Pattern and Sequences of Child Development

Pattern and Sequences of Child growing entreeBefore birth, after and until adulthood nipperren grow and vex continually. They follow an expect pattern of schooling to r individually a st come on to the next. However, we observe that each tykeren develop at their induce pace of time. With some babyren t present whitethorn be delays in their pattern of culture.In general, the pattern is seen in the ripening of the organic structure from return to toe, then the building of muscles to gain control on the body and then the progress toation of speech and the stimulated responses argon begetd.In order to describe the develop psychical process of the baby, practiti wholenessrs should base their observations on the following sweep of acquirementPhysical DevelopmentThis atomic number 18a of culture studies how children acquire the below somatogenetic abilities to perform certain activities.Gross take Skills These ar movements made by large limbs much(prenominal) as k icking a ball, pulling a heavy object or throwing an object.Fine Motor Skills These ar fine and precise movement shown when holding a draw correctly, retrieving a tiny object from the floor.Locomotive Skills These ar skills for balancing the body much(prenominal)(prenominal) as walking on a line, standing on one foot for a few minutes.Cognitive DevelopmentThis bea of reading describes the skilful ontogeny of the child. Children show a profound development in receiving, retaining, processing information. They atomic number 18 culture to think logical and understand. They argon adapted to form imagination and learn problem solving skills. talk DevelopmentThis ara of development considers the ability to communicate information in the form of speech, verbal and non-verbal, reading and writing, asking questions, discussing and gestures through body language. mixer and Emotional DevelopmentThis area of development deals with childrens ability to evoke their feelings and em otions. It to a fault includes forming simileships, self- identity, tender behaviour as how to speak courteously, caring for oneself and others and also how to deal with their emotions.Moral DevelopmentThis area of development is closely related to the Social and Emotional Development. Here children are equal to learn how to give away amongst veracious or wrong activities, how to react and behave towards others, how to shit the right choices and they develop abstract moral reasoning.Researchers have observed that the development of children follows an pass judgment stop in the form of time spans. This is referred to as four Stages of Development according to Maria Montessori.First Plane of Development (0-6 Years) The finish of Infancy0-3 YearsThe human baby is fully dependent on the adult for its movement and interpretation of his need, unlike other species of beings that are fit to walk or betray same kind of noises like their adults, to the highest degree immediate ly after they are born. The human child peck solo express by crying. Physically the child is disproportionate, for example, the childs head is much larger in proportion to the whole body. By the age of three the child is signifi disregardtly more independent and although physically til now disproportioned the child has acquired movements, if not perfect but reasonably coordinated.3-6 YearsDuring this decimal point the child of three although more physically proportionate than the child amongst birth to three, the child is still perfecting his coordination of movements. The Absorbent Mind a eagle-eyed with the nice Periods is still functioning, the child is absorbing all the impressions that surround his environment save he is now able to question and reason before he accepts what he sees. The intent between three to six marks the dot of expansion, consolidation and completion. The child during this period is attracted to more challenging activities and his hands, Maria Mon tessori refers to as the instrument of his intelligence aids him to explore his environment sensorially. The child is micturate for an environment outside his home however Help me to help myself is his exclamation. sulphur Plane of Development (6 12 Years) The Period of ChildhoodAt this stage the child is physically independent and is stronger. The child constant quantityly engages in activities to study how strong, fast, daring and challenging he/she is. The infant soft hair disappears and the prototypic tooth falls. The child becomes slim, lean, limbs become larger showing proportion of an adult. There is mental and physical stability, a uniform appendage.The period is characterised by reasoning and imagination. The child builds a bridge towards abstract thinking. The child seeks for intellectual license. The motto here is I can think it myself.This is the period when the child is attracted to peer groups, what Dr Montessori refers to as the Herd Instinct. Normally, this gr oup is of same sex. The group gives sense of belong and tend to dress alike. They develop a feeling of loyalty. There is constant seeking of approval for their actions. The group consists of a leader, person second in command and the followers/doers of tasks, what is termed as dogs body. They form a mini-organisation and establish strict rules and maintain intimate secrets. Dr Montessori believes that influence of much(prenominal) group is so essential that it prepares a child to perform big(a) up tasks efficiently, it develops the spirit of integrity, power of will and reasoning, able to make decisions, deduce, organise, envision and acquire problem solving skills. The child is also able to consume responsibilities to the group and its functions.Third Plane of Development (12 18 Years) The Period of Adolescence stretch of puberty marks the end of childhood and is the beginning of adolescence. Enormous changes blow over both physically and mentally. Physically, between the ag es 12 15, the body is disproportionate, example the boys develop longs arms and they become conscious of their appearance and clothing. The body reaches full matureness between fifteen and eighteen. The period is aimed at constructing a brotherly self. It is characterised by self concern and self assessment. By exploring wider cultural issues, in relation to ordering at large, the adolescent is capable of critical thinking and re-evaluation. Studies show that they are susceptible to anorexia, bulimia. Psychologically they become more aware of the social being and therefore are ultra sensitive, antagonistic to authority, easily discouraged, sleep with emotional highs and lows, emotional doubts, experience a decrease in intellectual activities. The adolescent becomes interested in music, drama, dance and other creative activities, because these activities allows them self-expressions and begins to adore people and organisations, which can lead to appreciate social values or eng age in anti-social behaviours. This is the period when the child seeks to gain financial independence with the motto, I can get it myself. Montessori envisioned this period as the Erd Kinder or Children of the Land.Fourth Plane of Development (18 24 Years) The Period of cod date or AdulthoodThe fourth plane of development is similar to the prototypal plane, in that it is the period of consolidation and expansion. This plane depends on how the child has passed the antecedent planes of development. If all the needs in the above planes have been fulfilled the child will feel secure and well adapted to his environment, is more able to make decisions on how life should be and how to contribute to the human values. This period is characterised by construction of self-understanding and spiritual development. The person is seeking to know ones own place within the world. The personality seeks to enhance emotional independence and the motto is, I can stand on my own.Influences of Devel opmentYoung children are easily influenced by various factors in the environment which affects their learning and behavioural process. They can be bear on by various social, environmental, economic and biological factors. Studies are conducted as to how the development of children is bear on by both personal and international factors.Personal FactorsPersonal factors are those that are influenced by nature or genetic formation much(prenominal) as,Problems during pregnancy and at birthAn conceptus is made up of 46 chromosomes which carried the genetic information of both male and the female partners. An embryo whitethorn not survive if there are changes in the number of chromosome.If the embryo does survive, the extra or the missing chromosome will cause an effect in the learning and development of the child. For example, Down Syndrome is caused due to an extra chromosome.The foetal development of the child can be also affected due to makes behaviour towards health. If the moth er continues to smoke and consume drugs during pregnancy can harm the child.Children with foetal alcohol syndrome (FAS) have distinct facial features including excellent and narrow eyes, a small head, a smooth area between the nose and the lips and a thin upper lip. They also show symptoms such as hearing, facial, immune system problems, epilepsy etc. Children can also be affected if they are born prematurely whereby there development can be delayedHealthThe development of the child can be affected due to genetic disorders. For example, a blood disorder such as sickle cell disease can be a barrier for development, as the child whitethorn not be able to fully participate in any physical activities which require common muscle movements.DisabilitiesChildren with disabilities are challenged with cognitive abilities and physical growth. Many disabilities are caused due to genetic conditions at birth, for example Down Syndrome. foreign FactorsMany external factors are also reasons affec ting childrens development. They can be broadly speaking divided into,PovertyIn the United Kingdom many children are experiencing adverse poverty levels cause physical, social, emotional and psychological distress. It has been observed that they are mostly due to relation back Poverty rather than Absolute Poverty.Relative Poverty is a comparison of income compared to the average. It is concerned with the material things and personal possessions that society sees as requirement to live daily life.Absolute Poverty is a lack of basic human needs including food, shelter, warmth, sanitation, health care and education.Children affected by poverty are seen to lack necessities such asa) nourishmentA balanced diet consists of right amount of vitamins and minerals in the food, grave for the growth and development of children. Families experiencing poverty tend to purchase cheap and extremely processes food. These foods contain high levels of saturated fat, sugar and salt causing obesity and malnutrition, the factors largely affecting the social and economic condition of the society among spring chicken people and adults.Imbalanced food notwithstanding affects the diet leading to lethargy and hyperactive conditions which further cause behavioural problems among children in their physical, social and emotional factors.b) lodgementFamilies experiencing poverty or those who fall under the lower income group may have insufficient housing facilities, with inadequate ventilation and heating problems causing colds and asthma. Children living in crowded houses may not have opportunities for physical exercises thus leading to obesity and delay in physical development.c) picnic and Leisure OpportunitiesChildren require opportunities to socialise and make use of the various social clubs and settings to develop their physical and social skills and personal interests such as hobbies. Families who are unable to afford the finances may not be able to help their children to m ake use of these facilities, including transport to travel to and back from the social clubs.Family Environments and BackgroundsA healthy family environment and background is profound for childrens development. Families that are able to provide balanced diet, good housing and play and leisure opportunities contribute to the well-being of childrens development. However, some families are unable to do so due to poverty or lower income causing depression, recitation of drugs and alcohol among parents affecting child development.Family CircumstancesStress is another major social issue among families. Conditions such as long term illness, chastening or separation among parents and other family members creates adverse effect on childrens physical, social and emotional development.Personal Choices and DecisionsAs children grow older, they are face to make decisions independently thus causing peer pressure in their societal conditions, leading to consumption of alcohol and drugs. Usage of such substances may cause depression, anxiety, behavioural problems and the development of the brain. When they are not able to make purposeful decisions young people suffer dietary issues leading to malnutrition and obesity. educationParents are the first educators. The values and beliefs children learn at home are vital for primordial social and personality development. A good reference education support childrens ability in intellectual development which helps to form self-identity, self-worth, self-esteem and self-confidence. Educational organisations such as schools, clubs, church should be provided such that children are supported in their social and moral development.why Development May Not Follow the Expected PatternThe growth of children is observed to follow an expected pattern. They follow a successive developmental stage each supporting the other stage of development. At generation there are delays in achieving this milestone which allows further investigation as t o why the delay has been occurred.The following factors are outlined to describe the dilemma as to why the development may not follow the expected patternEmotional InfluencesChildren are seen to thrive in a preventative and happy environment. When children are able to develop attachment with their parents, other members of the family, peers and practitioners their emotional needs are fulfilled.Physical ReasonsChildren should be provided with inhibit environment such that their physical needs are fulfilled. If children experience delays in their growth, their physical development can be affected.Environmental FactorsFamily and outside environment such as school and clubs play an important role in childrens development. External influences have an immense effect on childrens physical, social, emotional and psychological well-being.Cultural ReasonsCultural differences influence the development of children. For example, cultures that give higher antecedence to male genders cause un controllableies and missed opportunities for female children to thrive in their society, where statutory education or an inclusive practice in maintained.Social Influences authoritative structure and lifestyle followed by families may not be appropriate for childs growth. Parental separation, for example can cause cast out effect on children, causing anxiety, stress and fear. Children may become without and aim it socially challenging to communicate.DisabilityChildren with disability may find it difficult to challenge the factors affecting their growth if parents, peers and practitioners do not provide the right kind of environment to support their developmental needs. archean InterventionWhen the child is seen to experience a certain delay or delays in his learning and developmental abilities, it is important to identify the appropriate ways to support the child in those needs and if need be, to bring it to the attention of other professionals for further support. Primary care an d early intervention is necessary to reduce the effectuate of such delays in the developmental growth of the child. It is important for children in the long run. When early intervention is accustomed, children are able to develop their skills and abilities required for further educational and other social needs, which in turn supports in their boilers suit development by experiencing success as adults.The following emotional challenges are observed to be experienced, where delays affecting development are not given appropriate early interventionFrustrationChanges in Behaviour few OpportunitiesThe Role of the Childcare Setting in Early InterventionEarly year educational settings can play an important role in identifying the special needs or conditions in children and providing appropriate resources and materials that support their learning and developmental skills. A key worker for each child should be assigned such that the practitioner is able to observe the interests, hobbies, likes and dislikes special needs of the child. A close observation and assessment of the childs development can be helpful to identify areas where the child feels challenged or faces difficulties in performing a certain activity. According to the EYFS, it is essential that a regular and formal review of the childrens progress is carried out in the early years settings in areas such as,Communication and LanguagePhysical DevelopmentPersonal, Social and Emotional DevelopmentA regular health flake should also be followed to review the progress of childrens development such that they are given appropriate support by using legal resources and materials.Meena Sugandha SEN Level 3 Page 12014OSC51324