2 years old)
• The child is learning how to dress themselves (2 years old)
• The child is beginning to develop a gender role as they become aware of being male or female (3 years old)
• The child makes friends and is interested in making new friends (3 years old)

2-4 Years – Moral:

• Beginning to know right from wrong. Is more self-controlled and less aggressive. Uses extreme verbal threats such as, “I’ll kill you,” without understanding the full implications, wants to be good but is not yet mature enough to be able to carry out most promises.

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4-7 Years – Physical Development:

• A sense of balance is developing – the child may be able to walk in a straight line (4 years old)
• The child can thread small bread on a lace (4 years old)
• The child can play ball games (5 years old) The child has increased agility, muscle coordination, and balance (6 years old)
• The child can catch a ball thrown from one meter with one hand (7 years old)

4-7 Years – Communication Development:

• The child begins to ask a lot of where, when, how, and why questions (4 years old)
• The child talks confidently and with more fluency (5 years old)
• The child begins to understand book language and that books have characters (6 years old)
• The child begins to realize that different situations require different ways of talking (7 years old)

4-7 Years – Intellectual and Cognitive: At age four, the child usually knows how to count up to 20 (4 years old)

• The child can usually write their own name down on a piece of paper (5 years old)
• The child includes a lot more detail in their drawings (6 years old)
• The child begins to establish what is real and what is a fantasy (7 years old)

4-7 Years – Social, Emotional and Behavioural: The child likes to be independent and is strongly self-willed (4 years old)

• The child can wash their hands and brush their own teeth unassisted (4 years old)
• The child has developed a stable self-concept (5 years old)
• The child can begin to hide their feelings, once they learn to control them (6 years old)
• The child can take responsibility e. g. in helping younger children (7 years old)

4-7 Years – Moral:

• Is interested in being good, but may tell lies or blame others for wrongdoings because of an intense desire to please and do right. Is very concerned with personal behavior, particularly as it affects family and friends.

7-12 Years – Physical Development:

• The child can ride a bike easily (7 years old)
• The child plays energetic sports and games (8 years old)
• The child is usually writing with an established style using joined-up letters (9 years old)
• Children differ in physical maturity. Girls experience puberty earlier than boys do and sometimes girls can be two years ahead of the boys with puberty (10 years old)
• The child’s body proportions are becoming more similar to adults (12 years old)

7-12 Years – Communication Development:

• The child uses and understands complex sentences (7 years old)
• The child is increasingly verbal and enjoys making up stories and telling jokes (8 years old)
• The child uses reference books with the increasing skill (9 years old)
• The child can write fairly lengthy essays (11 years old)
• The child starts to write stories that show a lot of imagination (12 years old)

7-12 Years – Intellectual and Cognitive:

• The child has an increased ability to remember and pay attention, speak and express different ideas (7 years old)
• The child is learning to plan and evaluate what they do (8 years old)
• The child enjoys tasks that are task-orientated, such as sewing and woodwork (9 years old)
• The child begins to notice and understand the motives behind the actions of another (10 years old)
• The child begins to devise memory strategies (11 years old)
• The child starts thinking about different possibilities (12 years old)

7-12 Years – Social, Emotional and Behavioural: The child may become discouraged easily (7 years old)

• The child takes pride in their competence (8 years old)
• The child can become argumentative and bossy at times (9 years old)
• The child is beginning to see things from another child’s point of view (10 years old)
• The child may be experiencing sudden, dramatic, and emotional changes associated with puberty (11 years old)
• The child succumbs to peer pressure more readily and wants to talk, dress, and act just like their friends (12 years old)

7-12 Years – Moral:

• May experience guilt and shame.
• Has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them.
• Is aware of right and wrong; wants to do right.

12-19 Years – Physical Development:

• Physical development during adolescence is known as puberty. The age of puberty varies but is often between the ages of 9-13 years old for girls and 10-15 years old for boys.
• Girls will experience the following during puberty; breasts develop, body size and shape will change, and menstruation.
• Boys will experience the following during puberty; voice breaking, body size, and shape will change, chest hair, penile erections, and sperm.
• Both girls and boys will experience the following during puberty; public hair, excess sweating, and oil-secreting glands.

12-19 Years – Communication Development:

• Become more independent and rely less on parents or carers
• The young person has a fast, legible style of handwriting
• The young person communicates very well in an adult manner, with increasing maturity
• The young person understands abstract language, such as idioms, figurative language, and metaphors.

2-19 Years – Intellectual and Cognitive:

• Around this time young people experience a shift in thinking from concrete to abstract – an adult way of thinking
• They systematically approach a problem and also use their imagination when solving problems

12-19 Years – Social, Emotional, and Behavioural:

• The young person may become self-conscious about physical changes their body is going through (e. g. too short, too tall, too fat, too thin)
• The young person often feels misunderstood
• The young person can experience a wide range of emotions and sometimes have mood swings (e. . happy one minute and very down the next minute)
• The young person wants to become accepted and liked

12-19 Years – Moral:

• Knows right and wrong; tries to weigh alternatives and arrive at decisions alone.
• Is concerned about fair treatment of others; is usually reasonably thoughtful; is unlikely to lie.
• Experiences feelings of frustration, anger, sorrow, and isolation.
• Is confused and disappointed, state values and actual behaviors of family and friends;
• May be interested in exploring physical-emotional urges.

Introduction:

A child’s earlier experience and environment influence their future development, health and wellbeing. It is recognized that children’s development occurs in stages and that they need the right supports to critical period in their life to achieve their potentials. If a child does not acquire skill the way he/she should, then there are certain factors that are responsible for that, they include: low birth weight, prematurely, birth injury, disability, chronic illness, delayed development, lack of parenting knowledge. But if a child is guided against the stated above in terms of independence, good problem solving skills, and positive self-concept, these in turn are influenced by motor skill acquisition.

Skill acquisition relates to developmental skill and these encompasses area such as gross motor, fine motor, self help, social, language and cognitive development skills. Physiotherapists have experts in the development of gross motor skills, which is concomitantly on positive self-concept.

The relationship between skill development and health/well-being is difficult to define in an academically rigorous fashion. Studies involving a variety of children with special needs have demonstrated that motor skills and positive self concept are critical to children’s ability to participate at school (Jongmans et all 1996).

Little data clearly define the parameters of motor coordination difficulties in children. Various grades of severity and co morbidity seem to exist. Some children have only a relatively minor form of motor dyscoordination, whereas others have associated learning disabilities, attention deficit, and other difficulties.

In 1996, fox and lent found that, in contrast to the common belief that children grow out to these difficulties, they tend to linger without intervention. Early intervention is beneficial when the brain is changing dramatically during the first year of life and new connections and abilities are acquired.

Path Physiology:

Motor coordination is the product of a complex set of cognitive and physical processes that are often taken for granted in children who are developing normally, smooth, targeted and accurate movement both gross and fine, require the harmonious functioning of sensory input, central processing of this information in the brain and coordination with the high executive cerebral functions, e.g. violation, motivation, motor planning of an activity. Also acquired is the performance of a certain motor pattern. These elements must work in a coordinated and rapid way to enable complex movement involving different parts of the body.

Muscular Tone:

Muscular tone refers to the basic and constant ongoing contraction or muscular activity in the muscles. It can be understood as a baseline or background level. Tone may be normal, too low, or too high. If a muscular tone is too high, children appear somewhat stiff and do not move in smooth and natural way.

Gross Motor skills:

Gross motor skills refer to the ability of children to carry out activities that require large muscles or group of muscles. It acts in a coordinated fashion to accomplish a movement or a series of movements. Postures are an important element to consider in the assessment of gross motor skills.

Fine Motor Skills:

Fine motor skills are the movement of small muscles that act in an organized and suitable fashion, for instance, hand, feet etc, and the muscle in the head, to accomplish more difficult and delicate tasks. Fine motor are the basis of coordination, which begin with transferring from hand to crossing the midline when aged 6 months.

Sensory Integration:

This refers to functioning of the brain, i.e., how to manage inputs and produces output. Output includes motor responses. Each child has a unique profile of response to sensory stimuli. Children with motor difficulties often have problems in the integration of sensory input.

METHOD SECTION:

Research has shown that children who find performing certain motor task difficult, frustrating or even impossible often become discouraged and subsequently avoid these task altogether. Eventual avoidance of challenging physical task in a child who work hard on drawing or writing with poor result is understandable.

Statement of Problems:

Children are different from each other both when they are young and after they mature, they are different because they were reared differently. Some were pked, some were not. Some received authoritarian parenting, some permissive, some authoritative, some were toilet trained early and harshly, some were left to cry in the crib and some were cuddle, and so it went. Here, emphasis will be on child and proper toileting, his/her attitude and general knowledge. And on this note will bring about the hypothesis as stated below:

H0: There is a relationship between a child earlier trained on toileting and his         general attitude.

HI: There is no relationship between a child earlier trained on toileting and the general attitude .

Findings:

The researcher used primary data since it was directly from the field in their original state. Primary schools and day cares centers were visited and the interview was unstructured to enable the interviewer penetrate deep and follow unanticipated clues.

Since it was only interview method that was used, two primary schools and four day care centers were visited since the emphasis is on motor skill which is all about educating a child early. The total of nine teachers in primary schools and twelve nannies in day care centers were interviewed, giving a total of twenty one teachers. As illustrated in the table below:

The above table shows that out of 21 correspondents, 15 of them agreed that proper toileting is better from childhood, as the child will be conditioned to it, which represented 71.4 percent, while 6 correspondents said that whether the child is trained or not, he/she will act according to the gene or what the peer group thought them. This represented 28.6 percents.

Discussion:

• children sensitive responses towards toileting is not automatic but had training processes
• That parents has a lot of roles to play as in introducing the child to proper toileting from 3months old of age
• That if a child is properly trained on toileting, will be conditioned to it
• That if a child is not trained earlier enough, would be lettering the environment at any point in time.
• And that neatness is next to godliness

This is majority opinions and should be adhere to, since it is stated here, that neatness is next to godliness and incessant toileting leads to protracted illness, as well as embarrassments to the parents.

DISCUSSION SECTION

The manifestation described above is based on the assumption that children have opportunity to practice motor activities if they are being taught. Children require a minimum of exposure and practice to develop dexterity with scissors and drawing. A child who is notably neglected or not exposed to usual physical tasks may have physical deficits for these reasons.

Crucial aspect in motor development are exposure to tasks, caretaker who recognize the child’s developmental needs, the opportunity for the child to be taught skills, appropriate stimulation of the child, and an opportunity for the child to develop and practice new movements. These aspects have been termed the dynamic theory of motor development, which postulates that children develop new motor skills as they are needed, depending on the interactions with the environment and on the challenges parented.

Practice, experience, and environment are important determinants of development, in addition to the child’s intrinsic genetic capacities. Development is shaped by a process of selection in which children develop movement repertoires that are optimal for functioning in their specific environmental conditions.

When the condition is serious and noticeable to everyone, the child is most likely to be stigmatized at school and often at home. Children with motor coordination difficulties often feel ashamed of their poor ability to perform any motor tasks, especially those required to participate in sports and to achieve skills in schools.

The clinical picture of motor coordination problems is assessed from a developmental point of view, i.e., by considering normal physical capacities at different ages. Evaluation of a child’s development includes a consideration of individual variation, by factoring in the range of time at which motor skills, for example are normally acquired.

Young infants maintain flexor tone in the first few months of life and only gradually develop extension patterns. Also infants with motor challenges are often delayed in achieving milestone such as the ability to roll over, to sit with help, and to sit without help. Infants with motor problems may not be able to sustain their weight after 6 months when supported under their arms. So inability for a child to develop in motor skills manifest from infancy, third years of life, preschool and school aged children, genetic and environmental factors among others.

In a nutshell, evaluation of a child’s development includes a consideration of individual variation by factoring in the range of time at which motor skills, for example, are normally acquired. Evaluating the overall development of a child is preferable, considering the characteristics style and strength and weaknesses of each child.

REFERNCES:

Jongmans M, Demeter JD, Dubowitz L and Henderson SE (1996): How Local is the Impact of specific learning difficulties in premature children’s evaluation of their competence. Journal of Clinical Psychology and Psychiatry 37: 563-568.
http://emedicine.medscape.com/article/915251-overview

Disney animated movies captivate the imaginativeness of an copiousness of people with magnetizing music, magnetic characters, and graphic visuals. My grandma, who had lived in poorness through most of her childhood, loved the Disney animated movies as a kid, because they were an flight from world and gave her the hope of a better hereafter. Because Disney life played an of import function in my grandma ‘s childhood, she replicated these memories with her kids and grandchildren through watching Walt Disney animated movies.

Although I was excessively immature to retrieve my first experiences with the Disney animated movies, the first experience Disney animated movie that I can pull from memory is the, “ The Little Mermaid ” . As a kid, I fell in love with the appealing characters and the enrapturing music from the film. The supporter Ariel was prosecuting to me as a kid because she was funny and yearned to larn about a universe enigmatic to hers. The life of “ The Little Mermaid ” is vivacious and shows capturing soundtrack. The secret plan consists of a mermaid who is fascinated with the human universe and finds herself in love with Prince Eric whom she saves from shipwreck. Ariel ‘s male parent, King Triton, is really protective of his girl and is concerned about her wonder for the human universe. In order to be with the one she loves, Ariel turns to the sea enchantress, Ursula, who casts a enchantment upon her to go human. The conditions for Ariel to stay a human are that she must acquire a true love ‘s buss from Prince Eric within three yearss, and that if she does non, she will everlastingly be unable to utilize her voice once more. In the terminal, Prince Eric is tricked into falling in love with Ursula and Ariel must to contend off Ursula in order to salvage the land and those she loves. King Triton apologizes for being excessively protective of Ariel and allows her to populate merrily of all time after with Prince Eric. Disney ‘s “ The Little Mermaid ” secret plan contains friendly relationships, wonder, effects from heedlessness, continuity, and the dangers of being overprotective.

Today, Disney life plays an active function in my life because the films are comparative to loving one ‘s household, encompassing creativeness and wonder, and an inspiration. Disney animated movies hold given me infinite memories that I cherish with both friends and household. I want to go through on the same happy memories I had with my grandma by doing a particular clip to watch Disney ‘s films with my younger household members. Recently, my three-year-old cousin Addy and I watched Disney-Pixar ‘s “ Brave. ” Towards stop where the supporter, Merida, hugs both of her parents, Addy asked me if the princess “ loves her ma and dada? ” I told her “ yes, of class she does! ” She replied “ I love my ma and daddy excessively! ” Although my cousin may ne’er retrieve that minute, it ‘s a minute that I will ever retrieve.

Walt Disney Animated Studios embraces positive childhood development through their movies. The Disney animated films focus on a assortment of subjects that can animate kids to inquiry, love and imagine. Although these movies may be viewed merely every bit amusement to some people, to others it is a utile tool to educate kids about auxiliary life lessons through an piquant medium. Disney animated movies focal points on animating kids to be speculative, as inquiring and admiration is indispensable in the acquisition procedure. Disney implements the thought of being analytical and funny through characters that are of course speculative with a strong desire to larn. For illustration, Belle from “ Beauty and the Beast, ” is a miss with an fact-finding personality and whose avocation is reading. Another character is Alice from “ Alice in Wonderland ” who falls down a coney hole and lands in a universe that merely becomes “ funny and curiouser ” the longer she is in Wonderland. Examples of Disney ‘s execution of creativeness are through audio-visual effects in the 1940 movie “ Fantasia ” . “ Fantasia ‘s ” nucleus thought throughout the movie is to promote one to utilize their imaginativeness to make simple music, forms, and colourss to so go a wondrous complex narrative inspired by orchestrated music. Creativity plays a cardinal function in the Disney film “ Meet the Robinson ‘s ” . Lewis, immature discoverer, uses his imaginativeness, creativeness, wonder, and dedication of accomplishing his end of in going a successful discoverer.

Another property Disney animated studios incorporates into their plot lines is the importance of loving one another. Teaching immature kids the important and diverse significances of “ love ” is indispensable in a kid ‘s development. Many Disney animated movies teach the significance of loving 1s friends, households, and community. Whether it is love for a friend, or love for one ‘s dreams and wants, love dramas an indispensable function in each of Disney ‘s alive films. Examples of different signifiers of love include the 1940 movie, “ Pinocchio ” . Pinocchio is marionette who is loved by his Godhead, Geppetto. A faery as if by magic turns Pinocchio into a existent male child and Geppetto loves Pinocchio like his ain boy. In “ The Many Adventures of Winnie the Pooh ” , Winnie the Pooh loves all of his friends in the One-Hundred Acres Wood and they all work together with the challenges they face. In “ Pocahontas ” , the Native American princess makes the determination to be with her love John Smith, and attempts to protect her community from contending the English encroachers and to come to peaceable footings. “ The Princess and the Frog ” is a narrative about loving and encompassing one ‘s dreams in life. Tiana, the chief character, wishes to carry through her and her late male parent ‘s dream of having a eating house and works difficult to do her dreams come true.

Although Disney life promotes healthy kid development and indispensable accomplishments required for acquisition and turning, there are some who believe the movies may play a negative function in a kid ‘s development. Those critics typically believe that Disney films are excessively unrealistic and have secret plans which center on anti-feminism, advancing philistinism and Foster indolence. As Walt Disney had one time said, “ All sketch characters and fabrications must be hyperbole, imitations. It is the really nature of phantasy and fable. ” For one to anticipate pragmatism in a kid ‘s narrative is unrealistic within itself. Many of the Disney animated movies are versions of narratives from common people narratives and other signifiers of old literature. The Grimm Brothers foremost written down the common people narratives of “ Snow White ” , “ Cinderella ” , and “ Sleeping Beauty ” , and “ The Little Mermaid ” is an version of the narrative by Hans Christian Anderson. Therefore, many of the secret plans behind popular Disney narratives are non created by Disney, but are alternatively Disney animated studio ‘s ain readings of these narratives that are more household orientated than the original narratives themselves. Some women’s rightists argue that the Disney princesses set an unrealistic end of how adult females should act and look. They besides believe that it teaches immature misss that a “ Prince Charming ” figure exists. However, many Disney princesses do hold character traits outside the traditional, stereotyped “ female ” function. In Disney ‘s alive movie, “ Mulan ” , Mulan breaks off from the traditional imposts of her civilization of going a stereotyped Chinese married woman that serves her hubby, and alternatively disguises herself as a male soldier to protect her male parent and battle for her state. Mulan does fall in love in the film with Captain Li Shang, who she originally detests. However, the movie illustrates that Li Shang is non unflawed. Although some soldiers joke around with Li Shang by naming him a “ reasonably boy, ” Li Shang proves that he is speculative, a good leader, and logical. Some believe that the Disney princess movies contain unrealistic outlooks of beauty, and insists that the Disney princesses have a detrimental impact on a miss ‘s outlooks and self-pride. However, they are non taking into consideration of the importance of the spectator ‘s age. Many yearlings and immature kids still do non hold the cognitive ability to hold on the construct of an alive character to be “ puting the criterions of beauty ” . Then once they are old plenty to understand that society has already placed a criterion for beauty, they are besides old plenty to understand that the princesses are animated characters and are non existent outlooks for life people. Some besides argue that Disney animated movies promote kids to be mercenary. However, while Disney does sell a battalion of merchandises, it is non the corporation ‘s duty to parent kids. It is alternatively the exclusive duty of a kid ‘s parents to learn against philistinism.

Third, the thought that Disney animated movies promotes the unrealistic dream of life ‘s jobs “ as if by magic ” disappearance and that working difficult can be avoided is untrue. Many of the Disney animated characters work hard in the narratives. Although Cinderella had a Fairy Godmother assist her in get awaying from her immorality stepmother and step-sisters, one can interpret that into a existent universe scenario that works hard in life, and had a lucky interruption with person being able to assist them accomplish a better life. In the alive movie, “ The Princess and the Frog, ” Tiana must works difficult to do a life and saves money to open up a eating house she has ever wanted.

Disney animated movies had inspired me during my childhood old ages to show my creativeness and imaginativeness. Disney animated movies promote kids to be funny, inventive and originative, every bit good as encourage kids to love in a assortment of ways to advance healthy childhood development. Many of the Disney animated movies are versions from common people and faery narratives, every bit good as other novels throughout literary history. Although some may non back up kids sing Disney animated movies due to their ain readings of the movies and what they believe the movies portray, it is finally the parent ‘s function to learn their kids of import life lessons and how to construe the films. It is merely the Disney Animation Studio ‘s to entertain both kids and grownups ; their movies do advance a battalion of promoting messages that can interpret a kid to integrate being inventive, funny, and loving into their ain lives. In decision, Disney animated movies promote healthy childhood development. Parents and pedagogues should decently integrate these movies for place amusement and for instruction through promoting kids to utilize their creativeness and concentrating on the ethical motives of the narrative.

Work Cited

“ Walt Disney Quotes. “ A Walt Disney Quotes. Just Disney, Web. 22 Jan. 2013.

Unit 331 5. 1&5. 2 Explain the different types of transitions can affect children’s development and evaluate the effectiveness of positive relationships during periods of transitions. Transitions are the movement or changes from one position, stage or state to another. These changes can be gradual or sudden, and last for differing periods of time. Transitions can be stressful for young people and this stress can have far reaching effects on children’s emotional wellbeing and academic achievement.

Children face many different transitions in their young lives. One of the main transitions is changing schools. This may make them feel anxious and nervous, they may be apprehensive about what their new school is going to be like. They may be sad because they are leaving their friends and familiar security of their previous school. They may experience a sense of loss and even bereavement about losing their friends. The child’s behaviour may change; they may become withdrawn or display extroverted behaviour.

The child may show regression academically and communicatively. They may become ill, this maybe a genuine stress related illness or a pretend illness that will delay the change that is upsetting them. Younger children may become clingy and display behaviour of a younger child because they feel vulnerable. Older children may have sleepless nights or nightmares; they may develop mood swings and become grumpy and irritable. They may experience loss of appetite or binge to find comfort. In extreme cases children may self-harm or even think about suicide.

These effects of these transitions would impede development emotional, physically, socially and cognitively. Puberty is another transition that all children will experience. The way a child behaves is entirely due to hormones. Puberty is a time of great change. Physically, the body changes and begins to turn into a more adult like body. Puberty and hormones also effects things like friendship, attitudes to others (of both sexes) and to parents change quite dramatically. It can make a child moody, bad-tempered, loose their concentration and tired.

The teenager can become self-conscious and worried about the changes that are happening to his body, this could affect all areas of development. There are other transitions that can affect the child such as moving house, , divorce, and an introduction of a new partner by a parent. This stress can affect the child emotionally, physically, physiologically and intellectually. The child may become physically unwell, their school work may suffer, and they may feel worried, confused and depressed. Children need to have positive relationships during these periods of transition.

This could be a parent, teacher or a peer. The child will need someone that they can trust and rely on, someone who they can talk through their fears and concerns with. A positive relationship is essential to help the child cope through transition; someone who is there for them and provides support, both practically and emotionally. The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. This positive relationship helps the child develop and cope with the stresses of the many transitions that they face.

Children with the back-up of strong attachments and positive relationships during transitions will be able to cope more efficiently, be more resilient and maintain their self-esteem. If they feel valued and respected their academic, social and emotional development will continue. They will have the self-esteem and self-confidence to explore and embrace the transitions. They will be able to make new relationships and cope with the new situations. If a child experiences in early life it will make it easier to cope with subsequent transitions in the future.