Development from Conception to 16 Years Essay Example for Free

Development from Conception to 16 Years EssayE1- The age assort I hold chosen to describe is birth to 3 year olds on their physical outgrowth and communication and lecture culture. In this age cheat on the physical development changes from birth where they generally dont do any(prenominal)thing which develops as between 3 6 months the peasant croup hold a rattle for a moment, r separatelying for a toy, putting toys in their mouth, lifting their head up, moving their arms to indicate wanting to be picked up and rolling over. This development changes much more as when the squirt is 9 18 months as they can grasp objects, can drive unsupported, can crawl , can set at objects, come out to use a spoon and self-feed, start to walk, start to scribble and build a tower of three blocks. Then at 2 years the child can draw circles and dots, can use spoons to feed their selfs effectively, can run, climb on furniture and use sit and ride toys.At 3 years the child can do all the stuff from the ages before nevertheless also turn the pages of a book, wash up and dry their own hands, run forwards and backwards, kick a stationary ball and throw a ball as this develop is done with the care of the childs family as the encourage the childs physical development. The communication and language development happens because at this age there co-operation from early baby talk by asking them to show you objects and thusly learn to follow simple instructions but their communication and language develops as prime(prenominal) all the can do is cry and keep cooing noises which then turns to babbling at 6 10 months where they goo and ma as the child blends vowels and consonants together to make tuneful sounds.Then at around 12 months this develops to the child saying momma and dada as they start to show facial expressions and gestures but can immediately combine sounds. From 1 2 years they learn more words so they can make mini sentences when they speak and manage to name things when you express to something, and from 2 3 years they can communicate well and manage to ask questions and say full sentences as at this age there is a large increase in a childs vocabulary combined with an increase in the use sentences.E2- The age group I have chosen to describe is 3 7 year olds on their physical development and communication and language development. In this age range the physical development changes from being 3 years and being able to just learning to walk and run, walk on their tiptoes, wash and dry their hands, put a application on and off and use a spoon to feed them selfs without thefood spilling. To when they are 4 5 years where the child should start being able to button and unbutton their own clothing, cut simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognizable pictures, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a r ope, run rapidly avoiding objects and use a variety of large equipment on their own (e.g. slide, swings). Then at the age 6 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed drawings, tie and untie shoelaces, hop, skip and jump assuredly, chase and dodge others, balance on a disperse and use a bicycle.This is because in this age the child is helped through their physical development by their parents, family, teachers and peers as they encourage the child. Communication and language development happens genuinely effectively in this age range as at 3 4 years they are able to ask questions and be fascinated with answers presumption to them by saying if to find out what happens, say their name age address and be more accurate in speaking how they pronounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins to be more and more fluent, manages to add vocabulary all of the cartridge h older in their patois, begin to share ideas, begin to realise different situations and define what objects are, this is because in this age range a child get the hang the basic skills of language and masters the reproduction of most sounds. E3- One theoretical perspective linking to E1 and E2 is Chomskys theory of language development.His theory is a nativist theory as he suggests that piece have a built in ability to learn a language. Chomsky states that children have a Language Acquisition Device (LAD) which encodes the major principles of a language into a childs brain. Chomskys theory also states that children are able to use language so accurately from an early age because they all have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they can non be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely complex languages children will become fl uent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinners theory of language development.Skinners theory is a nurture or behaviouristic theory. According to Skinners theory a child initiallyacquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is based upon 4 elements as it is stated on slideshare.net which are stimulus, response, reinforcement and repetition. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and parcel of the childs life.E5- for my observatio ns I have done a tick chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to maintain confidentiality throughout the observations each child is referred to as child A, B or X rather than their names being use so that other people do not recognise who we are observing should they know the child. Each setting is referred to in a general form such as primary school, pre-school and nursery. The information equanimous is only accessible to the observer and in some cases the teacher or a high member of staff if something is noticed that is either of a colligate or needs addressing. Also maintaining confidentiality is very all-important(a) in a setting as it shows respect to people so then they can conceive you so if they have any concerns then can come and tell you. But if a child is at risk confidentially may be broken if a practitioner thinks child protection should know.D1- The observations that I carried out show that child A struggles to r ecognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through optical methods. This suggests that child A needs more help with their numbers and writing so to help we could plan activities to help do these which are more entrance to the childs learning style and suggest at home they practise counting and writing to develop on this to get them up to the homogeneous or a similar level as the rest in their year. Also the observations show that child A is not yet confident just about showing and talking to the rest of the class at show and tell, this may be because the child is very incertain which could be because the child is not used to being at the school yet and doesnt feel confident enough as they might still not know everyone and become shy because theyhave never noticed or spoke to some of their peers.D2- the observations in E4 can help with planning to meet the childs needs as from observing you can see the childs interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they havent spoken to, to try and gain confidence to talk to all other peers in the class.Also the child turned out to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and le arning style as well as trying things that are not their ducky learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the placement should be informed.By using confidentiality we are assuring the safety of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local community by protecting information and the children plus working to a childs best interest. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential t o confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.