Children Are Not Born?

Through play they are able to learn their environment and it helps with learning. In the area of language development preschoolers are developing well as they learn more words and are very verbal. Children are more vocal about their surroundings, feelings, and other individuals. It is important to pay attention to speech during this time as most delays in language are noticed during this stage of development. “It is important to encourage talk at this time, and to seek advice from a specialist if any delays are suspected.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) Socially children are developing as they show interest in playing with other children. “Children are driven by the desire to be liked and place the utmost importance on friends.” (Christina J. Groark, Stephanie K. McCarthy, Afton R. Kirk, 2014) It is during this period they children learn how to share and respect other feelings. Children learn how to follow rules and know their boundaries during this stage of development. Each stage of development is essential in how well children are able to enjoy the exciting time of preschool.

Play is essential to every part of children’s lives and is important to their development. It provides the children with different ways of doing things children will want to explore and learn new things.

In the toddler classroom, the children interacted with each other, however many of them were more interested in playing and exploring on their own. The children enjoyed free play at learning centers, story time, and outside play during my observation. The toddlers preferred parallel play in which the children used similar toys in similar ways, but did not interact with each other. For example, when one child began playing with the kitchen toys in the dramatic play center, soon all of the children began playing with the available plastic food items. However, the children were more interested in showing the teachers what they were doing and

She found that at every age, girls and women faced each other directly. On the other side of things, she noticed that at every age, boys and men sat at angles to each other and looked elsewhere in the room. Tannen demonstrates this when she gives the example of a woman in college who was frustrated because every time she would try and talk to her boyfriend he would lay down and put his arm over his face. This signaled that he was taking a nap, but he insisted that it was the only way he could listen without being distracted. Tannen follows by saying, “I believe these systematic differences in childhood socialization make talk between men and women like cross-cultural communication, heir to all the attraction and pitfalls of that enticing but difficult enterprise”. She backs her claim by discussing a research she discovered in an issue of American Psychologist. The research revealed that children’s development is most influenced by the social structure of peer interactions. The research later showed boys and girls tend to play with children of their own gender, and their sex-separate groups have different organizational structures and interactive

An explanation of the impact of current research into development and learning of babies and young children.

The article traces the origins of this phenomenon to childhood, where young boys and young girls tend to play exclusively within their own gender. Children's development is most influenced by the social structure of peer interactions. The differences in childhood socialization result in a lack of understanding of the communication styles of the sexes. Boys and girls bond differently.

This article, “No Way My Boys Are Going To Be Like That,” converses that young children are becoming aware of gender processing, which means

The interaction a preschooler has with the surrounding environment, whether it be physical or social, has a significant impact on the child’s development. Ramani (2012), had taken a look at playful environment versus a structured environment to see which one benefited children more when it came to social interaction and joint problem solving. The interaction shown in the experiment showed that a playful environment benefits children more because they are free to communicate and interact with other children, they were more observant of their environment, would imitate more to get their point across, and were overall more positive. Denham, Bassett, Zisser, and Wyatt (2014) evaluated the child’s engagement with the surrounding physical and social environment, along with taking a look at the ways social-emotional learning can predict how academically ready the children are.

The two most popular were the plastic Little Tikes slide, and the foot powered carts and scooters. These toys saw the most use during free play, but puzzle pieces, a ball pit, and books were also used. While at the garden, the kids loved picking ground cherries, raspberries, tomatoes, gourds, and an array of herbs. Most of the time there were kids in all of the flower beds, showing no favorites during this activity. The first time a saw a separation between boys and girls was when we visited the apple tree and the pond. At the apple tree, most of the the boys were more interested in throwing apples through the hollow hole in the tree, and the girls were more impressed with rolling down the hill. The boys, when we were down looking for frogs at the pond, loved to stomp their boots in the water (and get their pants wet) while the girls played with toys in the sand. Although there were a few kids playing with the opposite gender group during this observation, the majority of these groups were of one

Later, several kinds of prosocial behaviors can be observed in toddlers, as summarized in Laible and Karahuta (2014). Frequent sharing starts between 9-12 months of age, but by 24 months children become aware of the costs of sharing, so it becomes limited until later childhood. Helping behaviors appear at 12 months, when babies will point to help adults find objects in the room that the adult’s can’t find because someone else moved them or they somehow got displaced. At 18 months, babies will help an experimenter who’s hands are full open a book closet, pick up a clothespin that an experimenter dropped accidentally, or assist in cooperative helping tasks with adults. It isn’t until 36 months that children succeed in cooperative tasks with peers. Also, before age 2, children can only comfort others in distress by getting an adult or using egocentric techniques. A child might bring his or her own teddy bear to a distressed person, instead of a comforting object belonging to that person. However, by the time they are 2 or 2 and a half, children can appropriately comfort others. Thus, prosocial behavior is emerging and continuously developing in toddlerhood.

Social experiences play a vital role in the development of children. Theories of child development have been created to help us to understand how children’s minds develop, taking into account the differences between cultures around the world. Some of these theories explore the possibility that children gain knowledge, develop new concepts and bridge new ideas through interaction with experience and cognitive schemata. Some theories explore the theory that development also plays a role in social experience.

You can go to any schoolyard or playground and you will most likely see boys and girls playing within their gender groups. Additionally, you can also observe that when girls are playing, they tend to be sitting in groups, engaged in conversation by telling secrets and feel it's the foundation of friendships, while boys are usually running around or participating in a more physical activity. Women want the men in their lives to be more like their childhood girlfriends and share their thought and feelings so they can feel a closeness to their partners.

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

51). There are some people that believe there are behaviors that reflect socialization: girls are praised for cooperation and compliance, while boys are rewarded for activity and competition. The thought that many girls prefer to learn one way, and many boys another, suggest a useful generalization that can present information about gender that can help a teacher plan more successfully. Based on this information as an effective teacher it is important to include competition and cooperative activities.

The class I was in when observing had boys and girls raging from ages of 3 to 5 with two female teachers. Ages 3, 4 and 5 are years with huge growth in developmental milestones for kids. They go through many physical, cognitive, emotional/social and language changes from the time the become young children instead of toddlers. Observing a room full of girls and boys I got to compare and contrast the differences in the way each gender develops. It is said girls and boys usually develop at different rates. During my observations I saw that girls and boys not necessarily developed at different rates, but develop in different areas quicker than the other gender. Physically yes, boys were slightly taller and more filled out than girls. Both genders were very high energy,