Discuss about the Child Development and care.
The most important part of the child development is the development of brain. The learning process in the child developed with the development of the brain. There are certain factors that are influencing for the development of the brain in a child (Kolb 2014). The important factors are like genetics, daily experiences, food and nutrition, physical activity and the responsiveness of the parents. The awareness of the parents is of high importance for the development of children.
The following stated different types of learning for uplifting the learning in children. The four factors are stated as follows:
Motor Skills- This skill encompasses the movement of learning (Burke and Noumair 2015). The activities like rolling, walking, crawling and jumping are the example of the motor skills. These types of skills incorporate the use of whole part of body at a single time. The strength of the muscle and the tone are the vital areas that are been nurtured through Motor skills (Baroody and Dowker 2013).
Visual Capabilities- At the time of birth most of the children are having weak visual development. They might be able to see the shape and the differentiate colors like black and white but fails to differentiate the primary colors (Westendorp et al. 2014). So, many of the children require a certain procedure for the development of the visual capabilities. The special activities like learning about the color and the shapes and looking at the pictures and recognizing it helps in the development of visual capabilities (Newman and Newman 2014).
Emotional Capacity- The development of the child socially and emotionally is the identity that the children will carry throughout his life (Engeström 2014). Competence, Hope, will are the attributes that helps in development of this skills. The special activities includes helping the child to learn responses like thank you and please, make him play with other children and helping him to make play-dates with other children (Engeström 2014).
Language- According to the report by PBS the incorporation of sign language within the child helps in the development of the motor skills (Bjorklund and Causey 2017). The other techniques like finger spelling that consisted of various types of hand positions for learning the alphabets. This skill helps in the development of the reading skill in a early age of childhood. Sign languages as well as the finger spelling helps in the delivering more clues for the learner to read. The skill of reading requires sequencing planning for development of children (Wanless and Domitrovich 2015). These two skills could be incorporated in such a way that it could be integrated with the process of reading. Special activities like singing songs, rhymes, storytelling and reading books helps in development of learning in a children.
Children are more sensitive at this age. They might be polite and agree to some situations and are agreeable to the suggestions of adult. They need the attention from the listener and understand the way they feel and what they want. They do not want any discourage swords from the people and most importantly from the adult (Hoff 2013).
Early childhood is the tremendous growth moment of any child. It is considered as the growth taking place at all the developmental area (Keenan, Evans and Crowley 2016). The growing and dependently child start developing his/her own body and starts interacting with its surrounding effectively.
From birth to the three years of the age of the child, it starts developing double in his height and quadruples in his weight.6tyhue proportion of the body of the infant shifts in the case of the toddler (Crain 2015). Toddlers are more efficient in keeping their weight balanced than the infant effectively. These physical changes take palace very rapidly. Even the three year old toddler is very effective in several skills like walking, talking, sufficient hand movement for catching and throwing a ball (Chipman, Segal, and Glaser 2013).
In case of the child growing three and five years continues growing rapidly and starts developing different motor skills. By the five years of age, the child starts demonstrating fairly well with the use of the colors and the pencils, crayons and scissors. Even the child starts balancing in one foot and starts developing to skip. The main growth of the child in this age takes place in the gross motor areas but the physical development stops.
The cognitive development in the early childhood starts developing with the language which is accompanied the other physical changes as well. The child starts developing the sense of the cause and the main effect from the actions of their part and starts giving proper responses to the caregivers (Ghaedi, Mahdian and Fomani 2015).
The child starts developing its vocabulary power between 300 to 1000 words, which they are able to use for explain their mental aspects (Kennedy et al. 2015). At the five years of the child their vocabulary increases up to 1500 words and they even can frame sentences (Dunlosky et al. 2013).
The term creativity is always used for describing the behavior or the attitude of any people for creating some innovating ideas. It innovating ideas can be insubstantial or any physical object. Creativity can also be being identified mainly to the preschool children. However several researches were performed for checking the creativity of the children.
Creative process in case of the preschool children can be defined as the growth of any uniqueness of any individual along with the events, materials or any circumstances that is related to the lifestyle of the children. In many cases, it is visualized as the individual is active for achieving its own potentials by any means of own ways than by applying forcefully. For being creative in nature, children must be free from any caginess or being free in the making of the novel combinations of ideas and must be free from expressing any sort of imagination or curiosity.
The child centered strategies are widely accepted for the preschoolers because if these are undertaken by the teachers in teacher centered projects the child will be comfortable and will find things to accept and adopt very easily. Learning at very childhood age will make the things implanted in their knowledge and can be embedded in the brain of growing age.
1.Dismantling an old clock/radio
• The Creativity Potential Ranking in this case is Medium because
• Dismantling is with open ended creativity. It also shows the expressive behavior of the children
To increase the creativity potential learning, the child must start mantling of the radios that are only used for gaming purposes only, so that it can have a sharp idea on organizing its own things.
2.Threading with a mixture of two materials
The Creativity Potential Ranking is Greatest because
• Threading helps a child to develop organization potentiality
• Colour and shape distinguishing is also a creativity of the child
3.Placing handcrafted animals in a natural outdoor setting
The Creativity Potential Ranking is Greatest because
• Animals need to be in the natural outdoor and the child selected the animals to be in the outdoor environment than to be in indoor
• It specifically shows that the indoor is not suitable for wild animals and the child can distinguish between the wild and the domestic animals
4.Farm animals
The Creativity Potential Ranking is Greatest because
• Farm animals are herbivores and they are placed with the trees
• Farm animals along with the greenery focuses on the environmental factors
5.Adding simple props to sand play
The Creativity Potential Ranking is Medium because
• Adding simple props in the sand play shows that the child is not aware with specific objects that to be implemented in the playing with the sand
• Simple props will only lead the child to play but not to learn any objectives
To increase the creativity of the child, one must start implementing different shapes, sizes with different colours in the sand play, so that the child will start recognizing those and will gain interest on the specific field of learning
6.Sorting using natural materials
The Creative Potential Ranking of the child is Greatest
• This activity shows that the child is aware of the different shapes and sizes
• It also focuses that the child is concern about the colours and the utility of the natural materials as well
7.Setting up interest centre
The Creative Potential Ranking is Lowest
• Specific learning centre was not mentioned
• No coloured items are used
It could have being increased to Greatest by implementing different coloured objects and different coloured shapes.
8.Providing simple props for imaginative play
The Creative Potential Ranking is Greatest
• Simple props while playing can help in increasing the indentifying potentials of the child
• It also helps the child in distinguishing different situation that may or may not takes place in his/her real life
9.Musical instruments
The Creative Potential Ranking is Greatest
• Musical instruments help the child on learning the notes of the music
• It also helps in learning the music that may be implemented in his/her life
10.Weaving using natural materials
The Creative Potential Ranking is Greatest
• It will help the children to learn to make different shapes
• It will also help the child to learn different objects with its creativity
11.Paint/blowing through a straw
The Creative Potential Ranking is Greatest
• It can help the child to learn different type of painting
• It also helps the student to identify different colours
12.Presenting pattern making materials on a velvet mat
The Creative Potential Ranking is Greatest
• It helps the child to make different types of pattern with shapes
• It also helps the child in learning of the presentation as well
13.Clay work
The Creative Potential Ranking is Medium
• It helps the child to make different shapes with the use of clay
• It also helps the child for taking responsibility and presentation
14.Exploring artists and their styles
The Creative Potential Ranking is Medium
• It helps the child for knowing different artists
• Helps in analyzing different styles of the renowned personalities and their paintings
It could develop to Greatest if the student is allowed to develop the qualities of the painters by training them their painting styles and asked them to perform on that basis. It can make them strong on that particular field; even they can adopt the specific style of those renowned artists.
15.Exploring traditional painting techniques
• The Creative Potential Ranking Medium
• It helps the child to explore on the traditional technique of paintings
• It guides the contemporary technique for flourishing on by following the footsteps of the traditional ones
It needs more teaching techniques from the traditional painting methods. The painting procedure is different in the case of traditional paintings than from the contemporary ones. If the child learns these techniques as the base then they can easily adopt the contemporary technique and can grow in that profession as well.
The experiences that a challenge in children’s thinking are as follows:
Initially the child may not be able to cope up with the challenges that made him done but with the duration of time, he/she will be able to the take up the learned lesson that will help her to implement in their life.
Children need to advocate themselves for seeking help or to take up the advices by other concerned people; this skill makes them confident in their life and they develop this special type of skill called Self-Advocate.
Children are allowed to stick to their own work or their own education. Their likings and disliking does not taken into consideration because they are in the growing state and they need t know every subject for their knowledge.
It is essential to introduce new knowledge and skills because; children always love different colorful objects with different shapes. If multicolor props are being used they will find interest to learn the matter.
Reference
Baroody, A.J. and Dowker, A. eds., 2013. The development of arithmetic concepts and skills: Constructive adaptive expertise. Routledge.
Bjorklund, D.F. and Causey, K.B., 2017. Children’s thinking: Cognitive development and individual differences. SAGE Publications.
Burke, W.W. and Noumair, D.A., 2015. Organization development: A process of learning and changing. FT Press.
Chipman, S.F., Segal, J.W. and Glaser, R., 2013. Thinking and Learning Skills: Volume 2: Research and Open Questions. Routledge.
Crain, W., 2015. Theories of development: Concepts and applications. Psychology Press.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T., 2013. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), pp.4-58.
Engeström, Y., 2014. Learning by expanding.Cambridge University Press.
Ghaedi, Y., Mahdian, M. and Fomani, F.K., 2015.Identifying Dimensions of Creative Thinking in Preschool Children during Implementation of Philosophy for Children (P4C) Program: A Directed Content Analysis. American Journal of Educational Research, 3(5), pp.547-551.
Hoff, E., 2013. Language development.Cengage Learning.
Keenan, T., Evans, S. and Crowley, K., 2016. An introduction to child development.Sage.
Kennedy, P., Rooney, R.M., Kane, R.T., Hassan, S. and Nesa, M., 2015. The enhanced Aussie Optimism Positive Thinking Skills Program: The relationship between internalizing symptoms and family functioning in children aged 9–11 years old. Frontiers in psychology, 6.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development. FT press.
McKenzie, I.A., Ohayon, D., Li, H., De Faria, J.P., Emery, B., Tohyama, K. and Richardson, W.D., 2014. Motor skill learning requires active central myelination. Science, 346(6207), pp.318-322.
Newman, B.M. and Newman, P.R., 2014. Development through life: A psychosocial approach. Cengage Learning.
Wanless, S.B. and Domitrovich, C.E., 2015. Readiness to implement school-based social-emotional learning interventions: Using research on factors related to implementation to maximize quality. Prevention Science, 16(8), pp.1037-1043.
Westendorp, M., Hartman, E., Houwen, S., Huijgen, B.C., Smith, J. and Visscher, C., 2014.A longitudinal study on gross motor development in children with learning disorders. Research in developmental disabilities, 35(2), pp.357-363.
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