Explain The Different Areas Of Learning For Children

Kids who have the ability to do fundamental skills such as running, jumping, skipping, throwing, hopping, and swimming, become active because they have the confidence in themselves.

How well children get along with others, how their relationships develop in time and how involved

Early childhood is a very active time for children. Children can be seen, for the most part, constantly in motion whether it is jumping, running, or simply being unable to stand still. While children are taking part in these activities they are strengthening their gross motor skills. Most of the physical activity a child takes place in during this time with not be of a high skill level, such as a particular sport.

"Normative development" is viewed as events within a children’s development which often correlate towards the matching ages, ability or skills known as the 'milestones approach' (Cherry, K (2017)). Within a child’s average development these skills are categorised under four main subtopics 1) Physical Development; that included the large motor skills used for tasks such sitting, walking, and crawling. As well as the fine motor skills that are precise movements such as grasping and picking up smaller objects. 2) Cognitive Milestones that are based around the idea of problem-solving; such as being able to learn and understand the alphabet as well as learning how to react to different situations including the correlation that may be linked to changing facial expression. 3) Social and Emotional development is centred on the basis of being able to gain a better understanding of personal emotions and those of others. Social milestones also help to explain a child’s interactions

| Engaging in activities at school or in daycare that requires the child to be social with others as well as verbally express themselves. Using pictures, books and even outings helps with this process. (http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=119 ).

·Social development: as children play, they learn to relate with one another. They also learn social rules like sharing, give and take, etc.

Creating caring communities is critical to a young child and their families because “it supports the development of caring, inclusive relationships for everyone involved.” (Swim, 2017, p.125) We as caregivers have to select ways of helping infants acquire skills to help them interacts with their peers and adults in their lives.

The first aspect of development that I have noticed, is physical development. Physical development consists of physical body changes in a growing individual, such as changes in bone thickness, size, weight, vision and coordination (Herr, 552). We assess four categories of physical development, including; physical characteristics, large motor coordination, small motor coordination, and health. Alexis is taller than some other two year olds in the class. She is a bit taller than both Mckenna and Matthew. Alexis and Evie (also 2), are close in height. Alexis seems to be growing at normal rate for her

decided to focus on the social-skills domain for my research report. Social-skills development is a very important part of a healthy development in children. An important factor that greatly affects the growth of a child’s social-skills are the relationships that are first formed in their first couple years. This will essentially give rise to their future social and emotional relationship that they will form as well as effecting their social interactions with other people.

Children need to move around, practice with small muscle skills, need for food and rest in order for them to be attentive and ready to learn in every activities they have. Children need to move around for their physical development and as well as their intellectual development. If they have physical activity and physical play, it helps them to increase their ability to focus, interact with others and as well as to manage their own behavior and emotions. They can also build self-esteem, self awareness, peer relationships and develop different set of skills through physical activity. Children need to exercise their large muscles and as well as their small muscles. Individual differences and gender play a major role when it comes to the development of performing tasks. The text mentions that girls are more advanced than boys in terms of fine motor skills and in gross motor skills while boys are good that requires force and power. According to the book, fine motor coordination fall behind gross motor coordination for most children. Children need nutritious food in order to be active at their work and play cooperatively. If children consume too many non-nutritive foods, they have the higher chance of childhood obesity and it can affect their behavior as well as the book mentions. Children need to rest or to take breaks in their activities to avoid frustration and

While observing children during playtime at their preschool, I saw clear examples of the rapid physical development that occurs during early childhood. The two-year-olds were running quickly, but with a distinct side-to-side wobble and frequent tumbles. The four and five-year-olds moved with more fluidity and coordination, swinging easily on monkey bars and running with increased speed and agility. The two and three-year-olds would often want to play catch, and although they could throw the ball, they struggled to catch

Personal social and emotional has three aspects, making relationships, managing feelings and behaviour and self-confidence and self-awareness. This area is all about the child’s relationships with other people and themselves. Children need to develop relationship with the people around the for example the children they play with and come into contact with. The staff that work in that room and their family members. You recognise the relationship people have by observing them and if it’s you and a child you know if that child is close to you. Managing feeling and behaviour is all about the feeling children get and what they know about them and can they

Socially competent children can easily learn strategies from interacting comfortably and positively with others during their experiences at school or at home. (Kostelnik et.al. 2014)

(“Early” 1). Such as encouraging coloring, counting, reading, and writing skills. These are skills that are crucial in helping them through school. There are also other skills that are necessary for interactions in groups like sharing, taking turns, and listening to directions. (“On”). It is also important to understand that each child learns at their own pace but all of them must pass certain milestones before they can go on to the next. (“On”). Skills like eating by themselves, walking up stairs while alternating steps, and being potty trained during daily activities are milestones a three year old child should have achieved. (“Ready”). Then, surprisingly, By age four a child’s intellectual is already halfway developed. (“Early” 1). He or she should also be intently listening to stories, brushing their teeth, and playing nicely with other children. (“Ready”). In order to accelerate brain stimulation to aid a child in learning, while their brain is still open and assembling, many may use early interventions. (“On”). Common interventions used are: occasions to interact with other children and adults, more parental involvement, engaging the child in various learning activities and play, and even enrollment in specialized services and classes. (“On”).

The development of the self and the ability to form relationships with others both begin in infancy, as the child starts to understand its own existence. The formation of close relationships with parents and, eventually, with peers is crucial to the psychological and physiological well-being of a child.