Children's development

Children's development

1. Growth

   • Is the increase in size of the body

2. Development

   • Growth and development are connected, but are very different. Growth is visible  weight, length, mobility, Development: communicative skills, dependent. 
   • Head control
     • Control of the spine and central nervous system, develops from head down to base of spine
   • Multiple Connections
     • Development happens in the same order, but with different rates
     • No baby can learn to walk before sitting up, learn one thing then do it by him/herself
   • Areas Linked
     • A baby cannot finger feed until he or she can sit up and is developing the ability to pick things
   • Milestones
     • Refers to the age at which most children should have reached a certain stage of development, for example walking alone.
   • Percentiles
     • Compare a child’ s growth and widget measurements with other children , recognize problems 

3. Physical

   • Increasing skill and performance
   • More info :
   • Gross motor development
     • Detail information
       • https://drive.google.com/drive/folders/1QvQWPnymh9j2bcKYJU6FAGa96YVHFne8?usp=sharing
   • Fine motor development
     • Lies on back with head to one side, Hands in tight fist, Kick legs and waves arms, Rolls Over Pushes head, neck and chest off floor, Pokes at small item with index finger clicks two cubes together
     • Tries to kick a ball, turns handles, pulls off shoes, walks up and down stairs, draws circles and dots, jumps from low steps , pedals a tricycle, draw
     • Can aim and throw and catch, runs and hops, skips, runs quickly, draws with head, body and legs, bike riding, roller, ties and unties laces, build intricate models
     • Improves physical skills that have already developed puberty starts around 10 for girls with a growth spurt and increase in body strength
     • Brains developing with increase in reaction times and co-ordination

4. Social & Emotional

   • Child's ideas + image themself 
   • Socialization
     • Learning to live with others Socialization  about learning
     • Family
       • Learn how to interact with others , starting with his family
       • Attachment & bonding
         • Parents or carers and their children = process of bonding and attachment. 
         • Process
           • Skin contact, smell, talking, and listening to parents’ voices, feeding, bathing, play, eye to eye 
           • Consecuences
             • A child who has formed close bonds will be far more secure than a child who has not done so.
           • Causes
             • Good attachments mean that when his or her main carer is not around a baby will show separation anxiety 
     • People
       • Regular contact with people setting outside their home
   • Self-concept & identity
     • Theories
       • Freud
         • Symbiotic
           • Relationship between a mother and child the infant sees himself as part of his mother.
         • Egocentric
           • Aware of itself as separate and able to say no and to be in control.
         • ID
           •  (I want it now)  denied by super ego
           • Super Ego
             • ( no , it’s wrong) 
           • Ego
             • Develops it helps to deal to produce an acceptable result.
       • Skinner
         • Children learn through experience or conditioning. Positive rewards or reinforcements for good behavior are the basis of many behavior  management programs.
       • Bandura
         • Idea of “modelling” children copy adults. linked also with the social learning, copy the things she/he see
       • Biological
         • This states said that humans need their own space or territory and they will react with aggression if the space is threatened
   • Moral
     • Children observe other children and adults behavior, gradually developing a sense of right and wrong. Certain behaviors are promoted as being right or wrong.
   • Pro-social
     • Refers to an act that helps or benefits others but may have some penalty to the person doing it. 
   • Age Development
     • 0 to 4 weeks  Responds positively to main carer Stares at bright shiny Objects
     • 1 to 6 months  Gazes intently at cares smiles, engages and vocalists with cares Shows fear of strangers and distress at separation from carer
     • 9 to 18 months Very interested in all around. More demanding and assertive, emotionally volatileUnhappy at changes in routine.Starts toilet training 
     • 2 to 4 years  Enjoys other children’s company but reluctant to share toys Knows own identity A lot of mixed play of the sexes Strong sense of gender identity Can take turns
     • 5 to 7 years Able to form firm friendships Fairly independent and confident Good sense of self awareness developed
     • 8 to 16 years Friendship become very important. Concern at thoughts of other about them. Need to resolve changes into adulthood
     • Detail info
       • https://drive.google.com/drive/folders/1QvQWPnymh9j2bcKYJU6FAGa96YVHFne8?usp=sharing

5. Intellectual

   • Learning the skills of understanding
   • Development
     • How children learn  think and develop ideas. strongly influenced by the experiences child has 
     • Example
       •  Learning animals’ names.
     • Theories
       • Piajet
         • Natural sequence of stages and it develops as a result of the changing interaction a child and its environment
         • Schemas
           • Concept construction, it changes according to the uses. 
       • Bruner
         • Enactive represent an involves them describing their world  by sensory 
         • Examples
           • Motor rations - use of body .
           • Semantic, when a child can use the full range of language to describe and discuss information
           • Iconic thinking describes pictures in the mind
   • Age development
     • 0 to 4 weeks  Blinks in reaction to bright light. Stares at carer. Gaze caught by and follows dangling ball.
     • 3 to 9 months  Follows movements of large and smaller objects. Very curious, easily distracted by movements. Puts everything in mouth. Looks in correct directions for falling toys.
     • 12 to 24 months Drops toys deliberately and watches them fall.Recognizes familiar people at 6 metres.Point to interesting objects outside.Points to parts of the body.
     • 2 to 5 years Copies circle, and cross, draws man with head. Matches two or three primary colors. Copies square and range of letters. Knows time of day for basic activities, breakfast, bedtime. Counts to 20 by rote.
     • 6 to 8 years Can predict next events. Sight read ten or more words. Able to understand concept of conversation. Enjoys games and rules.
     • 8 to 16 years Can reason and apply logic to problems. Becoming more creative in play. Will question sources of information. Clear preferences for arts or sciences.
     • Detail info
       • https://drive.google.com/drive/folders/1QvQWPnymh9j2bcKYJU6FAGa96YVHFne8?usp=sharing

6. Communication

   • Speech and right communication
   • Speech
     • Children communicate even before they are born.  A new-born baby communicates through crying and quietening with increasing sophistication.
     • Examples
       • Cry for communicate Hungry, tired, cold, fed up, etc. The development depends of multiples-factors.
   • Non-Verbal
     • It is important in children and it is often used by them , also de speech vary widely without relation with  child’s intelligence
   • Pre-Linguistic
     •  the stage up to about 12 month when child starts to say his first words
   • Linguistic
     • Words now used with meaning 
   • Age development
     • 0 to 4 weeks  Cries when basic needs require attention Stops crying at sound of human voice Coos in response to carer’s talk
     • 3 to 9 months  Becomes quiet and turns head towards sound of tattle near head. Laughs and chuckles and squeals aloud in play. Vocalises for communication, shouts for attention. Understands “no” and “bye-bye”.
     • 12 to 24 months First word appear  Echoes prominent or last word in sentences. Uses two words linked together . Has telegraphic speech, that is, is using key essential words and missing out connection words.
     • 2 to 4 years Rapidly expanding vocabulary, including plurals. Enjoys repetition of favorite stories Imitates adult speech. Still makes errors of tenses.
     • 4 to 8 years Speech is fluent and correct. Gives full name, age, birthday and address. Will accurately copy accents heard. Produces most sound, with some residual difficulty with some lletter groups.
     • Detail info
       • https://drive.google.com/drive/folders/1QvQWPnymh9j2bcKYJU6FAGa96YVHFne8?usp=sharing

7. Stages and sequences of development

   • Infancy
     • Birth to 1 Year
       • See faces as fuzzy shapes, grasp and object , suck and swallow, try to make stepping, stable in response to sound or light, recognize their mom, cry when they are hungry, 
   • Early Years
     • 1 to 3 Years
       • Move around, sit up alone and feed themselves, use their hands skillfully, wave bye bye and point with their fingers.
   • Childhood
     • 4 to 7 Years
       • Run, climb and pedal a tricycle, walk upstairs on alternate feet, talk clearly, play co-operatively, undo buttons, enjoy books , painting helping and may do pretend wiriting. 
   • Puberty
     • 8 to 12 Years
       • 12 Years
         • Solve problems, enjoy responsibility, have keen interest in hobbies, co-ordination skills. tell what are they good at, physical changes, argue with their parents.
   • Adolescence
     • 13 to 16 Years
       • Have an adult body, skills in areas, enjoy their friends company , develop their own identity, tastes in music, clothes, mood wings, anxious at time, confident with friends.

8. Maturation

   • Maturity means fully grown and developed
   • Development is a gradual sequential process. We are programmed to learn many skills, but we not learn at the same speed. 
   • Factors
     • Growth and development are dependent on many factors. The impact can be positive as well as negative.
     • Poverty
       • People who have to live on very little money include one-parent families, people who are unemployed, elderly people, people who are sick or disabled, single earners and unskilled couples. 
       • Lack work
         • Work is the most important route out of low income. some consequences of being unemployed is with ill-health and can deny future employment opportunities.
       • Lack education
         •  Adults without basic skills are much more likely to spend long periods out of work.
       • Deprivation
         • This has linked problems of low income, poor health, poor housing and unsafe environments
       • Disrupted families
         • Children in lone-parent families are particularly likely to suffer the effects of persistently low household incomes. Stresses within families or homelessness.
       • Health Inequalities
         • Can be affected by low income and a range of socio-economic factors such as access to good-quality 
       • Poor housing
         • This directly affects people’s quality of life and leads to a range of physical and mental health problems
       • Neighbourhoods
         • Combination of poor housing, high rates of crime, unemployment, poor health and family disruption.
     • Environment
       • Families who feel confident about their future income and finances can choose their lifestyle.
       • Families with lower incomes tend to live in more densely occupied housing areas.
       • Relative Factors
         • These can include noise, pollution, overcrowding, poor access to shops and other facilities, and stress from petty crime.
         • Detail Info
     • Family structure
       • A family is a social group made up of people who are ‘related’ to each other. 
       • Family relationships can provide a safe, caring setting for children. 
       • can guide and teach children, and they can provide a source of social and emotional support for adults and older family members as well as children.
       • Extended families
         • Is where parents, children and grandparents all live together or near each other
         • The extended family provides a network of people who can support each other.
       • Nuclear families
         • The original nuclear family 50's was usually a husband who would go out to work, a wife who would look after the children while they were young, and the children.
         • Nowadays parents will have full-time work and the children are cared for by childminders, 
       • Reconstituted families
         • Approximately one marriage in every three now ends in divorce
         • The reconstituted family is where the couple are not both the parents of each child in the family. 
         • One partner might have been divorced from an earlier marriage, and has now re-married to create a new family.
       • Lone-parent families
         • Nearly a quarter of all families with dependent children are lone-parent families. 
         • Twenty per cent of families with dependent children are loneparent families led by a lone mother,
         •  Just 2 per cent led by a lone father
       • Changing families
         • The type of family that a child lives in can change. 
         • Extended families to nuclear families or reconstituted families.
     • Sensory Impairment
       • Loss of sight or hearing, can delay development in some children.
       • This is because an essential part of the whole picture of development may be missing
     • Promoting
       • A number of services aimed at helping children – from education, health and social services – work together with families to improve children’s futures. 
       • Financial support: Family tax credits to help families financially.
       • Family centres. These have joint working between health, education and social care agencies.