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Childhood – 3-8 years. Understanding Human development during childhood. Childhood is considered to be from the age of 4 until 10 years old. Physical growth and development in childhood is more gradual although this is a growth spurt between the ages of five and seven years.
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Childhood – 3-8 years Understanding Human development during childhood
Childhood is considered to be from the age of 4 until 10 years old • Physical growth and development in childhood is more gradual although this is a growth spurt between the ages of five and seven years. • Throughout this period the proportions of the child’s body change.
Physical differences • The head in a child is larger, but is smaller in portion to the rest of the body; • Fine motor skills are developing and sense of balance is improved; • Children need to have lots of physical activity in order to help the body to function. • Task – list as many activities as you can that children carry out to keep active
Physical - Developmental Differences Children have larger heads relative to their bodies than do adults, especially until about age 8. Children's heads put more strain on their cervical spines. Their necks have to withstand a lot of movement and force. This gives them more of a forward head posture than adults have. Adults have a more stable cervical spine, with head above shoulders. Children still have developing bones, adults do not. During development, children are more likely to have injuries involving soft tissues, such as like carpal tunnel syndrome or damage near growth plates.
Ways of overcoming physical and emotional aggression – positive reinforcement and time-out • In a child's case - a lot of irritating behaviour – sibling rivalry and bickering, for example – is the manifestation of the lack of certain skills: the ability to share, postpone gratification, wait rather than interrupt. “If you work on teaching those skills, you don’t have to put as much emphasis on punishment,” Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behaviour. Therapy and instruction in positive reinforcement will help older people if the instructions are continually reinforced and should be part of the teaching-learning process to ensure correct behaviour. Instructors need to use it on a frequent and regular basis early in the process to help the students/client retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behaviour. • Lesson objective – to learn about the physical, intellectual, emotional and social factors and there effects on adults over the age of 65 years
Task – you are requested to complete a leaflet guiding a parent through the normal (norms) of early to middle childhood physical development Task list Using the images and notes from the next three slides pick out the most important parts and begin to compile your parents/ guardians educational leaflet Make sure you create bold notes so that the information is clear Use a range of images to explain the physical developmental stages Give the leaflet a heading Make sure you use good key words – cognitive being just one
Fine Motor Skill DevelopmentThis is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw. • Gross Motor Skill DevelopmentThis is the child's ability to use large muscles. For example, a six-month-old baby learns how to sit up with some support, a 12-month-old baby learns to pull up to a stand holding onto furniture, and a five-year-old learns to skip What is a developmental milestone? A developmental milestone is a skill that a child acquires within a specific time frame. For instance, one developmental milestone is learning to walk. Most children learn this skill or developmental milestone between the ages of 9 and 15 months.
Task : You are requested to make four small mind maps indicating how a child develops using fine and gross motor skills. You are then asked to link these motors skills into developmental milestones – an example is completed for you Fine motor skills of a young child aged 3-5 years Young 5 year old has just learn to play several tunes on his violin – this is a milestone for him. http://www.howkidsdevelop.com/5-7years.html
What is a developmental milestone? A developmental milestone is a skill that a child acquires within a specific time frame. For instance, one developmental milestone is learning to walk. Most children learn this skill or developmental milestone between the ages of 9 and 15 months.
The second or permanent teeth grow A child will develop distinct features A chid enjoys playing ball games A child can run, skip and hop between the ages of 4-6 years Muscle tissue will increase and ‘baby’ fat will be lost
Intellectual development in childhood • Children learn to talk and develop a much wider vocabulary; • By the age of ten they begin to understand concepts; • Concepts include colour, number, size and symbols; • The child now has a simple understanding of right and wrong.
What are concepts? • When a child starts school at around five, they begin to learn how to organize their thoughts. They are helped through this by the teacher; • The child begins to learn new vocabulary; • These new abilities are then applied to activities that occur outside of school.
Emotional development in childhood • Children can experience a wider range of emotions than infants; • Rights and wrongs • They learn that they need to express their emotions differently in different situations. • They need to understand behaviour and socialising with school friends
Emotional development of Children – Task Tasks Read this article and pretend you are a primary school headteacher – you feel that parents should be aware of the emotional problems caused when sending children to school whilst unwell. Write a letter to parents telling them of your advice and concerns about this issue. AFL read out to the class Using the mind map - plan out a fun and bright informing leaflet telling parents about the emotional and social development that children can experience from 3 to nine years. Present to class Using some of the techniques that Jo Frost recommends – draw up a reward chart for children when they help MUM, tidy their room, stop fighting with their sidling. When finished hang on the display boards.
There are examples of milestones of emotional development: 3-4 will be affectionate to family and friends 3-4 has quarrels and temper tantrums from time-to-time 4-6 confident 6-9 Critical of their efforts, for example, drawing
Social development in childhood • Social development for children between the ages of four and ten years alters dramatically; • They may have younger siblings (brothers or sisters) to cope with, so they need to share the time with their parents or carers; • They will also meet many new people; • Attending school means that they will extend their vocabulary by talking and listening; • Therefore, good role models are essentail at this stage.
Examples of milestones of social development • By the age of four, children need other children to play with. They are much better at understanding the feelings of others. • By five years old, children are attending school, meeting lots of new children and choosing their own friends. • Children understand how to take turns. They can be separated from their main carer without distress.
Milestones in childhood • At five, children cooperate with others in their peer group during games and understand rules and fairness. • By the age of seven, children are usually quite independent. • By the age of seven, children are aware of sexual differences and prefer to play with children of the same sex. • By the age of eight, some children maybe self-conscious and may need encouragement to join in activities. • At ten, children enjoy talking with others and are able to build relationships with a broad range of people.
Childhood developmental problems • Developmental problems are referred to under the umbrella term “developmental delays,” which describe any ongoing delay in a child’s meeting age-specific developmental milestones (as opposed to physical growth). To be a genuine medical symptom (as opposed to a child’s temporary lag in one area, which is normal), a developmental problem must affect a chain of developmental milestones and must be ongoing. • Development problems fall into several categories affecting ongoing functional developmental milestones. These milestone categories include language skills, cognitive development (thinking and learning), social and emotional development, and gross motor and fine motor skills. Most developmental problems cross over, combining several types of developmental milestones or problems within one disorder. • Causes of developmental delay are widespread, but include inherited disorders, mental retardation, neurological damage, autistic disorders, degenerative diseases, social or environmental deprivations, deafness, and many more causes. Some developmental problems can be corrected or improved by addressing causes such as poor vision, deafness, and environmental factors.
Emotional problems • Kindness and Self-Control • By the time that they are school-aged, children begin to take pride in their ability to exert self-control, and enjoy the feedback that they receive from being responsible and cooperative. This presents parents and educators with the opportunity to foster desirable emotional responses by pointing out situations in which children behaved in mature, compassionate ways. • School-aged children are also faced with their own unique challenges, of course, so parents must do all that they can to help kids to navigate unfamiliar situations. Sibling Rivalry is common, which can be exasperating for parents who harbour hopes that their children will get along famously. Allowing the children to work things out for themselves is wise (unless the situation gets truly out of control) because each time that the kids resolve an issue, they take steps toward emotional maturity.
What I look like, what clothes I wear. How well I get on with other people, How people seem to like me. How I rate myself against what I see in other people or what I see in the media What other people tell me they think about me What I think others think about me How well I feel, and that can be in my head or my body. How much I do what I know I ought to be doing for my studies, my health and in my relationships. All the things about myself that nobody else knows about The way other people treat me We use the wordsSELF-CONCEPTto mean your own view of yourself and it can include: How you see yourself Your thoughts about yourself Your beliefs about yourself How you feel about yourself It can include positive things and it is your own personal view! What makes up our self-concept? Youth Voice decided to try to find out what young people thought made a difference to how they think about themselves and how they see themselves. So we asked questions about their self-concept. These are some of the things young people said made a difference to their self concept:
There are many different answers so we divided them into 6 sections which cover most of the issues. The sections are Relationships - which includes family , friends, people we work or study with or meet during our day but don't really know well, people we don't know personally but admire or not. All the relationships that make a difference to our lives Money and stuff- This includes how we manage money, what we spend it on and all the things in our lives that we spend money on such as clothes, CD's, where we live etc. Health and Wellbeing - This includes taking care of our body, eating, keeping fit, relaxing, taking care of stress, spare time activities, having fun School or work or college - This includes any sort of learning activity or work activity and how well we think we are able to do different things Self-image - how we think we look. This can be about our bodies or clothes or style. It might include what we are deliberately trying to put over to others or what we actually think about our own image. General - This is the section for anything that doesn't come into the other 5. It includes experiences that affect our judgements about ourselves. It might also include the beliefs and values that make a difference to the way we think about life.
Self - concept can change from day to day so it is not a fixed thing. JUDGMENTS When thinking about the 6 topics sometimes we make judgments about how much we approve or disapprove of ourselves. Those judg
Kindness and Self-Control Sibling Rivalry is common, which can be exasperating for parents who harbour hopes that their children will get along famously. The child now has a simple understanding of right and wrong. Children learn to talk and develop a much wider vocabulary By the time that they are school-aged, children begin to take pride in their ability to exert self-control, and enjoy the feedback that they receive from being responsible and cooperative. By the age of seven, children are usually quite independent. By five years old, children are attending school, meeting lots of new children and choosing their own friends. At five, children cooperate with others in their peer group during games and understand rules and fairness. At ten, children enjoy talking with others and are able to build relationships with a broad range of people. By the age of seven, children are aware of sexual differences and prefer to play with children of the same sex.
