Child Development

There are a number of places where toddlers could be observed unobtrusively – at the park, the playground, the mall, and the daycare center. For the purpose of this study, however, I chose to go to the park and observe parents and their toddlers play together. This way, I could easily observe unobtrusively as people would think I was simply there to write or to write down my thoughts Another benefit that the park has to offer is the lack of formal structures and relationships such as those found at daycare centers.

At the park, parents and toddlers could interact easily and in a relax manner. That way, the true nature of the relationship between the parents and the toddlers will be easily observed and analyzed and the understanding of the interactions between parents and children will be better understood. This then seeks to look at such a relationship by presenting direct observations from families and toddlers that visit the park in our community.

I had a small notebook with me and it is where I wrote down my observations, as well as the communication that went on between the parents and the children The toddlers that I observed were approximately between 16 to 30 months old and appeared to be pampered by care by their parents. One the toddlers belong to an Asian-American racial stock while the other one to an American family.

Although the parents brought strollers with them the toddlers were walking and occasionally carried by their parents Both of the families of the toddlers seem to belong to the middle class Notably, the second toddler belongs to a mother without a father Although the author could not exactly know whether she is a single parent or not, at least based on the observation at the park, the mother does not have any other company in visiting the park Both toddlers appear to be enamored with their surroundings.

They do notice the colors in the park and usually exclaim in delight when they see a butterfly or a bird. Apparently, they are already starting to recognize some of the features of the environment and their understanding of what they are is already being formed in the minds of the young kids Toddler 1 The first toddler I observed is male. He displayed curiosity in his surroundings. While they were walking in the park, to the way where the family will sit down for an afternoon snack, the toddler was picking up sticks and leaves on the ground.

He raised them to his eyes and offered them to his parents. The mother accepted the offer from the toddler and said that it was a leaf. She explained further that the leaf grows on the branch, which the toddler dutifully picked up and offered to her mother again. When the mother pronounced leaf ‘ and branch, the toddler also spoke up and attempted to pronounce the same words A child is very much curious and interested in his surroundings. As part of his cognitive development, he notices the shapes, colors, and different sensations and wonders he encounter in his world.

Even at such a young age, he is also being initiated into the process of socialization where he learns the views of his parents and of the larger society where he is located (Turner, 1991. The child, according to Piaget ‘s theory actively uses his senses to explore his environment and learn about them. Through the use of his senses, he is able to discern relationships among the actions he take and the behavior of the objects that he is viewing (Turner, 1991 Both the component of nature and nurture are at work in this seemingly simple process that the child is going through.

He uses his eyes, his ears, his nose, and his whole body to discover the world and learn how it works. His efforts, because they are yet insufficient, are supplemented by his parents, more particularly by his mother, who tells him the names of objects and how they are being referred to in the world Through the explanation of the mother about the nature of the relationship between leaves and branches, the child is then able to look at the relationship of different objects in his environment albeit in an incomplete fashion.

The explanation of the mother regarding the relationship of leaves and branches may not be sufficient for the child to understand the relationship because most of the knowledge of a child advances through his actions and his interpretation about the consequences of the actions he make (Franz White, 1985 Notably, the toddler was now engaging in eye-to-eye contact with his parents and occasionally asks them for what he wants. His father brought out a ball that the toddler apparently loved playing with.

The father and the child started playing with the ball – they played catch, and sometimes they would race together to get the ball first. The toddler was delighted with such play with his father. Although this is the case the child would also look at his mother and he asked her to come and join them. This is consistent with the theory of Erikson, which holds that the child ‘s relationship with his mother is perhaps the most important one during this stage of development (Franz White, 1985 The child continued to play with the ball and when he saw other children in the park, he also went to them and offered to play the ball with them.

Apparently, toddler one has good socialization skills to the point that he can mingle with other kids even when his parents are around This points to the good relationship that the child is enjoying with his parents. Both his parents encouraged him to play with other children and watched him with other kids. True enough, when the child has strong relationships with his parents, he tends to be more socially responsive and socially amiable. In accordance with Psychosocial theorists, the child is displaying good emotional and social skills because his own relationship with his parents are also good and secure.

Otherwise, he might become a recluse and refuse the company of people (Charlesworth 2003 When Toddler one was playing ball with another child, there was an instance in which the other child managed to grab the ball more quickly than toddler one, so what he did was to forcibly claim the ball from his playmate and withheld it from the latter. Through this, the other child looked as if he was about to cry. It is at this moment that the mother of Toddler one intervened.

The mother reasoned out firmly with the toddler in regards to sharing toys so that others would also learn how to share. The tone of the mother appeared to be negotiating instead of imposing. This display of authority on the part of the mother is remarkable and shows the secure connection between her and the child (Charlesworth, 2003 Toddler Two When I felt that I have sufficiently observed toddler one, I decided to turn my attention to another toddler playing with a dog not very far from the first toddler. The only companion of the toddler in the park is his mother and their Labrador.

I had the impression, although this is difficult to verify, that the mother was a single parent The mother was silently looking after her child who was playing with the Labrador. Apart from the toy truck and the Frisbee that the child had there were no other toys that the mother had for the child. The mother appeared to be preoccupied with her own thoughts When toddler was not busy with his toy truck, he would play with the Frisbee and the dogs with the strength and the capability that he has The dog seems to act as a guard to the toddler. He does not socialize with other kids very much and he appears content to play by himself.

The toddler, it seems is spending most of the time by himself. Although at first glance, this may seem to be a display of autonomy, yet in closer examination of the child, he does not enjoy the benefits that interaction with other kids and with his parent brings. These circumstances will therefore bring forth negative consequences in the development of the social skills of the child and he might find it difficult to relate with other people when he grows up (Keenan, 2002 When the child attempts to play farther from his mother, the latter would come after him and tell him not to move around too much.

The mother actually uses her authority over the child to forbid him from going somewhere else. Apparently, the mother wants to keep the child in her sight most of the time. This kind of attitude might breed negative feelings in the child and will contribute to the insecurity of their relationship. Since the relationship of the child with his mother is of utmost importance (Charlesworth, 2003, then his cognitive, emotional and social development will suffer as a consequence. The child also develops a kind of mistrust in the outside world and he will not view the outside world as a safe place.

Instead, he might develop the attitude that he always needs his mother to look after him. Erikson warned against this over-protectiveness of parents as it prohibits children to explore and become curious of their environment. Hence instead of developing self-confidence and self-esteem, toddler two will instead feel shame and doubt (Franz White, 1985 Toddler two cried when his mother forbade him to wander into the park When the child cried, the mother responded by being firmer and she almost shouted to toddler two to stop. Instead of stopping, however toddler cried even louder and displayed tantrums.

At this time, the mother punished toddler two by him three times. After several minutes, toddler two stopped crying and remained where he was instead This display of authority may become inimical to the overall development of the child over the long run as the initiative and the natural curiosity of the child will be dampened and what he will remember most will be the fear associated with the parent ‘s discipline (Charlesworth 2003 Toddler two recovered from the pking after several minutes by turning his attention to the dog and his Frisbee.

By distracting himself, he forgot about the incident and started to enjoy himself again. His mother, however, still issued a warning for him not to move out of her sight ‘ According to Erikson, if the urge of the child to explore is removed, then the result would be a lower level of self-esteem on the part of the child (Franz White, 1985 Toddler two is very much to her mother, however, he is not sufficiently developing autonomy.

Through the reprimands and the stern warnings of his mother, he becomes dependent on his mother and unable to explore his environment and his surroundings. Over the course of time as he discovers the world further, he may not have sufficient curiosity and initiative to move away from the familiar and instead, he would keep in sight of whoever is looking after him Conclusion Observing the two toddlers was a good experience for me. It was as if the concepts and theories discussed by Piaget and Erikson were coming to life.

Indeed the role of the parents is very crucial in ensuring that a child receives the appropriate socialization and training even while he is young. The strength of the attachment of a child with his parents is very important for him to develop the necessary skills for socialization and in relating with others in his environment If the relationship of a child with his parents is good as demonstrated by the first toddler I observed, then the child will greatly benefit from it.

If, however, the nature of the relationship bs on the dysfunctional, then the socialization skills of the child will be negatively affected. As he grows up, he will have struggles in relating with different kinds of people in his environment By observing toddlers, numerous lessons can be gleaned and the nature of the relationship between child and parents will be assessed Accordingly, intervention strategies could be arrived at so that the child will not suffer needlessly.

Furthermore, parents, and everyone dealing with children, should be sensitive to the different levels of development of the child as demonstrated by Piaget and Erikson. By doing so, perhaps the manner of bringing up of children will be better and over the long run, the society will become a better one because of the good rearing of the children.

Reference

1. Charlesworth, R 2003. Understanding Child Development : For Adults WhoWork With Young Children. New York : Thomson Delmar Learning
2. Franz, C. E White, K. M 1985. Individuation and attachment in personality development : Extending Erikson ‘s theory. Journal of Personality, 53 2, 224-256
3. Keenan, T 2002. An Introduction to Child Development. London : Sage Publications
4. Turner,.  J 1991. Relations between Attachment, Gender, and Behavior with Peers in Preschool. Child Development, 62 6, 1475-1488

Psychologists, for a long time, have always faced the problem of how various emotional and psychological factors surface and developing human beings. In order to solve this problem, these psychologists have traced the various ailments and causes backwards towards childhood times. As a result, modern psychology, biology, and therapists have looked towards childhood markers which eventually dictate psychological and emotional well-being of children.

However, the problem remains that tracking emotional and psychological problems that eventually surface in adults could and even in early childhood could not essentially be associated only to a single factor, but rather many other variables. In fact, recent research has continuously found many root causes and markers for predicting emotional and psychological problems in adults and especially in children. One such cause and root for emotional and psychological problems could be related to biology and genetics.

As researchers have discovered, various genetic markers may be able to associate themselves with the root causes of abnormal emotional and psychological behavior. In fact, the role that genetics plays in emotion study and psychology has goes so far as to develop a whole new discipline of biological psychology which focuses on genetic factors that eventually result in the disabling or magnification of neural factors.

Specifically in children, these genetic factors may affect psychology through language, pathology, learning and memory, cognition, and even over all consciousness. For example, although a society found in children has been traditionally associated environmental experiences and causes, psychologists have for a long time wondered why some kinds of anxiety disorders found in children come up so early as that social factors and cultural norms could not have played an essential role in its development.

Towards this research, psychologists have discovered that there are genetic markers that could be passed from parent to offspring that directly result in nonnormal anxiety behavior. Also directly to the study of genetics is the association of other biological factors which contribution to emotional and psychological states of children. Genetics, by definition, has to do with the genes of an individual. However, imbalances in organs and biological factors and functions within the human body have also caused such psychological problems to surface in children.

For example, occurrences of cerebral palsy in children — an abnormal biological condition that significantly affects emotional and psychological well-being of adults and children alike — could be associated to biological functions and biological causes. However, this research and field of connecting biological relationship to a motion and psychology of children is still in the research stage of scientific development is more and more psychologists are connecting their disciplines in euro signs.

Mostly, at least, these biologists and psychologists have associated emotional and psychological issues of children to euro and brain activity which only reflects that our emotions and psychological state — even as children — could not only be associated to the environment. However, among all these disciplines, instructions, and research, a large part of the development of emotional and psychological problems in children could be associated to the environment.

In fact, statistically, bringing together the research of emotional and psychological problems in children, environmental factors pose the most significant statistical and relevant cause for such behavior. Listing them all down and discussing them would fill volumes and volumes of work and relevant research has been made that connects recent environmental and social concerns that have not even been traditionally associated with emotional or psychological effects to children.

For example, just one area of child psychology focuses on the family environment and how it significantly affects and causes many of the problems that surfaced early in childhood that contribution greatly to emotional or psychological health. Also, another childhood years, your pressure and social consciousness — specifically in the academic setting and age groups — has been a constant focus of child psychology research because of the significant effects that are contributed by such social pressure and social environment to the way children think and react especially to given situations.

The development of emotional and psychological problems in children, therefore, could either be individual factors in genetics, biology, or environmental factors, work could also be in fact a mix of these three interrelated causal variables. Recent psychological research, again focusing on child psychology, or integrating these three disciplines through the use of open sharing of academic information, to understand the development of emotional or psychological problems in children and they said the research is well underway in the identification of still new variables and factors to problems with regard to child mental health.

As a baby between 0-3 months they go from being only able to move their hands, arms and eggs in a limited movement, to by the age of 3 years being able to run, have hand co- ordination I. E. Throwing balls etc. Social and emotional development is slower, with interaction with adults slowly building up I. E. Recognition of mother/father in the first few months, but by 12 months, they will have show affection to careers, although be wary of strangers. Generally during the latter stage of this development they will start to have a sense of self and independence including impulsiveness by the age of 3.

The language development in this stage is slow – with only gurgles and babbling for he first few months, with laughter not really developing until 6-12 months. Together with intellectual development children between 2-3 years should be able to put together a simple sentence of words, ask questions and even scribble & mark paper with pencils and crayons. The sequence of development, as earlier mentioned, differs from child to child. In the O – 3 years category, a baby may have developed stronger neck muscles earlier so can hold up its head within a few weeks, others may take longer.

Other physical examples are with crawling and walking. Some children will continue to crawl until hey are 15 months before they take their first steps, whilst others may commence those early steps at 11-12 months. I en majority AT centre, unless tense are meals/mental Doctors, wall reach years milestones but at their own rate. Age range 3-7 years is when children start to become individuals. They start to learn, take interest in their environment and their social and intellectual development starts to increase. Physically a child’s hand-eye co-ordination progresses. Hand skills I. E. Encircle skills, threading laces through objects, using scissors etc all increase. In the later stages of his age group more complicated skill sets become apparent e. G. Writing words and numbers, learning to tie shoe laces etc. A sense of balance comes more into being – many children begin to learn to ride a bike without stabilizers. The social, intellectual and language rate increase, especially from age 4 years, when children start pre-school or primary school. At school, children start to build friendships with their peers, learn about caring for one another and they start to understand parameters, as a daily structure is put in place.

Language becomes more complex. Use of vocabulary increases so children can start o read simple books which allows their imagination to expand. The sequence in this age group is probably more apparent in the language/ intellectual side of development. Children will learn to read and write at different rates and this therefore has a knock on effect with vocabulary. For example a child aged 4, who has been to pre-school and Just starting school may already be able to write their name, where as others, are still trying to develop their pen holding skills and therefore may take longer to learn.

The 7 – 12 years group is a key stage of development, especially the latter ages, who re reaching towards puberty. All areas of development increase rapidly. Physically, by this age, children’s hand-eye co-ordination and foot skills are very much in place. This is primarily through children starting to play sports in schools which homes in on particular skills. Older girls in this age range, may also start to notice changes to their bodies I. E. Breasts developing, body shape becoming more curvy. Social and emotional development becomes central.

Children start to become aware of their own gender/sex. This leads to them beginning to play and interact with their win gender peer groups. As pre-teenagers their characters develop so they may also start to become arrogant and bossy, or alternatively shy and uncertain. Girls, due to the physical changes may particularly become embarrassed about their bodies, as although they may start looking like a teenager, they are still only children inside. Intellectual and language rates show a large expansion. Children are able to read to themselves and start to participate in class or clubs.

Vocabulary begins to grow as they start to have conversations with adults, as well as having more complex spellings to tackle, Ana y start to understand ten Territories In grammar Ana tenses. The sequences here, again, are up to the individual child. Some children will love to read so their vocabulary and language skills develop much quicker than those children, so prefer other activities I. E. Sports, math etc. Physically, especially with girls due to their genetic makeup may develop a lot quicker than their peers, which has an effect on how they develop emotionally and socially.

The last stage of development is 12-19 years, otherwise known as ‘adolescence’. This is a key stage when teenagers start to become independent from their parents, are Turing and starting to know their own strengths and weaknesses. This, in turn, can cause conflict between a teenager and their parent(s). It is also a key time for schools to help and guide them through this stage of their development. At this age, physical development in children’s bodies occur due to going through puberty, so the sequence rate of growth does differ between boys and girls.

Girls tend to reach maturity between 14-15, whereas boys can greatly differ between themselves. Due to these variations and developments, there is a strong sense of social and motional changes. Teenagers are aware of their changing body shapes. Girls develop breasts and pubic hair, whilst boys voices deepen, muscle tone becomes more apparent and pubic/bodily hair grows. From a social and emotional aspect, teenagers tend to look to their peer groups for support and advice rather than adults.

They also start having relationships between genders and start to mature sexually. They become more self conscious of their body changes I. E. Body doors, possible acne due to oily skin, all that require assurances that this is part of their development. They also start an intense phase of questioning – they no longer accept everything they are told without question. This makes parents fearful. Educationally, their intellect development requires guidance between what they are learning and how this works and relates to the real world.

A code of duty, both moral and social should start to evolve, and form the basis of an individual identity. They are now developing their own thoughts and views and start to think ahead to future occupations, relationships etc. The sequence of growth at this stage does differ and so teenagers develop physically such quicker than others, but this sometimes down to genetics, or if a child is very sporty , their muscle tone etc will develop quicker than those who do not participate in any sporting activity.

Socially and intellectually, sequence rate depends on how quickly a teenager unearths tenet environment Ana gall tens apneas also on ten level AT support they receive at home and at school. Overall, a child’s development, although can be mapped out and put into stage groups, will develop at its own rate, and but it is also dependent on how it is nurtured, taught and supported

Unit 201 Child and young person development Outcome 3: Understand the potential effects of transitions on children and young people 3. 1 Identify the transitions experienced by most children and young people 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples. ·Puberty: Growth spurts, early bloomers, late bloomers, jealousy from late bloomers, personal odour, self conscious of body changing.

Males, become taller and stronger, body changes , body odour may develop and he may need to start using deodorant. They become moody at times and parents need to try and understand this to help there adolescent cope with changes. The most important factors in the adolescence through puberty is peers, family and school. Any disturbance in these 3 factors can be a heavy burden on this growing child. This could lead to depression, drugs, criminal acts and more. ·Starting school- From pre – school to primary (Reception class). Child could feel nervous and feeling insecure.

May start primary with no friends from pre-school. New faces, new friendships. Learning to dress themselves for P. E, more independence needed. How may this affect the child’s behaviour and development? Starting school -( cont from above) If child J slips through the cracks, is not offered reassurance by his teacher or by parents, he will continue to feel left out. He will then become withdrawn and isolate himself from everyone and everything. He will fall back in class and because he has isolated himself from peers, he might start to feel that he is on his own.

He will then start to enjoy his own company. He will not have any social skills and will not move beyond this point. If child J starts school and this kind of behaviour is picked up early & he is offered reassurance from his parents, teacher and all that are a positive role in his life things could be very different. The more positive the parents are, the more the child will be. He will thrive in school and be able to communicate well with the teacher and peers. ·Moving class or school – Moving from reception class to year one.

Children start to follow the national curriculum and are often taught more formally. It can effect a child who is used to learning through play, suddenly they have to work in a formal way for longer periods. More learning , less free time. Change of teacher, teaching assistant ( have a supply teacher). Affects learning, self esteem, not wanting to go to school. Eg. ) We moved to England when my son was 4 years old. On arrival he attended primary school A, he did reception class and year one at this school.

By the time he got to year 2, I felt the teacher was very laid back and I was not happy with her method of teaching. I then moved him out of school A in the middle of year 2 and moved him to school B. It was a different area. He had to then start all over again, new school, start to make a whole new circle of friends. In school B this is where the bullying started. He kept it very quiet and it was not till I was approached by one of the mothers at the school, she informed me that my son was being bullied.

I thought I was doing the best for my son by moving him into a new school because all I wanted was for him to thrive. Moving school was not a good choice, instead of thriving, he was unhappy, it affected his self esteem and he became withdrawn. I should have considered my sons happiness. This is better Kamilla, you have used a good example. ·Starting Secondary School – There are differences in the curriculum and the way subjects are taught. Some children may find that there close friends have transferred into different schools, so they must develop new friendships.

Although transitions can be difficult, moving on can also be a positive and exciting experience eg) Biggest to smallest, timetables, many schools feed friendships, change of classes, change of subjects, start to carry bags, finding there way around the school. Eg. ) The quiet shy male /female student may fall into the clutches of the group of peers. To avoid being bullied or to try and fit in with the “ In kids” he/ she will go to the ends of the earth to avoid being made fun of. In some schools there is initiation. Some children lose their confidence right at the start of secondary school. . 2 Identify transitions that only some children and young people may experience e. g bereavement 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Under each heading, explain how each aspect may impact on a child’s behaviour & development, giving examples. ·Bereavement – Following a death of a parent or someone close to a child can be traumatic. If child was living with one parent this may mean a change in carer and perhaps a move into residential or foster care. Loss of parent is devastating . Keep an eye on change of behaviour .

Grief goes through several changes Eg) Anger, denial, withdrawn and crying all the time. It may affect memory, concentration and learning. This challenge lasts for months and can last for two or more years. It can affect children in different ways. Eg. ) There are children who continue to do well in school following the death of a loved one. These children go unnoticed. They my use the tasks of school work or sports to block out painful feelings or thoughts, or they may feel a need to excel because of a feeling that the parent is watching them and will want to show the deceased parent how much they care in this way.

This type of response to loss can result in stress – related health problems later on in life, as well as potential physical and emotional difficulties from unresolved grief. How to Help Maintain routines in school Be realistic about expectations for academic achievement Allow make-up opportunities Remember that some children continue to have academic difficulties up to 2 years following a death, and sometimes beyond Make exceptions for sports participation… sports can help with the healing process Refer to the school counselor Communicate with the parents

Respect the child’s need to grieve Avoid telling the child to “Move on” or “Get over it”. Create an emotionally safe classroom Learn about children’s grief Recognize that intense grief can come at developmental stages, years after a death occurs Be patient Affirm the person, regardless of academic performance ·new baby – The older children experience change, Younger children often find changes tin family life because of the new arrival, particularly difficult to cope with. Eg) My son was was an only child till he was 10years old.

We always did everything thing together, I over smothered him and therefore he was not an independent child. Once his sister was born, he became mature over night and became more independent. I feel this was a positive change in his life. His little sister looks up to him. Think also about a child that feels left out, how may that affect their behaviour and development The first child may experience a range of emotions, from excitement to jealousy or even resentment. Younger toddlers are unable to verbalize their feelings, and their behaviours may regress after the new child is born.

They might suck their thumb or drink a bottle, forget their recent potty training skills and communicate baby talk in an effort to get your attention. Older toddlers and kids might express their feelings by testing your patience, misbehaving, throwing tantrums, or refusing to eat. These problems are usually short lived and a little preparation can help and older child adjust to the idea of welcoming a new sibling. ·moving house – A family may move house either into a poorer environment where there may be high incidences of crime or into a better area where they are more open spaces.

A child that moves into a new area will leave behind friends and extended families. How will this affect their behaviour and development A new house, new environment, new area can affect a child in many different ways. A new surrounding depending, can affect a child by making them feel unsettled. Unfamiliar faces, unfamiliar scents, unfamiliar bedrooms can set a child back. The breakdown of connections with peers, discontinuation of group activities, distress and worries related to a new environment are potentially psychologically distressing events for young children.

Frequent exposure to these events can be stressful and confusing and may affect their psychosocial wellbeing, thus increasing their intention toward ending their life if they are unable to cope. ·parent divorce & separation – Both familiar routines and lifestyles will change. Children will become more independent when there is only one parent. Sometimes they think it is there fault. Some children become withdrawn from everyone. Some children rebel, school work may suffer. Do you have any examples Eg) Child Z was 13years old when his parents got separated.

His body was going through major changes hormonally. Once his parents separated he became a different child. He automatically became the man of the house. He rebelled against his mother, had no respect, came home when he pleased, his school work suffered. He disrespected everyone around and was very easily influenced. He got into trouble with the law due to peer pressure. When you put all this kind of behaviour, this child was seeking attention. His grandparents intervened, sat him down and had a one to one with him.

He informed them that he felt that his parents had split up because of him, he felt that he couldn’t bare to see his mum in tears all the time. He also mentioned that there was no stability in the house and it was very unsettling for him, hence his behaviour. ·Fostered/ looked after children – If fostered because parents can’t cope eg) because of drug abuse, alcohol abuse. Foster children are normally placed miles away from where they grew up. Issues of distance. Foster kids are normally moved around due to behaviour or reasons out of their control.

Some children experience feelings being unsettled. Some children are already damaged before they are even fostered eg) Due to unsettled background. They make take several behaviours with them, insecure , difficult to make friends – lack of trust. Good Well done Kamilla. You have expanded your answers, but occasionally didn’t really say what affect the transition had on behaviour and development. I will chat to you about this on Tuesday morning. See you then Could you leave the comments on your answers please – it shows I am doing my job. Thank you. E assessed 16th October, 2011

Child and Young Person Development

Explain the difference between sequence of development and rate of development and why the difference is important (1 . 1)

Sequence of Development

The sequence of development is a process where an event is followed one after the another and achieves a level of succession with a series of changes or growth that a process undertakes normally to improve on that process. Leading to a matured state. In normal cases the sequence of development depends on previous events which had happened previously.

For Example a baby first starts to roll, thereafter 6-7 months they try to sit, soon after they start crawling using their legs and hands. Next stage at the age of lyres they will try to stand holding things, try to walk holding parents hands and finally they reaches a stage of succession where they can walk independently.

Rate of Development

It is a quantity of something in comparison with a unit of another thing. Rate of development varies child to child. Each and every child has a different rate of development. Although they follow more or less the same pattern of rate of development.

For Example: Some babies start teething from 6 months and some of them start even at 9 months. Some babies can start making sentences at around 1 Yr but in some case at the age of 1 yr and they only can speak few broken words.

Importance of Differences

Sequential development is the sequence of development. This means that you must finish with one of area of development before you move on to the next one. The rate of development is the pace that a child develops, these can be the pace within each sequence or the pace over all and goes to cover all the set areas or period in between or altogether in the sequence.

These principals run through all the areas of development from physical, social, intellectual and language no matter what the age of the child. If at all one is skipped or is slow it can be a cause for concern and may lead to a child being given a special recommendation or having a special need in or outside school. Development and growth is a kind of continuous process but still they differ and varies from an individual to an individual. 2 complete teen Tooling canary provoking at least 2 examples AT can type AT development for each stage.

• Stage Physical Intellectual (Cognitive and Communication)
• Emotional (Social and Behavioral)

0. 1 Year

Between the ages of (H babies should be able to sit up and support their own head crawl and eventually walk if sequence development is followed. At first a baby uses its senses (sight and sound) to interact with the world and communicate with the environment. Best way for a baby to intellectually develop is by playing as this allows them to be aware of their body abilities (moving things) and understand their surrounding and environment better. A baby will usually express their emotions via physical movements. Hen they are happy they will Jump up and down bouncing creaming, smiling and laughing. As they develop a close relationship with their parents they may not be comfortable with strangers in which they will use the only form of communication they know and cry to alarm their parents they are not happy.

1-3 Years

As most children would have developed the skill to walk by age 1 they may be able to run, play and kick balls by this stage. Also as their bones are getting stronger they can drink out a cup instead a bottle. At this stage a toddler will be able to communicate in more than one word, combine as many words together to make a sentence. Eye may have a short attention p but can follow simple short instructions. At this stage a toddler will develop Jealousy. For example, if another child is playing with a toy or a parent of the child the toddler, they may get Jealous. As they can walk run and play by now they want some time of independence. Although they are still fully dependent on their parents they want to walk instead been cuddled and picked up.

4-7 Years

At this stage they can go to the toilet on their own and develop a physical independence. They can also dress themselves. They are confidant and can run at gig speed, Jump play with bats and throw balls.

Stronger bones will allow them to 00 more Like raring DIKes. By tans age teen would nave started cocoons Ana will start understand shapes, colors, numbers and symbols. As they grow they will be able to start talking, writing and communication a lot better. E. G ask for what they want and follow instructions set by parents/teacher better They should have a social skill by this age and they can demonstrate this by playing with other kids and making friends will enhance their social skills. By this age they will also have an understanding of how he world works an know how to behave in certain situation.

For example they know when they re in school and will know what is expected of them to when they are home or playing with their friends

8-12 Years

This is the stage where girls differ to boys when it comes to physical development. As girls will start to develop breasts boys will start to grow pubic hair. They will develop a longer attention p and can go back to working/concentration and been interrupted. Can read adult news papers/magazines and understand them as well as summaries information and translate it to their understanding.

We know not everyone develops at the same time so for those who develop these physical changes at early stage they will feel more self cautious and may be the target for teasing by other kids. They may also become experimental and start liking the opposite sex and try out new things like holding hands and kissing.

13-19 Years

This is the age where the biggest physical changes take place in a humans body. As they grow and get ready to become adults, their bodies will change dramatically, they will start to grow hair under their armpits, legs and other parts of the body.

For girls their breast may start to develop and start their menstrual cycle. For a boy it will be noticeable as they grow as they voice changes and becomes more deeper sound. Between 13-19 teenagers will start to understand some decisions made now will affect the future and they will learn to think before they act. This development is usually at a later stage of their teen lives. They are aware the difference between right and wrong and develop a conscience towards the actions they take which may hurt others.

As teenagers are no longer children and also not yet adults their motions and behavior is very strange and can sometimes be seen as disruptive while they discover their identity. Most teenagers if not all are very cautious of their physical appearance and care very much to what people see them as. As they develop they will constantly compare themselves to their friends and won’t feel emotionally or socially comfortable with themselves until they pass this confusing stage of their development cycle. Explain now tonsures AT development Ana Trademarks to support development influence current practice (2. ). You may wish to include Pigged, Honey; Muffed ND the Early Years Statutory Framework (EYES).

Social and Behavioral Assessment

Many different theorists have gathered data and created many models of research on the human personality. Freud believed that our personality consisted of actions directed by our unconscious mind. Other theorists believe that maybe personality traits are inherited by parents or even by the exposed environment. On the other hand, when explaining the behavioral side of personality, theorists conclude that personality has nothing to do with emotion, cognition, or motivation.

Behavioral and social personality theorists believe that many of our personality traits are a product of our psychological needs; minimizing the physical needs stemming from personality. The social and behavioral research of the human personality should be considered an equally strong view on how humans develop personality traits, emotions, and make decisions.

Exploring Behavioral Learning

Behaviorism is a psychological method of studying the personality without involving specific thought processes, but it involves specific patterns of behaviors.

John Watson, popular behaviorism, argued that until we eliminate the unpredictable art of psychological study we would never have accurate enough data to draw precise conclusions; the mind is too unpredictable, therefore, making it hard to draw research from specific behaviors. He believed that if we concentrated more on the behavior of that specific subject, we would have more scientific research to explore the product of those thoughts, emotions, and decisions. “Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning” (Van Wagner, 2009).

Behaviorism have developed different kinds of conditioning techniques. Classic conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response” (Van Wagner, 2009). For example, if a dog owner wanted to train his dog to obey the “sit” command, he could use classic conditioning.

If every time the owner old the dog to sit, and the dog sat down, the owner would then provide the dog with a treat. After frequent occurrences, the owner could take away the treat and Just tell the animal to sit. The dog, being used to receiving the treat if he sat, would sit down immediately. The dog would become used to the fact that if the owner told the dog to sit, it could be rewarding in the long run. The operant conditioning method further extends on the concept of classic conditioning. This conditioning method stems from rewards and punishment for behaviors.

Specifically, most parents raise their hillier with the operant conditioning method. If the child wants a reward, the child must obey the command or request of the parent; if the child fails to response, then the parent would bring forth a form of discipline. This conditions the child to obey teen parents requests Ana orders. I nest two controlling metazoans provoke great research within the human personality debate.

Social Learning: The Differences

While social learning has a lot of similarities with the behavioral concepts of personality, both theories still present different methods of research.

Unlike behavioral studies and techniques, social psychological research is monitored by a subject’s attitudes and behaviors in a social environment or interaction. “Our perception of ourselves in relation to the rest of the world plays an important role in our choices, behaviors, and beliefs. Conversely, the opinions of others also impact our behavior and the way we view ourselves” (Van Wagner, 2009). In other words, social learning can stem from the media, entertainment, friends, family, and other social scenarios.

Theorists believe that social behavior stems from pre-oriented locals; people tend to have a purpose in a social interaction. The person could be looking to expand their social network, social ties, understand others, or even search for companions. “Social learning theorists also claim that behaviorism ignores the social dimensions of learning, treating us as though we are individual animals. In humans, however, many reinforcements are social in nature. In behaviorism experiments, the animal cannot choose its environment and the environment doesn’t changes as a result of the animals’ presence -as it does with humans” (Neil, 2003).

Social theorists believed that the personality is developing from certain reinforcement actions. For instance, a hug, kiss, or smile would be considered a social reinforcement. If a person does not receive the social response desired, that person might resort to self-reinforcement; this person is subject to punishing his own self esteem or feelings. These are a couple of examples of the reinforcement traits that give social theorists accurate data to draw conclusions about the human personality. Both theories of personality present strong cases of research and data based of non- cognitive situations.

The Habit

Habits are human actions that occur on an everyday basis; some habits are considered good and some habits are considered bad. Our subject, Christopher, decided to explore one of his bad habits in life. He has an uncontrollable habit of biting his finger nails. This is a habit that he did not acquire from social environment or development environment. He is the only one in his family with this habit and he concluded that he started to bite his nails at a young age. It is a mystery how the habit developed, but Chris has found it very hard to stop this habit; most of the time e will be unaware that he is biting his nails.

This concerns Chris because it is an overall unhealthy habit and can cause disease in the long run. He has tried to kick the habit before, going months without biting, but the habit returns and he cannot stop biting. He believes that, since he is mostly unaware of his habitual actions, the action stems from Fraud’s theory of the unconscious mind. He believes that because the habit is developed in the unconscious mind, he cannot control the urge to bite and he is never aware of when the biting occurs; social and behavior theorist might Ritchie Chris though.

Behaviorism might believe that his habit stems from a rearing reaction. For example, every tell snarls Deletes Nils nails, Nils mall Is soothes and rewarded. Maybe he is Just unaware of the rewarding concept altogether, but his mind needs the satisfying feeling of the habit he developed. Social theorists may believe that the habit developed is a product of his social environment; the habit could be an act of social reinforcement. If Chris bites his nails around a group of people, and it opens up discussion, maybe it gives him better means to understanding himself and the bad habit.

One solution to Chris’ habit may be to develop an operant conditioning scenario. For example, Chris could make an arrangement with a friend or relative based off his bad habit; if he decided to stop biting his nails for 6 months, the friend or relative could provide him a big reward. On the other hand, if he failed the task of eliminating the habit, he would have great consequences and responsibilities for failing the scenario. This would be a good way to help Chris beat his habit if he found the habit ineffectual or unrewarding.

Conclusion

In summary, behavioral and social personality research present strong arguments toward personality and human development. Within Chris’ personality development, he feels that he can relate more to social personality aspects. He finds himself in social environments daily with some goal in mind. Whether he is looking to make a new friend, companion, or acquire new information he feels himself develop in personality from these experiences. He believes that the personality is developed from both the cognitive and non-cognitive scenarios; these scenarios help develop us into who we are today.

Child Development Theories A Comparison of Theories: Freud, Adler, and Jung The following paper will obtain information based upon three influential men; Sigmund Freud, Alfred Adler, and Carl Jung. All three with their own theories of being and mental health will be explored. In addition to the basic theories of all three men, a comparison will be conducted based on each individual theory. Sigmund Freud was a man that believed in the unconscious mind and sexual impulses.

Alfred Adler was a man that believed in the individual’s ability to be psycho analyzed as well as social relationships among people. Carl Jung was a man that believed in the individual’s past experiences as well as the individual’s religious beliefs. ‘Sigmund Freud, Carl Jung, and Alfred Adler; these three figures loom large in the history of modern psychology, casting long shadows that have, in the course of one century, forever changed the way we use the first-person pronoun, “I. ” Among these giants, Freud is indisputably the most towering monolith.

It was Freud’s pioneering use of the term the “I” (“das Ich” in his native German, which was then translated into the Latin “ego”) that brought “ego” into common parlance and popular interest to the process of self-consciousness. ’ (Nystul, M. S. 2005) (Enlightenment Magazine 2008) Sigmund Freud was the founder of psychoanalysis and he also believed that religion was of universal importance. Sigmund Freud felt that sexual impulses are the main motivation for men. He also felt that any mental activity was due to the unconscious mind.

Alfred Adler was well known for his belief in individual psychology. He believed that motivational influence was due to social behavior and upbringing. This is not an uncommon belief today. The author of this paper happens to believe that it is our experience that makes us who we are. A child that grows up in a rich, non-threatening home is far more likely to have a better adult hood than that of a child that grows up in a poor, full of abuse ridden home. Not saying that someone that grows up poor and abused can make it because they could.

Anyone can be anything they want if they put their mind to it. It is just that there would be a better chance of success than that of the opposite upbringing. All three men had their own interpretation. Adler believed in individual psychology. His belief that the human being should be viewed as a whole was a big find. He also believed that human beings accomplish goals because they want to not because anything is forcing them or helping them along. Adler also believed that only we have control over how our lives turn out and what we do with them.

All three men were also professional about what they did and how they perceived one another. Each respecting each other, while understanding that their each individual way may not be the exact way everyone is going to view their concepts. “Individual Psychology breaks through the theory of determinism,” he writes. “No experience is a cause of success or failure. We do not suffer from the shock of our experiences—the so-called trauma—but we make out of them just what suits our purposes. We are self-determined by the meaning we give to our experiences. Adler’s emphasis on the wholeness of the person and the fact that our values inevitably shape our experience led to his conviction that, in the end, there is only one true meaning to human life: care and love for our fellowmen. ’ (Nystul, M. S. 2005) (Enlightenment Magazine 2008) Carl Jung didn’t think that the individual past of a person was of any importance. He believed that religion was the main basis for any and all aspects of a human beings life. All three men were captivated by one another and their individual thoughts on the matter at hand.

Religion was a big deal to Carl Jung and it is the experience of the author of this paper that religion is of importance to so many today. Religion is of values and beliefs that most everyone has whether they are Christian, Catholic, Buddhist, or any other religion that exists. Tradition shows that most religions have a set of beliefs and values that are followed by each member of that religion. Meeting every week on a certain day- Christians on Wednesdays and Sundays. It is following the values and beliefs provided by the church that Carl Jung believed in so much.

If one is to be true to the church that would in fact have an effect on the way that individual would carry him or herself. In conclusion, Freud, Alder, and Jung have three very different outlooks on psychological theories. ‘All three of these remarkable men knew and worked with each other. In their day, these three men were on the cutting edge of the newest science of western civilization. If not for Freud, Alder, and Jung psychology would not have evolved into the field that it is today. ’ Life is full of surprises and one may never know what is going to happen next.

Without theories or experiments, the knowledge of psychology would not have evolved into what it is today. Learning is the key to life and there is no such thing as too much knowledge. (Douglas C. 2005)

References Enlightenment Magazine (2008) what is “Dis Ich” retrieved from: http://www. enlightenmentmagazine. com Nystul, M. S. (2005) Introduction to Counseling: an Art and Science Perspective (3rd edition) New York: Pearson Douglas, C. (2005). Current psychotherapies. (7th Edition) (pgs. 96-129) Itasca, Ill. F. E. Peacock