How The Stages Of Development And Growth Are Applied In Practice

This essay will be focused on young children’s development and growth by addressing any concerns or issues this may have on young children and critically analysing how development and growth are applied in practice. There are various factors as to what influence a child’s emotional development and their social relationships which will be identified.

Child development is stages that individual children go through referring to the biological, psychological and emotional changes between when they were born right through the end of adolescence. These stages include children’s learning and their skills development such as sitting, talking, walking and skipping. These skills that children learn are called developmental milestones. Children develop

(DeCasper and Fifer 1980) states that newborn children prefer their mothers voices than the voices of other women. Through nurture, parents or adults support young children’s earliest experiences of their emotion. (Bronson 2000a; Thompson and Goodvin 2005). This shows that early relationships develop a sense of self and based on trust. Approachable caregiving helps young children to control their feelings and to develop safety, a sense of predictability and awareness in their social environments. The National Research Council and Institute of Medicine 2000, 412 concluded that in the early years of childhood, “nurturing, stable and reliable interactions are the key to healthy progress, development and learning.” This specifies that strong relationships or bonds increase the chance of positive outcomes for young children. Involvements and familiarity with family members and teachers deliver opportunities for young children to be educated about social relationships and emotions through interactions and exploration. Professionals working in the early years can support the social-emotional development of young children in different ways such as interacting directly with the infants by playing with them, giving them the attention they need. This can also include communicating with families and planning and implementing the curriculum. Research suggests that ‘current cognitive neuroscience results suggest that the neural mechanisms underlying emotion regulation may be the same as those underlying cognitive procedures’ (Bell and Wolfe 2004, 366). This clarifies that emotions and cognitive processes work as one which notifies a child’s impressions of situations which then can influence their behaviour. Moreover, cognitive processes, such as decision-making, are affected by emotion (Barrett and others 2007). Social behaviour and emotions can affect the ability of a child of being