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A comprehensive set of questions and answers covering various aspects of child growth and development. topics include genetics, temperament, personality, birth order influences, health factors, developmental obstacles, and the importance of early childhood care. The q&a format facilitates learning and understanding of key concepts in child development. This resource is valuable for students and professionals in education, psychology, and related fields.
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Children gain control of the head and neck first, then the arms, and finally, the legs. At birth, the brain, heart, and spinal cord are fully functioning to support the infant. As children grow, the arm and leg muscles develop, followed by the finger and toe muscles. Differences in growth: - -- <
> --->Some children are taller, some shorter. Some children are smaller, while others are larger. These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise. Children do not grow at perfectly steady rates throughout childhood. Children will experience weeks or months of slightly slower growth, followed by growth spurts. Differences in the amount of growth can be a source of self-consciousness for some children. *are typical If you detect that a child is self-conscious about his/her size, how would you help him/her work on increasing his/her self-acceptance? - -- <> ---Either individually or with a group of children, talk about how things are different but equally important and valuable. You could use the example of a litter of puppies or kittens that are different colors and sizes, both larger and smaller. While they are different, they are all special and will grow into wonderful dogs or cats. You could also use different fruits, kinds of ice cream—and finally differences in people—to help the child or children understand that differences are not bad, but rather make each person special.
If you have some concern about a growth-related issue involving a child, how would you approach this issue with the parent(s)? - -- <
Children develop in relatively the same ways. There is a typical sequence of development that occurs as a child grows. While the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill. They can move forward, regress for a short time, then move forward again. Some children may skip a behavior or skill as they move forward. Principle 2 - Development Proceeds from General to Specific - -- <
> --- Development progresses from a beginning point moving in a forward direction. Just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific. As children mature, their bodily changes occur in a sequential order and give children new abilities.
Development is never uniform, but it is constant. Principal 5 - All Areas of Development are Interrelated - -- <
> --- Development in children is interrelated. There are several examples in Principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur. These examples also demonstrate the first two of five areas of development, called domains. These five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional Development, and Approaches to Learning. Each area of development influences development in other areas. Each of these developmental domains can be defined by one or more characteristics. The characteristics of the Physical Development Domain involve increased physical growth and abilities. There are many characteristics of the Cognitive Development and General Knowledge Domain, and the Approaches to Learning Domain, which include thinking, planning, creating, exploring, and questioning. The Language and Communication Domain includes a child's abilities to see, hear, speak, read, and write. The Social and Emotional Development Domain is defined by forming relationships and attachments. Why should child care professionals learn about principles of child development? - -- <> --->Care and the environment can support or hinder development. The knowledgeable caregiver can support a child in learning new skills.
When a child is struggling with a new skill, timely intervention can help him/her overcome a problem and "catch back up." The knowledgeable caregiver can "detect" indicators of possible delays and can help get the child the assistance he/she needs. Knowledge of child development is essential to working effectively with children. Development in young children occurs rapidly. You must recognize the existence of general stages and sequence of development, as well as the enormous variation that there are among children. Module 2: What is a theory? - -- <
> ---is a set of facts or principles analyzed in relation to one another and used to explain phenomena. A phenomena is a fact or behavior that can be observed. Abraham Maslow: Hierarchy of Needs - -- <> ---1. the physical
Positive formal social support network Level 4: Self-Esteem - -- <
Erikson's theory on emotional and personality development - -- <
Trust is developed over time by providing an infant with a consistent, comforting environment. When needs are met, trust is established. Trust builds an emotional foundation. A lack of trust can result in poor emotional stability. Age: Toddler - -- <
> ---Conflict: Autonomy vs. Shame and Doubt Meaning: Toddlers need to explore their own bodies and environment in order to become confident about themselves. When autonomy is allowed, a person can become comfortable with his/her choices. A lack of autonomy can result in a feeling of shame or insecurity. Age: Preschool - -- <> ---Conflict: Initiative vs. Guilt Meaning: Four- or five-year olds begin to develop an interest in exploring beyond themselves.
Meaning:
Between the ages of 18 to 35, young adults are exploring the development of relationships. Young adults need the opportunity to develop close relationships with family, friends, and partners. A lack of intimate relationships can lead to individuals feeling isolated and alone. Age: Middle Adult - -- <
> ---Conflict: Generativity vs. Stagnation Meaning: Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career. Adults need to see progress in their careers or success in their contributions to society. A lack of accomplishment often leads to feelings of resentment and regret. Age: Late Adult - -- <> ---Conflict: Integrity vs. Despair Meaning: After the age of 65, adults seek meaning in their lives. Adults are reflecting on their accomplishments and fulfillment in life. A lack of achievement may lead to despair in the final years. What does Erikson's theory mean to a child care professional? How can you, as a child care professional, support a positive outcome in each of the first four conflicts? - -- <> ---Create a relationship with your children that is based on trust.
Allow your children to exercise autonomy whenever it is safe and practical. Guide your children to initiate activities or portions of activities whenever it is safe and practical. Promote the building of your children's creativity during activities. Piaget's four stages of cognitive development - -- <