Explain the reasons why children and young people’s development may not follow the expected pattern: The reasons why children and young people’s development may not follow the expected patters is due to them maybe having a disability, emotional influences, physical influences, environmental influences, cultural influences, social influences, learning needs and communication skills. Children with disabilities require a lot more support than those without a disability in order to help them develop their skills and become more independent. Disabilities can affect more than one area of a child’s development depending on what disability they have and what support is available in order to help improve the child’s needs etc. Emotionally children are affected due to them maybe having signs of depression where they are quiet than the rest of the children and they shy away from joining in with different activities and getting involved with other children.
Childhood is supposed to be a time of innocent exploration where children go out and have fun learning along the way. This period of carefree living is very beneficial to a child’s development both physically and mentally. When children are forced to skip this period, they are robbed of crucial development of their minds and bodies. Not to mention the lack of childhood memories that some people cherish for their whole lives. The things that would cause a child to miss this period are things like family issues and pressure to succeed.
Chapter 2 looks at the best interest’s principle used by the courts, and how this is interpreted in a family mediation. The Children Act (CA) 1989 lays down the law concerning the ‘best interest’s principle’. All of the sections discussed in this project originate from this Act. The Act ensures children, unable to campaign for their own rights, come under the protection of the law.
All professionals have to have a thorough understanding of all aspects of child development, as it is critical to work with children and their families, and that ecological theory must underpin practice, with due attention given to family community and culture. This framework is classed as a holistic approach as it details seven areas of children’s development needs and it entails differing types of experiences that all children require for particular development milestones (O’Hagan, 2016). The Adoption Act (2002).
Child psychology, also called child development, is the study of the psychological processes of children and especially, how they develop as young adults and how they differ from one child to the next. It basically tends to map onto children’s physical, cognitive and social/emotional development. Psychologists attempt to make sense of every aspect of child development, including how children learn, think, interact and respond emotionally to people around them and understand emotions and their developing personalities, temperaments and skills. It also includes how individual, social and cultural factors may influence their development. Child study is of comparatively recent origin.
Some people might argue that a child’s upbringing forms the child’s foundation of life. It forms the child’s identity and its view of life. The upbringing of children is a wide concept because it is never the same. The question is if there is an edge between upbringing and torture. The intention of upbringing is indisputable – you want your children to have a great life and a great future, but perchance certain ways of educating children can cause more damage than good.
Child psychology, also called child development, is the study of the psychological processes of children and especially, how they develop as young adults and how they differ from one child to the next. It basically tends to map onto children’s physical, cognitive and social/emotional development. Psychologists attempt to make sense of every aspect of child development, including how children learn, think, interact and respond emotionally to people around them and understand emotions and their developing personalities, temperaments and skills. It also includes how individual, social and cultural factors may influence their development. Child study is of relatively recent origin.
A Child’s View? The childhood of a human is a grand and wondrous time full of exploration and wonder. Often the actions of children are looked at negatively with annoyances, unable to be taken care of and just generally a nuisance to people. Humans have defined characteristics to specific individuals or groups for millennia.
“There can be no keener revelation of a society’s soul than the way in which it treats its children” (Nelson Mandela). These words of wisdom spoken by Nelson Mandela depicts, how much the outlook of society has been changed with regard to the way in which society defines childhood. Prior to the 20th century childhood was not recognized and treated with emphasis as we do today. Children were they important to families? Of course they were, but not in the same way as today.
It starts with infancy and continues to adulthood. By gaining knowledge about child development, a synopsis of what children can do at various ages can be formed. Following are the three theoretical perspectives of child development: i. Maturationist’s View of Child Development : Maturationism is a premature childhood educational philosophy emphasizing the child as a growing individual in which knowledge exists. Based on Arnold Gessell’s work, maturationists suggest that “genetic factors play a bigger role in development than environmental ones” [8].
Introduction “The history of childhood is a nightmare from which we have only recently begun to awaken.” In the opening lines of Lloyde De Mause’s History of Childhood we immediately grasp that the evolution of childhood has been drastic. The history of childhood had been overlooked as it isn’t something apparent to most people. I agree with De Mause that his theory explains the evolution of childhood and I will critically discuss Lloyde DeMauses psychological and therapeutic views on the evolution of childhood and in doing so will refer to the three psychological principles – The Projective Reaction, The Reversal Reaction, and The Empathic Reaction. In doing so, I hope to provide a clear understanding of DeMauses theory and .
Childhood is not at all the same thing in different times and places. That childhood differs in important ways according to where in the world we are what period of history we are in, or which social group we are considering, is not in dispute. What is sometimes disputed, however, is whether we can use the words ‘childhood’ and ‘children’ to apply to what we find in different times and places or among different social groups. Unsurprisingly, some authors prefer to speak of a multiplicity of ‘childhoods’ rather than a single ‘childhood’. It is now generally accepted that childhood is, in a significant sense, socially constructed– that is, it is something produced in social interaction and discourse rather than being a purely natural phenomenon.
In the contemporary times, great importance is given to the significance of early years of a child’s life. It is widely acknowledged now-a-days that the early childhood years are a predominantly receptive phase in the developmental process. This stage is responsible to lay a foundation in early days and later years for cognitive functioning, learning process, physical wellbeing, and self-regulatory capacities in both personal and social lives. In simple words, “the period from birth to age 5 is one of opportunity and vulnerability for healthy physical, emotional, social, and cognitive development” (Karoly, Kilburn & Cannon, 2005). However, it is also a fact that many children go through several stressors during their developmental years due to which their healthy development may be impaired.
Introduction – Background information This paper is about child observation. I observed a child, Daniel (coded name). He is four years and two months old. Daniel is 103 cm and 18 kg.
Child development is an area of significant interest to professionals who deal with children on a daily basis. It is through child development theorists and their theories that we begin to form an understanding of how children develop emotionally and socially to become fully grown adults in society with a moral and emotional compass/. Teachers need to study child development in order to provide developmentally appropriate educational experiences for children. Health professionals also need to understand this area to support children in their physical, social, emotional and cognitive journey to becoming functioning adults in society. Childhood is a concept that is affected by social context and also by history. Here in the West childhood was not always considered to be a fundamental developmental phase in life with children in Victorian times working from as early as the age of four.
