Child Development: Working With Children By Judy Herr

As key workers we assess our key children in all areas to achieve to their standards and we record these in their learning development journals which we share with the child and parents. At the end of their time in our setting the child is four years old getting ready to enter reception in schools so they will be on their way to achieving the early learning goals they should reach by five years and this is recorded in their learning journeys and end of setting evaluation.

In the article “ Child Rearing Styles”, author Diane E. Papalia and Sally Wendkos Olds persuades us that parents need to remember what their children bring to the family how child rearing practices can effectively help identify your child. The article discusses how basic temperament affects children at a young age. On rare occasions children are born with temperaments. Another behavioral influence is caused by the way parents treat their children.

It is said that the he development of a child consist of the development of physical, motor, cognitive, communication, and social skills. We expect children from birth to age three to be developing in those fields. However, it is understood that each child develops at their own

In this writing it will be discussing childhood development, as well as some vital issues that might come along during those stages of development. Child development consist of the stage where the child is developing physically, cognitively, socially and spiritually. During these stages of development a child is maturing from infancy to becoming a young adult. For many years theorist such as Sigmund Freud, Erik Erikson, and Lev Vygotsky’s have researched how children mature from infants to adulthood. Each of the theorist have profound facts to how children develop, but which of the three men are correct on their findings?

In order to apply theories and models of child development to support children’s development we must get to know each individual child by building a good relationship with the children through play, communication and answering to their personal needs. Observation and assessment is also key so that we know what each child is capable of and what they are working towards/could be encouraged towards. Good communication with parents is also beneficial as it helps the carer to see what the child is doing at home and to identify if there are things they do or don’t do at nursery that is different from home. It also helps to work out ways of encouraging development at home and at nursery.

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

Meggitt, C., 2006. Child Development : an illustrated guide. 2nd Ed. Oxford: Heinemann Educational Publishers. Available at: https://ebookcentral.proquest.com/lib/dundeecollege-ebooks/detail.action?docID=3384832

Babies and toddlers show amazing progress in all aspects of their development from birth to three years, considering they are born with simple reflexes and are quite helpless and dependent. It is essential to have a good understanding of the development stages in this group in order to support their development. The changes that occur in a child’s development in the first few years of life are truly remarkable. Practitoners note children’s

Since every child develops at a different rate compared to one another, this is a rough guide to a child’s development and gives general information mainly about the sequence of development.

* They begin in some instances to feed themselves, though lacking the needed coordination, resulting in a lot of mess.

In Life-Span Development the class had the ability to observe the infant, Riley, and her parents, Erin and Robin. The class had the ability to discover to talk to real parents and ask the questions that most students are too shy to ask. The class was also able to observe how Riley acted in front of forty people. This experienced allowed people to understand the true development of infant whether it be cognitive, physical or social

“The emotional transformation of engineering education is grounded in the real world and in the lives of the students we serve.” This statement from David Goldberg expresses that education is directly connected to the world around us and the lives of the children we educate. It is difficult to excel in education when the children are living their lives in poverty. In Paul Tough’s book How Children Succeed, he discusses ways in which we can get children to succeed rather than fail. Tough attempts to give his readers a plan on exactly how to get children to succeed; however he never tells readers exactly how to do so.

After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

It is imperative that practitioners are able to observe and assess each child’s development in order to gain a full understanding of their development and how they can build upon this in order to cater to the needs of the child and allow them to fulfill their potential. This is highlighted by Wheeler (2009, p.63) in stating that ‘Observations are fed into family worker and team planning so that future activities can be based on an individual child’s interests and patterns of behavior and thereby enhance their learning’.