Factors that Affect Child Development

Factors that Affect Child Development Unit 2: Understanding and Promoting Children’s Development. All children develop at different speeds, but will usually follow an expected pattern. Gaining an understanding of the expected pattern of development can help to identify where children have significant delays in their development. It is important for practitioners working with children to have a good knowledge of child development in order to identify any development delays early. When we are looking a child development, it some areas we need to examine the areas of physical development, cognitive development, communication development, social development, moral development.When we talk about physical development in children, we usually mean two things: the development by which children grow physically, and their increasing skill at achieving a range of different motor tasks, using their large and lesser strengths. As their great weights develop, children go in stage from rolling over to riding a tricycle. As their slight muscles develop, children go since seizing a rattle to easin g beads or eventually writing. Cognitive development is concerned with the child’s intellectual development. Children often change faster than we understand, changing and developed  until they reach a  fundamental milestone. One second they are throwing board books in the toy box, the next they are exploding through the pages of  story books  and as they grow older, they start reading for their own enjoyment and choosing their own books. Piaget was a main theorist and psychologist who developed stages to understand cognitive development. He used to observation the on the child’s thinking and suggested that children progress through a series of stage in their thoughtful, each of which agrees to wide-ranging changes in the structure or logic of their intelligence. Piaget called the main stages of development the sensory motor, concrete operations, and the preoperational and Formal operational stage and emphasised that they occur in that order. Good link to Piaget’s theory. With communication development of the child, in the first five years of life, when brain development is most speedy, children are more open to learning and more receptive to educational experiences than they will ever be. If a child is communicating less than others of his age, he is unlikely to develop the responses essential to his progress. That child’s communication development may be delayed. Freud and Erikson believed that a child’s development can be affected by their personalities rather than their ability. Concrete learning needs may affect progress because a child having difficulties with reading and writing and they are not receiving the extra help they need will probably reduce their chances of progress. As a person and a human being a child is different from other beings as children grow older, they become increasingly more independent and will often find themselves in situations where they need to make their own decisions. A childs effective development al ways occurs in relation to the dynamics of education and can never be explained apart from them, but decision making can seriously stress them out and affect their health. Later incapacity to make decisions could be because of knowledge incapacity, psychological health problems, brain damage, alcohol and drug misuse, or any other of illness or disability. However, some types parental of decisions such as marriage, civil partnership, divorce, sexual relationships and adoption. Social and emotional development is about the way in which children learn to be with others. Children will find it hard to make friends if they have not learned; for example children have their earliest strongest relationships with their parent which is called attachment and appears to be essential for children’s late development. In the 1950s research showed how important they were. John Bowlby was one of the researches who believe there was a link between later abilities to form relationships and respect society’s rules and children’s early attachments. He noted that moving from home to when children enter nursery or school, they separation anxiety which can be tough for children of the all ages. It is important to identify this and find ways of helping them. Moral development is the way in which children learn the difference between right and wrong. This is a question that is difficult to answer. Some theories are presented by Lowrence Kohlberg and Piaget. Both believe people change as they are grew up including behaviour, social and their different abilities and may react very differently to real life situations that they find themselves when they are in a dilemma or strange environment. Piaget results was distinguished different stages in children’s and how they aware of the rules of play games and judging children or punish them which could be the child subjectivism which child cooperation but not understanding the rules and consequences as chosen to fit crime. However, Kohlberg agree with Piaget’s theory he believe dilemma can occur in real life. Kohlberg hypothesised that in societies still limited of some stages of moral development. There are factor that influence a child’s life denied from nature or genetics, such as: problems during pregnancy and at birth, health, disability or mental health conditions. However, children’s development is a shaped by both what they are born with and the experiences that they have. Children’s development starts from conception. Genetic information packaged together from the egg and sperm. This process at conception is not always perfect as sometimes genetic information is faulty and this can affect children’s health or development. Babies’ development can also be affecte during pregnancy by such conditions as: smoking, drugs and alcohol which can harm babies. Foetal alcohol syndrome can also affects the way a baby’s brain develops and is caused by exposure to alcohol whilst in the womb. The premature birth of a child can influence later development. If the baby may not breathe straight away or may be injured during the birth this could c ause learning difficulties. Child health is determined by a variety of factors such as their genetic make up for example: a child may be born with a blood disorder and sickle cell disease and poor health can affect a child’s development as children may find it harder to make friends because they miss the sessions or they cannot physical enjoin in. This means that professionals who work with children have to look at ways of making sure that children do not lose out. There are reasons why development may not follow expected patterns. Disabilities or health conditions are genetic that begin in the early years of children’s lives and influence their development. Also different types of disability will affect development in different ways, such as Down syndrome a genetic disability that affects a child’s cognitive ability and growth. External factors from the environment can affect a child’s development such as poverty, diet, family background, family circumstances, personal decision, education and housing. Poverty is one of the most devastating yet stoppable conditions working against the health development of children. In the UK increasing numbers of children are experiencing poverty. This can influence a child’s physical health, emotional and psychological health. Absolute poverty is a lack of basic human needs including food, shelter, warmth, sanitation, health care and education. Children’s growth, behaviour and development can be affected by their diet. A stable diet will help children to continue healthy, as well as grow. Families experiencing poverty may buy cheaper food, which are often or highly processed, containing amounts of saturated fat, salt and sugar and minimal nutritional value. These types of food can lead to obesity and malnutrition in children making them lethargic, unse ttled and hyperactive in certain health conditions. Families experiencing poverty or those on lower incomes may live in housing that is of poor conditions can lead more susceptible to illness. Children who live in crowded housing or who have limited access to large areas may not get the opportunities to exercise and develop their physical skills. This can lead to obesity and delay in physical development. Different cultures may hold different values and beliefs about how children are brought up, for example: girls in many cultures are not given the same opportunities as boys, which will limit their development because they are not able to go to school. Another example: in traveller families traditionally they see the female as the homemaker and girls from around the age 10, are removed from school in order to take care of the families. This can affect their development as they are not receiving the statutory education as recommended in the UK. Unexpected delays and disabilities can develop as the child grows up. If a practitioner is about concerned the child and is truly doubtful somethings wrong, they should speak up, although parents are often the first to notice developmental delays because they know their children best. Most developmental testing is done by health visitors but, if theysuspecta child hasnot been successful to reach a milestone at a given time, it is important to identify their support needs early in order to get the appropriate intervention in place to support overall learning and development, and to reduce the impact that the delay may have on the child. When the child has development delay this can lead to frustration, changes in behaviour and less opportunity. Early Intervention is a national programme that created in the 1975 Education of All Handicapped Children Act the early intervention programme was designed to provide cognitive stimulation and an aim is to prevent the lower intellectual functioning of the children at risk and to achieve the best thinkable outcome for the child.. For example, this would suits low income, pregnant women with low educational achievement, also providing facilities to children and toddlers with disabilities and their families or carers and helping children growing up to learn the basic skills that emphasise the development of cognitive, language, social and motor skills for the first three years of their life. This programme will help to meet the child’s individual’s needs and may include the different services to provide for them, for example, medical services, nursing, health status, physical therapy, psychological services etc. Services may also be provided to address the needs and priori ties of the child’s family. Family-centred services are supposed to help family members understand the special needs of their child and how to enhance their development. Early intervention practitioners are allocated by the Educational Individual Plan (EIP) agency according to the knowledge, assistances and expertise needed. Different developmental outcomes may be covered by early intervention practitioners. Firstly, a specialist doctors needs to diagnose the child’s development status to establish the need for early intervention. Next, the child must be assessed to identify its strengths and development needs. Thirty, support should be provide for the family to help them understand the child’s special needs and enhance its development. Health services will enable the child as benefit from other early intervention such as special needs therapy and an audiologist should identify any auditory problem. Learning activities should be planned to help the child learn new skills. The key worker should identify technical equipment to assist any child with development delays or disabilities. Early intervention is essential to achieve the best possible outcome for the child. However multi-agencies working is important too especially when all the professionals are involved with a child as they share information and co-operate with each other lives can be improved and even protected. Multi-agency working will be established following on from early intervention of a delay in a child’s development. Baby P is an example of multi-agencies not working together properly, early intervention did not occur and they did not work together to help prevent the unnecessary death. Early years practitioners can provide information for local services which may be helpful to disadvantaged or helpless families, we can work together with social workers, health authorities and even DHSS by helping to complete forms for additional benefits the family may be entitled to. The best interest of the child is always the importance, policies and guidance must also be followed when a referral is being made to a separate agency, working together for the advantage of the child. References: Department for children, schools and families (2010) Early Intervention Securing good outcomes for all children and young people http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DCSF-00349-2010.pdf In 1975 Education of All Handicapped Children Act in UK http://www.educationengland.org.uk/history/chapter07.html Freud and Erikson (1930) child’s development can be affected by their personalities rather than their ability http://psych.ku.edu/dennisk/CP333/Emotional_Mid_Child.pdf Jean Piagets (1973) Stages of Cognitive Development http://www.icels-educators-for learning.ca/index.php?option=com_contentview=articleid=46Itemid=61 Kohlberg, L. Turiel, E. (1971). Moral development and moral education. In Lawrence Kohlberg,Collected Papers on Moral Development and Moral Education (1973),pp. 410-465.

Extended School Day Essay

Imagine you are a seven-year-old whose’s parents work until five each night. When you come home after school there is no one home with you. What could you get into? You might know right from wrong but you still might get yourself into some trouble. Just out of plain curiosity you might get into something or an accident could happen without you even being involved in it. But I say there is a way to stop this from ever happening. I think we should either keep schools open longer or introduce more after school programs. Many advantages would come from either of these ideas. For one the parents would not have to be in a state of worry about whether their child is safe at home or in trouble. Plus you always have that added guilt about not being able to help your kids with their homework. Now with either longer days or more after school programs a lot of stress could be taken away from your family. No more having to pay for sitters which could stress out a families finances. Also the dangers of the kids being home and getting into trouble would be cut down severely. And also with the longer days or more after school programs parents would be able to get home, at least one parent would be home, to pick their kids off the bus. I wanted to suggest some programs I feel would help out with the problem at hand. These programs would be a reading and math after school program. One program I would suggest is a reading after school program. It is said that today, too many children fail to read at a level we would expect for the grade they are in. In a study done in 1998, the National Assessment of Educational Progress found that, thirty eight percent of our nation’s fourth graders failed to read at the basic level. That fact alone says we must enforce more after school programs. Now they also found that sixty-four percent of African American and sixty percent of Hispanic American fourth graders read below the basic level. This shows we need to not only put these programs in suburban schools but also city schools. Research has shown that students who are behind in reading can catch up to grade level with additional reading instruction and tutoring after school and in the summer. And that is what I am trying to put in effect. We all know that to succeed in school all students need good reading skills, and that’s just a fact. Another program that I think is good is a mathematics after school Program. I has been found that students who take rigorous mathematics courses are much more likely to go on to college and into promising careers than those who do not. And with technology becoming more prevalent in the workplace, the need for employees with mathematics backgrounds has greatly increased. In my research I have found that far too many students finish middle and junior high school without developing a solid foundation in algebra and geometry. Research done by the international comparative assessments said that U. S. student achievement in mathematics falls below the average in the middle grades. We need to help improve this. I think some other important facts help support my case for the longer school day and the after school programs in this little chart. Some reasons why the public supports after school programs: *Over 28 million school-age children have both parents or their only parent in the workforce. *At least 5 million children — and possibly as many as 15 million — are left alone at home each week. *Many children, especially low-income children, lose ground in reading if they are not engaged in organized learning over the summer. *Experts agree that school-age children who are unsupervised during the hours after school are more likely to receive poor grades and drop out of school than those who are involved in supervised, constructive activities. *Statistics show that most juvenile crime takes place between the hours of 2:00 and 8:00 pm, and that children are also at much greater risk of being the victims of crime during the hours after school. Here is another chart showing that after school programs enhance a child’s academic achievement. *Participants in after-school programs:* *Show increased interest and ability in reading *Develop new skills and interests *Show improved school attendance, increased engagement in school, and reduced dropout rate *Turn in more and better quality homework and can spend more time on task. *Are held back or placed in special education classes less frequently *Show higher aspirations for the future, including intention to complete high school and go to college. These facts are real. This is why I picked trying to make a longer day and more after school programs. And with these two programs the numbers will go up. I plan on adding more programs to what I have wrote in here. But I think implementing a longer school day and these after school programs should help not only the parents of these children but the children themselves.

Value of Learning and the Number of Bucks

College is a time to broaden your education and develop your skills. Different people go to college for different reasons but mostly for an education. The National Athletic Association is meeting next year and will decide if it needs to change its policy of not paying college athletes. I do not understand why this should be an issue. The main reason people go to college is to learn. So the NCAA will be deciding whether the athletes should be paid for playing their sport of choice thus demeaning the reason they are at college in the first place. There are millions of students who go to college each year; some play sports, others are in student government, and some are in theater. Each group is equally important to the college and in some cases are treated the same. If the athletes start being paid for playing sports then what†s going to stop the other students from finding a way to be paid for what they do. Does this mean then that students in student government should be paid for what they do or that the theater students should be allowed to join an equity theater union and be paid for doing shows? Paying athletes will create a rivalry among the students, for why should one group be paid for going to college while the others are not. The other thing to look at is that most student athletes are receiving scholarship and grant support from their college. Majority of the money that athletics being in is given back to the students through grants and scholarships. At Notre Dame, for example, grants-in-aid to student-athletes are worth about $5 million annually. Add to that the millions spent on travel, housing, equipment, health care and other costs and pretty soon you're talking real money. So yes, while athletics does generate millions of dollars in revenue for universities, there also are millions of dollars in expenses, most of which directly or indirectly assist the student-athletes. Sometime scholarships and grants are not enough which is why the NCAA recently passed legislation allowing student-athletes to work year-round. In addition, Pell Grants are available to the truly needy, and general student loans are another alternative. With all these options available, there shouldn†t be a need to pay student athletes. What's awful about the persistent whine for money is, it's saying a college education is worthless. People are suggesting that the value of learning can only be measured by the almighty buck. Paying students will put; too much emphasizes on sports and not enough on education. An education is priceless, and student-athletes at American colleges and universities reap the benefits of the finest higher education system in the world. From their education, students can go on in life and do what they want because they have the drive and education to. Student-athletes entertain us with their special skills and, in compensation, receive: all expenses paid competition in the sports they love, education that is worth thousands of real dollars with the promise of thousands more in future earnings, and the lifetime benefits of wisdom and character that come with being educated men and women. If we decide to pay college athletes, the only thing we accomplish is to move the universities further away from their stated ideals by making them more businesslike and disrupting the main point of college — to learn.

Essay about Theme of Love in Captain Corellis Mandolin

From ‘How like a woman is a mandolin†¦Ã¢â‚¬â„¢ (Page 303, chapter 42) to ‘†¦there is our timpani.’ How is the theme of love developed in this section and how does this link to the development of the theme in the novel as a whole? The theme of love is indeed an enigma in this novel. As the novel flows on, love is developing, but not necessarily on the right path. Our belief of love becoming a fully grown blossomed flower in this novel, takes setbacks every time we see an aspect of love. Many modern day lovers see love as being attracted to the complete person. A person, who loves someone, either loves them because of their personality, or their ability to make them feel happy. This is a complete contrast to the theme of love in this novel. In this†¦show more content†¦Corelli does show to have many sexual desires for Pelagia. â€Å"At night I dream of Pelagia. Pelagia comes, undressing, and I see her breasts are the backs of mandolins moulded in Napoli. I cup them in my hands and they are cold like wood and arm like yielding mother’s flesh...† This quotation shows Corelli describing Pelagia’s body and comparing it to a mandolin. This is Corelli’s way of describing his love for both Pelagia and music, but it isn’t a very romantic way of portraying love, by comparing a woman to an instrument. He even goes into detail, by describing the temperature of his desire. Corelli also shows his patriotisms by mentioning Napoli which s hows he is maybe missing home. With some of the descriptions Corelli uses to describe his love for Pelagia, it makes me seem that he is love drunk and not that his love is strong. He seems love drunk as comparing a woman to an instrument is not very romantic; however, maybe describing the beauty of a woman to the beauty of music from the instrument might be more romantic. Earlier on in the novel we saw Pelagia and Mandras’ love for each other. This was love of the looks and was shared by both lovers. When Mandras first appears in the novel, he is presented as a potential love interest for Pelagia. However, there is an uneasy sense as to what is to come for their relationship. The fact that their love for each other develops so early on in theShow MoreRelatedCaptain Corelli3725 Words   |  15 PagesCAPTAIN CORELLI’S MANDOLIN TEACHERS’ NOTES This study guide is aimed primarily at students of English Literature, who are studying Louis de Bernià ¨res’s novel Captain Corelli’s Mandolin in the second year of Advanced GCSE studies but will be useful for any students wishing to look at the way in which a novel is adapted for the screen. The guide focuses on the following areas: From novel to screen: Narrative adaptation Characters Representation of nationalities Representation of war Music LanguageRead MoreThe Two Sides to Every Greek: Hellene vs. Romoi1844 Words   |  8 PagesLouis De Bernieress novel, Corellis Mandolin, is a story about time and change. The story itself explores many aspects of life such as love, betrayal, chaos, tradition, history and numerous other elements that are often warped over time. De Bernieres notes that he tried to be as true to history as possible. But beneath the layers of time, change and history there is another element of Greek culture that parallels the stories within the n ovel. There is a continuous theme of the conflicting forces