Domains Of Child Development

From the age of seven to about eleven, children become capable of performing mental operations or working through problems and ideas in their minds. However, they can perform operations only on tangible objects and real events. Children also achieve conservation, reversibility, and decentration during this stage:

In my term paper, I discussed how stress affects the cognitive, social, emotional, and physical development in adolescents. At the end of my research paper, I have discovered that stress can lead to cardiovascular and metabolic diseases, impulsive and problematic behaviors due to sleep deprivation that can cause substance abuse, and suicide ideation due to lack of social support from family and friends that will affect all four domains of development. Furthermore, I will discuss my self-reflection on how stress may affect the four domains of development as I transition to the next stage of development, young adulthood. Additionally, I will conduct two interviews with different adults that are in the later stages of development, young and middle

Children at this stage make use of their senses in order to know; they can now consider two or three dimensions simultaneously instead of successively. Additionally, seriation and classification are the two logical operations that develop during this stage and both are needed for understanding number concepts. Seriation is the ability to order objects according to increasing or decreasing length, weight, or volume. On the other hand, classification involves grouping objects on the basis of a common characteristic.

The child may put three objects in order, graphics, spatial arrangement like pictures and designs, or make small orderings. At a little higher level when the child is starting to develop solid processes, the child tries ordering a series of seven or more objects by length but winds up with errors in the series or a wavy line. The child trying the sticks in numerous different places. The child cannot think about a stick being both greater than one stick and less than another stick at the same time. This type of responsibilities is known as a reciprocal. Overall, ordering sets for young children contract mostly with length, size, height, and possibly number. It is also important to note the distinction between this type of seriation by ordered differences and other types of orders, like placing objects in order in space. Young children who know seriation can place numbers in order from lowest to highest, smallest to largest. In the end, they will come to understand that five is higher than three or a number is higher than the other number. Questioning examples will begin with some early examples of reactions of young children who do not understand size. Then they will progress through some sequences developing LG5. In order to find out if the student is truly making a seriation matrix, the same type of questioning must be used as with multiplicative classification questioning to determine if the student has an overall plan in

The concrete operations stage suggests that it is necessary for a childto interact with actual objects, and be afforded the opportunity to really examine their ownconcepts in a manner which allows them the means to convey their ideas to others (Peck, 2000).In other words, during the concrete operations stage, kids require hands on experience withobjects, and the time to work through their thoughts regarding their experience. This will betterprepare them to discuss their experience and properly convey their thoughts, as well ascomprehend the lesson which is being taught.The theory of concrete operations will properly inform me of appropriate developmentalexpectations for the children. I will have a better understanding of how a child thinks, and theirgrasp of logic during this stage. It will also provide me with knowledge which allows me to offersupport in this area of development. Employing the concepts of this theory will enable me t teach in a manner which encourages children to speculate more effectively, and ask moreinvestigative questions. This method will allow the child to reach their own conclusions, andreduce the amount of guess work, as well as improve their levels of achievement and self-confidence (Peck,

Serration – The child's ability to order objects with respect to a common property. He or she starts to

Child development starts from the birth and continues to adulthood. By understanding child development, it is known that, what children can do at various ages. For instance, one year –old tries to walk and two-year-old child likes to run. It is required to provide space to move and run. This is the first design criteria for any children’s gallery. Infants explore their environment with their senses, often mouthing. Knowing this, it is required to make toys or exhibits for infants are hygienic and safe. Childhood is described by different name at different ages. From birth to the first year, children are called infants. From age one up to three as toddlers, three to six years age as pre-schoolers. The basic patterns of child development are

As students grow older, their language skills vastly grow and they become capable of using descriptive words to express emotions, refer to objects, and describe what they’re seeing. For young children and kids just entering school, creating or discussing art teaches kids descriptive words such as colors and shapes. Kids are able to communicate better and ask for objects by describing them, such as “the yellow ball” or “the blue crayon.” According to Grace Hwang Lynch, kids as young as a year old are capable of this; one-year-olds can crumple up a piece of paper and refer to it as a “ball” (Lynch).

There are a lot of theories regarding child development. Three of these theories are Bioecological Theory, Social-Cognitive Theory and Information-Processing Theory. This paper will discuss these theories by comparing and contrasting them.

All of the developmental domains are important in a child’s life. They might not know it or understand it but

Take a look at two children who are between the ages of four and ten years old. Neither of those children would observe nor solve a problem or situation the exact same way. This is because of the four cognitive development stages. Each stage signifies a certain level of development and understanding based on the age of a child. Jean Piaget is a scientist and philosopher who eventually created the cognitive development theories. “Piaget’s first intellectual interest were the study of nature and epistemology. These interests shaped his views of cognitive development” (Ed Psych Modules, 2012, p. 119). Cognitive Development is defined as a development in a child’s perceptual skill, language learning, information processing,

There are main six domains that directly affect the child development which are: cognitive, physical, social, emotional, creative and language. In order to record any development or disorder appears in any of these domains we have to observe the children in all their situations.

The developmental Domains are an important part of early child development. As an educator or caregiver these milestones development must be taken seriously. A preschool teacher’s job is to observe for developmental delays(K.Bietz,2012). In the case study for Nathan and Angelica they both were developing at the right progress for their ages. The rate at which skills are achieved in developmental domains depends on each child(Chatterjee, 2011-2017).Nathan may be high in one domain such as language development. He is able to engage in a conservation when asked a question. When you ask him a question one on one, he speaks clearly(quarterlyassessment,2014).

All domains are interrelated therefore development in one domain can limit development in another. One way to implement this principal in the classroom is to evaluate the children as they enroll in your class. This evaluation will let you know where the child is at so you can encourage the next step. If a baby is crawling and discovering their mobility then you want to ensure that you give them plenty of opportunities to explore and encourage their mobility with bright eye catching items. Their being mobile leads to exploration and cognitive development. Talk to the child and inspire them to develop social skills. One development leads to the next, consequently all domains build development for the next.

In this phase, child started to develop the extract reasoning ability and child can understand the conservation of matter.