An Analysis Of Children’s Physical, Social And Emotional Development From Birth To Three Years

Enhancing the Capacity to Monitor Children Development

Describe about an analysis of children’s physical, social and emotional development from birth to three years?

Piaget’s Theory: It states that children develop their physical, social and emotional factors through playing games. The parental or guardian role facilitates a healthy environment that safeguards the children (Davis et al. 2011).

Bowlby’s Theory: It states that children develop their physical, social and emotional factors through an intense attachment to its mother. It helps to get influence with all the future relationship and future parenting style. This in terms contributes to developing the basic parameters for the growth of a child (Halford, 2014).

Skinner’s Theory: The theory highlights towards the breaking of the entire growth protocol, which is subdivided into smaller tasks. The competition for these jobs focuses towards the offering of immediate rewards for accomplishments, which would stimulate for further learning (Klausmeier and Allen, 2014).

Evaluation:

Piaget’s theory- This particular theory has been criticised for various reasons. These are the use of a small and non-representative sample, certain questions asked to  children that are complex for them and lack of cross-sectional and scientific rigor design which makes it difficult to make conclusions. There are many limitations of the theory. Criticism lies regarding the role of instruction in cognitive development. The main focus of the theory put forward was on cognitive development as a process located within the individual child. Less importance was placed on how contextual factors had a contribution towards cognitive growth. However, there lies some strengths of the theory. It made a substantial contribution towards the study of cognitive development in children. The foundation for more research on the concerned topic was laid. The work had a major impact on education. A lot of research was generated in low time. The theory showed that children is different from adults in a qualitative way.

Bowlby’s Theory- The strength of this theory is that Bowlby drew on much research and therefore has lots of evidence. Much of this research was based in real hospitals and institutions and was therefore ecologically valid. Moreover, Bowlby’s work led to changes in hospital policies. Visiting hours were extended for parents and carers focussed on forming attachments with children. However, there lies some weaknesses of the theory. There are methodological problems as many of the samples used in the evidence had small and selective samples. Much researched focused on broken attachments and this may not be representative of children with healthy attachments.  Studies that used animals cannot be generalised to humans. Bowlby did not differentiate between deprivation and privation.

Skinner’s theory- The theory can be used for explaining a variety of behaviours, from the process of learning, to addiction and language acquisition. It also has practical application. However, it fails to take into account the role of inherited and cognitive factors in learning, and thus is an incomplete explanation of the learning process in humans.

Piaget’s Theory: This theory is also known as the Sensory Motor Stage. An enormous amount of growth and development takes place during 0-3 years. The sense of being utterly helpless is developed towards the ability to walk and talk. The development of ‘object permanence’ is developed at this stage. The child understands the concept of perception, which in turn generates the sense of safety and security among them (Lewis and Mitchell, 2014).

Evaluation of Piaget’s Theory, Bowlby’s Theory, and Skinner’s Theory

Vygotsky’s Theory: According to this theory, a child belonging within the age limit of 0-3 develops the ability to interact with one another quite efficiently. Apart from the social interaction, the factor of cognition development is also achieved effectively, as the child learns to memories events and family members. (Munakata, Snyder, and Chatham, 2012).

Chomsky’s Theory: The development of Nativist Theory (by Noam Chomsky) can be highlighted in this context. It states on the maturity level of a child which is developed at the age of 0-3. Learning the language (through biological brain mechanism) and considering it ti be the prime development for a child is the essential feature of this theory. The theory highlights towards the fact that a child’s cognition, sensory and mental development is entirely dependent on the parameter of language development. (Rochat, 2014).

Piaget’s Theory: Piaget’s theory has had a great impact on teaching methods over the world, and remains one of the most important cognitive development theories in education to date. There is proof suggesting certain parts of his theory do hold true. His theory provides a framework for understanding what might be happening when children gain certain cognitive functions. However, there are some limitations of the theory. The theory is based on many defined stages.  There is much contrary evidence suggesting that some details of his study are inaccurate. No way to account for individual differences; some children will naturally be very intelligent and storm through the stages much earlier than Piaget suggests. This links in with the problem of a stage theory. Further evidence suggests Piaget underestimated the ability of children.

Vygotsky’s Theory: There are many proof that forms the basis of the support given to this particular theory. The theory has large educational implications. Studies have shown that children who work in pairs do actually produce better, more complex ideas than when alone  as stated by the theory. Group learning is incorporated into the theory, as well as looking at individual cognitive development. The disadvantages of the theory are that there is little scientific evidence to support or contradict the concepts described in Vygotsky’s theory and that there so much emphasis on social interaction and culture that many other aspects for development are missed. As with Piaget, there is no full explanation for developmental problems and individual differences.

Chomsky’s Theory: The points to support the theory are many as there are many evidences for supporting the theory. Mistakes such as ‘I drawed’ instead of ‘I drew’ show they are not learning through imitation alone. If an adult deliberately said a grammatically incorrect sentence, the child would notice. Children learning to speak never make grammatical errors such as getting their subjects, verbs and objects in the wrong order. However, there are some evidence against the theory. Though most scholars praise the novelty and range of Chomsky’s thought, he has received criticism for his rationalist perspective and emphasis on the genetic basis of language and learning. Although it is clear that children don’t learn language through imitation alone, this does not prove that they must have an LAD  – language learning could merely be through general learning and understanding abilities and interactions with other people.

It would be a good thought to draw a comparison between the theories stated above.

Firstly a comparison between Chomsky’s theory and Piaget’s theory can be done. Chomsky’s biological approach focuses mainly on the acquisition of grammar and the rules employed to develop grammar in language. More recently Piaget has claimed that it is important to look at communication and understanding of language and not to focus solely on grammatical competence.

Coming to the theories of Vygotsky and Piaget, there lies a lot of distinct points of comparison between the two. Learning is social according to Vygotsky where as it is solitary according to Piaget. Development is driven by input from others, according to the first theory, whereas it is driven by conflict between stages according to the second theory. The context of the first theory is that development is different and depends on the cultural and social context, whereas the context of the second theory is that development is universal. The first theory does not mention any stages unlike the second theory. Learning precedes development is what  Vygotsky said, but Piaget said that development precedes learning. Another point of difference is that the first theory states that language drives thought, unlike the second theory stating that thought drives language.

Age	Social/Emotional Development	Language Development	Cognitive Development	Physical Development
0-1	·  Starts to smile at people ·  May show signs of calming self, such as bringing hands to mouth to suck on ·  Tries to look at parent ·  Plays with people may cry if play stops · While mimicking some facial expression	· Makes cooing and gurgling noises · Turns head towards sound ·   Babbling ·  Babbles with expression and mimics sounds · Cries are different depending on current needs	·  Pays attention to faces ·  Recognizes people from a distant and follows things through eyes · Starts to cry and get fussy if bored when the activity does not change · Expresses happy or sad emotions, responds to affection ·  Hand-eye coordination begins	· More refined movements with arms and legs · Able to hold head up and may start to push up when on tummy · Head is steadily held up without support · Pushes legs down when feet are on a surface
1-2	·   Nervous around the strangers · Cries, when parents leave, has favorite things and people ·  Hands book for reading puts out arms and leg to help with dressing	· Responds to simple requests uses simple gesture like waving or shaking head · Changes tone when making sounds, says a few basic word and exclamations	·  Shakes, bangs or throws things out of curiosity, finds hidden items quickly · Able to point out the correct object while naming ·  Starts to use things correctly, such as brush for hair and cup for drinking	·   Uses furniture to cruise · May take few steps without holding on ·  May be able to stand without any support
2-3	·   Usually responds to pretend games ·   Plays with other children ·   Helps in simple household tasks	· Understands prepositions such as in, on, under, beside · Language is clearly understandable ·  Talks in two to three word/phrases or sentences	·  Ability to think deeper · Handwriting becomes more legible · Learns to interact with strangers	· Develops interest in outdoor games ·  Body posture becomes more steady ·    Likes to run around

I have experienced that assessment plays a significant role in tracking the pace of child’s progress. It helps to identify the strengths of a child along with the loopholes associated with the subject. As observed from the survey, when a child moves setting between the ages of two, it was expected that the progress check was undertaken by the setting where the child spends most of the time.

Developmental assessment is the process of mapping a child’s performance compared with children of similar age. Developmental monitoring and screening of children can be done by a number of professionals in health care, community, and school settings. However, pediatric primary health care providers are in a unique position to promote children’s developmental health. This care includes a more detailed medical assessment when a screening indicates a child is at risk for a developmental problem. The assessment is done to place the child’s ability to perform different functions on a development profile. The aim that is accomplished by the assessment of the child is the establishment of the child’s achievements on a development continuum. It gives an opportunity to to objectively view the skills in the context of normal sequential development and to work on the skills that will guide a child to the next developmental milestone. The skills that children gain at various stages are called developmental milestones. Milestones occur at various times and within the following areas: social, emotional, language, movement and intellectual. A child may have a developmental delay if skills are not reached within the same time range as other children of the same age.

The development of the child can be tracked by the completion of the development milestone checklist and other assessment tools. These are as follows-

Achievement test- Tests that measure the extent to which the child has acquired certain information or learned how to do something

Evaluation of Piaget’s Theory, Vygotsky’s Theory, and Chomsky’s Theory

General assessment- The gathering of information about strengths and weaknesses in a child’s abilities, levels of functioning, and learning characteristics

Cognitive development assessment- Assess the memorization, judgement, understanding and thinking of the child

Physical developmental assessment- assess the fine motor, gross motor, self-help, social emotional, expressive and receptive language development

Diagnostic tests- Test that locates specific areas of weakness and strength

IQ Intelligence Quotient test- It assesses the intelligence level of the child

Mental age assessment- Compares scores to the results achieved by other children given the same test at the same age

A detailed analysis based on the factors of Physical, Social & Emotional, Cognitive, Sensory and Language Development and the Consequences of Development Delay are as follows:

4.1. Genetic and Environmental Factors: Genetic and Environment factors have an effect on the development of a child’s mental and physical growth. It has been observed that when a child is accustomed to any genetically inherited disorder, then there is an enormous effect on cognition, language development, and sensory, physical, social and emotional development of a child. However, the rate of the malfunctioning depends on the type of disease (acute or chronic) inherited from his/her ancestors. Genes can sometimes contain conflicting information, and in most cases, one gene will win the battle for dominance. For example, if a child has one tall parent and one short parent, the child may end up splitting the difference by being of average height. In other cases, some genes follow a dominant-recessive pattern. The environment a child is exposed to can also influence how genes are expressed. For example, exposure to harmful drugs while in utero can have a dramatic impact on later child development. Height is a good example of a genetic trait that can be influenced by environmental factors. While a child’s genetic code may provide instructions for tallness, the expression of this height might be suppressed if the child has poor nutrition or a chronic illness.

4.2. Effects of Medicine/Substance Abuse: It has a high impact on the development of a child’s growth. Medicine and other biochemical substances often affect the cognitive evolution of a child to a huge extent. Some researchers have stated that central nervous system damage as the underlying cause of later developmental problems of polydrug-exposed children. The irritability, tremulousness, and irregular sleep patterns of some newborn cocaine-exposed infants are taken as markers of such damage. Public belief is that cocaine, methamphetamine and other drug exposure of pregnant women causes birth defects and developmental problems in children. 

4.3. Growth Delay: It is stated to be highly influenced by heredity. However, delay in growth has minimum influence in the development of social, cognitive, sensory or language development of a child.

4.4. Autistic Spectrum: Children suffering from Autism Spectrum Disorder (ASD) follow a different developmental pattern from other children and thereby develop at a different rate They face various challenges in understanding what other people are thinking and feeling, as well as interacting and communicating with others. These challenges can affect on their learning and physical development of a child.

A Comparison of the Theories

A child suffering from Autims is found to have a low speech development. It is often observed that a child may use single words at the age of 12 months, but might not have the explosion of the language typically seen in other children. It is often observed that a child learns only few words by this age and tend to develop a sparely by the age of three. Apart from the factor of language development, a child suffering from ASD might not label his/her own body parts. Moreover, it is also observed that a child may not be able to distinguish among various colours.

A child suffering from ASD may not respond to his/her name, smile at caregivers or make proper eye contact. In general, Autism effects the attentive and interactive power of a child to a great extent.

4.5. Learning Difficulties: This might be due to several disorders pre-existing within a child, such as autism. The development of cognitive, sensory and language are highly affected due to this parameter.

4.6. Cleft Lip/Palate: Cleft lip and palate has an enormous effect on the development of language and speech of a child. However, it has a minimum impact on the Physical, Social & Emotional, Cognitive and Sensory development of the child.

4.7. Race, Lifestyle, and Gender: Race has a minimum effect on the elaboration of a child. However, it can be analyzed that if a race is subjected to any hereditary disorder, then the child would subsequently effect by the consequences. However, in average terms, this parameter is neglected before analysis. Lifestyle has an impact on the child’s development. Disciplined and well-maintained lifestyle often leads to a healthy and active development of a child. On the other hand, malpractices in lifestyle lead to the impairment of cognition, physical, sensory and language development for a child. However, gender has no effect on the elaboration of a child.

Between the growth stages of infancy and adolescence, both girls and boys grow in weight and height at about the similar slow-but-steady rate.

4.8. Parenting Styles: Child rearing has a practical impact on the development of cognition. The quality of parenting highlights towards the importance of the parameter. Thus, the responses towards the demand of the children and thereby assessing them remain the primary strategy for developing a child’s cognition. There are four main parenting styles, authoritative, authoritarian, permissive, and uninvolved or  neglectful. Authoritative parenting is generally regarded as the most successful approach to parenting because of its high level of involvement and balanced levels of control. Authoritative parents set realistic expectations and consistent limits for their children, and provide them with fair or natural consequences. Natural results are those that occur as a natural result of the child’s behavior with no intervention required. In the authoritarian style, parents put a high value on conformity and obedience. These parents exhibit a large amount of control over their child’s decisions and behavior. The parents are often strict, tightly monitor their children, and express little warmth. Children who grow up in authoritarian homes often become anxious or withdrawn or suffer from self-esteem problems.

Permissive parenting tends to be warm and loving. But they lack follow-through on setting limits or rules. Permissive parents tend to be overindulgent, rarely use punishment, make few demands and allow their children to make their own decisions, regardless of the consequences. Children raised by such parents tend to lack self-discipline, and the permissive parenting style is negatively associated with grades. These children tend to have myriad problems, but often the problems are often much more serious. With the uninvolved style of parenting, the parents are indifferent and sometimes referred to as neglectful. They don’t respond to their child’s needs and make relatively few demands.

4.9. Family Beliefs/Dynamics: Family expectations and dynamics play a crucial role in the development of cognition for a child. It has been observed that conservative ideologies often tend to a limitation in the growth of a child. The family restrictions often restrict the growth of a child, resulting in severe consequences. Children from economically disadvantaged homes, from homes riddled with conflict and loss of important adults, unaviodably lack opportunities to set up  experiences, to play at roles in ways that enhance their cognitive ability to interpret the world they live in.

4.10. Ability to Access the Curriculum: Often, this has an effect on the cognition of a child along with the emotional development. It has been observed from the survey that children having impaired access towards the curriculum tend to have an adverse impact on the individual’s physical and mental growth. Education in early childhood paves the way for success in school. When children are in group settings, they have greater opportunities to develop social relationships. Preschool education is the foundation for academic learning. Education also increases critical thinking.Education brings psychological development in children.

5.1. Physical Development

a) Effects on the Children: The children observed in the survey were mostly healthy. There was not much physical impairment associated with them. However, two children from the sample population were subjected to the genetic disorder which has a drastic effect on them.

b) Confidentiality: Detailed information about the candidate and the type of disease was not disclosed for private purposes.

c) Data Protection: The data associated with the disorder was conserved by me and was not revealed at any public platform.

d) Barriers to Effective Observation: Barriers from the parents regarding the survey was attained. However, this was minimized as the parents were allowed to remain involved with the survey analysis.

e) Influence of the Observation Process: Looking, listening and thinking is required for objectivity in observing the child. For example, when a child is being observed who has improper communication, having an open mind is the key to have proper observation. It is more likely that the observer would gather better evidence to either support or clear up the concerns. The observations will also help you recognise the child’s needs more accurately and to identify if there is any cause for concern. Every child’s emotional well-being has a strong impact on the way of development of the child and therefore the way of communication, behavior and curiosity while undertaking the observation has a key role.

a) Effects on the Children: 8 children were suffering from impurity in social and emotional development. Parenting style and Family Belief (Conservative) was the primary cause of these consequences.

b) Confidentiality: Detailed information about the candidate and the type of disorder was not disclosed for private purposes.

c) Data Protection: The data associated with the disease was conserved by me and was not revealed at any public platform.

d) Barriers to Effective Observation: These children were often found to be sensitive. Hence, efficient handling keeping on the assessment protocol was undertaken.

e) Influence of the Observation Process: The observation process was identical to the previous study.

Observation is considered as a basic tool for understanding nursery children as the learner and a vital tool in finding out more about them as individual. It is considered as an integral part of the assessment and planning cycle and a firm basis for reflection.

In a high quality setting, observation is considered as a crucial and fundamental aspect of the practitioners role and thereby give high priority in their of everyday practice and training.

It can be cleared observed that there are many good reasons associated to the influence of nature. However, although specific reasons for observations may be varied, the general purpose will be to find out more about:

a) A child or group of children

b) The effectiveness of provision

It is the responsibility of all the practitioners to note important information about the information about all the children’s learning as it is presented. Children have different relationships with different adults and through observation; each adult will bring an individual perspective to the assessment process for a particular child.

A broad and balanced curriculum may be offered through provision, which would provide a meaningful context for learning and for assessment. In both seasonal and full day care setting, there will also be opportunities for observation during daily routines. The adults working with young children should always be alert to significant information that children communicated through their words or action.

Moreover, it is considered to be crucial that the practitioners are able to respond spontaneously to children’s play and learning and to take opportunities for observation as they arise. Many of the observation opportunities occur incidentally and these can offer useful snapshots of children’s learning.

There should be flexibility within the working week for the adults to support a focus and to observe and thereby support child initiated leaning. The practitioners may plan a series of focused observations in areas of provision looking at individuals’ self-initiated play in each area. Such an approach can be very effective way of gathering information about a child in several curriculum areas.

a) Effects on the Children: From the survey, I did not encounter any child suffering from sensory disorders of any type.

b) Confidentiality: Detailed information about the candidate and the type of disease was not disclosed for private purposes.

c) Data Protection: The data associated with the disorder was conserved by me and was not revealed at any public platform.

d) Barriers to Effective Observation: Since, no observation was encountered in this parameter. Hence, there were no barriers related to this survey.

e) Influence of the Observation Process: The observation process was identical to the previous study.

a) Effects on the Children: It has been observed that four children were suffering from cleft lip, and three kids were suffering from autism. Thus, they were subjected to language inefficiencies as compared to the other members of the population.

b) Confidentiality: Detailed information about the candidate and the type of disorder was not disclosed for private purposes.

c) Data Protection: The data associated with the disorder was conserved by me and was not revealed at any public platform.

d) Barriers to Effective Observation: One of the primary walls was to understand the sign language of these members. This was followed by the boundaries from their parents, which was handled efficiently.

e) Influence of the Observation Process: The observation process was identical to the previous study.

The approaches, which can be highlighted for developing these children, would be Individual Learning Plans and Multi Sensory Approaches. Individual Learning Plan would help to document the development plan for children with an effective counselors or parents. This would contribute to tracking their progress and thereby ensure a sufficient growth in the future. It would also help to determine the resources and tools, which would be required by the child to improve their personal loopholes (Bishop, 2014).

On the other hand, Multi-Sensory Approach would help in integrating the auditory, visual, kinesthetic and tactile learning styles for the child. Thus, it would highlight towards distinct concepts and is considered the most effective psychological therapy for developing a child’s cognition (Bjorklund, 2013).

References

Bishop, D., 2014. Uncommon Understanding (Classic Edition): Development and disorders of language comprehension in children. Psychology Press.

Bjorklund, D.F. ed., 2013. Children’s strategies: Contemporary views of cognitive development. Psychology Press.

Davis, C.L., Tomporowski, P.D., McDowell, J.E., Austin, B.P., Miller, P.H., Yanasak, N.E., Allison, J.D. and Naglieri, J.A., 2011. Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial. Health Psychology, 30(1), p.91.

De Smedt, B., Noël, M.P., Gilmore, C. and Ansari, D., 2013. How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience and Education, 2(2), pp.48-55.

Halford, G.S., 2014. Children’s understanding: The development of mental models. Psychology Press.

Klausmeier, H.J. and Allen, P.S., 2014. Cognitive development of children and youth: a longitudinal study. Academic Press.

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Munakata, Y., Snyder, H.R. and Chatham, C.H., 2012. Developing cognitive control three key transitions. Current Directions in Psychological Science,21(2), pp.71-77.

Nelson, C.A., Thomas, K.M. and De Haan, M., 2012. Neuroscience of cognitive development: The role of experience and the developing brain. John Wiley & Sons.

Rochat, P., 2014. Early social cognition: Understanding others in the first months of life. Psychology Press.

Saxe, G.B., 2015. Culture and cognitive development: Studies in mathematical understanding. Psychology Press.

Schneider, W., Schumann-Hengsteler, R. and Sodian, B. eds., 2014. Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. Psychology Press.

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Spencer, M.B., 2013. Cultural cognition and social cognition as identity correlates of Black children’s personal-social development. Beginnings: The Art and Science of Planning Psychotherapy, p.215.

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