Childhood

Adolescent birth rates have gone up and down over the past 60 old ages. Adolescent gestation is defined as an minor teenage miss going pregnant. The term in mundane address normally means that a adult females who has non reached legal maturity who has become pregnant. Most females in America seem to believe that holding a kid is cool or they want something to name their ain. Teaching adolescents about safe sex and the jobs associated with gestation can travel a long manner in assisting adolescent birth rates to go on to drop.

Adolescents who have babes are more likely to non complete high school and have their hereafter programs messed up. Unfortunately the United States still has the highest rate of teenage gestations when compared to other states of similar position. Babies born to teenage mas have a more likely opportunity of holding a low birth weight and this can take to all kinds of medical jobs later in life. This goes back to instruction about sex and gestation bar in schools and places. One of the biggest issues that needs to be addressed in the battle between abstention merely and sexual instruction is adolescent gestation. Pregnant adolescents face many of the same jobs as adult females in their 20s and 30s. The babes born to these adolescent female parents are most likely to hold lower instruction and populate in higher rates of poorness, and or other poorer “life results” . For female parents between 15 and 19 old ages, age in itself is non a hazard factor, but extra hazard may be associated with socioeconomic factors. There are many groups or oranganizations that help salvage or at least attempt to salvage the many kids that are born to these immature teenage mas. The adolescent birth rate in the United States is the highest in the developed universe, and the adolescent abortion rate is besides high. Harmonizing to information available from the Guttmacher Institue, sex by age 20 is the normal age across the universe, and states with low degrees of adolescent gestation accept sexual relationships among adolescents and supply comprehensive and balanced information about gender. Womans exposed to mistreat, domestic force, and household discord childhood are more likely to go pregnant as adolescents, and the hazard of going pregnant as a adolescent increases with the figure of inauspicious childhood experiences . The Adolescent gestation scheme has had mixed success. Although teenage gestations have fallen overall, they have non fall systematically in every part, and in some countries they have increased. There are inquiries about weather the 2010 mark of a 50 % decrease on 1998 degrees can be met. But to run into these rates or statistics most adolescents should concentrate on the importance of abstention. Most subjects of this topic merely point out the chief thought and concentrate on one thing but you have to maintain discoursing the importance of the topic, because if non so the readers want believe much about it and non take it earnestly. Supports of abstinence-only motion frequently favor excepting information about safe sex, which they believe encourages pupils to go sexually active. Research workers, nevertheless indicate that as of yet there is no definite cogent evidence that abstinence-only plans impede accelerate, or cut down sexual activity. In the United States the subject of sex instruction is the topic of much combative argument. Some schools provide these “abstinence-only” instruction and virginity pledges are progressively popular. A squad of research workers and pedagogues in California have published a list of “best patterns ” in the bar of adolescent gestation, which includes, in add-on to the antecedently mentioned constructs, working to “transfuse a belief in a successful hereafter, ” male engagement in the bar procedure, and planing intercessions that are culturally relevant. Young maternity in an industrialised state can impact employment and societal category. Less than one tierce of teenage female parents receive any signifier of child support, immensely increasing the likeliness of turning to the authorities for aid. Teenage maternity may really do economic sense for poorer immature adult females, some research workers suggest. Most adolescent misss think that holding a babe is all right every bit long as they are taken attention of and populating in the right environment, but small do they cognize the after math or the impact of birth of the kid. Early maternity can impact the psychosocial development of the baby. One survey suggested that stripling female parents are less likely to excite their baby through fond behaviours such as touch, smiling, and verbal communicating, or to be sensitive and accepting toward his or her demands. As many of us know being a adolescent female parent is non easy and does non look like it will be any clip shortly but we have to maintain informing our teens on the of import of abstention. The inquiry still remains will the rates of teenage gestations continue to lift or will it easy fall? The merely reply to this inquiry is to maintain back uping your close schools and go on to inform your kids about abstention merely and the hazards of holding a kid.

Work Cited

1. worth, richard. Single parnet households. New York: Miami trumpeter publication company, 1992. Print.
2. immell, myra h. San Diego: greenhaven imperativeness, 2001. Print

The number of teenagers having sex is increasing every year. With sexually transmitted diseases prevalent more than ever, the Philadelphia Board of Education has decided to allow high schoolsto distribute condoms to students. The board of Education isdoing this, to demonstrate to students that safe sex is a goodidea. I agree with the distribution of condoms in public highschools because it promotes safe sex among teenagers, allowsschools to supplement parental education, and teaches sexualresponsibility.

Sexually transmitted diseases affect teenagers because someteenagers are not told the consequences of unprotected sex. Besides abstinence, condoms are the best protector from sexuallytransmitted diseases. High schools that distribute the condomsshow that they do not want to see children infected with diseasesor a teenage girl to become pregnant. Continuing to promote safesex, the high schools and the Board of Education decrease thechances of teenagers catching a disease or becoming pregnant.

The promotion regarding safe sex, almost seems like theconversation a parent would have with their child about sex. The Board of Education promotes safe sex that way to make thesubject of safe sex more comfortable for a parent to talk to hisor her child about safe sex. The distribution of condoms in high schools allows the Boardof Education and public high schools to intervene as a parentalfigure and give parental advice. Their are a lot of households,were the parents do not bother themselves with their children andlet their kids run wild.

Kids who are raised in thosecircumstances sometimes will have sex to get the attention theywant and to be loved. The distribution of condoms shows that theBoard of Education and public high schools care about the welfareof teenagers. Some parents object to high schools distributingcondoms, because the parents say the Board of Education and the high schools send the wrong message. Some parents complain thatthe Board of Education is promoting premarital sex. Theseparents say that the best policy of preventing disease andpregnancy is to practice abstinence.

The Board of Educationargues that if the students decide to have sex, then they shouldbe protected. This is why condoms are being distributed. It isnot to say Go ahead and have sex, but if a student decides tohave sex, that student should protect his or herself. Thedecision to have sex is the students responsibility. Distributing condoms also teaches responsibility, by givingthe student the opportunity to protects his or herself. TheBoard of Education and public high schools teach teenagers tolook at the situations and decide for his or herself what is right, and what is wrong.

After all, the teenagers are the oneswho make the decision whether or not to have sex. As teenagersget older, their responsibilities increase, but with sexuallytransmitted diseases and teenage pregnancy, the teenagersresponsibility starts when they decide to have sex. The Board ofEducation feels that the responsibility of safe sex is not theparents, but the teenagers. The distribution of condoms is a sincere gesture by theBoard of Education, and by allowing high schools to do this itshows that the high schools care about their students.

Condomdistribution promotes safety, and it teaches responsibility. Themembers of the Board of Education know what it is like to be ateenager and a parent, and the Board of Education does not wantto see another teenager become pregnant, or worse die from beingirresponsible and having unprotected sex. The Board of Educationwants to see teenagers enjoying high school. High school is animportant step in a teenager s life and if teenagers are educatedabout all aspects of life and taught responsibility, they willgrow up to be mature adults.

Failure to comply may put children and young people at risk of harm or abuse. I would follow the setting safeguarding policy or immediately report it to the safeguarding coordinator or the supervisor/head teacher. I would not discuss these matters with anyone else. b. Harming, abusing or bullying a child or young person: Any person working in schools who suspects that a colleague may be abusing a child or young person must act on their suspicions. This action will serve not only to protect children but also colleagues from false accusations.

I would act immediately to protect the child by informing the supervisor/head teacher. If the allegation is against the supervisor/head teacher, I would report my concerns to the designated person for child protection or directly to the Education Authority. I would also fill in a CAF form within 24 hours. Failing to comply with safeguarding procedures: Failure to comply may put children and young people at risk of harm or abuse. I would follow the setting safeguarding policy or immediately report it to the safeguarding coordinator or the supervisor/head teacher.

I would not discuss these matters with anyone else. Harming, abusing or bullying a child or young person: Any person working in schools who suspects that a colleague may be abusing a child or young person must act on their suspicions. This action will serve not only to protect children but also colleagues from false accusations. I would act immediately to protect the child by informing the supervisor/head teacher. If the allegation is against the supervisor/head teacher, I would report my concerns to the designated person for child protection or directly to the Education Authority. I would also fill in a CAF form within 24 hours.

You may notice change in pupil behavior and ability to learn I TAD.

1 Learning outcome: Describe with examples the importance of recognizing and responding to concerns about children and young people’s development If you have concerns about pupils’ development in any area you should always share them with others. For example, primary pupils refer to the class teacher in the first instance.

In secondary schools you may have wish to go straight to the latter, even if concerns have already been observations will also be taken in consideration. You should merely give dates of the reasons for your concerns, if possible, so that they can be backed up. It is also important to remember that if a school has concerns about a pupil; their parents must always be informed. Www. . Co. UK www. Google. Co. UK www. Google. Co. UK Learning outcome: 3. 1 Identify the transitions experienced by most children and young people Whatever age group you are supporting, at some stage you will be working with children or young people who are going through a transition phase.

School-based transitions such as: * starting school * changing classes or key stages * passing on to secondary school * changes in personal circumstances or experiences * passing through puberty simple change in timetable or their activity in the classroom * bereavement * Working with new people/children A school based transition acknowledge of planning and developing, for example starting school is a key stage in a child’s life because a child needs to start school in order to get an education. Learning outcome: 3. 2 Identify transitions that only some children and young people may experience e. G. Bereavement In some cases, transitions may occur when children and young people are not prepared for, and these can be difficult to manage if you do not have policies and procedures in place for dealing with them. For example: Bereavement: Even if it has been expected, the death of a close friend or family member may be very traumatic for a child or young person. The child’s school teachers have a duty to morally support and help pupils’ deal with bereavement.

Transitions that child and young people face can be:

* Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents * Physical: moving too new home, class or school

* Intellectual: moving from one type of organization to another, for example from nursery to school, primary school to secondary school, secondary school to college or allege to university

* Physiological: going through puberty or a long-term medical condition.

2. Learning outcome:  Describe with examples how transitions may affect children and young people’s behavior and development Transitions may affect children and young people’s behavior and development in different ways. They may: * become quite and withdrawn * be very anxious * start to demonstrate uncharacteristic behavior * become attention seeking. If they do not receive support, their social and may also be affected, as transition can potentially be traumatic for children.

Unconditional Love With jolting word choice and the effective application of imagery, the poem My Papa’s Waltz, written in 1948 by Theodore Roethke (1908 – 1963), presents the speaker as a child who is trapped in a world tragically affected by alcoholism and physical abuse yet who relentlessly attempts to attain love and affection from his drunken and violent father. The whimsical lyrics prompt the reader to recognize that although this poem depicts the essence of a child, the implication of a life of patterned torture is in deep contrast to the reality of a carefree childhood.

My Papa’s Waltz is written in quatrain form purposely echoing the sing song sound of idyllic childhood rhymes to contrast the meaning of the poem which illustrates a childhood experience with an alcoholic and abusive father who, despite the ongoing pain inflicted, is still loved unconditionally by his son. The speaker relates this experience in his childhood with his drunken father in an almost affectionate tone, yet with the distain of the alcoholism and violence soundly ringing through.

He states, “The whiskey on your breath, Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy,” (lines 1-4). The speaker’s tone reveals that although his father drinks to the point of his breath being intoxicating and that the situation is confusing to the lad, he still “hung on like death,” grappling with his hope that if he continued “the waltz” – the relationship with his father – that he would retain his father’s love.

In the last line of the stanza, the speaker’s resolute determination of continuing with the difficult waltz lends credence to the optimism of his youth which is evident in his perseverance to experience the father-son relationship. The word choices throughout the poem, such as “death,” “battered,” “scraped,” and “beat” imply that the speaker’s childhood is certainly not a functional one and, moreover, is filled daily with the cruel interactions of his hardened father.

The speaker reflects, “We romped until the pans, Slid from the kitchen shelf; My mother’s countenance, Could not unfrown itself,” (5-8). This passage suggests through detailed imagery that although this young boy is being abused by his father, with household items being knocked from their places with the shaking of the violence, his mother shamefully remains a silent but disapproving bystander as she witnesses her child’s horrendous beatings.

The brutal scene continues to unfold as “The hand that held my wrist, Was battered on one knuckle; At every step you missed, My right ear scraped a buckle,” (9 –12). In a vivid display of terrifying progression, the father grasps the boy’s wrist with his hand in an attempt to land yet another steady blow, battering his knuckles even more. When his drunken state causes him to stagger, the boy’s ear scrapes against his belt buckle, instead.

As the father’s tension and fury explodes from the failed strike, the speaker recounts that his father “beats time on my head… then waltzed me off to bed,” creating a vision of a frenzied rage as he is repeatedly hit until he is thrown violently into his room at the end of the beating (13, 15). Throughout this instance of abuse it is quite clear that this child’s love for his father is steadfast and unwavering. Regardless of the incessant beating, the last line of the poem is the boy’s emphatic plea for love and acceptance as he was “still clinging to (his) shirt,” (16).

While he notes his father’s “palm caked hard with dirt,” the excusing tone suggests that he recognizes the hard life his father lives and thus pardons his cruelty. As is often the case with an abused person, no matter the depths of the abuse that is endured, a longing and a resilient hope for a functional, loving and nurturing relationship with one’s parent continues, as is displayed in My Papa’s Waltz. Works Cited Roethke, Theodore. My Papa’s Waltz. Literature for Composition, 8th ed. Eds. Sylvan Barnet, William Burto, William E. Cain. New York: Pearson Longman, 2008. 807.

We’ve all heard the expression, “Well if your friends jumped off a bridge, would you jump, too? ” from our parents, or other adult figure-type person. In today’s society, adolescents seem to be taking this phrase to a new level. As the media continues to abuse the popularity of the too-thin actors and actresses, exploit famous persons’ suicides, and portray ‘problems’ in general as being ‘cool’ with TV shows focused on rehab circles featuring those popular people our culture knows and loves, more and more young people are finding reasons to copycat these problematic ‘role models’, resulting in a crisis within the youth.

The depression, low self esteem, eating disorder, and suicide rate disaster within the youth can all be traced back to the media, which tends to glamorize such problems, so that they appeal to adolescents as being the next ‘in’ thing. Suicide is a tremendous issue that is heavily influenced by the media. Yourannual List of Ins and Outs, an article which periodically lists tends and fads, listed one year suicide as an “in”. “The ‘In’ Way to Look for Help”, 1) Most emotionally secure people would understand that the listing of suicide as an “in” was a joke and not take it seriously – but mental health practitioners like David Shaffer of Columbia University of Physicians and Surgeons, have done research to prove that the “adolescent suicide rate may rise when the media glamorize suicide”. (“The ‘In’ Way to Look for Help”, 1) Suicide is a serious issue, and although this was meant as a joke, there are some children who actually take things like the previously mentioned article literally.

Although such people/youth may be emotionally unstable already, this bit of “pressure” from society adds to the imbalance. The media has also taken advantage of the celebrities who have killed themselves, making them seem “chic”, or “cool”. Exploitation of such events gives some less stable individuals the impression that these sort of actions are socially acceptable, and that if they feel the need to “escape”, they may commence with taking their lives while seeming “hip” at the same time.

In a study done at the University of Auckland in New Zealand, a study was done to find what the youth believed the leading cause of suicide to be was. The “most frequently cited cause was pressure to conform and/or perform…as a consequence of peer pressure”. (Edna Heled, 1) Later, when the subjects were asked to specify the degree of their agreement with 29 possible reasons, two of the most agreed upon items were hearing a lot about suicide in the media, and believing that suicide is acceptable or cool. Edna Heled, 3) When asked for possible solutions to reduce the rate of suicide, there were no suggestions to lessening the coverage of suicide in the media. The adolescent view on body image has become a tricky subject. Television, magazines, and the general media have set a standard for both male and females that is difficult for most to achieve. It is now popular for girls to be scary-skinny, and “straight as a board”.

In a study by Hargreaves and Tiggermann, it was found that watching appearance-related commercials “heightened appearance schema activation in early adolescent girls”. In another unnamed experiment covered by Meghan Sinton and Leann Birch, it was found that some girls – although not a large percentage of them – were found to be very affected by the commercials. In the same experiment, it was discovered that mass media was especially influential with girls who were already body self-conscious.

Child Development in the Early Years Within this assignment I will discuss the importance of practitioners in the children’s workforce having a good knowledge of infant and child development theory. I will demonstrate my knowledge of both infant and child developmental theory including historical theory and theories of development in the womb. I will discuss specific aspects and theories I consider to be important within infant and child development and I will highlight theories of child development I find to be of more Importance than others referencing these to my practice.

I will also discuss how children, young people and their parents benefit from practitioners within the educational system having a good knowledge of infant and child development theory. Early childhood development Is defined as, “a set of concepts, principles, and facts that explain, describe and account for the processes involved in change from immature to mature status and functioning” (Katz, 1996, p. 137). Experts such as Beer (2000) divide child development in to three broad categories which are: physical development; cognitive development and social, emotional and behavioral development.

Physical development Is how we refer to any change in the body, including how children grow, how they move, and also how they perceive their environment. Gross motor skills and fine motor skills would also come under physical development. Cognitive development pertains to the mental processes such as language, memory and problem solving that children use to acquire and use knowledge. Emotional and social development addresses how children understand and manage their own feelings and also how they handle relationships with others.

Over the years there have been many different theorists, ACH of them with their own personal views on child development. However, we must also that remember that the development of a child does not start on the day upon which they are born but in fact, the process of development starts at conception. Before birth it is the responsibility of the mother to ensure off healthy environment for the fetus to grow, I. E. The womb. Barker (1990) says, “The womb may be more important that the home. Glaucoma (2006) suggests that poor nutrition during fetal development could lead to the child to expect a hostile environment in later life, thus affecting its ability to pop with a richer environment. Glaucoma believes that developmental factors within the womb do not cause disease, however they create a situation where the individual may become more (or less) sensitive to certain factors in their postnatal environment.

Ludwig & Currie (2010) on the other hand, suggest that developmental factors In the womb can lead to disease and they believe that maternal weight gain during pregnancy Increases birth weight Independently of genetic factors and that this subsequently increases the long-term risk of obesity-related disease in the offspring. I believe that it is of most importance for practitioners within the children’s workforce to nave a good knowledge to boot intent and child development theory.

Without a good understanding I believe that as a primary career, wrong decisions could be made which could in theory, Jeopardize the development of a child in our care. Hand Peter Drizzle (1971) believed that the child was an ‘incomplete organism’ which developed in different directions in response to different stimuli. He believed that adulthood was the critical stage of life and that childhood was merely preparation for adulthood. His belief was that adults in this time should ‘mould’ their children to make them into better adults.

From experience, I believe that there are some parents that still look at the child in this way. Parents often try to ‘mould’ their children into becoming the person that they themselves aspired and consequently failed to be. Child A is an eleven year old girl and from the age of three she has been driven by her mother to dance. Child A is often tired at school as she attends ballet, tap, modern and Jazz lessons on a nightly basis and she often complains that her feet and body ache.

Child A has recently disclosed too member f staff at my setting that she does not want to be a dancer as her mother so wishes and that her mother is forcing her to take these lessons as she herself aspired to be a professional dancer and did not fulfill her dream. Reflecting on the experience of Child A, my opinion is that I would disagree with the theories of Drizzle and would instead agree more with the theories of British Philosopher, John Locke. British philosopher John Locke (1689) insisted that the mind is a blank state at birth, in Latin; a tabular Rasa.

He believed that all knowledge is created by experience, and from this respective, developmental change is the result of external and environmental factors acting on a child whose only relevant internal characteristic is the capacity to respond. In agreement with John Locke, Watson (1913) coined the term behaviorism. This term defines development in terms of behavior changes caused by environmental influences. Watson did not believe in an inborn developmental plan of any sort but instead he claimed that children, through the manipulation of the environment, can be trained to do anything.

One environmental influence that plays a huge part in the development of children today is the television. Not only can time spent watching television take away time from healthy activities such as playing outside with friends or reading, but it can also take time away from activities such as sports and arts and crafts which promote the development of team work and skillfulness. Recent studies into children’s television programmer show that many programmer do not deliver appropriate material to children, are stereotypical, include violent solutions to problems and often portray bad behavior.

In addition to this, studies led by Dimmitt Christians (2004), a pediatric researcher at the Seattle Children’s Hospital and Regional Medical Centre, have linked television viewing before the age of three to conditions such as Attention Deficit Hyperactivity Disorder (ADD). Their studies revealed that each hour of television watched per day aged between one and three, increases the risk of attention problems, such as ADD, by almost ten per cent at age seven. The American Academy of Pediatrics urges parents not to allow children under the age of three to watch television.

They say that these early years are crucial in a child’s development and that we must limit nouns children’s exposure to television during the formative years of brain development. Personally I am in agreement with the theories of television being unhealthy tort children and would strive to ensure any child in my care was tottered alternative interaction such as talking, singing, reading or listening to music. With hundreds of children’s television programmer available twenty-four hours a day, in recent years, parents and careers have come to view the television as a convenience.

Some parents think that if their child is quiet whilst placed in front of the television, then this must mean that they are happy. However, studies by the American Academy of Pediatrics show that this is incorrect and that in fact the child’s brain is being over-stimulated which again can lead to attention problems later on in life. Their studies showed that children who spend more than four hours per day in front of a television are more likely to be overweight than children who engage in more stimulating activities such as outdoor play, reading or drawing.

Their studies also show that children who grow up watching violent acts on television are more likely to develop aggressive behavior later on in life or alternatively develop a fear that the oral is a bad place and that something bad will happen to them, thus hindering their social and emotional behavior. In addition to this, I believe that by leaving a child in front of a television for hours on end each day prevents any sort of bond to be formed between the child and the primary care giver.

The positive effects of parent and child interaction and bonding have been proven, thus echoing the work of Bowl, who spoke of the attachment theory. Bowl (1969) said that in order to survive, attachment was vital. He said that without adults to feed them, care for them ND protect them, infants are physically helpless and cannot survive. Due to this theory, he argues that that way in which human beings have evolved means that infants are born with an innate tendency to form an attachment to a caregiver which will consequently increase their chances of survival.

Bowl also believed that attachment is a reciprocal process and so it is also likely that adults are innately programmed to become attached to their infants. In short, Bowls believes that for a child to socially and emotionally develop, an infant must develop a relationship with at least one primary caregiver. Some people disagree with Bowls theory that attachment is a reciprocal process due to the fact that some mothers do not seem to have the ability to bond with their children and some people question whether attachment is actually caused by the behavior of the primary caregiver or by another factor.

It is wondered why some children are attached to their mothers whereas others are not. Insinuators and Bell (1970) supposed that secure attachments were the result of mothers being sensitive to their children’s needs, thus bringing me to the story of Child B. Child B is a 14 year old female at my setting with ajar social, emotional and behavioral issues. Child B was taken into care at the age of three due to the fact that her mother was an alcoholic and a drug addict. Social services reports say that from birth to the age of three, Child B was badly neglected by her mother and no real relationship or bond was formed between them.

Child B has been excluded from her previous two secondary schools due to gross misconduct and inappropriate behavior. Child B finds it very difficult to concentrate, does not trust easily and is regularly rude to other pupils and members of staff. Due to this behavior, the possibility of Child B having needs such as ADD or SAD have been looked into, however following reviews and meetings with doctors, it has been discovered that Child B does not have any additional needs and has not received a statement to SEEN.

In the case to C t is my belief that seen NAS not developed socially, emotionally or behaviorally in the best way possible and that this could be largely due to the fact that no attachment was made to her mother as a young child. Since then, the opportunity for Child B to bond and form a relationship with a primary caregiver has not arisen due to the fact that Child B has been secularly moved around within the care system. Reflecting on this case study of Child B, it backs up both my views and the work of Bowl.

The study shows that without an attachment and trusting relationship with the primary caregiver, children can and will struggle to emotionally, socially and behaviorally develop in the best way possible. Widgets (1978) presents the social learning theory and says that societal expectations and moralities play a major role in the development of children. Widgets suggests that children develop and experience society in zones, and the way in which these zones interrelate can affect the child’s development.

Bandeau (1963) suggests that children learn behaviors and concepts through interaction with society, and that the behaviors they learn influence how they think and what they grow to believe. Bandeau believes that for children to develop successfully, they must firmly understand how their own society works, so that they may alter their behaviors to fit within that society. Bandeau and Widgets both believe that behavior and thinking patterns are societal linked and are learned behaviors. In contrast with Watson, who did not believe in an inborn developmental plan of any sort, Wilson (Papilla at al. 2006, p. 5) believed that there is a biological basis for all behavior. Wilson work goes on to show that children who are delayed in physical development will also be delayed in their ability to develop emotionally and cognitively. Child C is a three year old boy who lives at home with his only his mother. His mother works of an evening and Child C is looked after by a babysitter. The babysitter arrives after Child C has been put to bed and therefore there is not opportunity for play or interaction between the babysitter and Child C.

During the day when Child Co’s mother has house work to do, she sits Child C in his high chair in rant of the television to keep him entertained. Child Co’s mother has done this since an early age and at the age of three, Child C is still not a confident walker and prefers to crawl rather than walk and often cries to be carried when he is out of the house. Child C attends nursery one day a week and experiences social barriers due to the delays in his physical development.

Unfortunately, children such as Child C will experience a different social reality than children who have not experienced physical disability or delay in development. This is due to the fact that people react to and act fervently towards people with disabilities. Looking at how abnormal development is affected by physical development, it is clear that there is a link between different developmental areas and how they affect one another. For children who develop normally, this interplay is hardly recognizable, as each area develops successfully and does not require review.

Yet physical growth requires the body to recognize and utilize outside experiences to develop (I. E. Recognizing that climbing will help build muscle memory) and the emotional ability to feel safe about trying new things. Therefore, physical development relies on emotional and cognitive development to be successful. Emotional development relies on thinking to interpret situations and to recognize responses received from people, in addition to actually being able to interpret their responses and shape behaviors accordingly.

Emotional development relies on physical development to be able to shape those behaviors. Cognitive development relies on both physical and emotional development to shape thoughts about behaviors, and to carry out the thoughts. If at any point one of these areas is delayed or limited, both of the other areas will be similarly limited. In conclusion, I believe that it is extremely important for practitioners in the children’s workforce such as ourselves to have a good knowledge of infant and child development theory so that we can put these theories into practice in our settings.

We must ensure that as key workers and teaching assistants, we can put theories such as the Attachment theory into practice within our setting. This promotion of the attachment theory may be for us as practitioners helping to build relationships between the child and the mother, or, by us as professionals building our own trusting working relationship tit the child thus allowing the child to settle and fully engage in learning.

We must remember that developing children need to be offered a safe and protected environment in which they are able to explore both their own feelings and actions. This environment must offer new and unique concepts whilst at all times maintaining familiarity and at the same time must be cognitively and physically stimulating. Finally, this environment must allow the child to see and be a part of society and experience societal moralities. It is my belief that without this, the child will be unable to successfully function later on in life in their own society.